Complete the following steps to start an Evaluation Report in SpEd Forms:

1.  On the SpEd Forms page open an “Evaluation Report” for the student.

2. Select the “New Evaluation Template” button at the top of the page for ALL Evaluations.

3. Scroll to Local Templates and choose “WBL Executive Summary Template” or the appropriate template to ensure the evaluation report has the correct headings set for White Bear Lake evaluation reports.  

4. Scroll to the bottom of the list of templates and choose “WBL Executive Summary Template” which has the correct headings set for White Bear Lake evaluation reports.  The universal templates are also preloaded in each category.
   
   

When teams meet with parents/guardians to discuss the development of an evaluation/reevaluation plan, the Criteria Requirements for Initial Evaluations and Re-evaluations document will help guide teams in developing an appropriate evaluation plan.

• When a parent requests an evaluation (verbally or in writing), the School Psychologist should provide the parent with this letter and place a copy of the letter in the student's file. 

  • Reminder: Procedural Safeguards must be provided upon parent request for evaluation. 

• Guidance for culturally and linguistically diverse learners can be found here. 

What do I do if the evaluation report is due and there are components that have not been completed?  Click here for guidance!

• When a parent requests an evaluation (verbally or in writing), the School Psychologist should provide the parent with this letter and place a copy of the letter in the student's file. 

  • Reminder: Procedural Safeguards must be provided upon parent request for evaluation. 

• Guidance for culturally and linguistically diverse learners can be found here. 

• What do I do if the evaluation report is due and there are components that have not been completed?  Click here for guidance!

• With Sped Admin approval, the District and parents may agree not to complete the 3 year evalaution for students that meet the following requirements. 

Transition assessments collect data on the student's strengths, needs, interests and preferences as they relate to the demands of current and future employment, education/training, home living, community involvement and and social environments. “Age- appropriate” means a student’s chronological rather than developmental age (Wehmeyer, 2002).

Click here for more information on completing transition assessments 

• SNIP Survey and Transition Interview together should meet all the requirements of Indicator 13

  • If you use other Transition Tools, be sure you gather information on strengths, needs, interests, preferences from multiple sources

You can find the requirements for initial and re-evaluations here 

A review of existing evaluation data is the process of looking at a student’s existing data to determine if additional data are needed as part of an evaluation. Specifically, the group conducting the evaluation must determine whether further assessments are required to determine:

• Whether the student needs or continues to need special education and related services;

• Whether the student's present levels of academic achievement and functional performance needs have changed;

• Whether the student needs any additions or modification to the special education and related services to meet the measurable annual goals set out in the individualized education program (IEP) and to participate, as appropriate, in the general education curriculum and appropriate activities.

When completing a review of records, staff often review the data provided from previous special education evaluation, but to get more updated information teams must also review: 

• The PLAAFP in the most recent IEP 

• Progress report data

• Outside evaluation data 

• Classroom performance data (grades, missing assignments)

• District and state testing data

If the evaluation team determines a review of records will provide the team with the information they need: 

• Indicate the date that the testing/data you are reviewing was completed in

• Summarize the information (Don’t just copy everything from the previous evaluation)

• Change wording to past tense and continue to say things like, in 2018 Sara’s mother further reported, so it is clear that the information reported is not current data

• At the end of the review, the reviewer should provide a brief update with current data pertaining to the area being reviewed. (This is not needed for intellectual testing). 

  • • Currently the student has demonstrated progress in (area being reviewed), no longer needs X, continues to demonstrate a need in X

Please see the Review of Records guidance for additional information.

Functional Behavioral Assessment (FBA)
A FBA is a process to gather information to assist individualized education program (IEP) teams in developing appropriate and individualized positive behavioral interventions and supports. 

An FBA’s purpose is to determine:

•  When and why a student exhibits problem behaviors

•  What reinforces the problem behavior

• What types of positive behavioral supports and interventions would reduce the negative behaviors and increase the desired behaviors.

Click here to view the FBA (Adapted from 916 and MDE).

• These FBA Training (2021) or FBA & BIP Training (2023) also contain examples. 

• These Observation/Data Collection tools will help staff gather data on target behaviors. 

• You can find FBA Interview Tools for parents, staff and students. 

• This worksheet will assist in prioritizing target behaviors 

• The FBA Record Review Form can help guide staff when completing a record review. 

• When determining reinforcements you can get input from the student using reinforcement/interest surveys  

  • • This website will help you generate ideas for reinforcers 

Behavior Intervention Plan (BIP)
A behavior intervention plan (BIP) is a written improvement plan created for a student based on the outcome of the functional behavior assessment (FBA). The FBA should identify what is maintaining or causing a challenging/target behavior, and the BIP specifies the actions to take to improve or replace the behavior.

• Click here to view the BIP Training (2022) or FBA & BIP Training (2023)  

Example(s) of an FBA and BIP: 

FBA Example 1 (As part of Comprehensive Eval) 

BIP Example 1 

FBA (Stand Alone FBA Example) 

FBA Review of Records Sample 

Behavior Incident Reports (BIR)

Behavior Incident Reports (BIR's) are used for documenting the emergency use of restrictive procedures in accordance with Minn. Stat. 125A.0942.  For more information about the use of a BIR and to find the link to the form, please click here. 

Resources to Support Behavior & Social Emotional Learning

• Be Good People 

• Conscious Discipline Training 

• Conscious Discipline Website

• PrairieCare (No Cost Mental Health Screenings)

Evaluation teams should collect input from the student's parent/guardian/caregivers for the purpose of gathering information about the child’s school performance.  This information will help identify the child’s present levels of performance and determine if there is a need for ongoing special education services.  

The information detailed in the "Information Reported by Parent(s)/Guardian(s)" section of the evaluation report should be different information than was collected through the SNIP and Transition Interview.  

The Caregiver Interviews/Questionnaires were created to provide teams with a tool to gather additional information that can be summarized in the evaluation report under "Information Reported by Parents/Guardians". 

There are templates for each Caregiver Interview/Questionnaire in SpEd Forms to assist teams in summarizing the information in the evaluation report. 

The Evaluation Report (ER) must contain a summary. The purpose of the executive summary is to synthesize data across data sources (tie all of the data results together for the parent to understand). The executive summary, it should be written in parent-friendly language to ensure parents are informed of and understand the evaluation results. 

• Before adding any information into SpEd Forms be sure that you see “Executive Summary” at the stop of the list. If it is not there, then select New Evaluation Template, confirm and then select WBL Executive Summary Template.

There is an Executive Summary template in SpEd Forms that outlines all of the information needed in the executive summary.

• In addition to the Executive Summary, evaluators must summarize their test results. This can be completed in the specific testing area (i.e. Intellectual Functioning, Academics, Communication, etc).  The parent friendly summary can be reported under the test's interpretation section. 

• Invite all required team members: IEP Team Members (MDE Q&A) 

• Invite the student to all IEP’s where transition services are being discussed

• Get the student’s input 

• Collaborate with parents and invite outside agencies to the IEP meeting were transition planning will be discussed. (County Case Worker, Vocational Rehabilitation, etc). 

  • Get consent to release information signed for outside agencies 

  • If parents do not want outside agencies invited, make a note under “other factors” of the PWN

• Use the Initial or Annual TRANSITION PLAAFP template 

  • • The PLAAFP templates have been added to SpEd Forms. Select the template you want and it should populate in SpEd Forms. You will need to revise it as appropriate and remove the red prompts.  (You can also download the word document from the Google site, revise the PLAAFP and paste it into SpEd Forms)

    • Annual IEP's: It is HIGHLY RECOMMENDED that case managers delete the previous PLAAFP documentation and start new by inserting the correct PLAAFP template at each annual IEP.

• The baseline data you will use to develop your goal, must be included in the PLAAFP

  • Student will increase (skill) FROM X% (This from data must be in the PLAAFP) to X%...

• Look at the Transition Services/Activities on the previous IEP & list the transition skills the student has completed in the PLAAFP. Outline transition needs as well. 

• Consider the courses the student has taken and what skills have they gained from those courses

• What other information have the student, teachers or parent provided  

  • All needs listed in the PLAAFP must be addressed in the IEP through a goal, objective, transition service (activity) or accommodation. 

SAMPLE GOAL
STUDENT will (Increase or decrease) (list skill) from (provide baseline data) to (where you would like the student to be in 1 year) as measured by (list how you will measure the goal). 

• The skill and baseline data in each goal should be clearly described in the PLAAFP

• Annual goals that relate to attendance, passing state assessments, completing assignments, earning passing grades and/or earning credits for graduation are goals of all students and are not specialized instruction.

For more information on goal and objective writing click here 

The Courses of Study section of the IEP includes the courses that will help the student attain their measurable postsecondary goals.

• • • Not just a list of classes to earn credits to graduate

Click here for guidance on how to develop the courses of study 

Planning for the future is part of any student’s education. For students with disabilities, this includes transition services.

Transition services help a student move from school to adult life. The services depend on the student’s needs and interests. They help students with employment, community participation, recreation & leisure, instruction and related service supports. Transition services help students get jobs, find a place to live, and be a part of the community.

Click here for further guidance and examples on transition services.

This link will lead you to a Quick List of Examples 

Program Modifications, Supports and Adaptations in General and Special Education outline what the student needs in order to make progress in the general education curriculum and on their IEP goals and objectives? 

• The statement must indicate: 

1) WHAT- the specific modification or support needed, 

2) WHEN - the conditions that trigger the modification or support, 

3) WHERE - the environment(s) in which the modification or support is needed, and; 

4) WHO is responsible for implementing the modification or support.

Click here for guidance on how to determine and evaluate accommodations, modifications and supports for students. This document also contains examples.  

Prior Written Notice means that before (prior to) the school district taking or refusing to take certain actions, they must give parents information in writing (the notice) stating what the action is and why they are taking or not taking it.

• At age 18, a student reaches the age of majority is in charge of his/her own special education services. The Individuals with Disabilities Education Act (IDEA) gives states the authority to transfer educational decision-making rights to students who receive special education services at the age of majority.

  • The school must send all notices to both the student and the parents. The student will sign the PWN unless the student is under guardianship or conservatorship, then the parent/guardian signs.

  • There are drop-downs available in SpEd Forms to help guide the development of the PWN.  The drop-downs are a guide only and the case manager must revise the drop-downs to reflect the proposals discussed at the IEP meeting. 

PWN After Annual IEP Meeting: 

• Beginning in grade 9, or sooner if appropriate, Include the student in the IEP meeting and document in the PWN, that the student’s input was used in the development of the IEP

• If at the annual IEP meeting, you are including language in the PWN to reflect that the student's services will be discontinued at the end of the school year due to the student graduation or aging out, you also need to include information in the PWN about what the new IEP is proposing. 

  • • You can use the Basic PWN Sample  as a guide for annual IEP's.  

    • Use the Sample PWN Statements for Graduating or Aging Out as a guide.  

      • • Language for both PWN samples are available in the SpEd Forms dropdown

• Stand Alone PWN for Students Graduating or Aging Out: A PWN is required when discontinuing services through graduating or graduating.  This may take place at the end of 12th grade or when the student has met his/her graduation requirements at Transition Plus, TAPP, Independent Study, Homebound, etc.

  • Use the graduation/aging out sample above or work with your special education administrator for unique situations. 

Click here for special education transportation guidance. 

• Indicate in the IEP if the student requires specialized transportation. 

• Note: If a student qualifies for McKinney Vento (Homeless) transportation and would not otherwise qualify for specialized transportation due to their special education needs, you would mark "no" in the IEP for specialized transportation. If the student qualifies for McKinney Vento but also needs specialized transportation due to their IEP needs, you would mark "yes" in the IEP for specialized transportation and only outline the needs related to the IEP (no mention of McKinney Vento in the IEP).

Click here  to find the alternative transportation form. This form needs to be filled out annual for student's requiring alternative transportation or throughout the year if transportation needs change.

• Remember any student that has an emergency care plan or health related plan needs to have the plan emailed to transportation@isd624.org if the plan changes and/or annually when the alternative transportation form is completed for the next school year.  Case managers should work with the LSN to ensure transportation has received the plan. 

Community Based Instruction (CBI) is for special education students who need instruction in functional/life skills. CBI provides opportunities for students to practice independent living skills in  natural environments.

• Complete the CBI form below to seek pre-approval from your building's Student Support Services Coordinator or Assistant Director of Student Support Services.

  • CBI Form 

  • CBI Form (TEC Only) 

• For students that are being considered for programming at the Transition Education Center the following resources may be helpful:
  
  

  • Do you case manage a senior and are trying to determine if they have ongoing transition needs?

    • 1. • The Pathways to Graduation document is a document that is used interally to help a case manager determine if ongoing special education services are needed at the Transition Education Center in the Transition Plus program after their 12th grade year.
           
           

  • Students transitioning from 12th grade to Transition Plus:

    • If a student is transitioning from South Campus to Transition Plus, the case manager must propose ongoing transition services at the IEP and include the transition services in the proposed IEP and PWN.  The High School to Transition Plus document will provide you with guidance on how to document the TPlus services in the IEP and in the PWN. This is only guidance and you will need to revise the IEP and PWN to align with the student's needs and proposals that come out of the IEP meeting. 

      1. • Please reach out to the Transiiton Plus lead teacher or adminsitrator if you have questions on what to include in the courses of study or other IEP sections.
           
           

  • Students currently attending Transition Plus:

    • 1. • The Transition Plus- Annual IEP Guidance document is guidance for students already attending Transition Plus. This is only guidance and you will need to revise the IEP and PWN to align with the student's needs and proposals that come out of the IEP meeting.
           
           

  • Students being considered for the Transition and Post-Secondary Preparation Program (TAPP):

    • 1. • TAPP or Transition and Post-Secondary Preparation Program provides an opportunity for young adults (grade 9-12+) with special needs to progress toward graduation based on their Individual Education Program (IEP). Creative educational opportunities are incorporated to enhance community participation, employment, independent living and functional academic skills. Case managers should complete the TAPP Consideration Form and talk with the TEC administrator for students being considered for the TAPP program.  Students appropriate to be referred to the TAPP program include: 

           1. 1. • Significant barriers to meeting graduation requirements due to their disability or social emotional needs

                 • Students where other documented interventions have been attempted unsuccessfully 

                 • Low average to above average IQ with the ability to work independently at times 

         • If the TAPP referral is approved, then the New TAPP Student Guidance Form is a resource to help you write the IEP and PWN for TAPP students. 
           
           

• Students being considered for the Portfolio Program (TAPP 2):

  • • The Portfolio Program (TAPP 2) is a program intended for students in their senior year or beyond their senior year and graduating off their IEP, not credits.  Case managers should complete the Portfolio Plan (TAPP 2) Consideration Form and talk with the TEC administrator for students being considered for the Portfolio (TAPP 2) program.  Students appropriate to be referred to the Portfolio Plan (TAPP 2) program include: 

      • • • Significant barriers to meeting graduation requirements due to their disability or social emotional needs

          • Students where other documented interventions have been attempted unsuccessfully 

          • Low average to above average IQ with the ability to work independently at times 

      • If the Portfolio Plan (TAPP 2) referral is approved, then the Portfolio Graduation Plan Case Mangaer Checklist is a resource to help the case manager write the IEP and PWN for Portfolio Plan (TAPP 2) students. (Some of the links on this document will only be viewbale by case managers referring students the Portfolio Plan (TAPP 2).