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 several states indicate that students with disabilities adjusted well to the new assessments, and liked many of their features, but that there also are challenges. Some of these challenges are related to assessment issues that need to be addressed to improve accessibility and student outcomes. Many students with disabilities use accessibility features and accommodations, to access these assessments. This Brief was prepared to provide information and suggestions for state education agencies (SEAs) and other technical assistance (TA) providers who work with local education agencies (LEAs). It highlights three main challenges identified by the teachers, and then addresses the implications for assessment and the implications for TA providers. Though this Brief is focused on the immediate needs of students with disabilities, many of the identified issues apply to all learners. The suggestions in this Brief apply to both consortia-developed assessments and state-developed assessments. [For the companion brief, "Lessons Learned about Instruction for Inclusion of Students with Disabilities in College and Career Ready Assessments" (2016) see ED581512.]