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A: The factors marked yes below are present in the student’s background and may be exerting an adverse impact on the student’s educational performance (select all factors that are present in student’s background):
Determine YES or NO to each question
Lack of appropriate instruction in reading and/or Math;
Consider if student has significant absences
Consider if student has been homeschooled - was there actual education teaching happening
Educational disadvantages;
Economic disadvantages;
Environmental disadvantages;
Hearing or vision deficits;
If concerns, then they need to be taken care of prior to a special education evaluation
Could also lead to possible referrals to ASDB
Limited English language proficiency and/or a non Native English Speaker; or
Cultural disadvantages.
B: Discuss and describe the adverse educational impact, if any, of all areas answered "Yes" above on the student’s functional performance, and on their ability to access and to progress in the general curriculum.
Complete if answered YES
C: Based on the Multidisciplinary Evaluation Team’s (MET) review of existing data, the team concludes that:
Select one:
1. The student’s current difficulties in school are not primarily the result of adverse impact from any of the above noted factors.
2. The student’s current difficulties in school are primarily the result of adverse impact from any of the above noted factors.
D: Is the existing information sufficient to determine:
Determine YES or NO to each question
Whether the child has a particular category of disability or continues to have a disability
The present level of performance and educational needs of the child
Whether the child needs or continues to need special education and related services, and
Whether any additions or modifications to the special education and related services are needed to enable the child to meet the measurable annual goals set out in the IEP and to participate, as appropriate, in the general curriculum.
E: Team determined no additional data is needed.
Data that has been reviewed is sufficient to determine Eligibility - YES special education or NO special education
Usually used for 3 year re-evaluation in which a student has a full evaluation that is within the past 3 years
Could if determining not to request additional information to determine a student does NOT qualify for an initial referral
Student is performing in the average range
Student has made significant progress since student study team process started
F: Team determines additional data is needed to determine eligibility.
Select all assessments that are to be done with the student to determine suspected special education eligibility
eIEPPRO Selections:
eIEPPRO Selections:
General Intelligence: How well your child can think and learn, and what makes it hard for him or her to learn.
Academics: How much your child learned and how well they remember it.
Communication: How well your child talks and understands others and uses other ways to communicate.
Social/Emotional: How your child behaves, gets along with others, feels about him/herself and how these things affect learning.
Hearing: How your child's hearing affects their functioning in the educational setting.
Vision: How your child's vision affects their functioning in the educational setting.
Motor/Sensory: Using small and big muscles (may include occupational and/or physical therapy testing) and how a student organizes sensation adequately in their environment (sensory processing assessment).
Health/Physical: Looking at any medical and physical issues.
Vocational/Occupational/Transition: Jobs, work skills, and daily living skills he/she will need as an adult.
Adaptive Behavior: Looking to see how a person walks, talks, dresses, works, etc. in comparison to other children.
Functional Behavior Assessment: Looking at your child's behavior, when, where and why it happens.
Other:
FTUSD Generic Permission to Evaluate Form:
FTUSD Generic Permission to Evaluate Form:
State Monitoring - parents have to be informed of ALL types of assessments
eIEPPRO did not have ALL types of assessments listed and more descriptions words were added to types to cover autism rating scales and other social/emotional tests that may come up during the school psychologist testing.
General Intelligence: How well your child can think and learn, and what makes it hard for him or her to learn; including, verbal reasoning, non-verbal problem solving, memory, and perception.
Academics: How much your child learned and how well they remember it.
Social/Emotional: How your child behaves, gets along with others, feels about him/herself and how these things affect learning assessed through, checklists, observations, and/or behavioral rating scales to help identify social interaction, social communication, restricted and/or repetitive behaviors, emotional responses, and cognitive style.
Visual Motor Integration: How well your child is able to use visual-motor integration to participate in the classroom to learn new concepts.
Communication: How well your child talks and understands others and uses other ways to communicate.
Hearing: How your child's hearing affects their functioning in the educational setting.
Vision: How your child's vision affects their functioning in the educational setting.
Motor/Sensory: Using small and large muscles (may include occupational and/or physical therapy testing) and how a student organizes sensation adequately in their environment (sensory processing assessment).
Health/Physical: Looking at any medical and physical issues.
Vocational/Occupational/Transition: Jobs, work skills, and daily living skills he/she will need as an adult.
Adaptive Behavior: Looking to see how a person walks, talks, dresses, works, etc. independently in and out of school in comparison to other children to meet standards of personal and social responsibility that include conceptual, social, practical and skill areas.
Functional Behavior Assessment: Looking at your child's behavior with sensory, physical or communication difficulties to include when, where and why these behaviors happens.
Other:
Typical Assessments
Typical Assessments
SLD/ED/OHI
General Intelligence
Academics
Social/Emotional
Visual Motor Integration (generic form)
DD/Intellectual Disability/Autism
General Intelligence
Academics
Social/Emotional
Visual Motor Integration (generic form)
Communication
Adaptive Behavior
Team determination comments. What does the team suspect the student may qualify for and why.
Initial:
Initial:
The team determined that STUDENT was in need additional information to help determine her educational needs based on her ability to process information and her academic achievement. The team has determined that STUDENT is demonstrating a pattern of strengths and weakness. She is significantly struggling in the area of reading comprehension despite multiple intervention activities and continued remediation in the general curriculum. There is also concerns about how her behavior may be affected by her academic struggles.
Re-Eval - Review only:
Re-Eval - Review only:
Curriculum accommodations required by STUDENT are too extensive to be met in the general education program without the support of special education services. His lower reading, math and written expression skills affect him in the general education classroom as he struggles beyond the average student to keep up with grade level content without support and continued instruction on specific skills. He will need more direct instruction on academic concepts with remediation on skills during the school year.
Re-Eval with Testing:
Re-Eval with Testing:
Curriculum accommodations required by STUDENT are too extensive to be met in the general education program without the support of special education services. Her lower reading, math and written expression skills affect her in the general education classroom as she struggles beyond the average student to keep up with grade level content without support and continued instruction on specific skills. The team does feel that additional data will help determine the level of support and services STUDENT will need at this time to make her educational setting appropriate for her learning. The team is concerned about her slow processing of information and lack of progress on IEP goals.
H: Date Review of Existing Data Completed: Date team met to Review Existing Data - not the same date as the Cover Page which is the final date of the MET process, unless the Dates are the same.
I. Evaluation Review Team: List positions and names of those in attendance for REVIEW OF EXISTING DATA
Team members sign and date at beginning of meeting to show in attendance - this is not agreement form
Positions:
Parent
Special Education Teacher - even for initial
General Education Teacher - even for re-eval
District Representative
Individual to interpret instructional implications
Related Services - if providing services or did screenings to give input
Others as needed
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