Consent for Evaluation
with Evaluation Planning

Evaluation Consent Documents

Consent for Evaluation - Template 

Consent for Evaluation - w/out Testing - Template (File Review Only)

Spanish Consent for Evaluation Packet - Google Form

A Consent for Evaluation must be obtained along with evaluation planning documentation must be conducted prior to every three year re-evaluation and initial referral for special education. 

The evaluation or most recent reevaluation has to begin with an IEP team review of existing evaluation information including the following, and be documented in the evaluation planning meeting minutes:

• • Previous evaluations and testing

  •  Information provided by parents

  •  Current classroom-based, local or state assessments

  •  Classroom-based observations; and observations by teachers and related services providers.

On the basis of team review of existing information and input from child’s parent, IEP team identified additional information needed to determine:

• The IEP team identified that additional information was needed to determine the child’s eligibility, present levels, or the child’s special education and related service needs; or,

• No additional evaluation data needed and district notified parent(s) of that determination, reasons for it, and their right to request an  assessment. 

Oregon Administrative Rules - Evaluation planning requirements

The evaluation must be:

Comprehensive, and conducted in all areas of suspected disability(ies) and identified all the student’s special education and related services needs, whether or not commonly linked to the disability(ies);

• • Use a variety of assessment tools and strategies to gather relevant functional, developmental and academic information, including information from parents to assist in determining whether the child is a child with a disability and the content of the child’s IEP, including Information related to enabling the child to be involved and progress in the general curriculum; and,

  • Not use any single measure or assessment as sole criterion for determining a disability and appropriate educational program. §300.304

Tests and evaluation (including previously existing) materials used to assess the child:

• • Were selected and administered so as to not be racially or culturally discriminatory;

  • Were provided and administered in a language and form most likely to yield accurate information on what the child knows and can do academically, developmentally, and functionally, unless it is not feasible to so provide or administer

  • Were used for the purposes for which assessments or measures are valid or reliable

  • Were administered by trained and knowledgeable personnel

  • Were administered in accordance with any instructions provided by the producer of such assessments

  • For students with sensory, manual, or speaking impairments, the evaluation materials were selected to    ensure assessment of the student’s abilities;

  • Included those tailored to assess specific areas of educational need and not merely those that were designed to provide a single IQ score; and,

  • Provided relevant information that directly assists in determining the educational needs of the child. §300.304