Ed Palmisano 06/2005 Evaluation Procedures An Introduction for New School Psychologists and Members of the M- Team

Ed Palmisano 06/2005 Types of Evaluations Initial Evaluation Additional Evaluation Reevaluation Manifestation Determination

Ed Palmisano 06/2005 Types of Evaluations Initial Evaluation – Prompted by parent or school for student not currently in services Additional Evaluation Reevaluation Manifestation Determination

Ed Palmisano 06/2005 Types of Evaluations Initial Evaluation Additional Evaluation – Determines if there is another area of disability – Mostly resembles procedures of an initial eval – Possible not all areas need to be retested Reevaluation Manifestation Determination

Ed Palmisano 06/2005 Types of Evaluations Initial Evaluation Additional Evaluation Reevaluation – Often the triennial (3-year) evaluation Manifestation Determination

Ed Palmisano 06/2005 Types of Evaluations Initial Evaluation Additional Evaluation Reevaluation Manifestation Determination – Result of a disciplinary action and possible change of placement – Expedited

Ed Palmisano 06/2005 Initial Evaluation Procedures Prompted either by request from – Parent – School

Ed Palmisano 06/2005 Initial Evaluation Procedures - Parent Request Parent writes letter and submits – 60 day timeline begins upon receipt School submits (fax) copy of the letter and identifying information to special ed director Special Ed secretary logs in the request Diagnostic Team (usually school psychologist) receives copy of letter and information from secretary School principal or designee schedules diagnostic interview

Ed Palmisano 06/2005 Initial Evaluation Procedures - School Request Principal contacts special ed diagnostic team School completes school referral form prior to diagnostic interview including: – ISTEP results – School history – Recent and past grades – Hearing/vision tests School Principal or designee contacts the diagnostic team and parents and schedules the diagnostic interview

Ed Palmisano 06/2005 Additional Evaluation Student already receives special ed services Through observations, etc. parent or school feels there might be another area of eligibility Often prompted by teacher or record or parent request due to feeling current services are not completely accurate Treat like an initial evaluation and hold diagnostic interview If some previous evaluation results are current, areas may not need to be repeated – decide at DI.

Ed Palmisano 06/2005 Diagnostic Interview WHAT IS IT? Meeting is used to document concerns and determine appropriate plan of action

Ed Palmisano 06/2005 Diagnostic Interview  Scheduled by Principal or Designee  Team includes: Parents Principal At least one member of diagnostic team – school psychologist or educational diagnostician Current general ed teacher(s) School counselor Special ed teacher or speech pathologist, if currently in service (additional eval) Any other school staff or parent resources as requested

Ed Palmisano 06/2005 Diagnostic Interview  Parent concerns  School concerns  Relevant history and records  Interventions tried so far If a school referral, this should have been documented by teacher assistance team notes  Discussion of alternative interventions

Ed Palmisano 06/2005 Diagnostic Interview Team determines plan of action  More general education interventions  504 Plan (at later meeting*)  Evaluation for special education  No further action  Other (list – may include a period of time for monitoring or obtaining more information)

Ed Palmisano 06/2005 Diagnostic Interview - Decision to Evaluate  Inform parent of process and give / explain procedural safeguards  Obtain signature on official permission form – includes evaluation tools to be used and suspected area of disability  Determine timelines – usually 60 school days If parent referral, use original letter date as start If school, use today, the day of signature  Schedule eligibility conference, if possible

Ed Palmisano 06/2005 Diagnostic Interview - Decision to Evaluate  Distribute evaluation forms Social/Developmental History School Referral Form (if not completed already) Behavior/Emotional Checklists (Conners’, BES-2, BASC, etc) for parent and teachers Adaptive Behavior Scales Consent for Release of Records from other professionals

Ed Palmisano 06/2005 Reevaluation Procedures Opportunity for reevaluation due every 3 years (triennial evaluation) At the annual case conference prior to the triennial due date, potential need for testing is discussed. Parent, based on team suggestions, will either sign intent for testing or waive. Team may determine to use informal techniques or limited portions of the reevaluation, such as achievement only.

Ed Palmisano 06/2005 Reevaluation Procedures Approx. 2-3 months before due date: – School Psychologist, Teacher of Record, and/or parent discuss and finalize what will be tested. – School psychologist presents teacher of record with permission form, social developmental history, medical update, and school staff report forms to be distributed. – Teacher of record secures signed and completed forms and returns to school psychologist.

Ed Palmisano 06/2005 Reevaluation Procedures School psychologist completes testing At completion of testing, parent and teacher are sent a notice of completion and a copy of the results Parent or school may request a meeting earlier than IEP expiration date to discuss – Recommended if evaluation results seem to recommend a change in services, goals, or placement

Ed Palmisano 06/2005 Manifestation Determination Determine whether student misconduct was a manifestation, or result of the student’s disability – Legal presumption is that a relationship DOES exist, which must be overcome during the review Started when student in special education is to be removed for more than 10 days from the educational setting due to expulsion or suspension or if there will be placement in an alternative educational setting – 10 days is continuous or cumulative – Days only include removal from IEP services – Includes when the school “has knowledge that the student was a student with a disability.”

Ed Palmisano 06/2005 Manifestation Determination “Knowledge of a disability” (one or more) – Currently has an IEP – Parent has expressed concern to school staff that the student is in need of special education or related services – especially includes if a parent has requested an evaluation before the behavior or even during the period of cumulative disciplinary actions

Ed Palmisano 06/2005 Manifestation Determination “Knowledge of a disability” (one or more) – continued: – Behavior or performance of the student demonstrates a need for services – Student’s teacher or other school personnel has expressed concern about the child’s behavior or performance to person responsible for child find or special education referral system Re: child find, a school system MIGHT be found negligent if there is a pattern of behavior or low performance that has not been referred

Ed Palmisano 06/2005 Manifestation Determination IEP team will likely need to meet prior to the evaluation to update IEP regarding temporary change of placement during the period for the evaluation. This meeting can be used as a diagnostic interview as well to determine timelines and proper understanding of the evaluation techniques and purpose. Allowed 20 days after parent signature to complete the evaluation and reconvene to discuss results and eligibility…HOWEVER…

Ed Palmisano 06/2005 Manifestation Determination …If a relationship exists, there cannot be removal for more than 10 days and the student must be returned for programming Legal presumption is that the disability did exist. So… Evaluation should be completed and team should reconvene within 10 days from the disciplinary action.

Ed Palmisano 06/2005 Manifestation Determination When completing the manifestation determination evaluation, school psychologist and the team will need to target the evaluation to determine IF:

Ed Palmisano 06/2005 Manifestation Determination - Relationship exists unless… 1. The child’s IEP and placement were appropriate and special education services, supplementary aids and services, and behavior intervention strategies were provided consistent with the IEP and placement; 2. The child’s disability did not impair his ability to understand the impact and consequences of the behavior for which he is being disciplined; and 3. The child’s disability did not impair his ability to control the behavior subject to disciplinary action.

Ed Palmisano 06/2005 Conclusion Procedures listed here are only an introduction and do not include evaluation techniques and actual eligibility decisions. Procedures listed here are only an introduction and do not include evaluation techniques and actual eligibility decisions. Many due process losses by school districts are a result of not beginning properly and not following procedure. Many due process losses by school districts are a result of not beginning properly and not following procedure. These procedures help ensure informed consent, proper timelines, and the use of appropriate instruments and evaluation techniques. These procedures help ensure informed consent, proper timelines, and the use of appropriate instruments and evaluation techniques.