Eligibilities and Evaluation Process

Evaluation Guidelines

1. Tests must be administered by trained personnel following the author's directions.    

• • Paraprofessionals should receive training and supervision in order to test; interpretation of results must be done by a licensed staff

2. Written Evaluation Reports:  

• • When school staff administers cognitive and achievement tests, the results of all testing must be summarized on an evaluation report written by a licensed staff.

3. The evaluation must be completed within 60 school days following parental consent for evaluation.

4. Supporting Documentation must be attached to every eligibility for each item listed the statement including but not limited to the following:

• • Reports-School Psych

  • Observations

  • Data from DCA

  • Medical Statements

  • Developmental History

  • Speech and Language

  • Autism Spectrum

  • Behavioral Rating Reports

  • OT/PT and APE reports

  • Other

5. General Considerations:

• • A comprehensive evaluation must be completed and must include both academic and functional information and include all aread of concerns

  • Parental input is required

  • Teacher input is required

  • Review of most recent Statewide Assessments and or District Wide Assessments

  • Tests and other procedures must be selected with sensitivity and understanding regarding cultural and racial factors

  • Tests must be administered in the student's native language or other mode of communication whenever possible.  If not feasible, limitations or adaptions of the alternative methods used (e.g., nonverbal tests, out-of-level testing, interpreter assisted) should be described in the report of results.

  • Tests must be validated for the specific purpose for which they are used. 

  • Evaluations must include measures to address specific referral concerns. A standard battery of tests may need to be modified or supplemented to assess the individual needs of the student.

  • If a student has sensory, manual or speaking problems, tests should be selected or modified to minimize those effects of the student's limitations that are not related to the factor being tested.

  • An evaluation always includes more than one factor to determine eligibility.  Include standardized testing, statewide assessments, classroom observations, work samples, parent and teacher interviews, and student input.

  • A student must be assessed in all areas of concern, and all must be documented in the evaluation planning meeting minutes. Other areas of concern can include (OT, PT, Behavior, Speech and Language, vision, hearing)