• Senior Research Associate
Email
laza0019@umn.edu
Phone
+1 612-625-6032
Address
Inst on Community Integration/NCEO
Room 215B PtH [map]
150 Pillsbury Dr S E
Minneapolis, MN 55455

Sheryl Lazarus, Ph.D., is the Director of the National Center on Educational Outcomes (NCEO). In this position she addresses special education policy issues related to the inclusion of students with disabilities, English learners (ELs), and ELs with disabilities in assessments. She is also the Director of TIES Center, which is the national technical assistance center on inclusive policies and practices for students with the most significant cognitive disabilities. Dr. Lazarus holds a Minnesota K-12 principal's license. Her research and technical assistance priorities include: student participation, inclusive education, accessibility and accommodations, alternate assessments, and formative assessment. She has published extensively, including papers in peer-reviewed journals in both the fields of education and economics.

Curriculum Vitae (pdf)

Projects

Project

National Center on Educational Outcomes (NCEO)

Provides national leadership in designing and building educational assessments and accountability systems that appropriately monitor educational results.

Project

National Center and State Collaborative General Supervision Enhancement Grant (NCSC GSEG) [Archived]

Builds a comprehensive alternate assessment system based on the Common Core State Standards that includes project-developed tools and processes to support educators as they plan and provide…

Project

General Supervision Enhancement Grant (GSEG) on behalf of the Alabama State Department of Education [Archived]

Developed high-quality assessment and instructional systems for students with disabilities whose progress is such that they are not likely to reach grade-level proficiency in the same time frame as…

Project

National Assessment Center (NAC)

Gathers and disseminates research-based information on the inclusion of K-12 students with disabilities in State-level assessments aligned to academic content standards, and provides technical…

Project

Student Assessment Inventory for School Districts: Considerations for Special Education Assessment Systems [Archived]

Writes a paper to guide school districts about how to take stock of the assessments that students with disabilities are taking, and ensuring that they are taking only the assessments that serve the…

Project

Data Informed Accessibility - Making Optimal Needs-based Decisions (DIAMOND)

Intends to improve the validity of assessment results and interpretations for students with documented needs by developing guidelines for making informed decisions about accessibility features and…

Project

National Deaf Center on Postsecondary Outcomes

Aims to increase the number of deaf individuals who are admitted to, persist in, and complete postsecondary education or training - without requiring remedial coursework. Other goals include…

Project

TIES Center: Increasing Time, Instructional Effectiveness, Engagement, and State Support for Inclusive Practices for Students with Significant Cognitive Disabilities

Creates sustainable changes in school and district educational systems so that students with significant cognitive disabilities can fully engage in the same instructional and non-instructional…

Project

Improving Instruction for English Learners Through Improved Accessibility Decisions

Develops two professional development modules on accessibility and accommodations decision making for instruction and assessment for English learners. One module is for educators and the other is…

Project

Multi-State GSEG Consortium Towards a Defensible Alternate Assessment Based on Modified Achievement Standards (AA-MAS) [Archived]

Studied state data on students with disabilities, the consequences of assessment options, and possible instruction and assessment changes for these students. More specifically, the project…

Project

National Technical Assistance Center on Assessment for Children with Disabilities [Archived]

Conducted information gathering and needs assessments, provided technical assistance, and engaged in dissemination to improve results for students with disabilities by increasing their…

Products

TIES Center Briefs: 10 razones para apoyar a las comunidades escolares inclusivas para todos los estudiantes

Educators, students, and families have found many compelling reasons to support inclusive education for students with and without disabilities. This Brief, translated into Spanish, delineates ten…

Published: June 2020

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...

Published: November 2018

NCEO Synthesis Reports: Accommodations: Results of a Survey of Alabama Special Education Teachers (#81)

A report containing the findings from a survey of 2,336 special education teachers in the state of Alabama on making and implementing decisions about accommodations. A number of areas of strength…

Published: November 2010

NCEO Synthesis Reports: Characteristics of States' Alternate Assessments Based on Modified Academic Achievement Standards in 2009-2010 (#80)

A report tracking the characteristics of states' alternate assessments based on alternate achievement standards (AA-MAS) that the National Center on Educational Outcomes has been following since…

Published: November 2010

NCEO Synthesis Reports: Computer-Based Testing: Practices and Considerations (#78)

A report exploring the context of computer-based testing (CBT), current state computer-based tests, and considerations for students with disabilities, in part as follow-up to a similar exploration…

Published: September 2010

NCEO Synthesis Reports: States' Accommodations Policies for Alternate Assessments Based on Modified Academic Achievement Standards (AA-MAS) in 2008-2009 (#74)

A report presenting the results of an analysis of states' accommodations policies for the Alternate Assessment based on Modified Achievement Standards (AA-MAS), and compares these policies with the…

Published: March 2010

NCEO Synthesis Reports: Characteristics of States' Alternate Assessments Based on Modified Academic Achievement Standards in 2008 (#72)

A report describing an assessment option permitted by federal regulations that give states the flexibility to offer an alternate assessment based on modified academic achievement standards…

Published: September 2009

NCEO Synthesis Reports: States' Participation Guidelines for Alternate Assessments Based on Modified Academic Achievement Standards (AA-MAS) in 2008 (#71)

A report describing an assessment option permitted by federal regulations that give states the flexibility to offer an alternate assessment based on modified academic achievement standards…

Published: December 2008

NCEO Synthesis Reports: A Principled Approach to Accountability Assessments for Students with Disabilities (#70)

A 2008 report updating the National Center on Educational Outcomes' (NCEO) report from 2001 that identified principles and characteristics underlying inclusive assessment and accountability…

Published: December 2008

NCEO Synthesis Reports: 2007 State Policies on Assessment Participation and Accommodations for Students with Disabilities (#69)

A 2008 report updating the National Center on Educational Outcomes' (NCEO) report from 2006 that tracked and analyzed state policies on assessment participation and accommodations since 1992. The…

Published: December 2008

NCEO Synthesis Reports: States' Alternate Assessments Based on Modified Achievement Standards (AA-MAS) in 2007 (#67)

This year 2007 report summarizes publicly available information about alternates based on modified achievement standards with regard to eligibility and assessment characteristics.

Published: December 2007

Improving Instruction Briefs: Working with Language Interpreters: Information for Teachers

This Brief for teachers answers questions about working with a language interpreter for families whose children are English learners. Clear, comprehensible communication between parents and…

Published: December 2019

NCEO Synthesis Reports: 2005 State Policies on Assessment Participation and Accommodations for Students with Disabilities (#64)

This year 2006 report analyzes states' participation and accommodation policies for students with disabilities for school year 2005, but does not determine federal compliance.

Published: September 2006

NCEO Synthesis Reports: 2003 State Policies on Assessment Participation and Accommodations for Students with Disabilities (#56)

This year 2005 report analyzes states' 2003 participation and accommodation policies, but does not determine whether policies complied with federal requirements.

Published: June 2005

NCEO Synthesis Reports: 2001 State Policies on Assessment Participation and Accommodations (#46)

This year 2001 report analyzes state participation and accommodation policies nationwide and presents major findings.

Published: July 2002

NCEO Policy Directions: Using Growth for Accountability - Considerations for Students with Disabilities (#21)

A report providing considerations and recommendations on growth models for students with disabilities. The academic progress of students is an important indicator of educational success. For school…

Published: January 2010

NCEO State Surveys: 2009 Survey of States - Accomplishments and New Issues at the End of a Decade of Change

A 2009 report providing a snapshot of the new initiatives, trends, accomplishments, and emerging issues during this important period of standards-based education reform ...

Published: June 2010

NCEO State Surveys: 2007 Survey of States - Activities, Changes, and Challenges for Special Education

This year 2007 report summarizes a survey to states addressing accommodations, participation rates and performance of students with disabilities in statewide assessments.

Published: October 2008

NCEO Technical Reports: Participation and Performance Reporting for the Alternate Assessment Based on Modified Achievement Standards (AA-MAS) (#58)

A report examining publicly-reported participation and performance data for the alternate assessment based on modified achievement standards (AA-MAS). Analysis included all states publicly…

Published: April 2011

NCEO Brief: Don't Forget Accommodations! Five Questions To Ask When Moving to Technology-based Assessments (#1)

A brief -- the first in a series for the Race to the Top Assessment Consortia -- addressing the need to think carefully about accommodations when moving from paper-based assessments to…

Published: April 2011

PARA Accessible Reading Assessment Reports: State Accommodations Policies: Implications for the Assessment of Reading

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…

Published: June 2006

NCEO Brief: Developing Common Accommodations Policies Discussion Points for Consortia (#2)

A brief -- the second in a series for the Race to the Top Assessment Consortia -- addressing the need for the Consortia to develop shared accommodations policies. The publication presents…

Published: May 2011

NCEO Synthesis Reports: States' Participation Guidelines for Alternate Assessments Based on Modified Academic Achievement Standards (AA-MAS) in 2010 (#82)

A report updating the information gathered by the National Center on Educational Outcomes (NCEO) in previous reports. Since 2007, NCEO has annually compiled, analyzed, and summarized states'…

Published: May 2011

NCEO Brief: Understanding Subgroups in Common State Assessments: Special Education Students and ELLs (#4)

A brief -- the fourth in a series for the Race to the Top Assessment Consortia -- presenting information on the characteristics of special education students, English Language Learners (ELLs), and…

Published: July 2011

NCEO Synthesis Reports: Professional Development to Improve Accommodations Decisions - A Review of the Literature (#84)

A report summarizing the research literature for both professional development on accommodations decision making, and traditional and high-quality online teacher professional development. NCEO…

Published: August 2011

NCEO Synthesis Reports: Characteristics of States' Alternate Assessments Based on Modified Academic Achievement Standards in 2010-2011 (#85)

A report tracking test design changes between the alternate assessment based on modified academic achievement standards (AA-MAS) and regular assessment, whether states' AA-MAS were computer-based,…

Published: September 2011

NCEO Brief: Performance of Special Education Students: Implications for Common State Assessments (#5)

A brief -- the fifth in a series for the Race to the Top Assessment Consortia -- presenting information on the performance of special education students, highlighting the range in performance of…

Published: January 2012

NCEO Technical Reports: Tennessee Special Education Teacher Survey: Training, Large-scale Testing, and TCAP-MAAS Administration (#61)

A report explaining how Tennessee developed an Alternate Assessment based on Modified Academic Achievement Standards called the Tennessee Comprehensive Assessment Program-Modified Academic…

Published: January 2012

NCEO Technical Reports: An Evaluation of the Extent to Which Teachers Used the "IEP Quality Tutorial-South Dakota" After Training (#63)

A report discussing the use of the "IEP Quality Tutorial-South Dakota (IEPQ-SD)." During the 2010-2011 school year, the state of South Dakota piloted an online program called the "IEP Quality…

Published: April 2012

NCEO Technical Reports: Characteristics of Low Performing Special Education and Non-Special Education Students on Large-Scale Assessments (#60)

A report investigating whether the characteristics of the lowest performing students in special education differ from the characteristics of the lowest performing students who are not in special…

Published: March 2012

NCEO Brief: Including Students with Disabilities in Common Non-Summative Assessments (#6)

A brief -- the sixth in a series for the Race to the Top Assessment Consortia -- addressing the Consortia's need to develop an inclusive approach to their non-summative assessments, including their…

Published: July 2012

NCEO Technical Reports: Using Cognitive Labs to Evaluate Student Experiences with the Read-Aloud Accommodation in Math (#67)

A report describing a study of the read-aloud accommodation, which is frequently used on mathematics assessments. However, Individualized Education Program (IEP) teams often find it difficult to…

Published: September 2012

NCEO Technical Reports: Test Administrators' Perspectives on the Use of the Read Aloud Accommodation in Math on State Tests for Accountability (#66)

A report describing a study conducted by NCEO, in collaboration with the South Dakota Department of Education, that used focus group methodology to look closer at what happens in the room on test…

Published: October 2012

NCEO Synthesis Reports: States' Flexibility Plans for Phasing Out the Alternate Assessment Based on Modified Academic Achievement Standards (AA-MAS) by 2014-15 (#89)

A report compiling, analyzing, and summarizing states' plans for phasing out the alternate assessment based on modified achievement standards (AA-MAS) in their approved waiver applications. The…

Published: March 2013

NCEO State Surveys: 2012 Survey of States: Successes and Challenges During a Time of Change

A report providing a snapshot of new initiatives, trends, accomplishments, and emerging issues during this important period of education reform as states document the academic achievement of...

Published: September 2013

NCEO Synthesis Reports: 2012 State Policies for Accommodations Used to Deliver Assessments Orally (#91)

A report examining the wide variation across states in their accommodations policies for Human Reader, Text to Speech, and Pre-recorded Audio. The results of the analyses in the report can inform...

Published: August 2013; revised January 2014

NCEO Policy Directions: Successfully Transitioning from the AA-MAS to the General Assessment (#22)

A report exploring how federal policy initiatives such as the flexibility waivers for accountability are requiring that states transition away from the use of an alternate assessment based on…

Published: February 2014

NCEO Brief: Considerations for Consortia as States Transition Away from AA-MAS (#7)

A brief addressing the need for consortia to assist their member states in moving away from the alternate assessment based on modified achievement standards (AA-MAS). It focuses on key…

Published: February 2014

NCEO Brief: Participation of ELLs with Disabilities in ELP Assessments (#8)

A brief presenting information on what is known about the participation of English language learners (ELLs) with disabilities in state English language proficiency (ELP) assessments. It highlights...

Published: May 2014

NCEO Brief: State Assessment Decision-Making Processes for ELLs with Disabilities (#9)

A brief presenting information on what is known about assessment decision-making processes for English language learners (ELLs) with disabilities. It highlights information that has been collected…

Published: June 2014

NCEO Synthesis Reports: Test Security and Students with Disabilities: An Analysis of States' 2013-14 Test Security Policies (#95)

A report analyzing how accommodated tests, and students with disabilities and the assessments they take, are addressed in state test security policies -- a subject about which little is known. This...

Published: June 2014

NCEO Technical Reports: 2011-12 Publicly Reported Assessment Results for Students with Disabilities and ELLs with Disabilities (#69)

A report analyzing public reporting practices for assessment data for students with disabilities in K-12 schools in the United States -- the 15th NCEO report to do so. The publication presents…

Published: July 2014

NCEO Brief: Exploring Alternate ELP Assessments for ELLs with Significant Cognitive Disabilities (#10)

A brief presenting information on what we know about the participation of English language learners (ELLs) with disabilities in state alternate assessments based on alternate achievement standards...

Published: July 2014

NCEO Synthesis Reports: 2013 State Policies for Selected Response Accommodations on Statewide Assessments (#93)

A report providing information on selected response accommodations (i.e., Human Scribe, Speech to Text, Audio Transcription, Grammar Checker, Spell Checker, Calculator) that were included in state…

Published: September 2014

NCEO Synthesis Reports: A Summary of the Research on the Effects of Test Accommodations, 2011-2012 (#94)

A report providing an update on the state of the research on testing accommodations as well as to identify promising future areas of research. Previous reports by NCEO have covered research…

Published: September 2014

NCEO Synthesis Reports: States' Flexibility Waiver Plans for Alternate Assessments Based on Alternate Achievement Standards (AA-AAS) (#96)

A report compiling, analyzing, and summarizing what states said about the Alternate Assessments Based on Alternate Achievement Standards (AA-AAS) in their waiver applications. The U.S. Department...

Published: 2014

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…

Published: 2014

NCEO Policy Directions: Considerations When Including Students with Disabilities in Test Security Policies (#23)

A report concluding that assessments better measure what students know and can do when states and consortia thoughtfully consider how to balance test security and accessibility. Many states are…

Published: February 2015

NCEO Data Analytics: Graduation Policies for Students with Significant Cognitive Disabilities Who Participate in States' AA-AAS (#1)

An online, interactive brief presenting the results of NCEO's analysis of states' graduation policies for their students with significant cognitive disabilities who participate in the alternate…

Published: March 2015

NCEO Technical Reports: 2012-13 Publicly Reported Assessment Results for Students with Disabilities and ELLs with Disabilities (#70)

A report analyzing public reporting practices for assessment data for students with disabilities in K-12 schools in the United States. This report -- the 16th of its kind by the National Center on…

Published: May 2015

NCEO Brief: Making Accessibility Decisions for ALL Students (#11)

A Brief presenting information on steps to take in the transition from a focus on making decisions about accommodations for students with disabilities and English language learners (ELLs), to a…

Published: June 2015

NCEO Synthesis Reports: Graduation Policies for Students with Disabilities who Participate in States' General Assessments (#98)

A report detailing the results of states' 2014-15 requirements for students with disabilities who participate in the general assessment to earn a regular diploma, and comparing the requirements...

Published: July 2015

NCEO Data Analytics: 2012-13 Publicly Reported Assessment Results for Students with Disabilities and ELLs with Disabilities (#2)

An interactive, online brief analyzing public reporting practices for assessment data for students with disabilities in K-12 schools in the United States. This interactive brief is based on NCEO…

Published: August 2015

NCEO State Surveys: 2014 Survey of States: Initiatives, Trends, and Accomplishments

A report providing a snapshot of the new initiatives, trends, accomplishments, and emerging issues during this important period of education reform as states documented the academic achievement of…

Published: September, 2015

NCEO Synthesis Reports: Science Alternate Assessments based on Alternate Achievement Standards (AA-AAS) During School Year 2014-2015 (#99)

A report that analyzes the characteristics of states' science alternate assessments based on alternate achievement standards (AA-AAS)in 2014-2015.

Published: November 2015

NCEO Data Analytics: Graduation Policies for Students with Disabilities Who Participate in States' General Assessments (#3)

A report presenting the results of a study looking at coursework and exit exam requirements for students with IEPs compared to students without IEPs. This relates to the larger issues of graduation…

Published: November 2015

NCEO Reports: 2013-14 Publicly Reported Assessment Results for Students with Disabilities and ELLs with Disabilities (#401)

This is the seventeenth report NCEO that describes how states publicly report online assessment data for students with disabilities in K-12 schools in the United States.

Published: February 2016

NCEO Reports: Principles and Characteristics of Inclusive Assessment Systems in a Changing Assessment Landscape (#400)

This document is the fourth in a series of Principles documents produced by the National Center on Educational Outcomes (NCEO). NCEO revisited and revised its 2008 Principles for inclusive...

Published: February 2016

NCEO Data Analytics: State and National Demographic Information for English Learners (ELs) and ELs with Disabilities, 2012-13 (#4)

This interactive report presents data that states have submitted on the five languages most frequently used by English learners (ELs) in each state, the percent of identified ELs receiving...

Published: April 2016

NCEO Reports: Principios y Características de Sistemas Inclusivos de Evaluación en un Escenario de Evaluación Cambiante (#400 Spanish)

This document is the fourth in a series of Principles documents produced by the National Center on Educational Outcomes (NCEO). NCEO revisited and revised its 2008 Principles for inclusive...

Published: January 2016

NCEO Reports: A Summary of the Research on the Effects of Test Accommodations: 2013-2014 (#402)

This report provides an update on the state of the research on testing accommodations as well as to identify promising future areas of research. Previous reports by NCEO have covered research...

Published: May 2016

NCEO Reports: 2015-16 High School Assessment Accommodations Policies: An Analysis of ACT, SAT, PARCC, and Smarter Balanced (#403)

This report provides a snapshot of how accommodations were included in policies across ACT, SAT, PARCC, and Smarter Balanced during the 2015-16 school year.

Published: July 2016

Educational Policy Reform Research Institute Reports: Topical Review Three: Reporting on the State Assessment Performance of Students with Disabilities (#3)

The purpose of this year 2001 topical review is to provide a comprehensive account of reporting the performance of students with disabilities on state assessments.

Published: December 2001

Educational Policy Reform Research Institute Reports: Topical Review Five: Preparing Educators to Teach Students with Disabilities in an Era of Standards-based Reform and Accountability (#5)

This year 2003 topical review addresses the knowledge and skills needed by teachers to effectively promote the achievement of students with disabilities within the current era of standards-based…

Published: July 2003

Educational Policy Reform Research Institute Reports: Topical Review Eight: The Role of Accommodations in Educational Accountability Systems (#8)

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 Reports: Status of State-Defined Alternate Diplomas in 2018-19 (#416)

The purpose of this report is to summarize the status of state-defined alternate diplomas in the 50 U.S. states three years after the Elementary and Secondary Education Act (ESSA) indicated that…

Published: September 2019

Improving Instruction Briefs: Building Successful Communication Between Parent or Guardian and Teacher: Information for Parents or Guardians (Arabic translation)

This Brief, translated into Arabic, explains how parents or guardians of students who are English learners can develop successful communication with teachers. Good parent-educator communication is…

Published: June 2020

NCEO Reports: Providing English Language Development Services to English Learners with Disabilities: Approaches to Making Exit Decisions (NCEO Report 404)

The purpose of this report is to provide a baseline report, prior to the passage of the Every Student Succeeds Act, on factors that affect decisions to exit English learners (ELs) with disabilities...

Published: January 2017

NCEO Data Analytics: State Assessment Participation and Performance of Students with IEPs 2013-2014 (#5)

This interactive report presents data on the participation and performance of student receiving special education services in statewide assessments used for Elementary and Secondary Education Act...

Published: February 2017

NCEO Brief: Strategies for Meeting the 1% State-level Cap on Participation in the Alternate Assessment (#12)

The purpose of this Brief is to assist states in identifying strategies to use to meet the state 1% cap on participation in the alternate assessment.

Published: April 2017

NCEO Reports: 2014-15 Publicly Reported Assessment Results for Students with Disabilities and ELs with Disabilities (#405)

This is the eighteenth 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...

Published: May 2017

NCEO Brief: Meeting the Needs of ELs with Disabilities in Your State: Making EL Exit Decisions (#13)

The purpose of this Brief is to highlight the numbers and characteristics of English learners (ELs) with disabilities and current decision-making processes for exiting these students from EL…

Published: September 2017

NCEO State Surveys: 2016 Survey of States: State Activities Amid Evolving Educational Policies

A report providing a snapshot of the new initiatives, trends, accomplishments, and emerging issues during a period of new education laws and initiatives. This is the fifteenth such survey of states…

Published: September 2017

NCEO Reports: Alternate Assessments for Students with Significant Cognitive Disabilities: Participation Guidelines and Definitions (#406)

This report documents the status of states' assessment participation guidelines and definitions of students with the most significant cognitive disabilities that were in place just prior to the…

Published: December 2017

NCEO Brief: Using Local Assessment Data to Measure Progress Toward the State-Identified Measurable Result (SIMR) (#14)

The purpose of this Brief is to outline key strategies for the collection, analysis, and use of local assessment data to monitor progress toward the (State-Identified Measurable Result)SIMR.

Published: February 2018

NCEO Data Analytics: State Assessment Participation and Performance of Students with IEPs, 2014-2015 (#6)

This 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...

Published: June 2018

NCEO Data Analytics: State Assessment Participation and Performance of Students with IEPs, 2015-2016 (#7)

This 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...

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...

Published: July 2018

NCEO Reports: 2016-17 Publicly Reported Assessment Results for Students with Disabilities and ELs with Disabilities (#411)

This is the 20th report by the National Center on Educational Outcomes (NCEO) that describes how states publicly report assessment data for students with disabilities in K-12 schools in the United…

Published: October 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…

Published: June 2019

NCEO Data Analytics: 2016-17 Publicly Reported Assessment Results for Students with Disabilities and ELs with Disabilities (#11)

This interactive report presents data on public reporting practices for assessment data for students with disabilities in K-12 schools in the United States.

Published: 1/22/2020

Improving Instruction Briefs: Accessibility Features and Accommodations: Information for Parents or Guardians (Traditional Chinese translation)

This Brief, translated into Traditional Chinese, explains accessibility features and accommodations for parents or guardians of students who are English learners, and also provides guidance on how…

Published: June 2020

1% Toolkit: Start with the End in Mind: An Infographic to Guide Decisions about Student Participation in the Alternate Assessment (NCEO Tool #7)

This Infographic to Guide Decisions about Student Participation in the Alternate Assessment tool is designed to provide guidance about IEP team decision making for a student’s participation in the…

Published: May 2020

Improving Instruction Briefs: Building Successful Communication Between Teacher and Parent or Guardian: Information for Teachers

This Brief for teachers answers questions about communicating with parents or guardians for whom communicating in English is a challenge. Good parent-educator communication is key to determining…

Published: December 2019

Improving Instruction Briefs: Working with Language Interpreters: Information for Parents or Guardians (Arabic translation)

This Brief, translated into Arabic, answers questions about working with a language interpreter that parents or guardians of students who are English learners might have. Clear, comprehensible…

Published: June 2020

Improving Instruction Briefs: Building Successful Communication Between Parent or Guardian and Teacher: Information for Parents or Guardians (Vietnamese translation)

This Brief, translated into Vietnamese, explains how parents or guardians of students who are English learners can develop successful communication with teachers. Good parent-educator communication…

Published: June 2020

1% Toolkit: Who Should Participate in Your State’s Alternate Assessment? A Slide Presentation Tool for Administrators (NCEO Tool #6)

This Slide Presentation tool is designed to support the needs that administrators have for brief but substantive information about who should participate in the state’s alternate assessment on...

Published: May 2020

Improving Instruction Briefs: Working with Language Interpreters: Information for Parents or Guardians (Simplified Chinese translation)

This Brief, translated into Simplified Chinese, answers questions about working with a language interpreter that parents or guardians of students who are English learners might have. Clear,…

Published: June 2020

Improving Instruction Briefs: Working with Language Interpreters: Information for Principals

This Brief for principals answers questions about working with a language interpreter for families whose children are English learners. Clear, comprehensible communication between parents and…

Published: December 2019

Improving Instruction Briefs: Accessibility Features and Accommodations: Information for Parents or Guardians (Simplified Chinese translation)

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…

Published: June 2020

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…

Published: June 2019

Impact: Feature Issue on Inclusive Education for K-8 Students with the Most Significant Cognitive Disabilities

An issue in the  Impact  series that examines K-8 inclusive education. Historically, students with the most significant cognitive disabilities were often taught only functional skills in our K-12…

Published: Winter 2018-19

NCEO Reports: 2018-19 Participation Guidelines and Definitions for Alternate Assessments based on Alternate Academic Achievement Standards (#415)

The purpose of this report is to provide an update on state participation criteria and guidelines for alternate assessments based on alternate academic achievement standards (AA-AAAS). In this…

Published: October 2019

Improving Instruction Briefs: Working with Language Interpreters: Information for Parents or Guardians (Vietnamese translation)

This Brief, translated into Vietnamese, answers questions about working with a language interpreter that parents or guardians of students who are English learners might have. Clear, comprehensible…

Published: June 2020

Improving Instruction Briefs: Building Successful Communication Between Parent or Guardian and Teacher: Information for Parents or Guardians (Simplified Chinese translation)

This Brief, translated into Simplified Chinese, explains how parents or guardians of students who are English learners can develop successful communication with teachers. Good parent-educator…

Published: June 2020

Improving Instruction Briefs: Building Successful Communication Between Parent or Guardian and Teacher: Information for Parents or Guardians

This Brief for parents or guardians of students who are English learners answers questions about communicating with teachers when English is a challenge, and the benefits of successful…

Published: December 2019

Improving Instruction Briefs: Accessibility Features and Accommodations: Information for Parents or Guardians

This Brief 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 to help their…

Published: December 2019

Improving Instruction Briefs: Accessibility Features and Accommodations: Information for Parents or Guardians (Spanish translation)

This Brief, translated into Spanish, explains accessibility features and accommodations for parents or guardians of students who are English learners, and also provides guidance on how to talk to…

Published: June 2020

Improving Instruction Briefs: Building Successful Partnerships Between the School Principal, Families, and Communities: information for Principals

This Brief for principals answers questions about communicating with parents or guardians for whom communicating in English is a challenge. Good parent-educator communication is key to determining…

Published: December 2019

Improving Instruction Briefs: Working with Language Interpreters: Information for Parents or Guardians (Spanish translation)

This Brief, translated into Spanish, answers questions about working with a language interpreter that parents or guardians of students who are English learners might have. Clear, comprehensible…

Published: June 2020

TIES Center Briefs: Developing IEPs that Support Inclusive Education for Students with the Most Significant Cognitive Disabilities (#3)

​This Parent Brief focuses on developing Individualized Education Programs (IEPs) that support inclusive education for students with the most significant cognitive disabilities. 

Published: 2/5/2020

Improving Instruction Briefs: Building Successful Communication Between Parent or Guardian and Teacher: Information for Parents or Guardians (Spanish translation)

This Brief, translated into Spanish, explains how parents or guardians of students who are English learners can develop successful communication with teachers. Good parent-educator communication is…

Published: June 2020

Improving Instruction Briefs: Building Successful Communication Between Parent or Guardian and Teacher: Information for Parents or Guardians (Traditional Chinese translation)

This Brief, translated into Traditional Chinese, explains how parents or guardians of students who are English learners can develop successful communication with teachers. Good parent-educator…

Published: June 2020

Improving Instruction Briefs: Working with Language Interpreters: Information for Parents or Guardians (Traditional Chinese translation)

This Brief, translated into Traditional Chinese, answers questions about working with a language interpreter that parents or guardians of students who are English learners might have. Clear,…

Published: June 2020

Improving Instruction Briefs: Accessibility Features and Accommodations: Information for Parents or Guardians (Arabic translation)

This Brief, translated into Arabic, explains accessibility features and accommodations for parents or guardians of students who are English learners, and also provides guidance on how to talk to…

Published: June 2020

Improving Instruction Briefs: Working with Language Interpreters: Information for Parents or Guardians

This Brief for parents or guardians of students who are English learners answers questions about working with a language interpreter. Clear, comprehensible communication between parents and…

Published: December 2019

NCEO Reports: A Summary of the Research on Effects of Test Accommodations: 2015-2016 (#412)

The purpose of this report is to present a synthesis of the research on test accommodations published in 2015 and 2016. We summarize the research to review current research trends and enhance…

Published: November 2019

Improving Instruction Briefs: Accessibility Features and Accommodations: Information for Parents or Guardians (Vietnamese translation)

This Brief, translated into Vietnamese, explains accessibility features and accommodations for parents or guardians of students who are English learners, and also provides guidance on how to talk…

Published: June 2020

NCEO Data Analytics: Percentage of Students with IEPs Who Were Assigned Accommodations from 2007-08 to 2016-17 (#13)

This interactive report presents data on the number and percentage of students receiving special education services who were assigned accommodations for the state general assessments used for…

Published: May 2020

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…

Published: January 2019

Educators' Thoughts on Making Decisions About Accessibility for All Students

This report describes the asynchronous online focus group activity of the Data Informed Accessibility - Making Optimal Needs-based Decisions (DIAMOND) project. The goal of conducting the focus…

Published: September 2018

Forum on Speech-to-Text and Scribing: Getting a Handle on What This Means

A report on a forum held on June 26, 2018 in San Diego, California that brought together staff from state departments of education, school districts, testing and testing-related companies, and…

Published: September 2018

Developing and Improving Modified Achievement Level Descriptors: Rationale, Procedures, and Tools

A report providing a rationale, procedures, and tools to develop and continuously improve alternate assessments based on modified achievement standards (AA-MAS) achievement level descriptors…

Published: 2010

The Characteristics of Low Performing Students on Large-Scale Assessments (NCEO Brief)

A brief reporting the findings of a longitudinal analysis of three years of student-level demographic and performance data for four states: the 2004-05, 2005-06, and 2006-07 school years. Data sets…

Published: 2010

Meeting the Needs of Special Education Students: Recommendations for the Race-to-the-Top Consortia and States

A report identifying several actions for the Race to the Top assessment consortia to take to meet the needs of special education students. The actions are consistent with standards and principles…

Published: 2011

Forum on Evaluating Educator Effectiveness: Critical Considerations for Including Students with Disabilities

A report summarizing the discussion at the Forum on Evaluating Educator Effectiveness held in June 2012 in Minneapolis. Thirty-six individuals representing a dozen states, four testing companies,…

Published: 2012

Lessons Learned in Federally Funded Projects that Can Improve the Instruction and Assessment of Low Performing Students with Disabilities

A report detailing the work of researchers from projects funded by the U.S. Department of Education in 2006-2007 under three funding sources (General Supervision Enhancement Grants, Enhanced…

Published: 2013

Multi-Attribute Consensus Building Tool

A tool that can be used to help groups prioritize strategies, decisions, recommendations, or policies. It has been used by NCEO for over a decade and the use of the Multi-Attribute Consensus…

Published: September 2013

Successfully Transitioning Away from the 2% Assessment

A Webinar for states that are transitioning away from the 2% assessment - the alternate assessment based on modified achievement standards (AA-MAS) that is being discontinued. The materials from…

Published: July 31, 2014

Lessons Learned About Instruction from Inclusion of Students with Disabilities in College and Career Ready Assessments

This Brief provides information and suggestions for SEAs and other technical assistance providers with challenges identified by the teachers related to college- and career-ready (CCR) standards.

Published: January 2016

Lessons Learned About Assessment from Inclusion of Students with Disabilities in College and Career Ready Assessments

The new large-scale assessments rolled out by consortia and states are designed to measure student achievement of rigorous college- and career-ready (CCR) standards. Recent surveys of teachers in...

Published: March 2016

White Paper on Common Accessibility Language for States and Assessment Vendors

This White Paper by DIAMOND project staff addresses the issue that different test platforms use different terminology for the accessibility features and accommodations that they offer to students,…

Published: June 2016

What Have We Learned About Student Characteristics, Accommodations, and AA-MAS?

The National Center on Educational Outcomes (NCEO) and a consortium of five states joined together to form the Multi-state GSEG Toward a Defensible Alternate Assessment Based on Modified...

Published: April 2010

Forum on Common Language for States and Assessment Vendors

A report on a forum held on June 20, 2016 in Philadelphia that brought together states, assessment vendors, and other educational stakeholders to address the need for developing a common language…

Published: August 2016

CCSSO Accessibility Manual: How To Select, Administer, And Evaluate Use Of Accessibility Supports For Instruction And Assessment Of All Students

The Council of Chief State School Officers' (CCSSO's) Accessibility Manual: How to Select, Administer, and Evaluate Use of Accessibility Supports for Instruction and Assessment of All Students…

Published: August 2016

Considerations for Developing State-Defined Alternate Diplomas for Students with Significant Cognitive Disabilities

This Brief describes the criteria that must be met for a State-defined alternate diploma to meet federal requirements for inclusion in the Title I Adjusted Cohort Graduation Rate (ACGR).

Published: November 2016

Informe sobre el desarrollo de un lenguaje común de la accesibilidad para los estados y proveedores de evaluaciones

Spanish translation of the report, "White Paper on Common Accessibility Language for States and Assessment Vendors."

Published: February 2017

Forum on Text Readers for Everyone on All Tests: Getting a Handle on What This Means

A report on a forum held on June 27, 2017 in Austin, TX that brought together staff representing state departments of education, school districts, testing and testing-related companies, and other…

Published: August 2017

Educators' Experiences With and Attitudes Toward Accessibility Features and Accommodations

A report from the DIAMOND project that explores the results of an online survey about educators' familiarity with and attitudes toward accessibility features and accommodations.

Published: September 2017

Data Informed Accessibility: A Review of the Literature

The purpose of this literature review is to: (a) summarize the shift that has occurred in approaches to accessibility in testing (including the paradigm shift of what accessibility for all students…

Published: September 2017

Educators' Perspectives on Classroom Implementation of Accessibility Features and Accommodations

A report from the DIAMOND project on phone interviews conducted with educators to highlight effective practices being used to implement accessibility features and accommodations in their classrooms.

Published: May 2018

Student Demonstrations of their Use of Accessibility Features and Accommodations

This report presents information from a study by the Data Informed Accessibility—Making Optimal Needs-based Decisions (DIAMOND) project that examined classroom use of accessibility features and…

Published: June 2019

MTSS for All: Including Students with the Most Significant Cognitive Disabilities

The purpose of this Brief is to provide suggestions for ways in which the Multi-Tiered System of Supports (MTSS) can include students with the most significant cognitive disabilities. 

Published: 1/23/2020

Additional Educators’ Perspectives on Classroom Implementation of Accessibility Features and Accommodations

A second report from the DIAMOND project on phone interviews conducted with educators to highlight effective practices being used to implement accessibility features and accommodations in their…

Published: April 2019

A Summary of the Research on Test Accommodations for English Learners and English Learners with Disabilities: 2010-2018

The purpose of this literature review is to examine the published English learner (EL) accommodations literature between 2010 and 2018 to provide an updated overview of research trends on this…

Published: 1/8/2020

Forum on States and Districts Working Together on the 1.0% Threshold

A report on a forum held on June 26, 2019 in Orlando, Florida to discuss how states and districts can work together to meet the 1.0% threshold on participation in the alternate assessment aligned…

Published: September 2019

Topics

  • Culture and diversity
    • English language learners (ELLs)
      • International initiatives
      • Education practices (K12 and transition)
        • Academic standards
          • Accommodations and supports
            • Assistive/adaptive technology
              • Paraprofessional and teacher development
              • Educational accountability and assessment
                • Accommodations and supports
                  • Accountability
                    • Assessment (large-scale, alternate)
                      • Evaluation of education programs
                      • Specific life stage
                        • Adolescents and young adults
                          • Children

                          Activities

                          • Dissemination
                            • Evaluation
                              • Outreach
                                • Research
                                  • Technical assistance
                                    • Training and professional development