| Evaluation Procedures.pdf |
Full and Individual Evaluation
A full and individual evaluation must be conducted to determine if an individual is entitled to special education and related services. The full and individual evaluation must consist of procedures to determine if the child is a child with a disability and to determine the educational needs of the child. Information collected during the RTI process is used along with additional assessments to assist in identifying effective interventions for a student experiencing difficulties.
The full and individual evaluation is completed by a team using a variety of assessment tools and data sources. Results from outside sources, including medical or mental health reports, should be considered but the team is not obligated to use or follow these recommendations when making educational decisions. The evaluation team will be responsible for reviewing the results of all previous interventions and will define any additional assessments which may be needed in order to determine eligibility for special education and related services.
Consistent with the regulations (§300.304) the child must be assessed in all areas related to the suspected disability, including, if appropriate, health, vision, hearing, social and emotional status, general intelligence, academic performance, communicative status, and motor abilities. A variety of assessment tools must be used to provide information regarding the individual’s educational performance. No single assessment tool or measure, including RTI, can be used as sole criteria for determining eligibility. Assessment tools and measures must be technically sound, valid, reliable, current, and administered by trained and knowledgeable personnel in accordance with any instructions provided. In addition, the LEA must ensure that the child is observed in the child’s learning environment to document the child’s academic performance and behavior in the areas of difficulty (§300.310). In determining whether the child has a specific learning disability the evaluation team must either use information from an observation during routine classroom instruction and monitoring of the child’s performance prior to the referral or conduct an observation of the child’s academic performance in the regular classroom after parental consent has been obtained.
All assessment procedures, tests, and other evaluation materials used must be provided in the individual’s native language or other mode of communication as appropriate, unless it is clearly not feasible to do so. Materials and procedures used to evaluate an individual with limited English proficiency are selected and administered to ensure that they measure the extent to which the individual has a disability and needs special education, rather than the individual’s English language skills. Tests and other evaluation materials are selected and administered so as not to be racially or culturally discriminatory. Any ecological factors (race, ethnicity, culture, language or life circumstances) that affect the individual’s educational performance need to be described in the Educational Evaluation Report. The LEA must provide a copy of the evaluation report and the documentation of determination of eligibility to the parent.
(RI Criteria and Guidance for the Identification of Specific Learning Disabilities, 2010)
A full and individual evaluation must be conducted to determine if an individual is entitled to special education and related services. The full and individual evaluation must consist of procedures to determine if the child is a child with a disability and to determine the educational needs of the child. Information collected during the RTI process is used along with additional assessments to assist in identifying effective interventions for a student experiencing difficulties.
The full and individual evaluation is completed by a team using a variety of assessment tools and data sources. Results from outside sources, including medical or mental health reports, should be considered but the team is not obligated to use or follow these recommendations when making educational decisions. The evaluation team will be responsible for reviewing the results of all previous interventions and will define any additional assessments which may be needed in order to determine eligibility for special education and related services.
Consistent with the regulations (§300.304) the child must be assessed in all areas related to the suspected disability, including, if appropriate, health, vision, hearing, social and emotional status, general intelligence, academic performance, communicative status, and motor abilities. A variety of assessment tools must be used to provide information regarding the individual’s educational performance. No single assessment tool or measure, including RTI, can be used as sole criteria for determining eligibility. Assessment tools and measures must be technically sound, valid, reliable, current, and administered by trained and knowledgeable personnel in accordance with any instructions provided. In addition, the LEA must ensure that the child is observed in the child’s learning environment to document the child’s academic performance and behavior in the areas of difficulty (§300.310). In determining whether the child has a specific learning disability the evaluation team must either use information from an observation during routine classroom instruction and monitoring of the child’s performance prior to the referral or conduct an observation of the child’s academic performance in the regular classroom after parental consent has been obtained.
All assessment procedures, tests, and other evaluation materials used must be provided in the individual’s native language or other mode of communication as appropriate, unless it is clearly not feasible to do so. Materials and procedures used to evaluate an individual with limited English proficiency are selected and administered to ensure that they measure the extent to which the individual has a disability and needs special education, rather than the individual’s English language skills. Tests and other evaluation materials are selected and administered so as not to be racially or culturally discriminatory. Any ecological factors (race, ethnicity, culture, language or life circumstances) that affect the individual’s educational performance need to be described in the Educational Evaluation Report. The LEA must provide a copy of the evaluation report and the documentation of determination of eligibility to the parent.
(RI Criteria and Guidance for the Identification of Specific Learning Disabilities, 2010)
| Eligibility Determination Team.pdf |
