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An Evaluation is the process of systematically reviewing data within an IEP team process to make determination about Special Education (SPED) services.
An Evaluation is the process of systematically reviewing data within an IEP team process to make determination about Special Education (SPED) services.
The District must convene an IEP meeting and review data related to SPED services. The IEP meeting can be face to face or virtual.
The District must convene an IEP meeting and review data related to SPED services. The IEP meeting can be face to face or virtual.
Even with Covid-19 challenges, students with disabilities (SWD) must receive a free appropriate public education (FAPE) consistent with their individualized education program (IEP) and meeting other procedural requirements under the Individuals with Disabilities Education Act (IDEA) and California law .
Even with Covid-19 challenges, students with disabilities (SWD) must receive a free appropriate public education (FAPE) consistent with their individualized education program (IEP) and meeting other procedural requirements under the Individuals with Disabilities Education Act (IDEA) and California law .
Triennials:
Triennials:
Re-evaluations for students in special education occur at a minimum every 3 years.
Re-evaluations for students in special education occur at a minimum every 3 years.
During Covid-19, prior to any face-to-face evaluations the IEP team must consider the health and safety of all participants in alignment with all Covid-19 restrictions.
During Covid-19, prior to any face-to-face evaluations the IEP team must consider the health and safety of all participants in alignment with all Covid-19 restrictions.
When an IEP team cannot attain reliable and valid data, the IEP team will review the data collect and if necessary the district may offer to complete the face-to-face evaluation within a reasonable time frame once the school campus is back on a regular full-time schedule.
When an IEP team cannot attain reliable and valid data, the IEP team will review the data collect and if necessary the district may offer to complete the face-to-face evaluation within a reasonable time frame once the school campus is back on a regular full-time schedule.
Review of Record:
Review of Record:
During Covid-19 Phase 1 - school closure, and the IEP team does not have any new concerns for the student that needs to be addressed to access core curriculum, and the IEP team mutually agree there is enough data through qualitative data means (review of records, interviews, etc.) to document continued presence of a disability and the need for specialized academic services to access the core curriculum the IEP team may use a Review of Records report to present to the IEP team as the appropriate evaluation process. The IEP Team should have enough previous standardized data that aligns with current informal data to continue the eligibility.
During Covid-19 Phase 1 - school closure, and the IEP team does not have any new concerns for the student that needs to be addressed to access core curriculum, and the IEP team mutually agree there is enough data through qualitative data means (review of records, interviews, etc.) to document continued presence of a disability and the need for specialized academic services to access the core curriculum the IEP team may use a Review of Records report to present to the IEP team as the appropriate evaluation process. The IEP Team should have enough previous standardized data that aligns with current informal data to continue the eligibility.
Virtual Evaluation:
Virtual Evaluation:
However, during Covid-19 Phase 1 - school closure, and one or more of IEP team member(s) are concerned with additional disabilities or a need for more related services to access core curriculum, if so, all new concerns must be addressed in the evaluation. Additional assessment (extensive record review, multiple interviews, use of appropriate rating scales, etc.) may be warranted to examine the new concerns and possible consideration under another eligibility area. The IEP Team should have enough previous standardized data that aligns with current additional assessment data to consider all additional eligibility.
However, during Covid-19 Phase 1 - school closure, and one or more of IEP team member(s) are concerned with additional disabilities or a need for more related services to access core curriculum, if so, all new concerns must be addressed in the evaluation. Additional assessment (extensive record review, multiple interviews, use of appropriate rating scales, etc.) may be warranted to examine the new concerns and possible consideration under another eligibility area. The IEP Team should have enough previous standardized data that aligns with current additional assessment data to consider all additional eligibility.
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