Evaluation

REMEMBER: Each child referred for assessment receives a full and individual evaluation to identify area(s) of disability, determine eligibility, and assess educational needs. The assessment information provides the basis for an Individualized Education Program (IEP) or Individualized Family Service Plan (IFSP) to ensure the individual receives a free and appropriate public education (FAPE).


Assessment Plan

An assessment plan describing the proposed assessments is delivered to the parents within 15 calendar days of receipt of the written referral for assessment. Days between the pupil’s regular school sessions or days of school vacation in excess of five school days are not counted in the 15 calendar days. The 15-day timeline recommences on the date that the pupil’s regular school days reconvene.

*If the referral is made within 20 days of the end of the regular school year, the assessment plan must be developed within 10 days after the commencement of the subsequent regular school year (EC 56043).

The assessment plan uses language easily understood by the general population and is provided in the primary language of the parent or other mode of communication used by the parent, unless to do so is clearly not feasible.

Assessment plan development may include:

  • Summary of academic progress
  • History and results of past supports or interventions
  • Developmental history
  • Social and emotional functioning
  • Functioning in the school environment
  • Health status, including vision and hearing screening
  • Reading ability
  • Oral and written language ability
  • Mathematics ability
  • Gross and fine motor functioning
  • Adaptive behavior
  • Intellectual functioning/Affective functioning
  • Sensory-motor functioning
  • Speech/Language or communication assessment
  • Cultural, ethnic, and language factors that may affect school function
  • Career/Vocational assessments
  • Observation of behavior in home or school environment

Assessment Plan Components

The assessment plan document includes the following required components:

  • Reason for assessment
  • Description of the type of assessments, materials, and procedures
  • Personnel listed by title (not name) and assessment area
  • Student’s primary language and language proficiency status
  • A statement that assessment materials will be administered in the pupil’s primary language or other mode of communication, or if not, the reasons why it is not feasible
  • Information the parent requests
  • Alternative means of assessment, as appropriate
  • Parent consent and date


Assessment requirements include the following, as appropriate:

  • Tests administered in the child’s native language or mode of communication, unless it is clearly not feasible to do so
  • Assessments conducted by trained personnel in conformance with the instructions provided by the producer
  • Materials selected and administered so as not to be racially, culturally, or sexually discriminatory
  • Materials include those tailored to assess specific areas of educational need
  • Tests selected and administered to best ensure that when administered to a pupil with sensory, language, or physical impairments, the results accurately reflect the pupil’s skills and abilities
  • A variety of assessment tools and strategies used to gather relevant functional and developmental information, including information provided by the parent
  • No single procedure used as the sole criterion for determining an appropriate educational program
  • For students with possible learning disabilities, an observation of the child in the regular classroom is conducted
  • Assessments for students with severe and low incidence disabilities are conducted by persons knowledgeable of the disability and are consistent with guidelines for Deaf-Blind, Deaf and Hard of Hearing, Visually Impaired, Severely Orthopedically Impaired, and Physical Therapy


Areas to Assess:

The pupil is assessed in all areas related to the suspected disability, using tools and strategies that provide relevant information that directly assists in determining educational needs. Areas to be assessed include the following, as appropriate:

        • Health and development
        • Vision, including low vision
        • Hearing
        • Motor abilities
        • Language function
        • Academic performance
        • Self-help
        • Orientation and mobility
        • Career and vocational abilities and interests
        • Social/emotional status
        • General ability

Initial Evaluation

Steps for Conducting Initial Evaluations

1. It is the responsibility of the case manager to coordinate the assessment process. The case manager works with the team to develop an assessment plan. The designated specialist administering the instruments must select specific tests or assessments.

The parent is provided:

    • Prior Written Notice
    • Assessment Plan within 15 days of the referral for assessment
    • Notice of Procedural Safeguards

2. When the plan is signed and returned, the date the assessment plan is received is recorded and the 60-day assessment timeline begins immediately. Within 48 hours, the case manager provides each assessor with a copy of the signed assessment plan or otherwise informs all assessors that consent has been received.

*If the parent does not sign the assessment plan, the case manager must contact the parent to determine why the assessment plan has not been approved. The parent’s rationale must be documented and sent to the Special Education Office to determine follow-up. Parents have the right to decline services when an initial evaluation is proposed, though the school district may file for mediation/due process hearing. If the district prevails in a due process hearing, the assessment may be conducted without parent consent (EC 56321).

3. The case manager establishes an IEP date to review assessment results with parents within 60 calendar days of the receipt of the assessment plan, excluding the days between the student’s regular school sessions or terms or days of school vacation in excess of five school days (EC 56043f, 56344).

*If there are outside agencies involved with the student, the case manager completes an Authorization for Exchange of Information and obtains the parent signature.

Triennial Evaluation

Once eligible for special education services, each student is reevaluated at least every three years but not more than once a year. If, after review of student’s records, no additional data is necessary to determine eligibility or educational needs, the district is not required to conduct a formal assessment except at parent request (EC 56381).

The purposes of a triennial reevaluation include:

  1. Accountability: Reevaluations analyze the effectiveness of the student’s IEP and include a review of progress. Data may include:
    • grades
    • school discipline records
    • curriculum-based measures
    • norm-based measures
    • any previous assessment data

Lack of progress stimulates IEP changes (curriculum, instructional techniques, behavioral strategies, or the educational environment) or a reassessment of the nature of the disability.

2. Planning: Evaluation information is used to determine if special education services require modification for the child to meet annual goals and participate, as appropriate, in the general curriculum. Factors such as behavior, current skill levels, and communication ability are considered. Future needs must be addressed, especially at transition points in the child’s educational program. Transition planning addresses eligibility criteria, community living skills, vocational training, and/or plans for post-secondary education.

3. Qualification. A complete re-evaluation is conducted in the event:

a. A parent or teacher requests assessment in areas of suspected disability

b. The child may no longer have a disability requiring special education or related services

c. The child may be eligible for additional related services

d. The child is not making educational progress

Steps for Conducting Triennial Reevaluations

1. Each site obtains the current reevaluation list and shares due dates with the special education teachers.

2. The appropriate service provider (special education teacher, psychologist, nurse, or related service provider) schedules an assessment staffing to discuss each student with an upcoming triennial due date. At this time, the team determines whether to recommend a record review or a reevaluation to the parent.

    • A full assessment must be completed at least at every other triennial review - the team may not recommend two record reviews in a row. This meeting occurs at least 60 days prior to the triennial due date in order to allow time for formal assessment, if determined necessary or requested by the parent.

3. The designated case manager makes parent contact and reviews the recommendations made by the assessment team. The case manager documents the parent decision. If the parent agrees with the recommendation of the assessment team, the Triennial Reevaluation Determination is sent to the parent(s) at least 60 days before the triennial due date. If the parent disagrees with the recommendation of the assessment team, an IEP team meeting is scheduled.

4. An IEP team meeting is held to discuss the record review or assessment findings prior to the triennial due date. A written report must be completed and presented at the IEP meeting.

With a recommendation for a record review, the team examines existing assessment data including:

  • Previous assessment results
  • Progress on IEP goals and objectives
  • Records and report cards
  • Current classroom-based assessments
  • Observations of student
  • Performance on district assessments
  • Progress toward district standards
  • Parent input

With a recommendation for a full reevaluation, the team develops an assessment plan to determine any or all of the following:

  • If the child continues to have a disability.
  • The present levels of performance and educational needs of the child.
  • If the child continues to need special education and related services.
  • If any program and service additions or modifications are needed to enable the student to meet the goals of the IEP and to participate, as appropriate, in the general curriculum.

Written Assessment Report (EC 56327)

All personnel who assess the pupil prepare a written report, as appropriate, of the results of each assessment. The report includes, but is not limited to, the following:

  • Whether the pupil may need special education and related services
  • The basis for making the determination
  • The relevant behavior noted during the observation of the pupil in an appropriate setting
  • The relationship of that behavior to the pupil’s academic and social functioning
  • The educationally relevant health and developmental findings
  • For pupils with learning disabilities, whether there is a discrepancy between achievement and ability such that it cannot be corrected without special education and related services
  • A determination concerning the effects of environmental, cultural, or economic disadvantage
  • The need for specialized services, materials, and equipment for pupils with low incidence disabilities (deaf, deaf/blind, hard of hearing, orthopedically impaired, visually impaired)


DON'T FORGET:

  • During years when a student is due for a triennial review, try to hold the annual and triennial review at the same time, if possible.
  • A student must have at least two consecutive evaluations with consistent results before the team may consider opting for a review of records rather than full evaluation.
  • Original IEP documents are stored at the district office. Case managers, service providers, and related staff are encouraged to save digital copies of reports or important documents.
  • List team members on the assessment plan by title rather than name.
  • Follow-up with the parent/guardian if the assessment plan has not been returned within 2 weeks.

OTHER REASONS FOR AN ASSESSMENT

The need for assessment may be triggered for reasons other than initial or triennial evaluation. These reasons may include:

  • Request by a parent or teacher
  • Prior to transition (preschool to elementary, elementary to secondary, etc.) to determine if the individual is still in need of special education services
  • Change of placement, either to a more or less restrictive environment
  • Movement to or from non-public school placement
  • Graduation - while re-assessment prior to graduation is not necessary, the district provides the student a written summary of academic achievement, functional performance, and recommendations to meet post-secondary goals