Eval Reeval Compressed (1)

7/28/2019 Eval Reeval Compressed (1)

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E valuation

i n

IDEA 2004


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This module looks at ...

Purposes of evaluationRequesting evaluationParent consentProcess of initial evaluationIDEAs definition of child with a disability

Eligibility determinationReevaluation


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Purposes of Initial Evaluation

To see if the child is a child with a disability,as defined by IDEA

To gather information that will help determinechilds educational needs

To guide decision making

about appropriate educational program for the child


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Requesting an

Initial Evaluation

A parent or a publicagency can ask for aninitial evaluation of achild.

Public agency must

obtain parent consent before conducting initialevaluation of the child.


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Before Any Initial Evaluation

Public agency must:

Provide parent with prior written notice

Provide parent with procedural safeguards

notice

Obtain parents informed written consent


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Parent consent for initial evaluation must not be construed as consent for initial provision of special education and related services.

Consent is for initial evaluation,nothing more.


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Parent Consent for Initial Evaluation

What is the public agencys obligation if:

Parent does not provide consent for initialevaluation?

Parent does not respond to a request to provideconsent?


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Key Points about Initial Evaluation

Must be conducted within 60 days

of parental consent for evaluation(or within State-established timeline)

Must be full and individual


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Key Points about Initial Evaluation

Must use a variety of assessment tools and strategies

Must gather relevant information about the child

FunctionalDevelopmentalAcademic

Including what the parents provide


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Review of Existing Evaluation Data

As part of an initial evaluation (if appropriate)IEP team and other qualified professionals, asappropriate, must review existing evaluation data onthe child, including:

Information and evaluations provided by parentsCurrent assessments

(classroom-based, local, or State)Classroom-based observationsObservations by teachers andrelated services providers


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On the basis of that review and input from the parents:

This group identifies what additional data (if any) areneeded to determine:

If child is a child with a disabilityChilds educational needs Childs present levels of academic achievement and

related developmental needsWhether child needs special education and relatedservices

And


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Whether any additions or modifications to the specialeducation and related services are needed to enable child

To meet annualgoals in the IEP

To participate in

general educationcurriculum (asappropriate)

Group may conduct its review without a meeting.


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Is there enough data to provide the info needed?

No.Yes.

Public agency mustadminister assessmentsand other measures to

produce the data needed.

Public agency mustnotify parents:

of that determination and thereason for itthat parents have the right torequest an assessment of child


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Determining the Childs Eligibility

A group of qualified professionals and theparent determines whether the child is achild with a disability.

Factors involved in making this determination:

How IDEA defines child with a disability

IDEAs special rule for eligibility determination A variety of information sources


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IDEAs Special Rule

Lack of appropriate instruction in reading Lack of appropriate instruction in math, or

Limited English proficiency; and

If the child does not otherwise meet theeligibility criteria at 300.8(a).

A child must not be determined to be a childwith a disability if the determinant factor fordeciding so is


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Aptitude testsAchievement testsParent inputTeacher recommendations

Public agency must draw upon informationfrom a variety of sources, including:

Information about childs: Physical conditionSocial or cultural backgroundAdaptive behavior

Public agency must ensure that informationobtained from all these sources is documentedand carefully considered.


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IDEA contains Additional Procedures forIdentifying Children with Specific LearningDisabilities.


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C hild with a Disability

(a) General. (1) Child with a disability means a child evaluated in accordance with 300.304 through 300.311 as having mental

retardation, a hearing impairment ( including deafness), a speech or language impairment, a visual impairment(including blindness), a serious emotional disturbance (referred to in this part as emotional disturbance), anorthopedic impairment, autism, traumatic brain injury, an other health impairment, a specific learning disability,deafblindness, or multiple disabilities, and who, by reason thereof, needs special education and related services.

(2)(i) Subject to paragraph (a)(2)(ii) of this section, if it is determined, through an appropriate evaluation under 300.304 through 300.311, that a child has one of the disabilities identified in paragraph (a)(1) of this section,

but only needs a related service and not special education, the child is not a child with a disability under this part.

(ii) If, consistent with 300.39(a)(2), the related service required by the child is considered special educationrather than a related service under State standards, the child would be determined to be a child with a disabilityunder paragraph (a)(1) of this section.

(b) Children aged three through nine experiencing developmental delays. Child with a disability for children

aged three through nine (or any subset of that age range, including ages three through five), may, subject to theconditions described in 300.111(b), include a child

(1) Who is experiencing developmental delays, as defined by the State and as measured by appropriatediagnostic instruments and procedures, in one or more of the following areas: Physical development, cognitivedevelopment, communication development, social or emotional development, or adaptive development; and

(2) Who, by reason thereof, needs special education and related services.

How do IDEA and the finalregulations define

C hild with a Disability ???


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(1) Child with a disability means a child evaluated inaccordance with 300.304 through 300.311 as having

and who, by reason thereof , needs special educationand related services.

autismdeaf-blindnessdeafnessemotional disturbancehearing impairment

mental retardationmultiple disabilitiesorth opedic impairmentother health impairmentspecific learning disability

speech or language impairmenttraumatic brain injury or visual impairment (including blindness)


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Who, by reason thereof


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+


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C hild with a Disability

Children aged3 through 9*

who areexperiencing

developmentaldelays

Under 300.8(b), a State may adopt a definition of child with a disability that includes:

*(or any subset

of that age range)


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D evelopmental Delay?

physical development cognitive development communication development social or emotional development or adaptive development

Definition includes that all-important by reason thereof .

Measured by appropriate diagnostic instrumentsand procedures, in 1 or more of these areas:

Defined by the State.


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Sois the child a child with a disability under IDEA?


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Public agency providesparent with

a copy of evaluation reportdocumentation of eligibilitydetermination

at no cost to the parent.

Upon completion of the administration of assessments and other evaluation measures


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Reevaluations

Must occur at least onceevery 3 years Unless parent and publicagency agree a reevaluationis unnecessary

May occur not more thanonce a year Unless parent and public

agency agree otherwise


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What reevaluation shareswith initial evaluation:

Its purposesPrior written noticeProcedural safeguards notice *Review of existing evaluation

dataParent consent

Gathering additionaldata, if neededParent involvement inevaluation groupParent involvement ineligibility determinationFactors involved in

determining eligibilityReporting to parents

*Upon parent request for anevaluation


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Other Evaluation Provisions

Evaluation is required before determining a child isno longer a child with a disability except

when the childs eligibilityunder Part B ends because:

the child graduates fromsecondary school with a regular

diploma; or

the child exceeds age eligibilityfor FAPE under State law.


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Other Evaluation Provisions

When childs eligibilityunder Part B ends

Public agency must providechild with

Summary of childs academicachievement and functional

performance, including

Recommendations on how toassist child in meeting his or her

postsecondary goals


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Eval Reeval Compressed (1)

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