evaluation team summary reports: required due process components

Evaluation TeamSummary Reports:Evaluation Team

Summary Reports:Required Due Process

ComponentsRequired Due Process

Components

Created by…Created by…

A Due Process Subcommittee Approved by the Due Process

Committee, Special Education Supervisors, and the Special Education Director

A Due Process Subcommittee Approved by the Due Process

Committee, Special Education Supervisors, and the Special Education Director

List of Sources Used:List of Sources Used:

Minnesota Department of Education (MDE) Rules & Statutes

In-service materials from the following school districts: Minneapolis, Osseo, Anoka-Hennepin, and Robbinsdale

MDE “Promising Practices” Manuals

Minnesota Department of Education (MDE) Rules & Statutes

In-service materials from the following school districts: Minneapolis, Osseo, Anoka-Hennepin, and Robbinsdale

MDE “Promising Practices” Manuals

Purpose of In-servicePurpose of In-service

To ensure compliance in addressing all required components of the Evaluation Report

To ensure consistency and quality across all district programs and across related service providers

To ensure compliance in addressing all required components of the Evaluation Report

To ensure consistency and quality across all district programs and across related service providers

Overview of TrainingOverview of Training

This PowerPoint will walk through the different sections of the Evaluation Report.

This PowerPoint will walk through the different sections of the Evaluation Report.

It does not cover the “Educational Needs” or “Interpretation of Evaluation Results” sections, reviewed in the last in-service.

The previous PowerPoint is on the #287 Special Education website.

It does not cover the “Educational Needs” or “Interpretation of Evaluation Results” sections, reviewed in the last in-service.

The previous PowerPoint is on the #287 Special Education website.

Assumed Prerequisites…Assumed Prerequisites…

The Evaluation Team has created an appropriate and comprehensive Notice of Educational Evaluation/Re-evaluation Plan (NEER)

The Evaluation Team has created an appropriate and comprehensive Notice of Educational Evaluation/Re-evaluation Plan (NEER)

Evaluation Tools have been selected and administered by the appropriate licensed staff

Evaluation Tools have been selected and administered by the appropriate licensed staff

Assumed Prerequisites:ELL Assessment Procedures

Assumed Prerequisites:ELL Assessment Procedures From Minnesota Rule

Each district shall insure that:(1) tests and other evaluation materials used to evaluate a child… are selected and administered so as not to be discriminatory on a racial or cultural basis, and are provided and administered in the pupil’s native language or other mode of communication, unless it is clearly not feasible to do so;

From Minnesota Rule Each district shall insure that:

(1) tests and other evaluation materials used to evaluate a child… are selected and administered so as not to be discriminatory on a racial or cultural basis, and are provided and administered in the pupil’s native language or other mode of communication, unless it is clearly not feasible to do so;

ELL Assessment Procedures (cont.)

ELL Assessment Procedures (cont.)

(2) Materials and procedures used to evaluate a child with limited English proficiency are selected and administered to ensure that they measure the extent to which the child has a disability and needs special education and related services, rather than measure the child’s English language skills.

(2) Materials and procedures used to evaluate a child with limited English proficiency are selected and administered to ensure that they measure the extent to which the child has a disability and needs special education and related services, rather than measure the child’s English language skills.

ELL and InterpretersELL and Interpreters

ELL staff are available within District 287 (Contact your supervisor)

Interpreters for evaluation should be coordinated with the member district

ELL staff are available within District 287 (Contact your supervisor)

Interpreters for evaluation should be coordinated with the member district

The Evaluation Report is required:

The Evaluation Report is required:

Upon completion of an initial evaluation or re-evaluation

Upon completion of a re-evaluation even if no new formal testing was completed (i.e., file review of past testing to meet required components)

Upon completion of an initial evaluation or re-evaluation

Upon completion of a re-evaluation even if no new formal testing was completed (i.e., file review of past testing to meet required components)

Minnesota Rule (3525.2710) requires

the Evaluation Report contain:

Minnesota Rule (3525.2710) requires

the Evaluation Report contain: A summary of all evaluation results; Determination of whether the pupil has,

or continues to have, a particular category of disability/disabilities;

Present levels of educational performance, including strengths and information related to involvement and progress in the general curriculum;

A summary of all evaluation results; Determination of whether the pupil has,

or continues to have, a particular category of disability/disabilities;

Present levels of educational performance, including strengths and information related to involvement and progress in the general curriculum;

Minnesota Rule Requirements (cont.)

Minnesota Rule Requirements (cont.)

The student’s educational needs derived from their disability/disabilities;

Information reported by parents/guardian including concerns;

Information reported by student (as appropriate);

Transition needs by age 14 or grade 9

The student’s educational needs derived from their disability/disabilities;

Information reported by parents/guardian including concerns;

Information reported by student (as appropriate);

Transition needs by age 14 or grade 9

One Integrated ReportOne Integrated Report

One integrated report means only a single, comprehensive document without separate attached reports or imbedded reports within the report.

One integrated report means only a single, comprehensive document without separate attached reports or imbedded reports within the report.

Evaluation CoordinatorEvaluation Coordinator

One person (almost always the IEP manager) will take responsibility for compiling, organizing, and finalizing the report to make sure the report flows and that all the elements from the NEER are included.

One person (almost always the IEP manager) will take responsibility for compiling, organizing, and finalizing the report to make sure the report flows and that all the elements from the NEER are included.

Important ConsiderationsImportant Considerations

All evaluation sections should be written in parent friendly language.

If you are using acronyms, define them the first time they are used.

Every section should initially state who wrote the section and what that person’s title is. (i.e., by John Smith, Ph.D., School Psychologist)

Make sure the date of the assessment instrument or observation is after the date the NEER is signed and within the 30-day timeline.

All evaluation sections should be written in parent friendly language.

If you are using acronyms, define them the first time they are used.

Every section should initially state who wrote the section and what that person’s title is. (i.e., by John Smith, Ph.D., School Psychologist)

Make sure the date of the assessment instrument or observation is after the date the NEER is signed and within the 30-day timeline.

Important ConsiderationsImportant Considerations

Any behavior/attitude and learning preference observed during testing.

Any modifications used to be culturally and linguistically nondiscriminatory, including the use of an interpreter (also covered in the NEER).

Any adaptations used to accommodate a sensory or physical disability (also covered in the NEER).

Any behavior/attitude and learning preference observed during testing.

Any modifications used to be culturally and linguistically nondiscriminatory, including the use of an interpreter (also covered in the NEER).

Any adaptations used to accommodate a sensory or physical disability (also covered in the NEER).

Important ConsiderationsImportant Considerations If using a formal test, describe the test, its

purpose, and interpretive information (such as standard deviations and the descriptive interpretation of scores).

If applicable, include a statement that you have considered any outside evaluations and/or other information collected or reviewed by the team.

If using a formal test, describe the test, its purpose, and interpretive information (such as standard deviations and the descriptive interpretation of scores).

If applicable, include a statement that you have considered any outside evaluations and/or other information collected or reviewed by the team.

Important ConsiderationsImportant Considerations

If you say that you’ve done a number of procedures (such as listing a “file review, observation, and informal assessment”) then you need to discuss each procedure separately (see sections later on writing the file review and observations)

If you say that you’ve done a number of procedures (such as listing a “file review, observation, and informal assessment”) then you need to discuss each procedure separately (see sections later on writing the file review and observations)

Important ConsiderationsImportant Considerations

Unless there are unique circumstances, report scores in the format required as part of the eligibility criteria (ie. report adaptive scores in percentiles for DCD criteria)

Use standard and/or percentile scores, not grade and/or age equivalents for norm-referenced tests (criterion referenced tests are different)

Unless there are unique circumstances, report scores in the format required as part of the eligibility criteria (ie. report adaptive scores in percentiles for DCD criteria)

Use standard and/or percentile scores, not grade and/or age equivalents for norm-referenced tests (criterion referenced tests are different)

Norm-Referenced TestsNorm-Referenced Tests

These types of tests compare individual student scores against a national average and compare an individual’s performance to that of his or her classmates. Norm-referenced scores indicate the student’s ranking relative to that group. Scores are given in standard scores and percentiles.

These types of tests compare individual student scores against a national average and compare an individual’s performance to that of his or her classmates. Norm-referenced scores indicate the student’s ranking relative to that group. Scores are given in standard scores and percentiles.

Common Norm Referenced Tests

Common Norm Referenced Tests

Woodcock-Johnson Tests of Achievement (currently WJ-A III)

Wechsler Intelligence Scale for Children (currently WISC-IV)

Behavioral Assessment System for Children (BASC-II)

Woodcock-Johnson Tests of Achievement (currently WJ-A III)

Wechsler Intelligence Scale for Children (currently WISC-IV)

Behavioral Assessment System for Children (BASC-II)

Criterion-Referenced TestsCriterion-Referenced Tests These tests are used to measure student

mastery of instructional objectives or curriculum rather than to compare one student with another or to rank students. They are often used as “benchmarks” to identify areas of strength or weakness in a given curriculum and/or the student’s readiness to move on to a different level of instruction.

These tests are used to measure student mastery of instructional objectives or curriculum rather than to compare one student with another or to rank students. They are often used as “benchmarks” to identify areas of strength or weakness in a given curriculum and/or the student’s readiness to move on to a different level of instruction.

Common Criterion-Referenced

Tests

Common Criterion-Referenced

Tests Brigance Instruments, such as:

Comprehensive Inventory of Basic Skills, Revised

Inventory of Essential Skills Life Skills Inventory

Brigance Instruments, such as: Comprehensive Inventory of Basic

Skills, Revised Inventory of Essential Skills Life Skills Inventory

“Purpose of Evaluation/Reevaluation Team Summary Report”

“Purpose of Evaluation/Reevaluation Team Summary Report”

You’ll check one or more of the following when making a draft of the ER: Initial Evaluation Reevaluation Supplemental Evaluation Transition Evaluation Functional Behavior Assessment

You’ll check one or more of the following when making a draft of the ER: Initial Evaluation Reevaluation Supplemental Evaluation Transition Evaluation Functional Behavior Assessment

Question:Question:What happens if you are adding another disability category -

would this be an initial evaluation?

What happens if you are adding another disability category -

would this be an initial evaluation?

Answer:Answer:

It would still be considered a reevaluation

It would still be considered a reevaluation

Question:Question:What happens if a child has been in

special education in another state, but is

new to Minnesota? Is this an initial or reevaluation?

What happens if a child has been in

special education in another state, but is

new to Minnesota? Is this an initial or reevaluation?

Answer:Answer:

It is an initial evaluation. The team would need to look at MN

criterion and see if there are any missing components based on

disability category or categories.

It is an initial evaluation. The team would need to look at MN

criterion and see if there are any missing components based on

disability category or categories.

If all of the components are in the out of state evaluation, the IEP team could summarize the information in the initial assessment. If any Minnesota components are missing, the team would need to complete these for the evaluation report.

If all of the components are in the out of state evaluation, the IEP team could summarize the information in the initial assessment. If any Minnesota components are missing, the team would need to complete these for the evaluation report.

Eligibility Checklist should be completed for an initial evaluation

This needs to be completed ASAP, can complete the NEER at intake

Eligibility Checklist should be completed for an initial evaluation

This needs to be completed ASAP, can complete the NEER at intake

QuestionQuestion

What do we do when a student enters a #287 program with a “SNAP” (Students Needing Alternative Programming) label from Minneapolis?

What do we do when a student enters a #287 program with a “SNAP” (Students Needing Alternative Programming) label from Minneapolis?

Answer:Answer:

You do not need to re-evaluate until the next 3-year re-evaluation date.

(Memo on District 287 website)

You do not need to re-evaluate until the next 3-year re-evaluation date.

(Memo on District 287 website)

“Reason for Evaluation” Section

“Reason for Evaluation” Section

Statements that could be used: The student needs a 3-year

reevaluation to determine if he/she continues to need special education services.

The student has a new area of concern that needs to be evaluated.

Statements that could be used: The student needs a 3-year

reevaluation to determine if he/she continues to need special education services.

The student has a new area of concern that needs to be evaluated.

Reason for Evaluation Section

Reason for Evaluation Section

The student needs a reevaluation to look at another disability category e.g., DCD, ASD, or EBD.

To assist the student’s team in making educational planning decisions, and to determine interventions and accommodations for the student.

The student needs a reevaluation to look at another disability category e.g., DCD, ASD, or EBD.

To assist the student’s team in making educational planning decisions, and to determine interventions and accommodations for the student.

“Information Provided by Parent/Guardian”

“Information Provided by Parent/Guardian”

This section should provide helpful student related information for addressing the student’s strengths as well as areas of concern related to the student’s education.

This section should provide helpful student related information for addressing the student’s strengths as well as areas of concern related to the student’s education.

“Information Provided by Parent/Guardian Section”“Information Provided by Parent/Guardian Section”

Subheadings for this section: Current living situation Parent/Guardian reports of student

strengths Parent/Guardian report of student

concerns

Subheadings for this section: Current living situation Parent/Guardian reports of student

strengths Parent/Guardian report of student

concerns

“Information Provided by Parent/Guardian”

“Information Provided by Parent/Guardian”

Information for this section can be obtained by… A structured parent interview on the phone,

via e-mail, or through the mail Home visit Parent/guardian completion of rating scales Parent conferences

Information for this section can be obtained by… A structured parent interview on the phone,

via e-mail, or through the mail Home visit Parent/guardian completion of rating scales Parent conferences

Background Information/Educational HistorySection

Background Information/Educational HistorySection

Subheadings for this section: School Enrollment History History of Special Education Services History of School Attendance

Subheadings for this section: School Enrollment History History of Special Education Services History of School Attendance

Background Information/Educational HistorySection

Background Information/Educational HistorySection

Subheadings: District and State Standardized

Assessments (or Alternative Assessments if given)

History of Grades/Credits if appropriate

Subheadings: District and State Standardized

Assessments (or Alternative Assessments if given)

History of Grades/Credits if appropriate

“List all Tests/Procedures” Section

“List all Tests/Procedures” Section

This list is generated automatically by the assessment sections inputted by the team members.

These MUST match the tools and procedures delineated on the NEER.

This list is generated automatically by the assessment sections inputted by the team members.

These MUST match the tools and procedures delineated on the NEER.

Individual Assessment Areas in Easy IEP

Individual Assessment Areas in Easy IEP

These can be rearranged in Easy IEP, so that all assessment areas are grouped together (i.e., Academic Performance, Self-Help/Functional)

The next sections of the ER lists all of the areas generated (under the Assessment tab in Easy IEP) .

These can be rearranged in Easy IEP, so that all assessment areas are grouped together (i.e., Academic Performance, Self-Help/Functional)

The next sections of the ER lists all of the areas generated (under the Assessment tab in Easy IEP) .

Easy IEP Pull-Down Assessment Areas:Easy IEP Pull-Down Assessment Areas:

Intellectual/Cognitive Functioning: Academic Performance: Communication: Motor/Physical Development: Sensory-Hearing Vision:

Intellectual/Cognitive Functioning: Academic Performance: Communication: Motor/Physical Development: Sensory-Hearing Vision:

Assessment Areas (cont.)Assessment Areas (cont.)

Health/Physical Status: Emotional, Social & Behavioral

Development: Functional Skills:

Health/Physical Status: Emotional, Social & Behavioral

Development: Functional Skills:

Assessment Areas (cont.)Assessment Areas (cont.)

Transition: Transition-Employment Transition-Post Secondary Ed. & Training Transition-Community Participation Transition-Recreation/Leisure Transition-Home Living/Daily Living Skills Secondary Transition Skills

Transition: Transition-Employment Transition-Post Secondary Ed. & Training Transition-Community Participation Transition-Recreation/Leisure Transition-Home Living/Daily Living Skills Secondary Transition Skills

What about the “Observation” Pull-Down

Option in Easy IEP?

What about the “Observation” Pull-Down

Option in Easy IEP? Don’t use it!

Rather than choosing “Observation” as an assessment area, put the observation under the other assessment area choice that makes the most sense (for example, an ASD teacher would put their observation under “Emotional, Social & Behavioral Development”)

Don’t use it!

Rather than choosing “Observation” as an assessment area, put the observation under the other assessment area choice that makes the most sense (for example, an ASD teacher would put their observation under “Emotional, Social & Behavioral Development”)

How to obtain information?How to obtain information?

Remember, these areas are to address the student’s present levels of performance.

Present levels of performance = a description of the student’s current educational performance in the evaluated areas using current assessments and existing data.

Remember, these areas are to address the student’s present levels of performance.

Present levels of performance = a description of the student’s current educational performance in the evaluated areas using current assessments and existing data.

Sources of information can include and must be on the NEER: Parent and/or teacher checklists; Systematic observations; Work samples; Curriculum-based measures; Norm or criterion-referenced instruments; Performance on current goals and

objectives.

Sources of information can include and must be on the NEER: Parent and/or teacher checklists; Systematic observations; Work samples; Curriculum-based measures; Norm or criterion-referenced instruments; Performance on current goals and

objectives.

Writing Up ObservationsWriting Up Observations

The observation should provide direct information about specific behaviors as they occur in a given context.

The time chosen for the observation should be relevant to the student’s concerns.

Data from observations supplement more formal types of assessment.

Data from observations gives information about the “real life of the student”, or a snapshot of the student’s day to day functioning.

The observation should provide direct information about specific behaviors as they occur in a given context.

The time chosen for the observation should be relevant to the student’s concerns.

Data from observations supplement more formal types of assessment.

Data from observations gives information about the “real life of the student”, or a snapshot of the student’s day to day functioning.

Question:Question:

How about comments such as anecdotal information or general impressions a team member has about the student? Can this be used for the observation?

How about comments such as anecdotal information or general impressions a team member has about the student? Can this be used for the observation?

Answer:Answer:

No, this information alone would not be considered a systematic observation. A systematic observation = observed data.

You could add these comments in another area, as appropriate.

No, this information alone would not be considered a systematic observation. A systematic observation = observed data.

You could add these comments in another area, as appropriate.

ObservationsObservations

Components that should be included in the observations: Date, time, and name/title of the observer The activity and setting (context) Description of pertinent behaviors A comment about whether or not this is

typical behavior for the student

Components that should be included in the observations: Date, time, and name/title of the observer The activity and setting (context) Description of pertinent behaviors A comment about whether or not this is

typical behavior for the student

File ReviewsFile Reviews

If you list on the NEER that you are conducting a file review as one of your procedures, then you need to review the file from your disability-specific lens and report the information in the ER.

If you list on the NEER that you are conducting a file review as one of your procedures, then you need to review the file from your disability-specific lens and report the information in the ER.

File ReviewsFile Reviews

Components of a file review: The name, date given, and setting

where previous tests were given. A summary of the findings, including

the appropriate scores.

Components of a file review: The name, date given, and setting

where previous tests were given. A summary of the findings, including

the appropriate scores.

“Educational Relevant Medical Information” Section

“Educational Relevant Medical Information” Section

Some criteria require a medical diagnosis (OHD, Physical Impaired, or Traumatic Brain Injury) or specific sensory loss

Some programs require a medical diagnosis (FASD)

Could reference Health/Physical of this report

Some criteria require a medical diagnosis (OHD, Physical Impaired, or Traumatic Brain Injury) or specific sensory loss

Some programs require a medical diagnosis (FASD)

Could reference Health/Physical of this report

Remember:Remember:

Do not leave any of the template sections blank.

Do not leave any of the template sections blank.

Previous training about

Needs Section and Interpretation on the website

Previous training about

Needs Section and Interpretation on the website