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TIES Center Reports: Communication Competence in the Inclusive Setting: A Review of the Literature (#103)This report presents findings from a literature review that was conducted to identify evidenced-based approaches to supporting the development of communicative competence for K-8 students in inclusive educational settings. Specifically, the review examined whether communication programming employing augmentative and alternative communication (AAC) is being successfully used in inclusive elementary and middle school settings, and what elements of the communication program are most likely to affect students’ communicative competence.
Published: June 2019
TIES Center Reports: Using Systems Change Efforts to Implement and Sustain Inclusive Education Practices in General Education Settings for Students with the Most Significant Cognitive Disabilities: A Review of the Literature (#102)This report presents the findings from a literature review that examined how systems change efforts can guide initiatives to increase and sustain the placement of students with the most significant cognitive disabilities in inclusive general education settings, as well as increase and sustain opportunities for these students to learn core academic standards-based curriculum through the implementation of inclusive education practices. The report concludes with the identification of several components associated with effective and sustainable systemic change efforts related to the implementation of inclusive practices.
Published: June 2019
NCEO APR Snapshot Briefs: 2016-2017 APR Snapshot #19: State Assessment Participation and Performance of Students Receiving Special Education Services (#19)Formats: OnlineThis report provides a snapshot of the participation and performance of students receiving special education services in statewide assessments used for Elementary and Secondary Education Act (ESEA) accountability. Using federally submitted data for the 2016-17 school year, we present information on participation and performance in reading and mathematics statewide assessments administered to grade 8 students.
Published: July 2019- NCEO APR Snapshot Briefs: 2016-2017 APR Snapshot #21: AA-AAS Participation and Performance (#21)Formats: Online
This report summarizes Alternate Assessment based on Alternate Achievement Standards (AA-AAS) data used for Elementary and Secondary Education Act (ESEA) accountability to measure the academic achievement of students with significant cognitive disabilities. Using federally submitted data from the 2016-2017 school year, we present information on the number of students participating in the AA-AAS and the performance of those students.
Published: July 2019 
TIES Center Briefs: Taking the Alternate Assessment Does NOT Mean Education in a Separate Setting! (#2)This Parent Brief describes how participation in the alternate assessment does not automatically mean that a student is in a different instructional setting from his or her same-age peers without disabilities. The brief defines who are students with the most significant cognitive disabilities, what is meant by the “least restrictive environment,” the legal provisions that support inclusion, including students with the most significant cognitive disabilities in general education classrooms, and next steps for parents.
Published: May 2019- Considerations for Monitoring Accommodations on the Alternate AssessmentFormats: PDF
This presentation described considerations for monitoring accommodations on the alternate assessment. It was presented at the 2019 National Conference on Student Assessment (NCSA) annual conference.
Published: 2019-06-24 
NCEO Reports: Students with Disabilities in Educational Policy, Practice, and Professional Judgment: What Should We Expect? (#413)This report provides a cross-disciplinary look at educational policy, practice, and law related to expectations for students with disabilities. It addresses three questions critical to a discussion of expectations for students with disabilities, viewing the questions from an educational perspective and a legal perspective. The report concludes with responses to each of the questions and then provides recommendations for action based on what thoughtful, informed professional judgment of appropriate educational opportunities for students with disabilities should be.
Published: May 2019
NCEO Brief: Revisiting Expectations for Students with Disabilities (#17)The purpose of this brief is to summarize some of the past exclusionary practices that resulted from low expectations for students with disabilities, and how those were addressed in policies related to standards-based reform. The brief is based on a comprehensive paper that takes a cross-disciplinary approach to examining expectations for students with disabilities, “Students with Disabilities in Educational Policy, Practice, and Professional Judgment: What Should We Expect?” (NCEO Report 413). We highlight answers to critical questions about expectations for students with disabilities, including those with the most significant cognitive disabilities. Suggestions are provided for policymakers, states, and technical assistance providers on how to work with districts, schools, and educators to revisit expectations for students with disabilities.
Published: May 2019
NCEO Brief: Suggestions for Aligning Alternate Achievement Standards with WIOA (#16)This Brief provides information on alternate achievement standards and the Workforce Innovation and Opportunity Act (WIOA) of 2014, and makes several suggestions about ways to show that a student who meets a state’s alternate academic achievement standards is on track to pursue postsecondary education or competitive integrated employment. Recommendations are also provided for states on how to build a strong system to support the realization of the intent of the Elementary and Secondary Education Act (ESEA) and WIOA requirements for their students with the most significant cognitive disabilities.
Published: January 2019
Proceedings of the 1% Cap National Convening: Supporting States in Implementing ESSA's 1% State-level Cap on Participation of Students in the AA-AAASThis Proceedings document was developed to provide a summary of the 1% National Convening that took place in Boston on October 18 and 19, 2018. More than 200 individuals gathered to listen to each other, share ideas, and develop state-level action plans. The purpose of the Convening was to support states as they work with local education agencies to implement the Every Student Succeeds Act (ESSA) requirement of a 1% cap on the participation of students with the most significant cognitive disabilities in the alternate assessment aligned with alternate academic achievement standards (AA-AAAS). The Proceedings document includes appendices and links to resources that were shared by states and others at the Convening.
Published: December, 2018
TIES Center Briefs: 10 Reasons to Support Inclusive School Communities for ALL Students (#1)Educators, students, and families have found many compelling reasons to support inclusive education for students with and without disabilities. This Brief delineates ten reasons that supporting inclusive school communities for ALL students is important, but in a nutshell, inclusive learning communities are better, richer, and more effective when all students, including those with disabilities are full participants.
Published: November 2018- 1% Convening Webinar TrainingFormats: Online
This webinar provided information on how to be an effective facilitator at the 1% Cap National Convening.
Published: 2018-10-12 
Guidance for Examining District Alternate Assessment Participation RatesThis Brief addresses important questions that arise for states as they implement federal alternate assessments aligned to alternate achievement standards (AA-AAS) participation requirements. Federal policy limits the number of students that a state may assess with an AA-AAS to no more than 1% of all students in the grades assessed in a state. The AA-AAS is intended only for students with the most significant cognitive disabilities. Given that many states report more than 1% of their student population taking an AA-AAS, there is a need to identify effective and technically defensible practices for monitoring participation rates for alternate assessments.
Published: October 2018- Guidance for Examining District Alternate Assessment Participation RatesFormats: PDF
This document provides states with effective and technically defensible practices for monitoring participation rates for alternate assessments at the district level to comply with the federal 1% policy limit on statewide alternate assessment participation for students with the most significant cognitive disabilities.
Published: 2018-10-01 
ELPA21 White Paper: Developing an Alternate ELPA21 for English Learners with the Most Significant Cognitive DisabilitiesFormats: PDFThis White Paper was developed as part of the commitment of the English Language Proficiency Assessment for the 21st Century (ELPA21) project to the development and implementation of an alternate ELP assessment for ELs with the most significant cognitive disabilities. The purpose of this White Paper is to propose steps that ELPA21 might take to ensure that it develops and implements a technically adequate and appropriate alternate assessment for ELs with significant cognitive disabilities. It also proposes a possible workplan and timeline for Alt-ELPA21 assessment development activities. This White Paper will undergo iterative revision by ELPA21 and review by its Technical Advisory Committee. The final White Paper will be the result of these processes and reviews.
Published: August 2018
NCEO APR Snapshot Briefs: 2015-2016 APR Snapshot #16: State Assessment Participation and Performance of Students Receiving Special Education Services (#16)Formats: OnlineThis report provides a snapshot of the participation and performance of students receiving special education services in statewide assessments used for Elementary and Secondary Education Act (ESEA) accountability. Using federally submitted data for the 2015-16 school year, we present information on participation and performance in reading and mathematics statewide assessments administered to grade 8 students.
Published: July 2018- NCEO APR Snapshot Briefs: 2015-2016 APR Snapshot #18: AA-AAS Participation and Performance (#18)Formats: Online
This report summarizes Alternate Assessment based on Alternate Achievement Standards (AA-AAS) data used for Elementary and Secondary Education Act (ESEA) accountability to measure the academic achievement of students with significant cognitive disabilities. Using federally submitted data from the 2015-2016 school year, we present information on the number of students participating in the AA-AAS and the performance of those students.
Published: July 2018 
NCEO Reports: 2015-16 Publicly Reported Assessment Results for Students with Disabilities and ELs with Disabilities (#407)This is the nineteenth report by the National Center on Educational Outcomes (NCEO) that describes how states publicly report online 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 2015-16 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: July 2018
NCEO Data Analytics: State Assessment Participation and Performance of Students with IEPs, 2015-2016 (#7)Formats: OnlineThis interactive report presents data on the participation and performance of students receiving special education services in statewide assessments used for Elementary and Secondary Education Act (ESEA) accountability. Using federally submitted data from the 2015-16 school year, we present information on participation and performance in reading and mathematics statewide assessments.
Published: July 2018
NCEO Data Analytics: State Assessment Participation and Performance of Students with IEPs, 2014-2015 (#6)Formats: OnlineThis interactive report presents data on the participation and performance of students receiving special education services in statewide assessments used for Elementary and Secondary Education Act (ESEA) accountability. Using federally submitted data from the 2014-15 school year, we present information on participation and performance in reading and mathematics statewide assessments.
Published: June 2018