Despite the central role of assessment in special education, there is a paucity of current research on instruments and methods used in schools. Special education directors (N = 164) in five northeastern states responded to an electronic survey related to the use of assessment instruments and methods in their districts. Data are presented regarding district decision-making related to instrument selection and purchase as well as professional development for district staff. The specific use of tests in academic, adaptive, intelligence, and content areas are also presented, as is the frequency of use of 11 assessment procedures, including response to intervention. Implications for preservice and in-service training are discussed. (Contains 8 tables.)