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- State Public Assessment Reports for ELs with DisabilitiesFormats: Online
This page has links to state pages with assessment reports that include disaggregated data for English learners with disabilities.
Published: 2021-02-01 - Partnering with Parents of English Learners (ELs) and ELs with Disabilities during the COVID-19 PandemicFormats: PDF
This presentation on partnering with parents of English learners with and without disabilities during the COVID-19 Pandemic. It was presented at the 2020 Minnesota Department of Education's Minnesota English Learner Education conference (MELEd).
Published: 2020-11-20 - Successfully Making and Implementing Participation and Accommodations Decisions for English Learners with DisabilitiesFormats: PDF
This presentation addressed how to successfully make and implement participation and accommodation decisions for English learners with disabilities. It was presented to the U.S Departments of Education’s Office of Elementary and Secondary Education (OESE).
Published: 2020-08-27 - NCEO Reports: Updated Assessment Principles and Guidelines for English Learners with Disabilities (#424)
This updated report, originally published in 2013, presents five core principles of valid assessments for English learners with disabilities, along with a brief rationale and specific guidelines that reflect each principle. The principles were developed through a Delphi review involving experts in the fields of assessment, instruction of English learners, and special education. Appendices to this report describe the Delphi data collection process, and members of the expert panel. References and selected core resources related to each principle and guidelines are also included in an appendix. This update of the report recognizes the contextual changes that have occurred since 2013, but does not alter the principles themselves.
Published: August 2020 
NCEO Reports: Guidebook to Including Students with Disabilities and English Learners in Assessments (#420)This report provides 10 lessons about how to ensure inclusive assessment practices for students with disabilities and English learners. In addition to the 10 lessons, it provides foundational information on the characteristics of these students that require consideration during all phases of assessment design, development, and implementation. The focus of the Guidebook is large-scale summative assessments rather than interim and formative assessments; it does not address accountability considerations. The purpose of the Guidebook is to remind all assessment, special education, and other personnel in state departments of education of the lessons that have been learned, and to share those lessons with new personnel in state assessment, special education, Title I, and Title III offices.
Published: June 2020- Exploring IEP Transition Planning Experiences and Future Goal Aspirations of ELs and non-ELs with DisabilitiesFormats: PDF
This presentation on IEP transition planning experiences and future goal aspirations of English learners and non-English learners with disabilities was presented at the 2020 National Association for Bilingual Education (NABE) annual conference.
Published: 2020-02-28 - Used vs. Assigned Accommodations and Accessibility Features for English Learners with Disabilities on Statewide AssessmentFormats: PDF
This presentation addressed the difference between used vs. assigned accommodations and accessibility features for English learners with disabilities on statewide assessment. It was presented at the 2020 National Association for Bilingual Education (NABE) annual conference.
Published: 2020-02-27 
A Summary of the Research on Test Accommodations for English Learners and English Learners with Disabilities: 2010-2018The purpose of this literature review is to examine the published English learner (EL) accommodations literature between 2010 and 2018 to provide an updated overview of research trends on this subject. Providing accommodations during assessments for students with disabilities has long been a standard requirement in federal education legislation. Providing assessment accommodations for English learners (ELs), on the other hand, is a newer requirement appearing only over the past few decades. As such, state assessment policies vary widely in terms of what accommodations are permitted for ELs on state assessments. Further, many of the allowable accommodations do not address students’ linguistic needs and there is not a large research base to document their effectiveness. In this review, the researchers examine the purpose of each study, the type of assessment measured, the content area assessed, the type of linguistic support accommodation examined, the characteristics of the research sample and the participants, the type of research design, the findings, and the author-identified limitations.
Published: 1/8/2020
NCEO Data Analytics: 2016-17 Publicly Reported Assessment Results for Students with Disabilities and ELs with Disabilities (#11)Formats: OnlineThis interactive report presents data on public reporting practices for assessment data for students with disabilities in K-12 schools in the United States. This brief is based on 2016-17 Publicly Reported Assessment Results for Students with Disabilities and ELs with Disabilities
. The purpose of this study was to analyze whether states report data for students with disabilities "to the public with the same frequency and in the same detail as it reports on the assessment of nondisabled children," as required by the Individuals with Disabilities Education Act (IDEA). The report also summarizes the extent to which states report participation and performance for English Learners (ELs) with disabilities and examines public reporting of accommodations.Published: 2020-01-06
Improving Instruction Briefs: Accessibility Features and Accommodations: Information for Parents or GuardiansThis Brief explains accessibility features and accommodations for parents or guardians of students who are English learners, and also provides guidance on how to talk to teachers to help their child access accessibility features and accommodations. This Brief was developed by NCEO’s “ Improving Instruction for English Learners Through Improved Accessibility Decisions,” in collaboration with the West Virginia Department of Education.
Published: December 2019- Engaging Parents of English Learners and English Learners with DisabilitiesFormats: PDF
This presentation addressed engaging parents of English learners with and without disabilities. It was presented at the 2019 Minnesota Department of Education's Minnesota English Learner Education conference (MELEd).
Published: 2019-11-22 - Trends in Accommodations Assigned to English Learners with Disabilities for Statewide AssessmentsFormats: PDF
This presentation focused on trends in accommodations assigned to English learners with disabilities for statewide assessments. It was presented at the 2019 Minnesota Department of Education's Minnesota English Learner Education conference (MELEd).
Published: 2019-11-22 - Predictors of Participation of Transition Planning Participation and Future Goal Aspirations for Secondary ELs with DisabilitiesFormats: PDF
This presentation discussed predictors of participation of transition planning participation and future goal aspirations for secondary English learners with disabilities. It was presented at the 2019 Minnesota Department of Education's Minnesota English Learner Education conference (MELEd).
Published: 2019-11-19 
NCEO Reports: 2016-17 Publicly Reported Assessment Results for Students with Disabilities and ELs with Disabilities (#411)This is the 20th report by the National Center on Educational Outcomes (NCEO) that describes how states publicly report assessment data for students with disabilities in K-12 schools in the United States. The purpose of this report is to examine the extent to which states reported 2016-17 assessment data for students with disabilities “to the public with the same frequency and in the same detail as it reports on the assessment of nondisabled children,” as required by the Individuals with Disabilities Education Act (IDEA). It also describes how states report assessment participation and performance data to the public online. It summarizes these data for grades 4 and 8, and high school, with additional analyses that focus on average performance gaps across years. The report also summarizes the extent to which states report participation and performance for English Learners (ELs) with disabilities and examines public reporting of accommodations.
Published: October 2019
NCEO Brief: Guidance for Examining Disproportionality of Student Group Participation in Alternate Assessments (#18)The purpose of this brief is to examine disproportionality with respect to student group participation in Alternate Assessments aligned with Alternate Academic Achievement Standards (AA-AAAS). It is a companion to the NCEO brief, Guidance for Examining District Alternate Assessment Participation Rates. This brief provides a more detailed examination and illustration of a particular issue, disproportionality. The companion brief outlined a broad framework and general principles to guide the examination of AA-AAAS participation rates, particularly in light of the challenge of small n-sizes and associated uncertainty. It begins by reviewing the framework with respect to its application to address disproportionality in participation in the alternate assessment aligned to alternate academic achievement standards. This is followed by an illustration of specific analytic steps, and concludes by providing guidance for further inquiry that links back to the guiding principles in the framework.
Published: August 2019
NCEO Data Analytics: Percent of ELs with Disabilities from 2013-14 to 2016-17 (#9)Formats: OnlineThis interactive report presents information on the percent of students with disabilities ages 6-17 who are also English learners (ELs), and the proportion of these students by category for school years 2013-14 to 2016-17, for the 50 regular states.
Published: May 2019
NCEO Reports: Guidance Manuals for Educators of English Learners with Disabilities: Ideas and Lessons from the Field (#410)This report describes ideas and lessons learned from leaders who developed state education agency guidance manuals for identifying, assessing and referring English learners (ELs) to special education. To ensure that students are receiving optimal instruction, appropriate interventions, and assessments, state, district, and school leaders need to develop or improve the systematic processes educators and administrators work through. Providing manuals with consistent and practical guidance (and appropriate professional learning on their use) is a means to do so. This report presents findings from telephone interviews conducted with the authors of six state manuals, probing the impetus for getting started; the manual development process; dissemination and professional learning; and lessons learned during manual development. The report concludes with implications for state and local leaders.
Published: April 2019
Additional Educators’ Perspectives on Classroom Implementation of Accessibility Features and AccommodationsA second report from the DIAMOND project on phone interviews conducted with educators to highlight effective practices being used to implement accessibility features and accommodations in their classrooms during instruction and during assessments. Educators were asked about two kinds of accessibility features (universal features and designated features) and about accommodations. This report on the second cohort of interviewees presents separate findings as well as an overall summary for the two cohorts.
Published: April 2019- Meeting the Educational Needs of ELs with Significant Cognitive DisabilitiesFormats: PDF
This presentation addressed how to meet the educational needs of English learners with significant cognitive disabilities. It was presented at the 2019 Council for Exceptional Children (CEC) annual conference.
Published: 2019-02-01 
Forum on Speech-to-Text and Scribing: Getting a Handle on What This MeansFormats: PDFA report on a forum held on June 26, 2018 in San Diego, California that brought together staff from state departments of education, school districts, testing and testing-related companies, and other educational organizations to discuss speech-to-text and scribing, the differences in terminology, challenges associated with speech-to-text, and needed research. The forum was a pre-session to the Council of Chief State School Officers (CCSSO) National Conference on Student Assessment (NCSA), and was a collaboration of the Assessing Special Education Students (ASES), the State Collaborative on Assessment and Student Standards (SCASS), and the National Center on Educational Outcomes (NCEO). This report summarizes both the introductory information provided to forum participants, and the facilitated forum discussions that followed.
Published: September 2018