The Evaluation Report - Amazon S3...Evaluation Report – SLD Section 1. Adequate Achievement - The...
39
Pennsylvania Training and Technical Assistance Network The Evaluation Report Procedural Safeguards Webinar Series November 16, 2011 Amy R. Smith PaTTAN King of Prussia
Transcript of The Evaluation Report - Amazon S3...Evaluation Report – SLD Section 1. Adequate Achievement - The...
Pennsylvania Training and Technical Assistance Network
The Evaluation Report
Procedural Safeguards Webinar Series
November 16, 2011
Amy R. Smith PaTTAN King of Prussia
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
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
Agenda
I. Purpose
II. Ten most common compliance errors
III. Initial Information
IV. Main Body of ER
V. SLD Component
VI. Resources
4
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
Ten Most Common Compliance Errors
School District/Charter School Compliance Monitoring System
File review section question numbers
1. 162 - 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)
2. 164 - Date report was provided to the parent
3. 161 - 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)
4. 166 - Reason(s) for referral reflect the reason(s) listed on the PTE-Consent Form
5. 174 - Determining Factors – Lack of appropriate instruction in math
6
School District/Charter School Compliance Monitoring System
File Review section question numbers
6. 175 - Determining Factors – Limited English Proficiency
7. 183 - For students evaluated for SLD documentation of Agree/Disagree
8. 182 - Evaluation group participants documented (if student is not being evaluated
for SLD indicate NA for question 183
9. 190 - Data based documentation of repeated assessments of achievement at
reasonable intervals, which was provided to parents
10. 181 - Recommendations for consideration by the IEP team
Ten Most Common Compliance Errors
7
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
Initial Information
Student Identification Information
#2 Compliance Error: Date Report was provided
to parent
9
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
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
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
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
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
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
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
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
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. Lack of appropriate instruction in math #5 Compliance Error
III. 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
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
Evaluation Report – Main Body
5. Summary of Findings/Interpretation
a) Present levels of academic achievement
I. Summarize sections 1 – 4
II. Academic strengths and needs
III. Communication, motor and transition needs as
appropriate
IV. Will go to IEP PLAAFP section if eligible
20
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
Resources
1. Special Education Forms: http://www.pattan.net/category/Legal/Forms
2. Federal Law and Regulation:
http://www.pattan.net/category/Legal/Federal%20Law%20and%20Regulation
s
3. PA Law and Regulations:
http://www.pattan.net/category/Legal/PA%20Law%20and%20Regulations
4. Side-by-Side Chapter 14/IDEA 2004:
http://www.pattan.net/category/Resources/Handouts/Browse/Single/?id=4d
e79f7fcd69f980199c0000
5. Chapter 14 Questions and Answers:
http://www.pattan.net/category/Legal/PA%20Law%20and%20Regulations/pa
ge/Chapter_14_Questions__Answers.html
6. The Reevaluation Report webinar December 15, 2011
37
Questions?
38
Contact Information www.pattan.net
Amy Smith
800-441-3215 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
