This paper describes a plan for assessing academic and social growth of special education students. The targeted population consisted of six elementary students with hearing impairments and seven high school students with mental impairments. The problems of assessing special education students were documented through data collected from teacher observations and evaluations, student records and collected work samples, and input from support staff. An analysis of the probable cause data indicated that there are insufficient testing materials available to address the individual needs of the targeted population. In addition, data indicated that norm referred standardized tests do not accurately assess this population. Solution strategies suggested in current literature, combined with an analysis of the problem setting, resulted in the selection of interventions. These interventions included developing authentic assessment tools and establishing working portfolios to assess educational and social growth and development. Post intervention data indicated an increase in academic and social growth. Tangible evidence of this was apparent in students' portfolios. Students took ownership in their learning and discovered alternate methods to assess their achievements, resulting in a higher self-esteem and a more comprehensive understanding of each student's uniqueness. (Contains 34 references.) (Author/CR)