EVALUATION Foundation of IEP and Placement

1. EVALUATIONFoundation of IEP and Placement Edissa J. & Pheakday N. EDSPE 6642 Seattle Pacific University

2. Purpose of evaluation: • To see if the child is a “child with a disability,” as defined by IDEA • To identify the strengths and needs of the students so that an instructional program under the Individualized Education Program(IEP) can be developed (http://nichcy.org/schoolage/evaluation)

3. Evaluation must include… • gather academic, functional and developmental information necessary to determine whether or not a student has a disability defined in the IDEA, whether the student needs special education and related services, and the child's present level of performance and individual educational needs (p. 12) • covering all areas related to the student's suspected disability (including, if appropriate): health, vision, hearing, social and emotional status, general intelligence, academic performance, communication needs, and motor abilities (p. 13) • both eligibility AND the student's educational, functional, and developmental needs must be determined by the evaluation (p. 13) Note: screening to determine appropriate instructional strategies is NOT part of the evaluation

4. Evaluation process: • Two ways a child can be identified for an evaluation: *Parents may request that their child be evaluated. *The school system may ask to evaluate the child. 2. Giving parents notice/ parent consent Before the school may proceed with the evaluation, parents must give their informed written consent. This consent is for the evaluation only. It does not mean that the school has the parents’ permission to provide special education services to the child. That requires a separate consent. 3. Timeframe for initial evaluation From receipt of parental consent for evaluation through eligibility and needs determination is 60 calendar days.

5. Evaluation process continues… 5. Use a variety of assessment tools • classroom observation, student’s work samples, CBM, standardized tests, information provide by parents, interviews, etc • Also includes child’s health, vision and hearing, social and emotional status, general intelligence, academic performance, communicative status, and motor abilities • Test and evaluation materials are given in child’s native language or a way of communication. • Assessed in ALLareas related to suspected disability • Given by trained and knowledgeable personnel

6. Evaluation process continues: 6. After initial evaluations • Evaluations must be conducted at least every three years after the child has been placed in special education. • Reevaluations can also occur more frequently if conditions warrant, or if parent or if child’s teacher request a reevaluation. Informed parental consent is also necessary for reevaluations. • This review is to identify what additional data, if any, are needed to determine whether your child continues to be a “child with a disability” and continues to need special education and related services.

7. What happens if parents refuse to have their child evaluated? • If parents refuse consent for an initial evaluation (or simply don’t respond to the school’s request), the school must carefully document all its attempts to obtain parent consent. It may also continue to pursue conducting the evaluation by using the law’s due process procedures or its mediation procedures, unless doing so would be inconsistent with state law relating to parental consent. It is at expense of the school district.

8. What happens if parents don’t agree with evaluation results? • If the parent of the child with a disability, disagree with the results of their child’s evaluation as obtained by the public agency, they have the right to obtain what is known as an Independent Educational Evaluation, or IEE. An IEE means an evaluation conducted by a qualified examiner who is not employed by the public agency responsible for the education of your child. If parent’s ask for an IEE, the public agency must provide them with, among other things, information about where an IEE may be obtained.

9. Do’s: Evaluation and Identification • - notify and fully inform the parents/guardians of the proposed evaluation • - ask parents to participate in the process and recognize/value their input • - inform parents of legal rights and due process • - consider requesting a due process hearing/mediation if parents refuse

10. Don’ts: Evaluation and Identification • - single out a student for testing without parental consent • - unreasonably extend prereferral interventions • - equate evaluation to testing. Evaluation includes observations, interviews, parental information, etc. • - rely on one set of standardized assessments • - rely exclusively on any formula or quantitative guidelines • - ask a professional (physician, psychologist, etc.) if student has a disability • - use evaluation methods that discriminate based on race, language or culture

11. Case Study The psychologist at Happy Hearts Elementary has been asked by the 2nd grade teacher to evaluate Dell, who is currently in her classroom, because of her concern that Dell may have a disability. Dell is a 2nd grader who is struggling in reading comprehension and fluency. The teacher has noticed that Dell is not progressing in the general education reading curriculum at the same pace as her peers. Like the rest of the grade, DELL is in an RTI group for reading. Dell also has a difficult time with writing mechanics such as pencil grip and staying within the lines. Before the psychologist comes in to evaluate Dell, she must contact the parents for consent. The parents consented but question what this means for their daughter. During the evaluation phase, the psychologist conducts formative assessment tests, such as the Woodcock Johnson III. The results show that Dell is below grade level in mathematics and well-below grade level in reading and writing. So far, do we have enough information from the evaluation process to proceed to the next step of determining eligibility for special education services? If not, what should be included?

12. References • Bateman, B.D. & Linden, M.A. (2012). Better IEPs: How to develop legally correct and educationally useful programs (5thedition). Verona, WI: Attainment Company. • National Dissemination Center for Children with Disabilities (September 2010). Evaluating children with disability. Retrieved from http://nichcy.org/schoolage/evaluation.