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878 results.
  • How to Develop State Guidelines for Access Assistants: Scribes, Readers, and Sign Language Interpreters
    Formats: Online

    A manual offering states a tool to assist in the development or enhancement of guidelines for access assistants. Whether a state already has guidelines or is just in the process of establishing them, this manual will provide structure to the process and many examples of criteria already included by states.

    Published: 2006
  • How to Develop State Guidelines for Access Assistants: Scribes, Readers, and Sign Language Interpreters
    Formats: PDF

    A structured tool to assist in the development or enhancement of guidelines for access assistants (i.e., scribes, readers, sign language interpreters, page turners, transcribers, language translators).

    Published: 2006-06-01
  • NCEO Annual Performance Reports and State Performance Plans: 2003-2004 State Assessment Data
    Formats: PDF

    A report summarizing assessment data from State Performance Plans.

    Published: June 2006
  • NCEO Synthesis Reports: Dealing with Flexibility in Assessments for Students with Significant Cognitive Disabilities (#60)
    Formats: Online, PDF

    This year 2006 report presents an analysis of where flexibility is allowed or controlled (standardized) in the development of alternate assessments based on alternate achievement standards for students with significant cognitive disabilities. The authors identify key challenges in evaluating data and technical quality given the flexibility of this population's instructional goals. Further, they address specific points for policymakers and assessment leaders to consider regarding the degree of flexibility or standardization they might design into these alternate assessment systems, including clarifying state values and goals, research and development, assessment format, and evaluating technical quality.

    Published: June 2006
  • PARA Accessible Reading Assessment Reports: State Accommodations Policies: Implications for the Assessment of Reading
    Formats: Online, PDF

    A report presenting the results of an analysis of the accommodations that are included in state accommodations policies and guidelines. The purpose of the analysis was to learn more about 10 accommodations that may have specific implications for the assessment of reading: audio-video equipment, Braille, large print, proctor/scribe, read-aloud directions, read-aloud questions, repeat/re-read/clarify directions, sign interpret directions, sign interpret questions, and sign responses to sign language interpreter. Much controversy has surrounded the use of some accommodations on statewide assessments used for accountability purposes. This report examines the variation across states for this group of accommodations.

    Published: June 2006
  • NCEO Technical Reports: Uneven Transparency: NCLB Tests Take Precedence in Public Assessment Reporting for Students with Disabilities (#43)
    Formats: Online, PDF

    This year 2006 report describes the extent that states publicly reported assessment data for students with disabilities for 2003-2004. It describes the assessment systems of states, reporting practices for participation and performance, and achievement gap data. Recommendations for clear reporting are also provided.

    Published: March 2006
  • NARAP Reports: Defining Reading Proficiency for Accessible Large-Scale Assessments: Some Guiding Principles and Issues
    Formats: PDF

    The National Accessible Reading Assessment Projects (NARAP) is a collaboration of two projects funded by the U.S. Department of Education to conduct research and development on accessible reading assessments for students with disabilities that affect reading. One of NARAP's first tasks was to develop a definition of "reading proficiency." This paper is a synthesis of the information collected and describes a set of principles and key unresolved issues described under each principle.

    Published: February 2006
  • NCEO English Language Learners (ELLs) with Disabilities Reports: Online Survey on Instructional Strategies for English Language Learners with Disabilities (#13)
    Formats: Online, PDF

    This year 2006 report describes an online survey about instructional strategies educators use with English learners with disabilities in reading, mathematics, and science at the middle school level.

    Published: January 2006
  • NCEO Synthesis Reports: Alternate Assessments Measured Against Grade-Level Achievement Standards: The Massachusetts "Competency Portfolio" (#59)
    Formats: Online, PDF

    This year 2006 report discusses Massachusett's alternate based on grade-level achievement standards. It describes the students who require these alternate assessments based on grade-level achievement standards (structured portfolio), and how such alternate assessments can reliably measure achievement in an equivalent manner to those students taking regular assessments for a grade level, and how the assessment may fulfill both system accountability and diploma purposes. The author also discusses how the model for a competency portfolio was developed and validated.

    Published: January 2006
  • Educational Policy Reform Research Institute Reports: Topical Review Eight: The Role of Accommodations in Educational Accountability Systems (#8)
    Formats: PDF

    This year 2005 topical review addresses the use of accommodations for students with disabilities on state-wide tests and their implications for educational accountability systems.

    Published: December 2005
  • NCEO Synthesis Reports: Access Assistants for State Assessments: A Study of State Guidelines for Scribes, Readers, and Sign Language Interpreters (#58)
    Formats: Online, PDF

    This year 2005 report describes a national study on state guidelines provided for human access assistants that help students who use either a scribe, reader or sign language interpreter accommodation on state assessments. Overall, 22 states had guidelines for one or more of the three access assistants that were the focus of the study. Variations across state guidelines extended from breadth and depth to format and ease of access. Further, 14 states with guidelines also had described the qualifications or characteristics required of these access assistants. The report concludes with a description of several challenges to the development of state guidelines for access assistants, and recommendations for meeting those challenges.

    Published: December 2005
  • NCEO Synthesis Reports: One State's Story: Access and Alignment to the GRADE-LEVEL Content for Students with Significant Cognitive Disabilities (#57)
    Formats: Online, PDF

    This year 2005 report presents a case study from the state of Massachusetts for providing students with significant cognitive disabilities with grade-level aligned content. It addresses opportunity to learn, and emphasizes the importance of working to get these students as close as possible to the grade-level standards that typical students are learning, as this is important for the student's education and is an important statement to make about the goal of special education. The author then describes how Massachusetts equips special educators with a conceptual standards roadmap of what is expected of all students, a process for customizing that curriculum for each student., and a method of data collection to document a student's progress learning targeted skills in the student's portfolio that gets used in the school, and later submitted to the state as an alternate assessment.

    Published: December 2005
  • NCEO English Language Learners (ELLs) with Disabilities Reports: ELL Parent Perceptions on Instructional Strategies for their Children with Disabilities (#12)
    Formats: Online, PDF

    This year 2005 report examines how parents were engaged to review and comment on the reading instruction of teachers working with English learners with disabilities from Latino, Hmong and Somali backgrounds.

    Published: November 2005
  • NCEO State Surveys: 2005 State Special Education Outcomes - Steps Forward in a Decade of Change
    Formats: Online, PDF

    This year 2005 report summarizes a state survey given to all states addressing participation rates, use of accommodations, the number of students achieving grade level proficiency, and more.

    Published: November 2005
  • NCEO Technical Reports: Considerations for the Development and Review of Universally Designed Assessments (#42)
    Formats: Online, PDF

    This year 2005 report describes the development of a form for assessment designers to use to incorporate universal design considerations into assessments. It describes the Delphi validation process undertaken with the original design considerations of the Universal Design Project and includes commentary from assessment and content area experts. Several recommendations are provided on the use of the considerations at all stages of assessment development.

    Published: November 2005
  • NCEO English Language Learners (ELLs) with Disabilities Reports: Policymaker Perspectives on the Inclusion of English Language Learners with Disabilities in Statewide Assessments (#8)
    Formats: Online, PDF

    This year 2005 report describes how state educational agencies are including English learners with disabilities in statewide assessments and supporting local education agencies in their communication of assessment results to families. The study involved telephone interviews with state department personnel in the areas of assessment, English learner programs, and special education in states with large and small populations of English learners.

    Published: August 2005
  • NCEO English Language Learners (ELLs) with Disabilities Reports: Student Perceptions of Instructional Strategies - Voices of English Language Learners with Disabilities (#11)
    Formats: Online, PDF

    This year 2005 report examines the input of English learners with disabilities on the instructional strategies identified by educators for teaching reading, math, and science. The context is grade-level standards-based instruction.

    Published: July 2005
  • NCEO Technical Reports: Analyzing Results of Large-Scale Assessments to Ensure Universal Design (#41)
    Formats: Online, PDF

    This year 2005 report illustrates one method for determining whether items on an assessment are functioning differentially for students with disabilities in comparison to their peers without disabilities. The report describes various statistical techniques used with a large statewide dataset for a mathematics assessment, and describes ways to compensate for lack of statistical power when looking at small group sizes. The report concludes that items can be flagged for review using differential functioning or other types of analysis.

    Published: July 2005
  • NCEO Annual Performance Reports and State Performance Plans: 2002-2003 State Assessment Data
    Formats: PDF

    A report summarizing assessment data from State Performance Plans.

    Published: June 2005
  • NCEO English Language Learners (ELLs) with Disabilities Reports: Confronting the Unique Challenges of Including English Language Learners with Disabilities in Statewide Assessments (#9)
    Formats: Online, PDF

    This year 2005 report examines the challenges that state educational agencies face when including English learners with disabilities in statewide assessments and the solutions they have identified. The study involved telephone interviews with state department personnel in areas of assessment, English learner programs, and special education in 14 states.

    Published: June 2005