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NCEO Brief: Considerations for States Providing Materials in Braille (#19)The purpose of this brief is to provide information on, and recommendations for, providing appropriate braille materials for students. In November 2012, the U.S. members of the Braille Authority of North America (BANA) voted to adopt Unified English Braille Code (UEB), with implementation of the code to begin in January 2016. Prior to that, braille materials and assessments were provided through English Braille American Edition (EBAE) a "literary" code, and Nemeth Code for Mathematics & Science Notation (Nemeth). Now, math and science materials can be created in UEB only or in Nemeth that is embedded within UEB. This brief examines why providing both options is important to designing appropriate school policies and procedures for braille users.
Published: October 2019
NCEO Technical Reports: Using Cognitive Labs to Evaluate Student Experiences with the Read-Aloud Accommodation in Math (#67)A report describing a study of the read-aloud accommodation, which is frequently used on mathematics assessments. However, Individualized Education Program (IEP) teams often find it difficult to make appropriate decisions about this accommodation. NCEO and the South Dakota Department of Education examined how students performed on a math test with the read-aloud accommodation compared to how they performed without it. The study also explored students' perceptions of how the accommodation worked. Results from the study, found in this report, can help inform local and state level policies and procedures.
Published: September 2012
PARA Accessible Reading Assessment Reports: Studying Less-Accurately Measured StudentsA report describing a small-scale study that closely examined a limited number of students to shed light on several questions. The study provided a preliminary look at the possibility of using teacher judgment in identifying students at most risk of being inaccurately measured by typical annual large-scale reading tests and examined some of the characteristics of such students. Findings from the study indicate that teacher judgment could be useful as one part of the procedure for identifying less-accurately measured students. The report includes anecdotal descriptions of students that suggest how various cognitive and affective factors such as slow processing and levels of engagement and anxiety, alone or in interaction, can distort the test performance of some students.
Published: October 2010
NCEO Technical Reports: Matching State Goals to a Model of Outcomes and Indicators for Grade 8 (#16)Formats: PDFThis year 1995 report describes the extent of correspondence between state articulated student outcomes and indicators at grade 8 and the grade 8 outcomes in a model developed by the National Center on Educational Outcomes and partnering stakeholders. Figures showing the outcomes at grade 8 and information on the matching activity are presented. The model was developed in order to aid state and local level practitioners involved in the articulation of educational goals, performance standards, assessments, and curriculum frameworks at different age and grade levels.
Published: October 1995- NCEO Technical Reports: Matching State Goals to a Model of Outcomes and Indicators for Grade 4 (#15)Formats: PDF
This year 1995 report describes the extent of correspondence between state articulated student outcomes and indicators at grade 4 and the grade 4 outcomes in a model developed by the National Center on Educational Outcomes and partnering stakeholders. Figures showing the outcomes at grade 4 and information on the matching activity are presented. The model was developed in order to aid state and local level practitioners involved in the articulation of educational goals, performance standards, assessments, and curriculum frameworks at different age and grade levels.
Published: September 1995 - NCEO Technical Reports: Matching State Goals to a Model of Outcomes and Indicators for Age 6 (#14)Formats: PDF
This year 1995 report describes the extent of correspondence between state articulated student outcomes and indicators at age 6 and the age 6 outcomes in a model developed by the National Center on Educational Outcomes and partnering stakeholders. Figures showing the outcomes at age 6 and information on the matching activity are presented. The model was developed in order to aid state and local level practitioners involved in the articulation of educational goals, performance standards, assessments, and curriculum frameworks at different age and grade levels.
Published: August 1995 - NCEO Technical Reports: Matching State Goals to a Model of Outcomes and Indicators for Age 3 (#13)Formats: PDF
This year 1995 report describes the extent of correspondence between state articulated student outcomes and indicators at age 3 and the age 3 outcomes in a model developed by the National Center on Educational Outcomes and partnering stakeholders. Figures showing the outcomes at age 3 and information on the matching activity are presented. The model was developed in order to aid state and local level practitioners involved in the articulation of educational goals, performance standards, assessments, and curriculum frameworks at different age and grade levels.
Published: August 1995 - NCEO Technical Reports: Experts' Opinions about the Appropriateness and Feasibility of National Math Standards (#4)Formats: PDF
This year 1993 report presents survey results on the appropriateness and feasibility of the Curriculum and Evaluation Standards published by the National Council of Teachers of Mathematics in relation to math instruction for students with disabilities. The study surveyed eleven experts in the areas of mathematics education, special education, and assessment. Results showed that the major factor determining opinions about the Standards was the respondents' basic belief about the appropriate form of math instruction for students with disabilities. Little agreement on the appropriateness and feasibility of the Standards was found beyond the elementary grade levels. A discussion of the implications for the math education of students with disabilities is included.
Published: February, 1993 - 1% Toolkit: Multi-Tiered Systems of Support (MTSS) for Students with the Most Significant Cognitive Disabilities (NCEO Tool #15)
The purpose of this tool is to provide information on the Multi-Tiered Systems of Support (MTSS) for students with the most significant cognitive disabilities for parents in the form of (a) a fact sheet, and (b) a set of frequently asked questions (FAQs) that provide additional details about MTSS. These parent resources are available for states to adapt to share with districts, parent organizations, and parents. This resource was developed through a collaborative process with members of the TASH Inclusive Education Community of Practice (CoP) and staff from forty-nine states and the Bureau of Indian Education (BIE) who participated in the 1% CoP.
Published: November 2023 - NCEO Participation Communication Toolkit: One-Page “Ready-to-go” Family FlyerFormats: PDF
The purpose of this “ready-to-go” flyer is to provide concise resources about why it is so important that all students participate in state testing. Written for families, it also provides strategies to reduce student test anxiety. The flyer can be displayed during state testing windows, shared during parent-teacher meetings, and distributed during school events. The flyer is part of the Participation Communication Toolkit developed by the National Center on Educational Outcomes (NCEO) to identify and describe reasons why all students, including students with disabilities, English learners, and English learners with disabilities should take state tests. This flyer can be used as is with no changes.
Published: 3/8/2023 - Parent Video Series: Supporting the Learning of Children with Significant Cognitive Disabilities at Home: Helping Your Child with the Foundations of Math While at HomeFormats: Online
This video describes ways parents of students with disabilities can help their child with the foundations of math while at home. The video discusses why it is important to focus on foundations of math at home, how to do this, and what support parents can ask for from the school. The video gives tips on making modifications for different disabilities, and provides sources for more information.
Published: March 2021 - Parent Video Series: Supporting the Learning of Children with Significant Cognitive Disabilities at Home: Helping Your Child with Math While at HomeFormats: Online
This video describes ways parents of students with significant cognitive disabilities can help expand their child’s math skills at home. The video discusses why it is important to focus on math at home, how to do this, and what support parents can ask for from the school. The video gives tips on making modifications for different disabilities, and provides sources for more information.
Published: March 2021 - Parent Video Series: Supporting the Learning of Children with Significant Cognitive Disabilities at Home: Helping Your Child with the Foundations of Reading at HomeFormats: Online
This video describes ways parents of students with disabilities can help their child with the foundations of reading while at home. The video discusses why it is important to focus on foundations of reading at home, how to do this, and what support parents can ask for from the school. The video gives tips on making modifications for different disabilities, and provides sources for more information.
Published: March 2021 - Parent Video Series: Supporting the Learning of Children with Significant Cognitive Disabilities at Home: Helping Your Child with Reading at HomeFormats: Online
This video describes ways parents of students with significant cognitive disabilities can help their child expand reading skills while at home. The video discusses why it is important to focus on reading at home, how to do this, and what support parents can ask for from the school. The video gives tips on making modifications for different disabilities, and provides sources for more information.
Published: March 2021 - NCEO Policy Directions: Reporting Educational Results for Students with Disabilities (#8)Formats: Online
This year 1997 report explains the importance of public reporting of results for students with disabilities and describes principles for good reporting practices. It concludes with several further recommendations.
Published: July 1997 
NCEO Newsletter: October 2019 issueFormats: OnlineThis newsletter includes articles on a variety of topics. First, a Brief on examining disproportionality is highlighted, including ideas for looking at data when sample sizes are small; this brief also provides a link to a video on producing confidence intervals. Following that is an article highlighting a study of guidance manuals; it describes ideas and lessons learned from leaders who developed state education agency and local education agency guidance manuals for identifying, assessing, and referring English learners (ELs) to special education. Presentations that will be made by NCEO staff in November in St Paul, Minnesota (MELEd) and February in Portland Oregon (CEC) are also listed in this newsletter. Finally information on products from two NCEO affiliated projects is presented – first, several products from the TIES Center are shown, followed by a description of a module that is now publicly available from the DIAMOND project.
Published: October 2019
NCEO Technical Reports: Inclusion of Students with Disabilities in National and State Data Collection Programs (#2)Formats: PDFThis year 1992 report summarizes the extent to which individuals with disabilities were represented in national and state data collection programs. After 30 different data collection programs were identified for potential evaluation, 9 of them were reviewed. The extent to which students with disabilities were included in state outcomes assessment activities was evaluated through a survey of state directors of special education. Findings include statistics on the percent of students with disabilities being excluded, issues related to exclusion guidelines, and issues stemming from the lack of representation of students with disabilities in national outcome measures.
Published: March 1992- NCEO Parent Fact Sheets: State Testing of Your Child with a Disability (Parent Fact Sheet #3)
This Fact Sheet summarizes the resources that are available specifically to students who have a disability, an Individualized Education Program (IEP), or a 504 plan when they take state tests. The more parents know about these test resources, the more they can ensure that their child’s test performance contributes to measures of how well the school has met the needs of all children in the school. This Fact Sheet offers tips on how to be involved in decisions about providing resources to one’s child, and also how to prepare a child for state tests in academic subjects. It is part of a set of Fact Sheets developed by NCEO to provide accessible materials for parents about state assessments.
Published: 8/14/2023 
NCEO Newsletter: June 2019 issueFormats: OnlineIn this issue, we highlight sessions in which NCEO will participate during the upcoming National Conference on Student Assessment in Orlando, Florida. We also highlight recent NCEO reports, including two that address expectations for students with disabilities—one a longer report that examines what we know in the context of policy, practice, and evidence from the implementation of reforms (Students with Disabilities in Educational Policy, Practice, and Professional Judgment: What Should We Expect?); and the second a brief that provides suggestions for policymakers, states, and technical assistance providers (Revising Expectations for Students with Disabilities). A new Data Analytics that provides national and state trends on students with disabilities and their categories of disability also is highlighted. A report that updates state graduation policies for students with disabilities concludes the NCEO reports highlighted in this issue. We conclude this issue by summarizing a new report from the DIAMOND Project, Additional Educators’ Perspectives on Classroom Implementation of Accessibility Features and Accommodations.
Published: June 2019- NCEO Technical Reports: Matching State Goals to a Model of Outcomes and Indicators for the Post-School Level (#12)Formats: PDF
This year 1995 report describes the extent to which there was a correspondence between state-articulated student outcomes and the outcomes specified in a model developed by the National Center on Educational Outcomes (NCEO). The NCEO model of outcomes and indicators, developed using a multi-attribute consensus-building tool with hundreds of stakeholders, is presented. It articulates eight major outcome domains with indicators at keys stages of a student's development: age 3, age 6, grade 4, grade 8, school-completion, and post-school. Information in the model was developed for use by state and local level practitioners involved in the articulation of educational goals, performance standards, assessments, and curriculum frameworks at different age and grade levels.
Published: August 1995