In special education, assessments and screeners play a critical role in developing Individualized Education Programs (IEPs). These tools help teachers gather essential information about a student’s current abilities, strengths, and areas for improvement.
This blog post will explore the importance of assessments and screeners in establishing present levels of performance for students with disabilities, along with an overview of various types of assessments used in this process. While there are a variety of assessments and screeners, using the one that works best for you and your students is key to gathering the most accurate data.
The Importance of Assessments in IEP Development
Gathering present levels of performance is a fundamental part of the IEP development process. It provides teachers, specialists, support staff, and parents with a clear understanding of a student’s starting point, which is crucial for setting realistic goals and measuring progress. If you don’t know where your student is academically, it’s impossible to map out a road of progress for them. Assessments and screeners facilitate this process by providing structured methods for evaluating a student’s skills across various domains, including academic, social, and functional areas.
Utilizing assessments allows educators to:
- Identify a student’s strengths and weaknesses.
- Tailor educational strategies to meet individual needs.
- Monitor progress over time.
- Ensure compliance with legal requirements surrounding special education.
Types of Assessments and Screeners
Standardized Assessments
Standardized assessments are formal tests that adhere to consistent procedures and scoring methods. They often provide a comparison of a student’s performance against a normative sample. Examples include:
- Woodcock-Johnson Tests: These assess cognitive abilities and academic skills, providing detailed insights into specific areas such as reading and math.
- Kaufman Test of Educational Achievement (KTEA): This tool evaluates academic skills in reading, math, and written language.
Standardized assessments are beneficial for establishing baseline data and tracking progress over time.
Other standardized or formal measures commonly used include the Brigance, FastBridge, Core Phonics Survey, and San Diego Quick Assessment. Some districts also use MAP or state-standardized tools where applicable. These can provide helpful comparison data, but usually require parent consent when used outside of routine progress monitoring.
Informal Assessments
Informal assessments are less structured and can include observations, work samples, and teacher-created tests. They provide a more holistic view of a student’s abilities. Key types include:
- Curriculum-Based Measurements (CBM): These assess a student’s progress in the curriculum through regular monitoring.
- Anecdotal Records: Teachers note specific behaviors or incidents that illustrate a student’s skill level or challenges.
Informal assessments can be particularly useful for gaining insights into the real-world application of skills.
Many teachers find that informal measures are actually more appropriate for their students, since formal assessments can sometimes overestimate or underestimate skills. Teacher-made checklists, observations aligned to IEP goals, running records (such as Fountas & Pinnell), and progress on classroom assignments can all provide accurate pictures of current functioning.
Functional Assessments
Functional assessments focus on a student’s ability to perform daily living skills and participate in their community. This can include evaluations like:
- Adaptive Behavior Assessment System (ABAS): This measures practical skills necessary for daily functioning.
- Assessment of Functional Living Skills (AFLS): This evaluates skills needed for independence in various environments.
Functional assessments are essential for students who require support beyond academics.
Other popular tools in this category include ABLLS-R (Assessment of Basic Language and Learning Skills) and the Styer-Fitzgerald program, which is especially strong for academics and life skills. Some districts also use the SANDI (Specialized Academic Instruction Needs Determination Inventory) or OATECA, which measure academic, self-help, and job-related skills.
Performance-Based Assessments
Performance-based assessments involve students completing tasks or projects that demonstrate their knowledge and skills. This type may include:
- Portfolios: Collections of student work that showcase learning over time can be included in a student’s portfolio. Portfolios can be digital or physical depending on which way works best for the student’s situation.
- Projects or Presentations: These allow students to apply skills in real-life scenarios, providing insight into their understanding and abilities. If you are doing portfolios in conjunction with projects and presentations, snap a picture of the project and include it in the portfolio.
Performance-based assessments can highlight competencies that standardized tests may overlook and give a more holistic look at the child’s abilities.
Progress Monitoring Tools
Progress monitoring involves frequent assessments to track student growth toward IEP goals. Common tools include:
- iReady: This online program assesses reading and math skills while providing personalized instruction based on results.
- AIMSweb: A progress monitoring system that uses brief assessments to evaluate academic skills regularly.
These tools help educators adjust instruction based on current performance data.
Additional tools teachers use include EasyCBM, Goalbook, STAR assessments, and Read Naturally. Unique Learning System benchmarks, Moby Max, and IXL diagnostics can also provide ongoing progress data if your district subscribes to those platforms. Some teachers supplement with DIBELS or Core Phonics surveys for literacy-specific monitoring.
Specialized Assessments for Autism and Communication
For students with autism or more complex communication needs, the VB-MAPP (Verbal Behavior Milestones Assessment and Placement Program) is a widely used tool. It can guide IEP planning by identifying gaps and suggesting appropriate next steps. However, teachers should be aware that VB-MAPP was developed by BCBAs and does not recognize Gestalt Language Processing as a developmental pathway. For students who are Gestalt Language Processors, resources like Meaningful Speech provide important additional guidance.
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Using various assessments and screeners for gathering present levels data is essential in developing effective IEPs. Each type of assessment offers unique insights into student abilities, ensuring that educational plans are tailored to meet individual needs. That’s why it is so important to use a variety of assessments to capture a complete look at a child’s abilities and present levels of performance.
By understanding and utilizing these tools effectively, teachers can foster an environment where students with disabilities can thrive academically and socially and create an IEP that truly addresses the specific needs of each student.
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