The Evaluation Report

Transcription

1 The Evaluation Report Procedural Safeguards Webinar Series November 16, 2011 Amy R. Smith PaTTAN King of Prussia Pennsylvania Training and Technical Assistance Network

2 PaTTAN s Mission The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who receive special education services. 2

3 PDE s Commitment to Least Restrictive Environment (LRE) Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment. 3

4 Agenda I. Purpose II. Ten most common compliance errors III. Initial Information IV. Main Body of ER V. SLD Component VI. Resources 4

5 Evaluation Report Purpose 1. Document evaluation group s assessment and eligibility decision 2. Used only when school age student is not yet identified as special education student No changes to Evaluation Report or laws or regulations 5

6 Ten Most Common Compliance Errors School District/Charter School Compliance Monitoring System File review section question numbers A copy of the ER was disseminated to parents at least 10 school days prior to the meeting of the IEP team (unless this requirement is waived by parent in writing) Date report was provided to the parent Evaluation completed within timelines (60 calendar days from the date of LEA receipt of signed PTE, excluding summer break) (If the timeline has been extended for students being evaluated for a learning disability, written documentation exists that the evaluation group has mutually agreed to the extension) Reason(s) for referral reflect the reason(s) listed on the PTE-Consent Form Determining Factors Lack of appropriate instruction in math 6

7 Ten Most Common Compliance Errors School District/Charter School Compliance Monitoring System File Review section question numbers Determining Factors Limited English Proficiency For students evaluated for SLD documentation of Agree/Disagree Evaluation group participants documented (if student is not being evaluated for SLD indicate NA for question Data based documentation of repeated assessments of achievement at reasonable intervals, which was provided to parents Recommendations for consideration by the IEP team 7

8 Initial Information Student identification information # 1 Compliance Error: Copy of ER disseminated 10 school days prior to the meeting of IEP team (unless requirement is waived by parent) Date ER given to parents in relation to IEP meeting date 8

9 Initial Information Student Identification Information #2 Compliance Error: Date Report was provided to parent 9

10 Initial Information Student identification Information #3 Compliance Error: Evaluation completed within timelines (60 calendar days from the date of LEA receipt of signed PTE, excluding summer break) (If the timeline has been extended for students being evaluated for a learning disability, written documentation exists that the parent and rest of the evaluation group have mutually agreed to the extension) - Evaluation completed includes getting the report to parent - PTE-Consent date in relation to Date Report Provided to Parent 10

11 Evaluation Report Main Body 1. Reason for Referral 2. Sources of Evaluation Data 3. Evaluation Conditions 4. Determining Factors 5. Summary of Findings/Interpretation 6. Conclusion 11

12 Reason for Referral 1. Reason for Referral a) Determine is there a disability and is there a need for specially designed instruction b) Section should relate to information on Permission to Evaluate #4 Compliance Error c) Who initiated d) Why evaluation is occurring 12

13 Evaluation Report Main Body 1. Reason for Referral 2. Sources of Evaluation Data 3. Evaluation Conditions 4. Determining Factors 5. Summary of Findings/Interpretation 6. Conclusion 13

14 Evaluation Report Main Body 2. Sources of Evaluation Data A. Evaluations and information provided by the parent of the student B. Observations C. Recommendations by teachers D. The student s physical condition (include health, vision, hearing); social or cultural background; and adaptive behavior relevant to the student s suspected disability and potential need for special education: E. Assessments 14

15 Evaluation Report Main Body 1. Reason for Referral 2. Sources of Evaluation Data 3. Evaluation Conditions 4. Determining Factors 5. Summary of Findings/Interpretation 6. Conclusion 15

16 Evaluation Report Main Body 3. Evaluation Conditions a) If an assessment is not conducted under standard conditions, describe the extent to which it varied from standard conditions (including if the assessment was given in the student s native language or other mode of communication) b) If the assessment was given under standard conditions, state so 16

17 Evaluation Report Main Body 1. Reason for Referral 2. Sources of Evaluation Data 3. Evaluation Conditions 4. Determining Factors 5. Summary of Findings/Interpretation 6. Conclusion 17

18 Evaluation Report Main Body 4. Determining Factors a) A student must not be found to be eligible for special education and related services if the determining factor for the student s suspected disability is any of those listed below. Respond Yes or No to, and provide evidence for, each determining factor below: I. Lack of appropriate instruction in reading, including the essential components of reading instruction. II. III. Lack of appropriate instruction in math #5 Compliance Error Limited English proficiency #6 Compliance Error b) Check Yes or No box a) Yes there is a lack of instruction b) No there is not a lack of instruction 18

19 Evaluation Report Main Body 1. Reason for Referral 2. Sources of Evaluation Data 3. Evaluation Conditions 4. Determining Factors 5. Summary of Findings/Interpretation 6. Conclusion 19

20 Evaluation Report Main Body 5. Summary of Findings/Interpretation a) Present levels of academic achievement I. Summarize sections 1 4 II. III. IV. Academic strengths and needs Communication, motor and transition needs as appropriate Will go to IEP PLAAFP section if eligible 20

21 Evaluation Report Main Body 5. Summary of Findings/Interpretation b) Present levels of functional performance I. Abilities and functional/developmental needs II. Activities of daily living III. Community based instruction IV. Will go to IEP PLAAFP section if eligible c) Behavioral information I. Social and emotional functioning II. Functional behavioral assessment III. Will go to IEP PLAAFP section if eligible 21

22 Evaluation Report Main Body 1. Reason for Referral 2. Sources of Evaluation Data 3. Evaluation Conditions 4. Determining Factors 5. Summary of Findings/Interpretation 6. Conclusion 22

23 Evaluation Report Main Body 6. Conclusion a) Three possible conclusions choose one I. Student does not have a disability not eligible II. Student has a disability but doesn t need specially designed instruction not eligible III. Student has a disability and is in need of specially designed instruction is eligible b) If eligible specify disability category I. Primary II. Secondary III. Recommendations #10 Compliance Error: Recommendations for consideration by the IEP team 23

24 Evaluation Group Participation 1. SLD only - Signed or initialed by evaluation group members #8 Compliance Error For other disability categories, list group members 2. SLD only evaluation group members must document Agree or Disagree #7 Compliance Error If a member disagrees with group decision, they must submit a separate statement presenting their dissent to the LEA 24

25 Evaluation Group Participation 3. Certified school psychologist is required when evaluating a student for autism, emotional disturbance, mental retardation, multiple disabilities, other health impairments, specific learning disabilities or traumatic brain injury 4. Include LEA Representative contact information 25

26 Evaluation Report SLD Section SLD Component a) Completed only when evaluation group is considering if the student has an SLD b) Complete if the student is identified with SLD or not, it s the question of SLD, not the answer found c) Complete every item and/or incorporate information into sections 5 and 6 of the completed Evaluation Report 26

27 Evaluation Report SLD Section 1. Adequate Achievement - The student does not achieve adequately for the student s age or does not meet State-approved grade-level standards in one or more of the following areas when provided with learning experiences and scientifically based instruction appropriate for the student s age or State-approved grade level standards and level of English language proficiency: oral expression, listening comprehension, written expression, basic reading skill, reading fluency skills, reading comprehension, mathematics calculation, and mathematics problem-solving. 27

28 Evaluation Report SLD Section 2. Identify eligibility model used choose one a) Response to Scientific Research-Based Intervention (RtII) b) Severe Discrepancy between Intellectual Ability and Achievement c) Must comply with LEA s Special Education Plan 28

29 Evaluation Report SLD Section 3. The instructional strategies used and the student-centered data collected a) Describe instructional strategies and/or interventions used b) Information from before evaluation began and during evaluation 29

30 Evaluation Report SLD Section 4. The educationally relevant medical findings, if any a) Are there issues that would account for the lack of achievement? b) Information from family, school screenings or outside sources 30

31 Evaluation Report SLD Section 5. The effects of the student s environment, culture, or economic background a) Describe any aspect of environment, culture, or economic background that would impact achievement/school performance 31

32 Evaluation Report SLD Section 6. Data demonstrating that prior to referral or as part of the referral process for a specific learning disability, the student s regular education instruction was delivered by qualified personnel, including the English as a Second Language (ESL) program, if applicable a) Document that regular education was delivered by qualified personnel b) Address trainings completed by staff in curriculum, interventions and/or staff certifications 32

33 Evaluation Report SLD Section 7. Data based documentation of repeated assessments of achievement at reasonable intervals, reflecting progress during instruction, which was provided to the parents a) Document academic assessments collected over time that were used to monitor achievement b) Document how information was given to parents #9 Compliance Error: Data based documentation of repeated assessments of achievement at reasonable intervals, which was provided to parents 33

34 Evaluation Report SLD Section 8. An observation in the student s learning environment (including the regular classroom setting) to document the student s academic performance and behavior in the areas of difficulty. Note the relationship of that behavior to the student s academic functioning a) Observe in learning environment b) Should be in setting where academic difficulties occur c) Document interactions with teachers and peers d) Comment on relationship between student s behavior and academic functioning 34

35 Evaluation Report SLD Section 9. Other data, if needed, as determined by the evaluation group a) Add any additional, relevant information b) Outside evaluations, etc. 35

36 Evaluation Report SLD Section 10. Include a statement for each item below to support the conclusions of the evaluation group that the findings are not primarily a result of: a) Visual, hearing, motor disability b) Mental retardation c) Emotional disturbance d) Cultural factors e) Environmental or economic disadvantage f) Limited English proficiency Rule out statements 36

37 Resources 1. Special Education Forms: 2. Federal Law and Regulation: s 3. PA Law and Regulations: 4. Side-by-Side Chapter 14/IDEA 2004: e79f7fcd69f980199c Chapter 14 Questions and Answers: ge/chapter_14_questions Answers.html 6. The Reevaluation Report webinar December 15,

38 Questions? 38

39 Contact Information Amy Smith X 7262 Commonwealth of Pennsylvania Tom Corbett, Governor Pennsylvania Department of Education Ronald J. Tomalis, Secretary Carolyn C. Dumaresq, Ed. D., Deputy Secretary Office of Elementary and Secondary Education John J. Tommasini, Director Bureau of Special Education Patricia Hozella, Assistant Director Bureau of Special Education 39