Embedded Files
Definition
The Summary of Evaluation & Educational Needs page connects the evaluation report to the IEP by synthesizing the evaluation data, translating this data into statements about where the student has needs, and responding to those needs with recommendations about the student's programming. The key components of the page are Summaries, Educational Needs, and (for re-evaluations) Additions or Modifications to Programming. All three of these components are required by Minnesota statute, and the templates in SpEd Forms have been carefully curated in an attempt to help staff to efficiently meet these statutory requirements while writing a summary page that is as short and meaningful as possible.
Summaries
Summaries
The summary should synthesize information to help the IEP team draw conclusions from all the data included in the report. To accomplish this, look for themes across the assessments in each area. Summaries typically range in length from just a couple sentences for areas with few assessments (e.g., intellectual) to a paragraph or more for areas where data is drawn from a more complex array of sources (e.g., social/emotional in an EBD evaluation).
Educational Needs
Educational Needs
In this section, we describe skills and/or behaviors the student needs to improve in order to participate and progress in the general curriculum and the supports recommended to address that need. When the IEP is written, the programming will be described precisely (e.g., location, number of minutes, etc.) and with certainly (i.e., "XXX will receive..."). However, in the evaluation report, we describe these supports with less precision and only indicate that the student "is likely to benefit from ___." This is because the school cannot make formal proposals to the parent via an evaluation report. This can only be accomplished through an IEP/PWN, which the parent then has the option to consent or object to.
Additions or Modifications to Programming
Additions or Modifications to Programming
For re-evaluations, this component of the Summary page replaces elements of the Educational Needs section that you would find in an initial evaluation. Rather than describing the initial services and supports that a student is likely to benefit from to meet his/her educational needs, the Additions or Modifications to Programming section takes the student's current programming into account and focuses attention on what aspects of the student's programming we need to change or add to in order for the student to participate and progress appropriately.
Initial Evaluation
Summary and Educational Needs
Template
Template
In the area of intellectual functioning, the results of [list all assessment tool(s)] indicate that XXX [Insert a summary that synthesizes data across assessment tools and describes themes.]
Educational Needs: XXX needs to [describe skills and/or behaviors the student needs to improve in order to participate and progress in the general curriculum]. To address [his/her] needs, XXX is likely to benefit from [describe indirect services (e.g., consultation on instruction, curriculum, etc.), accommodations, modifications, and/or other supports].
Example
Example
In the area of intellectual functioning, the results of a review of cognitive testing completed in November of 2015 indicate that at that time Jeremy obtained an overall score that fell in the below average range. Below this overall score, cluster scores were unevenly distributed. Jeremy obtained scores in the average range in the areas of processing speed, verbal abilities, and visual-spatial abilities. In the area of working memory, however, Jeremy obtained a score in the borderline range.
Educational Needs: Jeremy needs to increase his use of compensatory strategies in order to access the general curriculum. To address his needs, Jeremy is likely to benefit from delivery of instruction in small chunks, additional prompts to write an instruction after it has been given orally, provision of written instructions in addition to those delivered orally, provision of visual aids when completing multi-step tasks, and allowing Jeremy opportunities to verbally review instruction so that the instructor can fill in gaps.
Template
Template
In the area of academic achievement, the results of [list all assessment tool(s)] indicate that XXX [Insert a summary that synthesizes data across assessment tools and describes themes.]
Educational Needs: XXX needs to [describe skills and/or behaviors the student needs to improve in order to participate and progress in the general curriculum]. To address [his/her] needs, XXX is likely to benefit from [describe direct specialized instruction (e.g., repeated practice, slower paced curriculum), indirect services (e.g., consultation on instruction, curriculum, etc.), assistive technology, accommodations, modifications, and/or other supports].
Example
Example
In the area of academic achievement, the results of Curriculum-Based Measures administered at grade level indicate that Beth obtained scores above grade-level targets in the areas of math problem solving and written expression. In the area of reading fluency, Beth obtained scores below target, indicating that her skills in this area are significantly discrepant from a typically developing same-age peer.
Educational Needs: Beth needs to improve her automaticity and capacity to quickly decode unfamiliar words. To address her needs, Beth is likely to benefit from explicit teaching of unfamiliar words to increase her sight vocabulary and repeated reading of text passages to improve automaticity. Beth is also likely to benefit from speech-to-text software, presentation of instructions orally as well as in writing, and provision of extended time to complete assessments.
Template
Template
In the area of social/emotional/behavioral functioning, the results of [list all assessment tool(s)] indicate that XXX [Insert a summary that synthesizes data across assessment tools and describes themes.]
Educational Needs: XXX needs to [describe skills and/or behaviors the student needs to improve in order to participate and progress in the general curriculum (e.g., impulse control, stress management, advocating for oneself, using an appropriate voice tone, etc.)]. To address [his/her] needs, XXX is likely to benefit from [describe direct specialized instruction (e.g., developing rationale for use of skills, modeling examples and non-examples, structured practice scenarios, detailed critical feedback) and/or indirect services (e.g., consultation on instruction, curriculum, etc.)]. In addition, [he/she] is likely to benefit from [describe assistive technology, accommodations, modifications, and/or other supports. Especially if an FBA has been completed, include strategies for preventing undesired behavior (e.g., providing non-contingent breaks, altering task sequence to create behavioral momentum, etc.), reinforcing desired behavior (e.g., praise or token economy procedures), and responding to undesired behavior (e.g., de-escalation statements, planned ignoring, etc.)].
Example
Example
In the area of social/emotional/behavioral functioning, the results of interviews and observations completed as part of a Functional Behavior Assessment indicate that the primary undesired behaviors interfering with Joan's educational progress are active off-task behavior, noncompliance, inappropriate language, and property destruction. Data indicates that these behaviors tend to occur when Joan is presented with a non-preferred activity, they occur in an escalating sequence that begins with off-task behavior and can escalate to property destruction, and the hypothesized function of the undesired behaviors is to avoid non-preferred activities.
Educational Needs: Joan needs to increase her skill proficiency in the areas of impulse control, stress management, self-discipline, respect for others, communication, and problem solving. To address her needs, Joan is likely to benefit from specialized social skills instruction in multiple sessions each week, which should include explicit teaching of social skills, modeling of skills in a variety of situations, guided practice, and structured feedback. In addition, Joan is likely to benefit from prevention strategies that will decrease the aversiveness of non-preferred activities, such as chunking of instruction/work time, provision of rationale for learning activities, and structured relationship building efforts. She is also likely to benefit from opportunities to obtain breaks appropriately using a budget of breaks that Joan can request and/or a system for earning breaks through a token economy. In response to undesired behavior, Joan is likely to benefit from response strategies that do not involve removal of the task demand.
Template
Template
In the area of adaptive/functional behavior, the results of [list all assessment tool(s)] indicate that XXX [Insert a summary that synthesizes data across assessment tools and describes themes.]
Educational Needs: XXX needs to [describe skills and/or behaviors the student needs to improve in order to participate and progress in the general curriculum]. To address [his/her] needs, XXX is likely to benefit from [describe direct specialized instruction (e.g., developing rationale for use of skills, task analysis, modeling, structured practice, detailed critical feedback), indirect services (e.g., consultation on instruction, curriculum, etc.), assistive technology, accommodations, modifications, and/or other supports].
Example
Example
In the area of adaptive/functional behavior, the results of interviews and observations indicate that Barry needs intermittent support in the areas of daily living, communication skills, and recreation and leisure skills. He appears to need limited support in the areas of cognition, academic performance, and social skills. He needs extensive support in the areas of community participation and work skills.
Educational Needs: Barry needs to increase his proficiency in the skills of initiating and maintaining reciprocal conversations and organizing social activities outside of school. To address his needs, Barry is likely to benefit from specialized social skills instruction including the features of modeling, practice, and specific feedback. During community participation and work activities, Barry is likely to benefit from close adult supervision to support compensatory strategies that allow Barry to participate successfully. These should include preventive prompts before challenging and/or new tasks and frequent modeling of expected performance.
Template
Template
In the area of post-secondary transition, the results of [list all assessment tool(s)] indicate that XXX [Insert a summary that synthesizes data across assessment tools and describes themes.]
Educational Needs: XXX needs to [describe skills and/or behaviors the student needs to improve in order to participate and progress in the general curriculum]. To address [his/her] needs, XXX is likely to benefit from [describe transition services (i.e., instruction, related services, community participation, development of employment and adult living objectives, and/or acquisition of daily living skills), direct specialized instruction, and/or other supports].
Example
Example
In the area of post-secondary transition, the results of interviews and structured rating scales indicate that Eli is interested in a career involving computers and graphics, but he is unsure of a specific career field he wishes to pursue and the post-secondary education requirements that he might be required to complete in order to pursue a desired career. His parents are planning for Eli to attend a technical college after high school, and Eli intends to attend college full time, work at a part time job, and live at home until he is capable of affording an apartment.
Educational Needs: Eli needs to increase his skills in the areas of reading fluency, math problem solving, communication, organizational skills, and self-management in order to apply for a job, apply for college, and save up for an apartment. To address his needs, Eli is likely to benefit from specialized instruction in these areas. In addition, Eli is likely to benefit from transition services in the areas of developing a resume and practicing writing cover letters; exploring college grants, loans, and scholarships; and completing financial aid information.
Re-evaluation Examples
Summary, Educational Needs, & Need for Additions or Modifications to Programming
Summary, Educational Needs, & Need for Additions or Modifications to Programming
Template
Template
In the area of intellectual functioning, the results of [list all assessment tool(s)] indicate that XXX [insert a summary that synthesizes data across assessment tools and describes themes.]
Educational Needs: XXX needs to [describe skills and/or behaviors the student needs to improve in order to participate and progress in the general curriculum].
Need for Additions or Modifications to Programming: With respect to this area of functioning, XXX [is currently / is not currently] appropriately participating in the general curriculum. [IF PARTICIPATION IS SUFFICIENT: Therefore, no additions or modifications to programming appear to be needed in this area.] [IF PARTICIPATION IS INSUFFICIENT: To support XXX in appropriately participating in the general curriculum, [he/she] is likely to benefit from [describe proposed changes to the student’s indirect services (e.g., consultation on instruction, curriculum, etc.), accommodations, modifications, and/or other supports]
Example
Example
In the area of intellectual functioning, the results of the Wechsler Intelligence Scale for Children - Fifth Edition indicate that Sam obtained an overall score that fell in the low average range. Below this overall score, cluster scores were unevenly distributed. Sam obtained scores in the average range in the areas verbal comprehension, visual-spatial abilities, and fluid reasoning. In the areas of processing speed and working memory, Sam obtained scores in the low average and below average range, respectively.
Educational Needs: Sam needs to continue to use compensatory strategies in order to access the general curriculum.
Need for Additions or Modifications to Programming: With respect to this area of functioning, Sam is currently appropriately participating in the general curriculum. Therefore, no additions or modifications to programming appear to be needed in this area.
Template
Template
In the area of academic achievement, the results of [list all assessment tool(s)] indicate that XXX [insert a summary that synthesizes data across assessment tools and describes themes.]
Educational Needs: XXX needs to [describe skills and/or behaviors the student needs to improve in order to participate and progress in the general curriculum].
Need for Additions or Modifications to Programming: XXX currently has an annual IEP goal in the area of [insert goal area], toward which [he/she] has made [sufficient / insufficient] progress. With respect to this area of functioning, XXX [is currently / is not currently] appropriately participating in the general curriculum. [IF BOTH PROGRESS & PARTICIPATION ARE SUFFICIENT: Therefore, no additions or modifications to programming appear to be needed in this area.] [IF EITHER PROGRESS OR PARTICIPATION ARE INSUFFICIENT: To support XXX in [making progress toward [his/her] goal] AND/OR [appropriately participating in the general curriculum], [he/she] is likely to benefit from [describe proposed changes to the student’s goals (e.g., measurement procedures), specialized instruction (e.g., increase in minutes, change in the format of instruction), indirect services (e.g., increase in minutes), assistive technology, accommodations, modifications, and/or other supports.]
Example
Example
In the area of academic achievement, the results of a review of Myla's progress and present levels of performance and an administration of grade-level Curriculum-Based Measures indicate that Myla has made sufficient progress toward her goals in the areas of reading fluency and written expression, but her progress toward her goal in the area of math concepts and applications has been insufficient despite several intervention changes. In all three areas, Myla's present level of performance is significantly discrepant from grade-level expectations.
Educational Needs: Myla needs to increase her proficiency in the areas of reading fluency, written expression, and math concepts and applications.
Need for Additions or Modifications to Programming: Myla currently has annual IEP goals in the areas of reading fluency, written expression, and math concepts and applications. She has made sufficient progress toward her reading and writing goals but insufficient progress toward her math goal. With respect to these areas of functioning, Myla is currently appropriately participating in the general curriculum. To support Myla in making progress toward her math goal, she is likely to benefit from changes to the delivery of her math instruction, specifically: provision of directions in multiple formats and provision of immediate and corrective feedback.
Template
Template
In the area of social/emotional/behavioral functioning, the results of [list all assessment tool(s)] indicate that XXX [insert a summary that synthesizes data across assessment tools and describes themes.]
Educational Needs: XXX needs to [describe skills and/or behaviors the student needs to improve in order to participate and progress in the general curriculum (e.g., impulse control, stress management, advocating for oneself, using an appropriate voice tone, etc.)].
Need for Additions or Modifications to Programming: XXX currently has an annual IEP goal in the area of [insert goal area], toward which [he/she] has made [sufficient / insufficient] progress. With respect to this area of functioning, XXX [is currently / is not currently] appropriately participating in the general curriculum. [IF BOTH PROGRESS & PARTICIPATION ARE SUFFICIENT: Therefore, no additions or modifications to programming appear to be needed in this area.] [IF EITHER PROGRESS OR PARTICIPATION ARE INSUFFICIENT: To support XXX in [making progress toward [his/her] goal] AND/OR [appropriately participating in the general curriculum], [he/she] is likely to benefit from [describe proposed changes to the student’s goals (e.g., measurement procedures), specialized instruction (e.g., increase in minutes, change in the format of instruction), indirect services (e.g., increase in minutes), assistive technology, accommodations, modifications, and/or other supports. Especially if an FBA has been completed, include strategies for preventing undesired behavior (e.g., providing non-contingent breaks, altering task sequence to create behavioral momentum, etc.), reinforcing desired behavior (e.g., praise or token economy procedures), and responding to undesired behavior (e.g., de-escalation statements, planned ignoring, etc.)]
Example
Example
In the area of social/emotional/behavioral functioning, the results of interviews and observations indicate that Charlie continues to exhibit restrictive and repetitive behavior patterns and sensory sensitivities but that these are rarely disruptive to his participation in school routines and social interactions. However, Charlie's social and communication skills represent challenges to successful participation in his daily activities. At a typical rate of 3-5 incidents per week, Charlie is referred out of the classroom because he reacts intensely (e.g., crying, raised voice) when he misinterprets a comment made by a peer.
Educational Needs: Charlie needs to increase his proficiency in skills in the areas of perspective taking, empathy, relationship skills, and communication.
Need for Additions or Modifications to Programming: Charlie currently has an annual IEP goal in the area of asking for clarification, toward which he has made insufficient progress. With respect to this area of functioning, Charlie is not currently appropriately participating in the general curriculum. To support Charlie in making progress toward his goal and appropriately participating in the general curriculum, he is likely to benefit from an increase in social skills service minutes, from twice per week to daily. In addition, Charlie is likely to benefit from a change to the delivery of instruction, which should concentrate less on skill description and more on rationalization and practice. To support participation in the general curriculum and generalization of skills, Charlie is likely to benefit from preventive prompts prior to less-structured classroom activities (e.g., group work) and response strategies that involve minimizing verbal input and using short phrases to direct Charlie to the school's sensory room for de-escalation. Charlie is likely to benefit from assistive technology tools while he uses the sensory room to self-regulate, such as noise-cancelling headphones and weighted items.
Template
Template
In the area of adaptive/functional behavior, the results of [list all assessment tool(s)] indicate that XXX [insert a summary that synthesizes data across assessment tools and describes themes.]
Educational Needs: XXX needs to [describe skills and/or behaviors the student needs to improve in order to participate and progress in the general curriculum].
Need for Additions or Modifications to Programming: XXX currently has an annual IEP goal in the area of [insert goal area], toward which [he/she] has made [sufficient / insufficient] progress. With respect to this area of functioning, XXX [is currently / is not currently] appropriately participating in the general curriculum. [IF BOTH PROGRESS & PARTICIPATION ARE SUFFICIENT: Therefore, no additions or modifications to programming appear to be needed in this area.] [IF EITHER PROGRESS OR PARTICIPATION ARE INSUFFICIENT: To support XXX in [making progress toward [his/her] goal] AND/OR [appropriately participating in the general curriculum], [he/she] is likely to benefit from [describe proposed changes to the student’s goals (e.g., measurement procedures), specialized instruction (e.g., increase in minutes, change in the format of instruction), indirect services (e.g., increase in minutes), assistive technology, accommodations, modifications, and/or other supports.]
Example
Example
In the area of adaptive/functional behavior, the results of interviews and observations indicate that George needs intermittent support in the areas of daily living, communication skills, and recreation and leisure skills. He appears to need limited support in the areas of cognition, community participation, and social skills. He needs extensive support in the area of academic performance.
Educational Needs: George needs to increase his functional academic skills in the area of reading.
Need for Additions or Modifications to Programming: George currently has an annual IEP goal in the area of following a written schedule, toward which he has made sufficient progress. With respect to this area of functioning, George is not currently appropriately participating in the general curriculum. To support George in appropriately participating in the general curriculum, he is likely to benefit from provision of a visual schedule and delivery of indirect verbal prompts (e.g., "What's next on your schedule?") delivered when George is 30 or more seconds late in following a scheduled transition.
Template
Template
In the area of post-secondary transition, the results of [list all assessment tool(s)] indicate that XXX [insert a summary that synthesizes data across assessment tools and describes themes.]
Educational Needs: XXX needs to [describe skills and/or behaviors the student needs to improve in order to participate and progress in the general curriculum].
Need for Additions or Modifications to Programming: XXX currently has an annual IEP goal in the area of [insert goal area], toward which [he/she] has made [sufficient / insufficient] progress. XXX [is currently / is not currently] appropriately participating in the general curriculum. [IF BOTH PROGRESS & PARTICIPATION ARE SUFFICIENT: Therefore, no additions or modifications to programming appear to be needed in this area.] [IF EITHER PROGRESS OR PARTICIPATION ARE INSUFFICIENT: To support XXX in [making progress toward [his/her] goal] AND/OR [appropriately participating in the general curriculum], [he/she] is likely to benefit from [describe proposed changes to the student’s goals (e.g., measurement procedures), specialized instruction (e.g., increase in minutes, change in the format of instruction), indirect services (e.g., increase in minutes), accommodations, modifications, and/or other supports.]
Example
Example
In the area of post-secondary transition, the results of interviews and structured rating scales indicate that William is interested in a career involving videogame design, but he is unsure of a specific career he wishes to pursue and the post-secondary education requirements that he might be required to complete in order to pursue a career in his desired field. William is currently working a part-time job, and after graduating high school he plans to obtain an apartment and work full-time in a restaurant until he applies to a post-secondary program. Priority weaknesses identified in the area of transition include William's skills in the areas of self-discipline and long-term planning.
Educational Needs: William needs to increase his skills in the areas of self-discipline and long-term planning. He also needs to research specific careers in his desired field and associated post-secondary training requirements.
Need for Additions or Modifications to Programming: William does not currently have an annual IEP goal in the area of post-secondary transition, be he is likely to benefit from an annual goal in the area of organizing tasks with due dates in order to target identified educational needs. To make progress toward this goal, William is likely to benefit from study skills instruction that will help him to prioritize assigned tasks, organize due dates, and plan work time. William is not currently appropriately participating in the general curriculum. To support William in appropriately participating in the general curriculum, he is likely to benefit from provision of a unit syllabus (with specific due dates included) prior to each unit of study in all of his courses.
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