The No Child Left Behind Act specifies schools' responsibilities for including special education students in their overall assessment programs. These students must be assessed under a standardized test that is used for all students within a district--a test that is designed to show whether a student is meeting that state's standards for learning. Schools nationwide are now struggling with how to meet the requirements of NCLB for special education students without excluding them from realistic assessments and/or negatively impacting their educational progression. While NCLB mandates are holding teachers more accountable for instruction that works, they have caused even more paperwork for special education teachers. For instance, screening assessments are recommended for all students at the beginning of each school year, while dynamic assessments--those embedded in instruction--are recommended throughout the school year. Teachers are also asked to keep a systematic record of how individual students perform. This information is then used to tailor and shape instruction to the needs of children in a class. This additional paperwork takes away instructional time when it is needed most, which causes a cycle of failure for both the teacher and the student. While the individualized approach is helping mainstream students succeed, there have not been solutions that special education teachers can adopt in helping with the issues surrounding standardized testing.