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- TIES Center Briefs: Providing Meaningful General Education Curriculum Access to Students with Significant Cognitive Disabilities (TIES Center Brief #4)
This brief addresses the question of what access to and progress in the general education curriculum means for students with the most significant cognitive disabilities. It provides examples of what content aligned to the grade level looks like for students who participate in the alternate assessment based on alternate academic achievement standards (AA-AAAS), highlighting three principles: (a) the same content standards are used as are used for other students; (b) all subject areas provided to the peers of a student who participates in the AA-AAAS should be provided to that student also; and (c) decisions about modifications and accommodations of assignments and materials are tailored to the individual student. Things to avoid and do’s and don’ts for providing access are provided.
Published: August 2020 
NCEO Reports: A Review of the Literature on Measuring English Language Proficiency Progress of English Learners with Disabilities and English Learners (#408)The purpose of this literature review was to identify evidence-based practices used (or recommended for use) to measure progress of English learners (ELs) with disabilities on English language proficiency (ELP) assessments. In this report, we discuss how studies have defined ELP progress and the extent to which studies have examined ELP progress for ELs with disabilities. In addition, we examine the methodologies used to measure ELP progress, the evidence base for the studies, and findings specific to ELs with disabilities. The strength of the evidence base was evaluated based on: (a) transparency of study methods, (b) study samples, and (c) author-identified study limitations.
Published: July 2018
NCEO Synthesis Reports: Item-Level Effects of the Read-Aloud Accommodation for Students with Reading Disabilities (#65)This year 2006 report examines data on accommodated and non-accommodated performances of students with specific reading disabilities on various math test items anticipated to be highly sensitive to accommodation effects. Analyses use three consecutive years of data from an elementary and middle school statewide assessment program. Findings show that within the fourth grade dataset, items classified as reading-hard (RH) and those classified as mathematically easy but difficult to read (ME/RH) were positively affected by the accommodation. Marginally significant findings were obtained for the ME/RH item set at the eighth grade level. The author notes limitations of the study, as well as implications for the findings.
Published: September 2006- Policy Pushing Measurement Expertise for the Inclusion of ALL Students in Testing for AccountabilityFormats: PDF
This presentation addressed the role of policy in pushing measurement expertise for the inclusion of all students in testing for accountability. It was presented at the 2020 National Council on Measurement in Education annual conference, held virtually.
Published: 2020-09-11 - Accommodations Toolkit: Signed Administration: States' Accessibility Policies, 2023Formats: Online
This summary of states’ accessibility policies for signed administration is part of the Accommodations Toolkit published by the National Center on Educational Outcomes (NCEO).
Published: 12/16/2024 - Accommodations Toolkit: Recorded Oral Delivery: States’ Accessibility Policies, 2023Formats: Online
This summary of states’ accessibility policies for recorded oral delivery is part of the Accommodations Toolkit published by the National Center on Educational Outcomes (NCEO).
Published: 12/16/2024 
NCEO Synthesis Reports: Opportunity-to-Learn Standards (#14)Formats: PDFThis report provides an overview of the use of the term "Opportunity to learn (OTL) standards in recent (1994) legislation, alternative perspectives on OTL standards, and state practices in the implementation of OTL standards. We examine how students with disabilities are treated in discussion of OTL standards, how people propose to measure OTL, and major issues surrounding the concept of OTL standards. Implications for students with disabilities are discussed, and we conclude with several recommendations.
Published: July 1994
NCEO Synthesis Reports: Implementation of Alternative Methods for Making Educational Accountability Decisions for Students with Disabilities (#12)Formats: PDFThis report examines some of the issues and challenges in gathering data for purposes of making accountability decisions for students with disabilities (1994). The report (1) describes the alternative methods that are being used, (2) describes the student population and accountability decision-making practices in representative states, (3) describes the kinds of issues State Education Agency (SEA) personnel encounter, (4) identifies the kinds of data SEA and national education policy personnel say would be needed to demonstrate that education works for students with disabilities, (5) describes ways in which SEA personnel have been successful in overcoming barriers, and (6) makes recommendations of promising practices for making accountability decisions.
Published: March 1994
NCEO Synthesis Reports: Graduation Policies for Students with Significant Cognitive Disabilities Who Participate in States' AA-AAS (#97)A report analyzing the graduation requirements and diploma options for students with the most significant cognitive disabilities who participate in states' alternate assessments based on alternate achievement standards (AA-AAS). The authors found that nearly 70% of states' policies indicated that students with the most significant cognitive disabilities who participate in the AA-AAS can receive a regular diploma. The criteria for doing so in these states were extremely varied, from those that have the exact same requirements to those that allow the IEP team to set the criteria. In states with policies that indicated that students with the most significant cognitive disabilities who participate in the AA-AAS could not receive a regular diploma, all but one state indicated that other end-of-school documents (e.g., certificates, special diplomas) were available to these students. The information the authors found and that was provided during the verification process provides important information for the field. Their findings should provide a basis for discussions within states as they consider their policies in light of college and career readiness imperatives.
Published: 2014
NCEO Synthesis Reports: Earning a High School Diploma through Alternative Routes (#76)A report based on a study examining the alternative routes to passing the high school exit exam that were available during the school year 2008-09 to students to earn a standard high school diploma. It examines alternative routes in the 26 states with active or soon-to-be active exit exams, and documents the alternative routes available for all students and those specifically for students with disabilities. Earning a standard diploma has increased in importance during the past several years. Not only is it a document that improves postschool outcomes, but it also has become a part of the Elementary and Secondary Education Act (ESEA) accountability system at the high school level--with the required graduation rate including only those students who have earned a regular/standard high school diploma or higher. Complicating matters in several states is the addition of an exit exam requirement to the traditional coursework requirements. The addition of a testing requirement to other requirements for earning a standard diploma is a challenge for students who do not perform well on assessments. Many, but not all, of these students have disabilities.
Published: June 2010
PARA Accessible Reading Assessment Reports: Examining DIF, DDF, and Omit Rate by Discrete Disability CategoriesA report describing a study of differential item functioning (DIF), differential distractor functioning (DDF), and differential omission frequency (DOF) for one third grade and one fifth grade statewide reading test for three disability groupings: students with speech/language impairments, learning disabilities, and emotional/behavioral disorders. The study found substantive DIF/DDF only for students with learning disabilities, not for students with speech/language impairments or emotional/behavioral disorders. Furthermore, examination of response characteristic curve graphs showed that DIF/DDF did not necessarily indicate an item had statistical bias against students with learning disabilities. Rather, low-performing students with learning disabilities more often than low-performing students without disabilities appeared to choose wrong answers randomly rather than selecting the most appealing wrong answers. The researchers concluded that there was no evidence of test bias for students with disabilities in the state reading tests examined in the study.
Published: December 2007
NCEO Synthesis Reports: High Stakes Graduation Exams: The Intended and Unintended Consequences of Minnesota's Basic Standards Tests for Students with Disabilities (#62)This year 2006 report examines the intended and unintended consequences of Minnesota's high stakes graduation exam on students with disabilities through focus group data and interviews. The study included focus groups included parents of students with disabilities, special educators from six schools in two large urban and suburban school districts, and member of the Minnesota Association of educational Assessment and Evaluation, and interviews from building administrators, school district representatives, and a state representative. Findings include a combination of positive and negative consequences such as increasing exposure to curriculum, increased participation in testing, raising expectations, high levels of anxiety and frustration, and drop-out concerns among other findings. The author concludes that further studies are needed to document empirically whether these consequences are occurring for students with disabilities.
Published: August 2006- Accommodations Toolkit: Text-to-Speech: States’ Accessibility Policies, 2023Formats: Online
This summary of states’ accessibility policies for text-to-speech is part of the Accommodations Toolkit published by the National Center on Educational Outcomes (NCEO).
Published: 12/16/2024 - Accommodations Toolkit: Test Breaks: States' Accessibility Policies, 2023Formats: Online
This summary of states’ accessibility policies for test breaks is part of the Accommodations Toolkit published by the National Center on Educational Outcomes (NCEO).
Published: 12/16/2024 - Accommodations Toolkit: Student Reads Aloud to Self: States' Accessibility Policies, 2023Formats: Online
This summary of states’ accessibility policies for student reads aloud to self is part of the Accommodations Toolkit published by the National Center on Educational Outcomes (NCEO).
Published: 12/16/2024 - Accommodations Toolkit: Spell Check: States' Accessibility Policies, 2023Formats: Online
This summary of states’ accessibility policies for spell check is part of the Accommodations Toolkit published by the National Center on Educational Outcomes (NCEO).
Published: 12/16/2024 - Accommodations Toolkit: Speech-to-Text: States' Accessibility Policies, 2023Formats: Online
This summary of states’ accessibility policies for speech-to-text is part of the Accommodations Toolkit published by the National Center on Educational Outcomes (NCEO).
Published: 12/16/2024 - Accommodations Toolkit: Small Group and Individual Administration: States’ Accessibility Policies, 2023Formats: Online
This summary of states’ accessibility policies for small group and individual administration is part of the Accommodations Toolkit published by the National Center on Educational Outcomes (NCEO).
Published: 12/16/2024 - Accommodations Toolkit: Scribe: States' Accessibility Policies, 2023Formats: Online
This summary of states’ accessibility policies for scribe is part of the Accommodations Toolkit published by the National Center on Educational Outcomes (NCEO).
Published: 12/16/2024 - Accommodations Toolkit: Preferential Seating: States’ Accessibility Policies, 2023Formats: Online
This summary of states’ accessibility policies for preferential seating is part of the Accommodations Toolkit published by the National Center on Educational Outcomes (NCEO).
Published: 12/16/2024