Inclusive large-scale assessments have become the norm in states across the U.S. Participation rates of students with disabilities in these assessments have increased dramatically since the mid-1990s. As consortia of states move toward the development and implementation of assessment systems that include both non-summative assessments and summative assessments, ensuring that all assessments in the system appropriately include all students is a priority. Non-summative assessments, as used in this Brief, include interim, benchmark, diagnostic, and formative assessments. This Brief addresses the need for the Race-to-the-Top Assessment Consortia to develop an inclusive approach to their non-summative assessments, including their optional interim assessments. Consideration should be given to: (a) the implementation of universal design principles; (b) the development of clear participation criteria and guidelines; and (c) accommodation policies that account for good testing practices, embedded features of technology-based assessments, and additional accommodations. This Brief encourages the Consortia to build on what has been learned from inclusive large-scale assessments. [Contributors to the writing of this Brief were Laurene Christensen, Kamarrie Davis, Sheryl Lazarus, Ross Moen, and Martha Thurlow.]