Course Description

This course is designed for educators, specialists, and instructional leaders seeking to deepen their understanding of classroom assessment and progress monitoring within inclusive educational systems. Participants will examine how assessment practices influence instructional decisions, student outcomes, and equitable access to learning across general and special education settings. Grounded in OSPI priorities related to Multi-Tiered Systems of Support (MTSS), inclusive practices, and culturally responsive and sustaining education, the course explores the design, selection, implementation, and interpretation of assessment and progress monitoring tools. Through case studies, data analysis activities, and applied problem-solving, participants will develop skills in creating standards-aligned classroom assessments, selecting appropriate progress monitoring measures, analyzing multiple sources of student data, and using evidence to adjust instruction. The course examines the distinct purposes and applications of formative assessment, intervention progress monitoring, and IEP goal measurement while addressing common challenges related to data quality, equity, and decision-making. Participants will leave with practical strategies for implementing comprehensive data-informed systems that support student growth, instructional responsiveness, and inclusive educational outcomes for all learners.

Course Objectives

By the end of this course, participants will be able to: Differentiate between formative assessment, summative assessment, intervention progress monitoring, and IEP goal measurement, and articulate the purpose of each within MTSS and IDEA frameworks. Standard 4 – Leading for Educational Equity

Design classroom assessments aligned to grade-level standards and inclusive instructional practices, ensuring measures accurately reflect student knowledge and skills rather than barriers related to disability, language, or cultural context. Standard 4 – Leading for Educational Equity

Select and implement appropriate progress monitoring tools, including curriculum-based measures, observational data, and performance tasks, aligned to the intensity of support within Tier 1, Tier 2, and Tier 3 systems. Standard 3 – Learning Partnerships

Analyze student performance data to inform instructional adjustments, distinguishing between lack of access to instruction and lack of skill acquisition. Standard 4 – Leading for Educational Equity Standard 1 – Understanding Self & Others

Apply a CCDEI-informed lens to assessment interpretation, recognizing how systemic bias, cultural context, language differences, and disability may influence data interpretation and decision-making. Standard 3 – Learning Partnerships

Monitor IEP goal progress with fidelity, ensuring data collection methods are consistent, measurable, and aligned to the specially designed instruction being delivered. Standard 3 – Learning Partnerships

Collaborate with multidisciplinary teams to use assessment data for equitable problem-solving, reducing unnecessary referrals, inappropriate retention decisions, and exclusionary discipline practices. Standard 4 – Leading for Educational Equity