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- NCEO Participation Communication Toolkit: Customizable Participation Communication Toolkit Educator FlyerFormats: Word
The purpose of this flyer is to provide concise resources about why it is so important that all students participate in state testing. Written for teachers, 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.
Published: 2021-11-11 - NCEO Participation Communication Toolkit: Customizable Participation Communication Toolkit Family FlyerFormats: Word
The purpose of this 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.
Published: 2021-11-11 - NCEO Participation Communication Toolkit: Customizable Participation Communication Toolkit IEP Team Discussion GuideFormats: Word
This discussion guide for IEP teams is designed to provide information about the different test options for students with disabilities, and the implications of those decisions. This resource also explains why it is so important that students with disabilities participate in state testing. The tool may be customized by a state, district, or school. The discussion guide 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.
Published: 2021-11-11 - NCEO Participation Communication Toolkit: Customizable Participation Communication Toolkit Policymaker FlyerFormats: Word
The purpose of this flyer is to provide concise resources about why it is so important that all students participate in state testing. Written for policymakers, it also provides strategies to support students and their families in the policymaker’s state. 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.
Published: 2021-11-11 - NCEO Participation Communication Toolkit: Customizable Participation Communication Toolkit Student FlyerFormats: Word
The purpose of this flyer is to provide concise resources about why it is so important that all students participate in state testing. Written for students, it also provides strategies to reduce student test anxiety. 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.
Published: 2021-11-11 - NCEO Participation Communication Toolkit: Participation Communication Toolkit Slide Deck TemplateFormats: PPT
This customizable slide presentation is designed to support the needs of state education agency staff, and district and school administrators for brief but substantive information district and school administrators can use when communicating with educators, policymakers, families, and other stakeholders about why it is so important that students participate in state assessments. In addition to serving as an information resource for administrators, it may be used for in-person or webinar trainings for educators, and as a handout for educators and parents. The slides may be customized. The slide deck 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.
Published: 11/9/2021 - NCEO Participation Communication Toolkit: Communicating about Annual State Assessment Participation for All Students: A Communication Toolkit—PhotosFormats: Word
A collection of images that state education agencies, districts, and schools can use in social media to connect directly with families, educators, policymakers, and students. This collection of images 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.
Published: 11/9/2021 - TIES Center Briefs: Understanding the Role of Paraprofessionals in Your Child’s Education in Inclusive Classrooms (TIES Center Brief #7)
Paraprofessionals should be available to students with significant cognitive disabilities in the inclusive classroom. Depending on each student’s needs, paraprofessionals may provide supports, including supports for instruction, communication, or movement. The purpose of this Brief is to address what qualities, knowledge, and skills paraprofessionals must have; what paraprofessionals should be expected to do; and what supports paraprofessionals need for success. This Brief also provides examples of appropriate use of paraprofessionals in inclusive classrooms and some red flags that might indicate a need to adjust paraprofessional support or training.
Published: 11/1/2021 - A Framework for Making Decisions about Participation in a State’s Alternate ELP Assessment (NCEO Report 426)
This report provides information on how to identify which English learners who may have a most significant cognitive disability are eligible to take an alternate English language proficiency (alt-ELP) assessment. It does so by summarizing federal assessment requirements for English learners with the most significant cognitive disabilities, describing characteristics of students in this population, offering a framework for identifying students who are eligible to participate in the alt-ELP assessment, and incorporating a list of recommended resources for more information.
Published: 10/28/2021 - NCEO Brief: Understanding the Characteristics of English Learners with Disabilities to Meet Their Needs During State and Districtwide Assessments (#24)
The purpose of this Brief is to highlight available federal data about the characteristics of English learners with disabilities, including how the population has changed over time. Understanding the characteristics of English learners with disabilities is critical to ensuring that their needs are met appropriately during the assessment process. Three characteristics are highlighted: (a) percentage of all students with disabilities identified as English learners, (b) disability categories of English learners with disabilities, and (c) classroom placements of English learners with disabilities. The implications of these characteristics for assessment are discussed in this Brief.
Published: 10/26/2021 - NCEO Newsletter: October 2021 issueFormats: Online
This issue highlights the news of NCEO’s continued funding. Also announced is NCEO’s new website. It is easier to navigate and very user-friendly. Featured is NCEO’s new accommodations toolkit which provides easy to use research summaries and policy analyses for select accommodations. This issue also summarizes a report on the 95% state assessment participation requirement, and provides an overview of a brief that contains frequently asked questions (FAQs) on testing children with disabilities during the 2021-22 school year.
Published: 10/6/2021 - NCEO Reports: The 95 Percent State Assessment Participation Requirement: Current Landscape, State Challenges, and Recommended Strategies (#429)
This report provides an overview of federal statutory language on student participation in state summative assessments used for accountability as well as the participation requirements for states requesting waivers from the 1% threshold on participation in the alternate assessment based on alternate academic achievement standards (AA-AAAS). It also includes a review of why it is important that students participate in testing, the reasons why some states have found it challenging to meet the 95% participation rate, and the extent to which states have met federal testing participation requirements.
Published: 9/30/2021 - Accommodations Toolkit: Familiar Proctor/Test Administrator: ResearchFormats: Online
This fact sheet on familiar proctor/test administrator is part of the Accommodations Toolkit published by the National Center on Educational Outcomes (NCEO). It summarizes information and research findings on the use of familiar proctor/test administrator to self as an accessibility feature or accommodation.
Published: 9/30/2021 - Accommodations Toolkit: Familiar Proctor/Test Administrator: States’ Accessibility Policies, 2020Formats: Online
This summary of states’ accessibility policies for familiar proctor/test administrator is part of the Accommodations Toolkit published by the National Center on Educational Outcomes (NCEO).
Published: 9/30/2021 - Accommodations Toolkit: Student Reads Aloud to Self: ResearchFormats: Online
This fact sheet on student reads aloud to self is part of the Accommodations Toolkit published by the National Center on Educational Outcomes (NCEO). It summarizes information and research findings on the use of student reads aloud to self as an accessibility feature or accommodation.
Published: 9/30/2021 - Accommodations Toolkit: Student Reads Aloud to Self: States’ Accessibility Policies, 2020Formats: 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: 9/30/2021 - Accommodations Toolkit: Test breaks: ResearchFormats: Online
This fact sheet on test breaks is part of the Accommodations Toolkit published by the National Center on Educational Outcomes (NCEO). It summarizes information and research findings on the use of test breaks as an accessibility feature or accommodation.
Published: 9/30/2021 - Accommodations Toolkit: Test breaks: States’ Accessibility Policies, 2020Formats: 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: 9/30/2021 - School Leader Series: Supporting the Inclusion of Students with Disabilities in Assessment (School Leader Series Brief #1)
This resource is designed to provide guidance to school leaders about supporting the inclusion of students with disabilities in state and district content assessments. Developed in collaboration with CCSSO, the Assessment, Standards, and Education for Students with Disabilities (ASES) and School Leadership Development and Supports (SLDS) state collaboratives made important contributions to this document. This resource highlights what school leaders can do to ensure all students with disabilities are instructed in academic content for their enrolled grade and participate in state and district content assessments. It also gives talking points for school leaders to use when addressing key stakeholders on the topic.
Published: 9/28/2021 - School Leader Series: Understanding the Consequences of Assessment Participation Decisions for Students with Disabilities (School Leader Series Brief #2)
This resource is designed to provide guidance to school leaders about understanding the consequences of assessment participation decisions for students with disabilities. Developed in collaboration with CCSSO, the Assessment, Standards, and Education for Students with Disabilities (ASES) and School Leadership Development and Supports (SLDS) state collaboratives made important contributions to this document. This resource highlights what school leaders can do to ensure IEP teams understand the short-term and long-term consequences of participation decisions for students with disabilities and ensure appropriate assessment participation decisions are made and implemented. It also gives talking points for school leaders to use when addressing key stakeholders on the topic.
Published: 9/28/2021