Summarize and integrate assessment data. Provide a concise summary* of key findings and document in the appropriate sections.
Discuss and review all information obtained on student.
Compare findings to determine if the data collected meets the required elements of an eligibility category.
Document team findings.
*This summary should not provide the level of detail included in the assessment information provided by individual assessors. It should be a succinct summary which integrates and validates all information obtained through the review of data and information collected by the individual assessors. Individual assessors should describe student needs and strengths in specific areas as this information can also be used to assist in the development of effective interventions and support the student’s success within the general education environment.
Determine the presence of a disability. Is there evidence of a disability? Use the Data Analysis & Summary Sheets and Eligibility Category Guide to determine the presence of a disability.
Determine adverse effect. Based on all data describe the adverse effect the disability is having on the student’s involvement and progress in the general education curriculum. Which area/skill(s) is adversely affecting the student’s education and how is it being affected?
Considerations in Determining Adverse Effect
There is evidence that the disability is preventing the student from accessing and progressing in general education (consider the frequency and intensity of the behaviors).
Exposure or increased practice did not alleviate limitations in adaptive skill areas.
Skills/behaviors were resistant to accommodations of instruction, curriculum, and/or environment.
When interventions were provided (over a reasonable amount of time), there was no change in skill level(s) or no positive trend in rate of skill(s) development.
Generalization of skills to other situations/tasks did not occur with intervention.
Despite interventions, instructional and/or curricular accommodations did not sufficiently alleviate educational or behavioral concerns.
Determine the student’s educational need for special education and related services as a result of his/her disability. Use the data to determine if the student’s need for having adapted content, methodology, or delivery of instruction is so great that it cannot be provided without the support of special education (i.e., specially designed instruction*). The team must identify the areas of educational need.
*Specially designed instruction is organized and planned instructional activities that adapt, as appropriate, to address the unique educational needs of an eligible student, the content, methodology, or delivery of instruction. Review the comparison between specially designed instruction and accommodations to help determine if student is in need of specially designed instruction.
Chapter 60, Appendix B, Referral, Evaluation and Eligibility Guide