This information is used to create an individualized profile of the student’s strengths and needs. Teachers should collect, aggregate, and interpret data from multiple sources (e.g., informal and formal observations, work samples, curriculum-based measures, functional behavior assessment, school files, analysis of curriculum, information from families, other data sources). 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. Department of Education, 2016 Zhang & Katisyannis, 2002). This is an especially important consideration, given the overrepresentation of culturally and linguistically diverse students and those from high poverty backgrounds in special education (see Linn & Hemmer, 2011 U.S. Finally, these teachers are knowledgeable regarding how context, culture, language, and poverty might influence student performance navigating conversations with families and other stakeholders and choosing appropriate assessments given each student’s profile. As reflective practitioners, special educators also continuously analyze the effect and effectiveness of their own instruction. These assessments are used to develop students’ IEPs, design and evaluate instruction, and monitor student progress. Teachers are also knowledgeable about and skillful in using informal assessments, such as those used to evaluate students’ academic, behavioral, and functional strengths and needs. Formal assessments such as statewide exams also provide data regarding whether students with disabilities are achieving state content standards and how their academic progress compares to students without disabilities. This includes formal, standardized assessments that are used in identifying students for special education services, developing students’ IEPs, and informing ongoing services. Thus, these teachers are knowledgeable regarding assessment and are skilled in using and interpreting data. Effective special education teachers have to fully understand those strengths and needs. Students with disabilities are complex learners who have unique needs that exist alongside their strengths. (Permission is granted to reproduce and adapt any portion of this publication with acknowledgement)Īssessment plays a foundational role in special education. Arlington, VA: Council for Exceptional Children & CEEDAR Center. High-leverage practices in special education.
HLP 6: After special education teachers develop instructional goals, they evaluate and make ongoing adjustments to students’ instructional programs.Īdapted from McLeskey, J., Barringer, M-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriguez, J., Scheeler, M.HLP 5: Interpret and communicate assessment information with stakeholders to collaboratively design and implement educational programs.HLP 4: Use multiple sources of information to develop a comprehensive understanding of a student’s strengths and needs.
In this chapter the focus is on HLPs (4-6), related to assessment, There are 22 High Leverage Practices (HLPs) for K-12 Special Education Teachers.