This document outlines standards and knowledge/skills from the Council for Exceptional Children (CEC) that were covered in a special education assessment course. It includes 16 knowledge and skill standards within Standard 4 on assessment and 14 high leverage practices related to assessment. Students were asked to review these standards and practices, identify which they feel they have met or not met, provide examples of how they have demonstrated skills they have met, and outline plans to improve skills they have not yet met to benefit students with exceptionalities. A rubric is provided to evaluate students' final reflection papers addressing these CEC standards and practices.

1. CEC Standards and High Leverage Practices (HLPs)-ELSE 5043
Standard #1: Learner Development and Individual Differences
Knowledge and Skills
1. Issues, assurances and due process rights related to
assessment, eligibility, and placement within a continuum of
services. (CC1K6)
Standard #4: Assessment
Knowledge and Skills
1. Basic and specialized terminology; use and limitations of
assessment instruments used in assessment of individuals with
ELN. CC8K1, GC8K1, CC8K4
2. Laws and policies regarding screening, referral, diagnosis,
and placement procedures for individuals with mild disabilities.
CC8K2, CC8K3,GC8K2
3. National, state, and local evaluation and assessment
accommodations and modifications. CC8K5
4. Implement procedures for assessing and reporting both
appropriate and problematic academic and social behaviors of
individuals with mild disabilities, P-12. GC8K4
5. Types and importance of information concerning individuals
with mild disabilities available from families and public
agencies. GC8K3
6. Gather relevant background information; administer
nonbiased formal and informal assessments.
7. Develop or modify individualize assessment strategies.
CC8S1, CC8S2

2. 8. Interpret information from formal and informal assessments
as a basis for IEP, IFSP, ITP, and BIP development. CC8S5
9. Use assessment information in making eligibility, program,
and placement decisions for individuals with exceptional
learning needs, including those from culturally and/or
linguistically diverse background. CC8S6
10. Use exceptionality-specific assessment instruments with
individuals with mild disabilities including the following:
Behavior Rating Scales, Behavior Observation Assessment,
Information Processing Assessment, Adaptive Behavior
Assessment, Environmental Assessment, Ecological
Assessment; use technology conduct assessments. CC8S3,
GC8S2, GC8S4
11. Evaluate instruction and monitor progress of individuals
with exceptional learning needs; create and maintain
appropriate records and reporting systems for parents. CC8S8,
CC8S10, GC8S5
12. Develop or modify individualized assessment strategies; use
observational assessment and create curriculum-based
assessments. CC8S4, GC8S3
13. Implement procedures for assessing and reporting both
appropriate and problematic social behaviors of individuals with
ELN. GC8S1
14. Select, adapt and use specialized formal and informal
assessments for young children and their families for
preparation of the IFSP. EC8S1, EC8S2
15. Participate as a team member to integrate assessment
results in the development and implementation of individualized
family service plans, individualized education plans,
individualized transition plans; and report results to

3. stakeholders using effective communication skills. CC8S7,
EC8S3
16. Participate and collaborate as a team member with other
professionals in conducting family-centered assessments; assist
families in identifying their concerns, resources, and priorities;
and evaluate services with families. EC8S4, EC8S5, EC8S6
High Leverage Practices
HLP 4 Use multiple sources of information to develop a
comprehensive understanding of a student’s
strengths and needs.
HLP 5 Interpret and communicate assessment
information with stakeholders to collaboratively
design and implement educational programs.
HLP 6 Use student assessment data, analyze
instructional practices, and make necessary
adjustments that improve student outcomes.
Final Reflection of ELSE 5043
Purpose
The purpose of this assignment is two-fold. First, to acquaint
you with the professional standards established through the
Council for Exceptional Children (CEC) and High Leverage
Practices (HLPs). Second, to allow you the opportunity to
reflect on what you have learned in this course over the session

4. in regards to the CEC standards which serve as objectives for
the course. As you work through your courses in preparation for
becoming a special educator, you can continue to monitor your
progress as you acquire the knowledge and skills identifi ed
within the professional standards. It is important for you, as a
future professional educator, to be aware of the standards
governing your field. (ICC7K3).
Directions
A. Review the CEC Standards and HLPs addressed in this
course (See File-CEC Standards and HLPs related to
Assessment–ELSE 5043)
B. Identify and Categorize the knowledge and skills that you
consider Met or NOT Met.
a. MET means that you feel comfortable in demonstrating this
skill into practice.
b. NOT MET means that you do not feel comfortable in
demonstrating this skill into practice in your classroom.
C. For each of the skills that you have MET provide ONE
example that demonstrates you have met this knowledge and
skill set based on a class assignment or activity and how you
may use these skills to work with students with exceptionalities
in your current or future teaching assignment.
D. For each of the skills that you have NOT MET provide a
specific way or plan of action to improve/strengthen these
knowledge and skills sets that will benefit the students with
exceptionalities in your current or future teaching assignment.
E. Assignment should be formatted according to APA guidelines
(cover page, running head, headers, page numbers, and a
reference page with correct APA citation).

5. Rubric
Final Reflection Paper
Exemplary
Acceptable
Unacceptable
45-50
40-44
0-39
Reflection provides a clear and detailed description that
categorizes the candidate’s knowledge and skills in regards to
the CEC Standards and High Leverage Practices (HLPs)
addressed in the course. The candidate provides detailed
examples and implications for current or future teaching for
skills met; and a specific way or plan of action to strengthen the
skills that are not met for current and future teaching. The
reflection paper correctly addresses all APA guidelines and
formatting (cover page with running head, headers, page
numbers, and a reference page with correct APA citation of
sources used AND is free of spelling and grammatical errors.
Reflection provides an adequate description and identification
of the candidate’s knowledge and skills in regards to the CEC

6. Standards and High Leverage Practices (HLPs) addressed in the
course. The candidate provides adequate details and
implications for current or future teaching for skills met; and an
adequate plan of action to strengthen the skills that are not met
for current and future teaching. The reflection paper has no
more than 2 APA errors AND/OR spelling and/or grammatical
errors.
Reflection provides vague and minimal description and
identification of the candidate’s knowledge and skills in regards
to the CEC Standards and High Leverage Practices (HLPs)
addressed in the course. The candidate provides vague and
minimal details and implications for current or future teaching
for skills met; and a broad and vague plan of action to
strengthen the skills that are not met for current and future
teaching. The reflection paper has more than 3 APA errors
AND/OR spelling and/or grammatical errors.