Evaluation Team
Evaluation Team
Embedded Files
Multidisciplinary Team
Multidisciplinary Team
A multidisciplinary team must:
determine the evaluation plan (e.g., SST for new referrals; IEP team for re-evals).
review the eval. results, determining eligibility and educational needs (i.e., IEP team).
A single individual may be the only one conducting assessments and completing the report (e.g., an SLP).
School Psychologists
School Psychologists
Share all evaluation plans with your School Psychologist prior to sending the plan home. Please provide at least a week for review and consultation.
Don’t hesitate to reach out to your School Psychologist with questions. The earlier in the process, the better!
SpEd Teacher Licensure Requirements
SpEd Teacher Licensure Requirements
Licensure Grids by District
Licensure Grids by District
Click your district to view your licensure grid.
The bottom line
The bottom line
A teacher licensed in the student’s disability is required to participate in the student's evaluations. In most cases, this individual completes an observation or interview relevant to the disability area.
For example, a licensed ASD teacher might be involved in the evaluation for a student who they do not case manage, and they would most likely observe or interview the student as part of the evaluation.
On the PWN, note licensure
On the PWN, note licensure
On the evaluation PWN in SpEd Forms, any individual filling the role described above should be listed with their licensure.
While evaluation PWNs typically only specify "Special Education Teacher," in the example above the teacher would be listed as "Licensed ASD Teacher" (whichever licensure/category is relevant to their involvement in the evaluation). This title should also be used on the evaluation report itself.
ASD
ASD
Specifically for students under the ASD category, there are several options for including a licensed team member:
Licensed ASD teacher, licensed at the age/grade level of the student.
Licensed academic and behavior strategist (ABS) teacher for students in K-12, with a range of mild to moderate needs,
Licensed early childhood special education (ECSE) teacher for children from birth through age six.
OHD, TBI, and D/B
OHD, TBI, and D/B
These categories currently do not have Minnesota teacher licensure. In these cases, the federal standard of, "a teacher knowledgeable about the student's disability" will be utilized.
The category Severely Multiply Impaired also does not have licensure but typically one of the disabilities in this cluster has Minnesota licensure.
Service Provider Involvement (Speech/Language, OT, PT, DAPE, etc.)
Service Provider Involvement (Speech/Language, OT, PT, DAPE, etc.)
If you are unsure whether a service provider needs to be included, connect with them to see what information they need to make this determination. If the service provider does need to be involved, provide at least a week’s notice for the service provider to add their assessments into the evaluation PWN.
Occupational and Physical Therapists
Occupational and Physical Therapists
Refer to the OT/PT Evaluation Flowchart. In every case, the OT or PT must be consulted directly prior to being included on an evaluation plan.
Additional SCRED Staff
Additional SCRED Staff
Because of licensure requirements and the unique nature of cases in certain categories, the following SCRED staff must be involved in evaluation planning for the following categories. See directory for contact info.
Birth-5y/o -- ASD, DCD, OHD, PI, SMI, TBI: Early Childhood Services Coordinator
DHH: Deaf/Hard of Hearing Teacher
TBI: Physical/Health Disabilities Teacher
PI: Physical/Health Disabilities Teacher
BVI: Teacher of the Blind/Visually Impaired
OT-PT Evaluation Flowcharts.pdfSchool Nurse Involvement
School Nurse Involvement
Initial Evaluations
Initial Evaluations
SLD, ASD, SLI, and DHH
SLD, ASD, SLI, and DHH
A health/physical assessment is not required unless the student has suspected health-related educational needs.
SLD: If a health/physical assessment is not needed, vision/hearing screening information must be reviewed under the Background Information section of the evaluation report.
EBD, OHD, DCD, TBI, and PI
EBD, OHD, DCD, TBI, and PI
A health/physical assessment is required because, in order to determine initial eligibility, criteria for these categories requires that the evaluation rule out contributing and exclusionary health-related factors.
OHD: Criteria specifically requires that the evaluation includes verification of a diagnosis/disability.
Developmental Delay
Developmental Delay
If health screening was completed during early childhood screening, is available to the team, and indicates no concerns, then a health/physical assessment by a nurse would not be required. However, the screening information should be included in the ESR.
If there was not a health assessment at screening, or if there are concerns about health, then the nurse would need to be involved in the ESR.
Re-evaluations
Re-evaluations
For all categories, health/physical assessments are not required for re-evaluations. It is the case manager and evaluation team's decision regarding whether a health/physical assessment by a School Nurse is appropriate.
It should be added to the evaluation plan if the student has suspected health-related educational needs. This may apply if, for example:
Student has a medical diagnosis
Student is prescribed medication
Student's hearing and/or vision are inadequate
OHD, TBI, and PI
OHD, TBI, and PI
If a health/physical assessment is not needed, a summary of the initial health/physical assessment must be included in the Background Information section.
Page updated
Report abuse