The Nuts & Bolts in developing an Eligibility IEP Charter School Institute

Evaluation Report Directly and explicitly address performance in relation to the identified concerns, questions and priorities Identify characteristics the student demonstrates that are or are not consistent with special education eligibility criteria Documents the sources of information and assessment methods used Includes dates the assessments were completed and by whom

Full and Individual Evaluation vs A Comprehensive Evaluation Colorado ECEA Rules and the federal regulations require a “full and individual evaluation” that must be conducted before the initial provision of special education and related services. This evaluation includes assessments in “all areas related to the suspected disability.” In the past, the “comprehensive evaluation” was interpreted by most to mean a common battery of assessments for all students referred. Now a more focused, student-centered approach is indicated.

WARNING Caution should be taken not to delay a referral for special education evaluation beyond the point when the team suspects a disability. RtI problem-solving and the provision of interventions do not replace the right of a child with a suspected disability to be identified as such and to receive special education and related services.

Guiding Questions when Considering Eligibility What’s the reason for the referral? What do we already know and what do we need to know (environmentally, developmentally, and educationally)? What are parents’ primary concerns? Is the root cause of the (student’s) identified needs known? How do identified needs educationally impact the student? Which disability categories should be considered?

PWN Consent To Evaluate Notice of Meeting Sign in Sheet Excusal Forms Identifies the Evaluators by Discipline for the Evaluation Report

Key Components in the Evaluation Report: Assessments/Evaluators Background Information “Nuts and Bolts” of Report Educational Implications

Background Information & Pertinent Health History BACKGROUND INFORMATION: Reason for referral Individualized RTI History Pertinent School History: retention, attendance, home schooling, previous services, ELL history/services, frequent change of schools Screenings: school-wide and/or individual screenings completed within the RTI process (OT/PT, Speech, Vision, Hearing) Teacher/Parent Concerns Areas that are not a concern should be noted here Transitional Statement that leads to the evaluation This list is not all inclusive and should be individualized to accurately and relevantly describe the child. Everyone has a different background. PERTINENT HEALTH HISTORY: Every student in the process of an initial or triennial evaluation needs a vision/hearing screening within 12 months and a health review. Any educationally relevant health information that helps to answer the disability question would be added in the background.

Nuts and Bolts of the Report This section includes the information needed to answer the disability question that the team has gathered through the evaluation process. Each area assessed should include a combination of both data and a narrative description of strengths and concerns.

Educational Implications This should be an individualized summary of the student’s strengths/challenges AND how are his/her challenges impact his/her ability to access general education. Go back to the disability pages you are considering to help identify areas of potential educational impact. Wording that would imply eligibility should not be used. You are describing current skill sets and not pre-determining eligibility. Examples: Cathy’s current skill in the areas of reading comprehension and decoding will make it difficult for her to keep pace when reading grade level curriculum. Ashley’s current academic skills allow her to access the general education curriculum. John’s skill levels in listening comprehension and vocabulary will make it challenging for him to participate in whole group discussions in core subjects.

Evaluation Report Checklist  Completed within 60 calendar days of obtaining consent?  Vision/Hearing?  Student observation in relevant settings?  Does it provide meaningful and understandable information to parents and others who do not have your background and training?  Does it directly and explicitly address the initial questions and concerns?  Does it discuss a pattern of strengths, interests, and weaknesses so that a meaningful plan can be developed?

Educational Implications in Evaluation Report Goals Accommodations Modifications Service Delivery Statement Student Needs and Impact Of Disability Present Levels of Educational Performance

Guiding Questions When Developing IEP What’s the plan for improving outcomes for students? What’s the meaningful interpretation of the data? How is the student impacted in the classroom? How does all the information go together? What specially designed instruction does the student need? Can the student receive “reasonable educational benefit from general education alone”?

Purpose: Highlight strengths and areas of concern in academic and non-academic areas requiring specialized instruction. If an Eligibility Review: Summary should be brief & scores are not necessary; you are summarizing the student’s overall strengths and academic needs from the Evaluation Report. If an Annual Review: Describe the student’s current level of performance to include current testing/progress monitoring and progress towards previous IEP goals. Present Levels of Educational Performance

Purpose: This section should identify and link needs from the Evaluation Report. The needs detailed in this section should then link with goals, accommodations, and/or modifications. Specifically, explain how identified needs are impacting access to the general education curriculum. How does all the information go together? How is the student impacted in the classroom? What specially designed instruction does the student need? Student Needs and Impact of Disability

Accommodations vs Modifications Accommodations Accommodations involve adapting instructional strategies and/or the classroom environment to allow a student to access the curriculum Modifications Modifications change the curriculum when reasonable accommodations will not be effective in allowing the student to participate in the general education classroom

Accomodations -Accommodations do NOT change the standards, instructional level, content, or performance criteria -Accommodations may include the provision of related services, the assignment of para-educators for specific purposes, and/or the provision of adaptive materials or instructional strategies targeted for the student -Accommodations examples include, but are not limited to: materials, manner of presentation, calculators, word processors, heterogeneous grouping, peer partnerships, format, seating arrangements, lighting, sound, rephrasing, additional time, highlighted reading materials, organizational aids, prewritten notes, study guides, etc.

Modifications -Modifications change what a student is expected to learn when participating in the general curriculum; may change the instructional level, the content and/or the performance criteria -Require a standards-based IEP for instruction -Routinely providing modifications to content during classroom instruction and/or classroom assessments for students who do not have a significant cognitive disability may have the unintended consequence of reducing a student’s opportunity to learn critical content that may be evaluated on district and state assessments -Modified instruction based on alternate academic achievement standards/Extended Evidence Outcomes (EEOs) should be provided if the student’s IEP Team determines that the student meets eligibility requirements as a student with a significant cognitive disability. The student’s IEP would outline ways the student is to work on meaningful tasks linked to the grade-level standard

Purpose: This is what makes Special Education “Special”. This is what we do! This is a thorough and individualized description of what the student’s day/week looks like. Include push in and/or pull out supports Include any adult monitoring that is needed If any supports are provided by a para-professional under the supervision of the special education teacher, include it here Include any areas checked in “Special Factors” such as Extended School Year, Assistive Techonology, Behavior Plan….. Service Delivery Statement