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  • MIDAS Project Reports: Parents’ Perspectives on Their Child’s Move from the AA-AAAS to the General Assessment (#104)
    Formats: PDF

    This report presents the findings of interviews that were conducted with parents of students who moved from the alternate assessment based on alternate academic achievement standards (AA-AAAS) to the general state assessment used for accountability. The purpose of the interviews was to learn more about their experiences as parents of students on the cusp between the two assessments.

    Published: August 2024
  • Parent-Educator Toolkit: Building Successful Communication with the School Using the Multilingual Parent Educator Toolkit
    Formats: Free Video

    The parents of English learners need to be involved in decisions about accessibility features for their children. The multilingual Parent-Educator Toolkit consists of several concise briefs to guide parents through this process. This video helps parents understand what the resources are and how to use them. This English-language video provides subtitles in Arabic, Simplified Chinese, Spanish, and Vietnamese that can be turned on in the Settings feature.

    Published: 11/3/2022
  • Parent Video Series: Supporting the Learning of Children with Significant Cognitive Disabilities at Home: Helping Your Child with Math While at Home
    Formats: 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 Home
    Formats: 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 Home
    Formats: 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
  • Meeting Every Student Succeeds Act (ESSA) and Workforce Innovation and Opportunity Act (WIOA) Requirements: Alternate Assessments and Inclusion of All Students
    Formats: Online

    This presentation addressed how to meet Every Student Succeeds Act (ESSA) and Workforce Innovation and Opportunity Act (WIOA) requirements on alternate assessments and inclusion of all students. It was presented to the U.S Departments of Education’s Office of Elementary and Secondary Education (OESE).

    Published: 2020-07-15
  • Improving Instruction Briefs: Accessibility Features and Accommodations: Information for Parents or Guardians (Simplified Chinese translation)
    Formats: PDF

    This Brief, translated into Simplified Chinese, 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 about 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: June 2020
  • Guidance for examining disproportionality of student group participation in alternate assessments
    Formats: PDF

    This document examines disproportionality with respect to student group participation in Alternate Assessments aligned with Alternate Academic Achievement Standards (AA-AAAS). This paper is a companion to “Guidance for Examining District Alternate Assessment Participation Rates” (Evans & Domaleski, 2018). This companion document outlines 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.

    Published: 2019-08-01
  • NCEO Data Analytics: Percent of ELs with Disabilities from 2013-14 to 2016-17 (#9)
    Formats: Online

    This 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
  • Moving Your Numbers: Regional/Intermediate Unit Providers: The Critical Role of Regional Providers in Facilitating School District Capacity to Improve Learning and Achievement for Students with Disabilities
    Formats: PDF

    A guide, based on the Moving Your Numbers report, offering insights into the direction regional providers should take to more effectively support districts and schools in improving outcomes for all students.

    Published: 2012
  • Universal Design Online Manual
    Formats: Online

    A tool outlining steps that states can take to ensure universal design of assessments. The recommendations can be used for both computer and paper-based assessments. The authors recommend that states follow the steps provided in chronological order. Including any step in the design and review of tests may improve the design features of a state assessment. This online document is accompanied by a more detailed "How-To" manual (see "A State Guide to the Development of Universally Designed Assessments").

    Published: 2006
  • Educational Policy Reform Research Institute Reports: Topical Review Six: Accountability for All: Results from a Study on Accountability Policies Affecting Students with Disabilities Educated in Special Schools and Settings (#6)
    Formats: PDF

    This year 2004 topical review examines the current state of accountability policies that impact students with disabilities who are educated in special schools and settings.

    Published: September 2004
  • NCEO Limited English Proficiency Projects Reports: State and District Assessments as an Avenue to Equity and Excellence for English Language Learners with Disabilities (#2)
    Formats: Online

    This year 2001 report summarizes data publicly reported on state education department websites on the participation rate and performance of English learners for 1999-2000.

    Published: September 2001
  • NCEO Minnesota Assessment Project Reports: Effect of a Multiple Day Test Accommodation on the Performance of Special Education Students (#34)
    Formats: Online

    This year 2000 report presents a study on the effect of allowing students with disabilities to take a reading test over multiple days versus taking the test within one day.

    Published: December 2000
  • NCEO Minnesota Assessment Project Reports: Student Perspectives on the Use of Accommodations on Large-scale Assessments (#35)
    Formats: Online

    A report from the past Minnesota Assessment Project, a federally funded effort awarded to the Minnesota Department of Children, Families and Learning from the U.S. Department of Education, Office of Educational Research and Improvement. The project's goal was to promote and evaluate the participation of students with limited English proficiency and students with disabilities in Minnesota's Graduation Standards.

    Published: December 2000
  • NCEO Out-of-Level Testing Project Reports: Test Publishers' Views on Out-of-Level Testing (#3)
    Formats: Online

    This year 2000 report describes a study conducted with test publishing companies on their views on out-of-level testing that included interviews, "in-house" publications, catalogs, and technical manuals furnished by the companies.

    Published: November 2000
  • NCEO Out-of-Level Testing Project Reports: How Out-of-Level Testing Affects the Psychometric Quality of Test Scores (#2)
    Formats: Online

    This year 2000 report presents a review and analysis of the psychometric literature on the topic of out-of-level testing. It addresses concerns about the research that has been conducted and identifies additional research needs.

    Published: August 2000
  • NCEO Minnesota Assessment Project Reports: Factors Related to the Performance of LEP Students on Basic Standards Tests (#27)
    Formats: Online

    This year 2000 report summarizes factors related to the performance of students from non-English language backgrounds in Minnesota state assessments in school years 1996 through 1998.

    Published: July 2000
  • NCEO Policy Directions: Non-Approved Accommodations: Recommendations for Use and Reporting (#11)
    Formats: Online

    This year 2000 report is intended to help states and districts consider the issues surrounding the use of non-approved accommodations. Recommendations are provided for ways to use and report data from assessments taken with non-approved accommodations.

    Published: May 2000
  • NCEO Policy Directions: Diploma Options and Graduation Policies for Students with Disabilities (#10)
    Formats: Online

    This year 2000 report identifies key issues to consider when answering questions on graduating testing policies for students with disabilities. It also makes suggestions for establishing inclusive and fair diploma options and graduation policies.

    Published: January 2000