General survey of standardized and informal asessment related to identification, placement, planning and ongoing performance monitoring of individuals from birth through adulthood with mild to severe special needs and English Language Learners.  Focus is on criteria for becomiing competent assessors of at-risk students and reliable competent consumers able to analyze test results to inform the IFSP, IEP, ITP decision-makiing processes and ongoing instruction.  Case studies and review of standardization practices in regard to public law, nondiscriminatory pracatices (including analysis of CELDT proficiency levels of ELL) and district multidisciplinary team provide a framework for making valid assessment decisions.  Attention is given to techniques required to ensure nonmiased assessment in school, family and community settings.  Students will administer format assessment tests, construct, administer and evaluate informal assessments.  Candidates will use emerging understanding of assessment as an instructional informant to design, use and analyze formal and informal assessments that help monitor and plan instruction based on response to intervention (RtI).