REFERRAL PROCESS
Referral Process- Request for an evaluation (Initial Evaluation)
Who can make a referral (request for evaluation)?
A referral for evaluation may be made by:
The parent
School staff
The Ohio Department of Education
Another public agency
If the parent, makes the referral:
The request that a child be evaluated for a suspected disability can be made either verbally or in writing. It is recommended that the request for an evaluation be in writing so that there is documentation of when the timelines for the school district’s response began.
If school staff, the Ohio Department of Education or another public agency make the referral: Someone from the school district will contact you.
After a referral is made and before the evaluation begins:
The person who requested the evaluation must be given “prior written notice,” within 30 days of the date of referral. Prior written notice indicates that the school district is either proposing to take some action related to the question of a student qualifying for or receiving special education services; or that the school district is refusing to take any action related to this question, and in both cases explain the district’s decision.
If the school district suspects a student may have a disability and needs an evaluation, the district must get consent in writing to evaluate the student.
If the parent refuses to give consent for a student to be evaluated, the school district may use “mediation” or “due process” procedures to receive approval to evaluate the student. (See explanations of these terms in the “Glossary of Terms” section.)
Requirements for a student to be eligible for special education and related services have been established for each of the disabilities recognized in federal and state law. (See Definitions of Disability Categories section).
The evaluation:
An evaluation is a process used to gather information that will help determine whether a student is a child with a disability. It also will help determine the student’s educational needs. The reason for evaluating a student is to:
Get a complete picture of the student’s abilities as a starting point for planning educational services. This includes a picture of how the student is performing academically and how the student is developing;
Make recommendations about ways to meet the student's educational needs; and
Determine whether the student needs special education and related services.
Steps to completing an evaluation:
The evaluation will be completed no more than 60 calendar days from the day you give the school district your consent. The evaluation is provided at no cost to the parent.
First, the parent and the school district will develop an evaluation plan. The evaluation must:
Use a variety of assessment methods and activities to gather information about how the student is developing, learning and functioning. One of these methods will be to use information provided by the parent;
Not use any one measure or assessment as the single reason for determining whether the student is a child with a disability and for determining a proper educational program for the student;
Use reliable tests and assessments that show how much the student’s intellect, behavior, physical state and level of development each contribute to the student’s disability;
Use assessment tools that are in the student’s native language or other mode of communication and that are given in the form most likely to give accurate information about how the student is developing, learning and functioning (unless it is clearly not practical to do so);
Use assessment tools that are unbiased: in other words, given in such a way that they do not discriminate against the student, regardless of the student’s cultural background, race or disability;
Use background information provided by the parent. This may include any reports from professionals outside the school district;
Gather information useful in helping the student progress in the general curriculum, or for preschool children, to participate in typical activities for that age group;
Include materials that are intended to show specific educational needs, not simply to measure intelligence.
Use tests and assessments only for the purposes they are designed and considered reliable for; and
Include tests and assessments given by a trained professional using instructions provided by the test's’ creators.
The evaluation must assess all of the areas related to the student’s suspected disability, including, if appropriate, the following:
Health;
Vision;
Hearing;
Social and emotional development;
General intelligence;
Academic performance;
Communication abilities (listening, speaking and writing);
Motor abilities (abilities requiring movement and coordination); or
Aptitudes, achievement level, or other factors when the student has limitations that affect the senses, coordination or speaking.
When the evaluation is completed:
When all parts of the evaluation have been completed, the IEP team and other qualified professionals, when appropriate, must:
Review the evaluation results; and
Prepare an evaluation team report. The report must summarize the information gathered during the evaluation process. A group of qualified professionals and the parent, will determine if the student is a child with a disability.
If the group determines that the student child is a child with a disability, the Individualized Education Program (IEP) team will develop an IEP for the student (See “Glossary of Terms” section for IEP).
Evaluation Team Report:
The school district will provide the parent with a copy of the evaluation team report (ETR) before the IEP meeting, but no more than 14 days from the date your child is found to be eligible.
What is an Individualized Education Program (IEP)?
An IEP is a written statement for a child with a disability that outlines the educational goals and objectives the student will work on in the coming year. It also outlines the supports and services the student needs to meet the goals stated in the IEP.
When must the IEP be completed and in effect?
The initial (first or original) IEP must be developed within whichever of these time periods is the shortest:
30 calendar days of the decision that the child needs special education and related services;
90 calendar days of receiving the parents’ consent for an evaluation; or
120 calendar days of when a parent or school district makes a request for evaluation.
For a preschool aged student, the IEP must be in effect by the child’s third birthday and at the beginning of each school year following that.