The Assessment to Practice Cycle

Placement in the LRE and the Assessment to Practice Cycle

By: Emmy Lou Musgrave

The University of Arizona Global Campus

ESE601: Students with Exceptionalities in the School Setting

Dr. Stephanie Johnson

Introduction 

There are several different aspects of the Individuals with Disabilities Education Act (IDEA) (2004). Free and appropriate public education (FAPE), least restrictive environments (LRE), individualized education plans (IEP), and more are all rights under IDEA. In this paper, we will discuss the LRE continuum, the evaluation and eligibility process, assessment data, and how to use it, and finally, the What Works Clearinghouse, a resource for evidence-based practices in education.  

The Least Restrictive Environment Continuum 

The least restive environment has been a point of legal contention for quite some time. Since this term isn’t legally defined, parents, schools, and lawmakers have had to interpret the meaning and how it affects students on a case-by-case basis (Crockett, 2014). There have been three tiers of support created for LRE. The bottom tier for LRE is the general education classroom, with a co-teacher if necessary, followed by separate outside sessions with a specialist or additional instruction, followed by complete separation in s special education class or at-home schooling (Bryant et al., 2024). This continuum ensures that students are placed in the least restrictive environment for their learning. The general education setting is typically the least restrictive environment, allowing for full educational integration, and at-home schooling is the most restrictive, typically reserved for children with the most severe disabilities.  

The Evaluation and Eligibility Process 

The evaluation and eligibility process is a multi-step process used to assess students for potential disabilities and create an individualized education plan (IEP) as needed. This process starts with observation of the student and a referral (The University of Arizona Global Campus, n.d.). After the referral, with parental consent, the student is evaluated for a disability; upon diagnosis, an IEP is created to ensure the student gets proper accommodations and is placed in the least restrictive environment (The University of Arizona Global Campus, n.d.). Finally, the IEP is renewed annually and re-evaluated every three years (The University of Arizona Global Campus, n.d.). This process is designed to ensure that students being evaluated truly have a disability and require accommodations through IDEA, rather than just needing additional assistance or differentiation in class.  

The Assessment to Practice Cycle 

The assessment to practice cycle is a practice where educators assess their students and use that data to make data-based decisions in the classroom (The University of Arizona Global Campus, n.d.). This cycle starts with assessing the students. This can be done through various formative and/or summative assessments. This data is used to make individual goals that are specific, measurable, attainable, results-oriented, and timely (Lee, 2025). These goals are used to select specific evidence-based strategies to practice with the students. These strategies are backed by systemic and rigorous research (Bryant et al., 2024). The data continues to be collected, analyzed, and used to make data-based decisions to better assist the student. Then, the cycle repeats itself with assessment. All these parts work in tandem to ensure the student is getting the best support possible. If the student is not successful, then the goals and instruction are critiqued and updated to better assist the student’s needs.  

The Importance of Assessment Data 

Assessment data is pivotal to success in the classroom. As with the assessment cycle mentioned above, the data collected informs every action taken in class. Assessment data informs what instructional strategies are used in class, student grouping, and student goals. This data is constantly changing as new assessments are being made. Educational goals need to align with this assessment data and should be specific, measurable, attainable, relevant, and timely (SMART). This alignment ensures that the student gets the most out of their IEP and can be accurately measured through standardized testing and curriculum-based assessments (Lee, 2025). These assessments guide the formation of the students’ SMART goals. For example, if a student is struggling with sight words, the educators involved can create more specific goals like “(student) will be able to correctly spell at least 10 commonly used sight words by the end of the quarter”. The assessments show the educators where the student needs improvement and how much improvement is needed. Once these goals are properly created, educators are able to provide better support for the student, in or out of school.  

What Works Clearinghouse is a great tool to use when researching different strategies to include in a student’s IEP. WWC is a resource provided by the Institute of Educational Sciences, where educators can research various evidence-based strategies. This site allows users to filter results by grade level, evidence tier, publication year, and more. This site ensures that users can find relevant, evidence-based practices to incorporate into a student’s IEP.  

Conclusion 

There are multiple, intensive processes that need to be followed when referring, evaluating, and creating IEPs for students. Students with disabilities require an IEP, which ensures that students are getting the assistance and accommodations that are needed for success. Assessment plays a major part in the creation of an IEP and informs instruction and activities in the class. All strategies used need to align with the assessment data so the student can work towards their specific educational goals.  

References 

Bryant, D. P., Smith, D. D., & Bryant, B. R. (2024). Teaching in inclusive classrooms (3rd ed.). SAGE Publications. 

Crockett, J. B. (2014). Reflections on the concept of the least restrictive environment in special education. In B. G. Cook, M. Tankersley, & T. J. Landrum (Eds.), Special education past, present, and future: Perspectives from the field (pp. 39–61). Emerald Group Publishing. https://doi.org/10.1108/S0735-004X20140000027004 

Lee, A. M., JD. (2025, February 11). How to tell if your child’s IEP goals are SMART. Understood. https://www.understood.org/en/articles/how-to-tell-if-your-childs-iep-goals-are-smart 

The University of Arizona Global Campus. (n.d.). Assessment to practice cycle [Infographic]. Canvas@UAGC. https://login.uagc.edu 

The University of Arizona Global Campus. (n.d.). ESE601 IDEA eligibility process [Interactive]. https://content.bridgepointeducation.com/curriculum/file/c7942255-d360-4c0a-8765-23d3350c0c14/1/ese601_week_02_idea_eligibility_process.zip/story.html