Assessment

Assessment plays a foundational role in special education: It allows teachers to identify individual students’ strengths and needs. Special education teachers need to be able to administer and analyze assessments in order to provide necessary services and develop individualized education programs. Not only do assessments help special educators identify the strengths and needs of their students, but also help parents better understand the needs of their children.

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HLP 4: Use multiple sources of information to develop a comprehensive understanding of a student’s strengths and needs.
To develop a deep understanding of a student’s learning needs, special educators compile a comprehensive learner profile through the use of a variety of assessment measures and other sources (e.g., information from parents, general educators, other stakeholders) that are sensitive to language and culture, to (a) analyze and describe students’ strengths and needs and (b) analyze the school-based learning environments to determine potential supports and barriers to students’ academic progress. Teachers should collect, aggregate, and interpret data from multiple sources (e.g., informal and formal observations, work samples, curriculum-based measures, functional behavior assessment [FBA], school files, analysis of curriculum, information from families, other data sources). This information is used to create an individualized profile of the student’s strengths and needs.
 
 
HLP 5: Interpret and communicate assessment information with stakeholders to collaboratively design and implement educational programs.
Teachers interpret assessment information for stakeholders (i.e., other professionals, families, students) and involve them in the assessment, goal development, and goal implementation process.”] Special educators must understand each assessment’s purpose, help key stakeholders understand how culture and language influence interpretation of data generated, and use data to collaboratively develop and implement individualized education and transition plans that include goals that are standards-based, appropriate accommodations and modifications, and fair grading practices, and transition goals that are aligned with student need
 
 
HLP 6: After special education teachers develop instructional goals, they evaluate and make ongoing adjustments to students’ instructional programs.
Once instruction and other supports are designed and implemented, special education teachers have the skill to manage and engage in ongoing data collection using curriculum-based measures, informal classroom assessments, observations of student academic performance and behavior, self-assessment of classroom instruction, and discussions with key stakeholders (i.e., students, families, other professionals). Teachers study their practice to improve student learning, validate reasoned hypotheses about salient instructional features, and enhance instructional decision making. Effective teachers retain, reuse, and extend practices that improve student learning and adjust or discard those
that do not.