1.cdn.edl.io · web viewvalid for student with impaired sensory/manual/speaking skills administered...

Student Name: _________________________ Case Number: __________

INITIAL EVALUATION ASSURANCESThe following checklist assures that the multidisciplinary evaluation of students in St. Landry Parish is in compliance with Bulletin 1508 – The Pupil Appraisal Handbook.

variety of assessment tools/strategies used to gather relevant information includingfunctionaldevelopmentalacademic information provided by parent

information used to assist in determiningwhether student has a disabilitycontent of student’s IEP including information enabling student

to be involved and progress in general education curriculumto participate in appropriate activities (for preschool child)

no single measure sole criterion for determiningexceptionalityappropriate educational program

technically sound instruments to assess relative contribution of cognitive and behavioralassessments and other evaluation materials used were

tailored to assess specific areas of educational needselected and administered so as not to be racially or culturally discriminatoryprovided and administered in student’s native language or other mode of

communication andin form most likely to yield accurate information

valid and reliable for the purposes usedvalid for student with impaired sensory/manual/speaking skillsadministered by trained and knowledgeable personneladministered in accordance with instructions provided by producer

student assessed in all areas related to suspected exceptionalityassessments for students transferring from one public agency to another coordinated for

prompt completionevaluation sufficiently comprehensive to identify all special education and related service

needsassessment tools and strategies directly assist in determining educational needs

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INITIAL EVALUATION COMPONENTS*The following checklist assures that the components of an initial evaluation are included in the multidisciplinary evaluation of students in St. Landry Parish.

description of each screening activity and review of screening resultsreview of cumulative records including

test scoresdiscipline recordsgrade historyattendance recordsstatewide assessments

review of any pertinent reports supplied byparentan outside agency

review of the intervention(s) including data-based documentation that:interventions were scientifically research-basedinterventions were implemented with fidelity progress monitoring was conducted at reasonable intervals student did not show adequate progress based on local or national norms

systematic student observation(s) in environments in which the student is experiencingdifficulties

interview with the student to obtain his/her perceptions ofacademic performancebehavioral performancesocial performance

interview with core subject teacher(s) addressingreferral concernsacademic performancebehaviorpeer interactions

family interview addressing impact on educational performance ofdevelopmentaleducationalsocial/emotionalculturalhealth factors

interview with referral source when other than parent or teachereducational assessment including

descriptions of educational strategiesacademic adjustments neededenvironmental adjustments neededcurricular modifications necessary to provide accessible instructional

materialsfunctional behavior assessment when behavior noted as a concernreview and analysis of any discrepancies between test results/observations

and customary behaviorsreview and analysis of discrepancies among evaluation results

*refer to individual exceptionalities for additional evaluation components

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INITIAL EVALUATION REPORTThe following checklist assures that all multidisciplinary reports for students in St. Landry Parish are in compliance with Bulletin 1508 – The Pupil Appraisal Handbook.

reason(s) for referral;any additional concerns raised by

parentsteachersother involved professionals

description of evaluation procedures used to address each evaluation concern includinginterventionsstudent’s response(s) to the intervention(s)analysis of intervention results

description of the information used to decide that each of the following was notdeterminant factor for the suspected disability

lack of appropriate explicit and systematic instruction in reading includingphonicsphonemic awarenessfluencycomprehensionvocabulary

lack of appropriate instruction in mathlimited English proficiency;environmental or economic disadvantage; andcultural factors.

description of present level(s) of functioning in relationship to general educationcurriculum

description of student'srelative strengths support needs

description of educational needs in prioritized orderdescription of the impairment or condition that enables classificationinformation sufficient to determine validity of evaluation data including

compatibility between student and examiner(s)suitability of the evaluation environmentexistence of any extraordinary conditionsIQ scores not reported or recorded in report

a description of any discrepancies noted during the evaluation processrecommendations for determining IEP content including services necessary to

meet student’s educational needsenable student to be involved in and progress in the general education curriculumparticipate in appropriate activities (for preschool student)

summary of the evaluation findings;explanation of all evaluation timeline extensions including

documentation of parental approval when necessarynames/signatures of participantsseparate signed dissenting opinion submitted prior to IEP meeting, when appropriate

opinion states the disagreementopinion gives supporting data and conclusion(s)

documentation of the determination of eligibility includes signatures ofevaluation team members parents

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AUTISM

CRITERIA FOR ELIGIBILITY (criteria 1 through 4 must be met):1 Communication (minimum of 2 items documented)

disturbances in development of spoken language disturbances in conceptual development

impairment in ability to attract another’s attention, initiate, or sustain sociallyappropriate conversation

disturbances in shared joint attentionstereotypical and/or repetitive use of vocalizations, verbalizations and/or

idiosyncratic languageecholalia with or without communicative intentimpairment in use and/or understanding of nonverbal and/or symbolic

communicationprosody variances (unusual pitch, rate, volume and/or other intonational contours)scarcity of symbolic play

2 Relating to people, events, and/or objects: (minimum of 4 items documented)difficulty developing developmentally appropriate interpersonal relationshipsimpairments in social/emotional reciprocity or awareness of othersdevelopmentally inappropriate or minimal spontaneous sharing of

emotions/interests with othersabsent, arrested or delayed functional or symbolic use of objects/toolsdifficulty generalizing/discerning inappropriate vs. appropriate behaviors across

settings/situationslack of/minimal varied spontaneous pretend/social imitative playdifficulty comprehending others’ social/communicative intentions, interests,

perspectivesimpaired sense of behavioral consequences

3 Restricted, repetitive and/or stereotyped patterns of behaviors, interests, and/or activities:(minimum of 2 items documented)

unusual patterns of interests/topics that are abnormal in intensity or focusmarked distress over change/transitionsunreasonable insistence on following specific rituals or routinesstereotyped and/or repetitive motor movementspersistent preoccupation with an object or parts of objects

4 student’s educational performance is adversely affected

Initial Evaluation Core Checklist (use for Initial Evaluation Procedures, Components, and Report)

ADDITIONAL PROCEDURES FOR EVALUATION

comprehensive assessment by a certified school psychologist, licensedpsychologist, physician or other qualified examiner

systematic observations of the student in interaction with others across settingsreferral to audiologist if results of hearing screening not definitivespeech and language assessment conducted by speech/language pathologist

for nonverbal communicators, augmentative/alternative communication

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assessment to determine needs and modes of communicationeducational assessment including a review and analysis of the student’s response to

scientifically research-based interventions and progress monitoring data, whenappropriate

occupational therapy assessment to address sensory processing and motor difficultiesincluding:

visual symptoms;auditory symptoms;tactile symptoms;vestibular (balance) symptoms;olfactory (smell) and gustatory (taste) symptoms;proprioceptive (movement) symptoms;motor planning difficulties; andattention/arousal difficulties

other assessments) as determined to be appropriate and necessary

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DEAF-BLINDNESS

CRITERIA FOR ELIGIBILITY (criteria 1, 2, and 3 must be met)

1 evidence visual impairment meets criteria2 evidence hearing impairment meets criteria3 determination that needs cannot be met in VI or HI program only



vision assessment by ophthalmologist or optometrist.when impairment result of documented medical condition, verified by report from

ophthalmologist, pediatrician, or pediatric neurologistwhen condition progressive or unstable, need for yearly eye exam documented in

evaluation reporthearing assessment by audiologist or otologistorientation and mobility screening

orientation and mobility assessment, when warrented.educational assessment verifies that student’s combined vision and auditory losses

cannot be served by program for students with VI or HI onlyfamily interview includes investigation of family history of Usher Syndrome and/or other

contributing medical difficultiesspeech/language assessment of receptive and expressive language

includes student’s language level and communication skillsexaminer fluent in student’s primary mode of communication oruses certified interpreter/transliterator, when necessary

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DEVELOPMENTAL DELAY

CRITERIA FOR ELIGIBILITY (criteria 1 and 2 must be met)

1 child between ages of 3-8delay of 25 percent or more on criterion-based measures orstandard score greater than or equal to 1.5 standard deviations below mean onnorm-based measures

2 delay(s) evident in one or more of the following areas:physical development

gross motor skillsfine motor skillssensory (visual or hearing) abilitiessensory-motor integration

social, adaptive, emotional developmentplay (solitary, parallel, cooperative)peer interactionadult interactionenvironmental interactionexpression of emotions

cognitive or communication developmentlanguage (expressive ro receptive)concrete or abstract reasoning skillsperceptual discriminationscategorization and sequencingtask attentionmemoryessential developmental or academic skills



examination conducted by a physician when severe medical condition suspected orwhen deemed necessary by the evaluation coordinator

health assessment when necessaryeducational assessment for school aged students includes review of progress

monitoring datafunctional/developmental assessment for preschool-aged children to

determine levels of performanceprovide an analysis of child’s participation in appropriate activities

speech/language assessment when a speech or language impairment suspectedoccupational therapy assessment when sensory-motor integration difficulties suspected.

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EMOTIONAL DISTURBANCE

CRITERIA FOR ELIGIBILITY-(all of the following four criteria must be met)

1 functional disability exists (minimum of 1 item documented)inability to exhibit appropriate behavior routinely under normal circumstancestendency to develop physical symptoms or fears associated with personal or

school problemsinability to learn or work that cannot be explained by intellectual, sensory, or

health factorsinability to build or maintain satisfactory interpersonal relationships with peers and

adultsa general pervasive mood of unhappiness or depression

2 duration (minimum of 1 item documented)the impairment or pattern of inappropriate behavior(s) has persisted for at least

one yearthere is substantial risk that the impairment or pattern of inappropriate behavior(s)

will persist for an extended periodthere is a pattern of inappropriate behaviors that are severe and of short duration

3 educational performance is affected (ALL items must be documented)educational performance must be significantly and adversely affected as a result of

behaviors which meet the definition of emotional disturbancebehavior patterns consistent with the definition exist after educational assistance

and/or counselingbehavior patterns consistent with the definition exist after assistance through the

RTI process which includes documented evidence thatresearch-based interventions were conductedinterventions targeted specific areas of concerninterventions were implemented with fidelityinterventions did not significantly modify the behavior(s) of concernevidence that the intervention(s) included

operationally defined target behaviorssystematic measurement of the behaviors of concernestablishment of baselinemonitoring of student’s responsegraphing/charting of intervention resultsdocumentation of length of interventiondocumentation of changes/adjustments to intervention

4 behaviors of concern exhibited in (two different settings, one of which is school)schoolhomecommunity



psycho-social assessment includesinterview with parent or caregiver

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determination of out-of-home/school or risk of out-of-home/school placementneed for multi-agency servicesconsideration of referral to existing interagency case review process

review of the functional behavior assessment includesdescription of

intensity of target behaviors andduration of target behaviors andfrequency of occurrence of target behaviors antecedent(s) maintaining the behavior(s)consequence(s) maintaining the behavior(s)

evidence FBA conducted across settingsevidence FBA conducted with multiple informants determination of the function(s) of the behavior(s) of concern

review of the appropriateness and effectiveness of the documented intervention(s)psychological or psychiatric assessment includes:

cognitive functioningemotional functioningsocial functioningself-concept

recommendations for the provision of counseling, school psychological, or schoolsocial work services as a related service.

other assessment procedures determined to be necessary

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HEARING IMPAIRMENTCRITERIA FOR ELIGIBILITY (criteria 1 and 2 must be met)

1 hearing loss meets definition ofdeafness

unaided pure tone average of 70dB or more in the better ear at 500,1000, and 2000 Hz

student impaired in processing linguistic information through hearinghard of hearing

permanent or fluctuating hearing lossunaided pure tone average in the better ear at 500, 1000, and 2000

Hz between 25 and 70 dBloss will impact development of speech/language and/or interfere

with learning new information through auditory modalityunilateral hearing loss

permanent loss with unaided pure tone average in better ear at 500,1000, and 2000 Hz of 40 dB or greater

hearing in better ear is within normal rangeloss in poorer ear may affect ability to process linguistic information

and/or localize soundhigh frequency hearing loss

bilateral loss with unaided pure tone average of 40 dB or greater atany two of 2000, 3000, 4000, or 6000 Hz

loss may affect ability to process linguistic informationstudent classified as having deaf-blindness if only two disabilities are deafness and

blindnessaudiological evidence that student is either deaf or hard of hearing

2 evidence that hearing loss adversely affects educational performance

Initial Evaluation Core Checklist (use for Initial Evaluation Procedures, Components, and Report).


student interview conducted in student’s primary mode of communicationhearing assessment conducted by physician or audiologist includes assessment of

hearing sensitivityacuity with amplificationacuity without amplification

student, family and teacher interviews include discussions of:the student’s language and communication needsopportunities for direct communication with peers and professional personnel

in the student’s language and primary mode of communicationacademic functioning levelsopportunities for direct instruction in the student’s language and primary mode of

communication.speech/language assessment of receptive and expressive language

includes student’s language level and communication skillsexaminer fluent in student’s primary mode of communication oruses certified interpreter/transliterator, when necessary

for deafness, description of how impairment impacts ability to process linguisticInformation

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Student Name: _________________________ Case Number: __________INTELLECTUAL DISABILITYCRITERIA FOR ELIGIBILITY (criteria 1-5 must be met)1 documented evidence that:

research-based interventions were conductedinterventions were implemented with fidelityinterventions did not significantly modify the area(s) of concernintervention(s) included

operationally defined target behaviorssystematic measurement of the areas of concernestablishment of baselinemonitoring of student’s response

2 degree of impairment specifiedIntellectual Disability-Mildly Impaired

assessed levels of intellectual and adaptive functioning between 2-3standard deviations below mean

Intellectual Disability-Moderately Impairedassessed levels of intellectual and adaptive functioning between 3-4

standard deviations below meanIntellectual Disability-Severely Impaired

assessed level of intellectual and adaptive functioning greater than 4standard deviations below mean

3 learning problems not due primarily toother disabling conditionslack of appropriate explicit and systematic instruction in readinglack of appropriate instruction in mathlimited English proficiencylack of educational opportunityemotional stress in home or schoolenvironmental or economic disadvantage

4 academic/pre-academic functioning levels commensurate with assessed level of intellectualfunctioning

6 deficits occurred during developmental period



educational assessment includesinformal and formal assessments, review and analysis of assessment results and review and analysis of student’s response to scientifically research-based

Interventions documented by progress monitoring data.assessment of adaptive behavior including information provided by

parent(s) andteacher

psychological assessment includes:appraisal of causal or contributing emotional or cultural/linguistic factorsstandardized individual intellectual assessment

assessment of language development and/or communicationfor nonverbal communicators, augmentative/alternative communication

assessment to determine needs and modes of communicationother assessment procedures deemed necessary.

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MULTIPLE DISABILITIES

CRITERIA FOR ELIGIBILITY (criteria 1 and 2 must be met)

1 full criteria met for two or more moderate or severe conditions2 needs cannot be met in program designed for one of the impairments with related

services for other



procedures for evaluation appropriate to each suspected disabling conditionexaminers certify that disabling conditions are each moderate or severeeducational assessment describes how the severity of needs leads to Multiple Disabilities

classification

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ORTHOPEDIC IMPAIRMENT

CRITERIA FOR ELIGIBILITY (criteria 1, 2, or 3 must be met)

1 muscular/neuromuscular disability2 skeletal deformities/abnormalities3 impaired environmental functioning that significantly interferes with educational

performance



medical examination within 12 months withdescription of the impairment, medical implications for instruction or physical educationadaptive equipment and support services needed

health assessment, when medical report indicates need for health technology,management, or treatments

APE assessmentOT assessment, when deemed necessary.PT assessment, when deemed necessaryeducational assessment includes review and analysis of student’s response to

scientifically research-based interventions documented by progress monitoring data,when appropriate

family interview includingclarification of parental concerns about educational needsidentification of health care providers and/or community resources used in

caring for needs

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OTHER HEALTH IMPAIRMENT

CRITERIA FOR ELIGIBILITY (criteria 1 or 2 and 3 must be met; criteria 4 must also be met if impairment has behavioral implications shown to respond to behavioral interventions)

1 disability reduces school efficiency2 disability limits major life activity3 impaired environmental functioning that adversely affects educational performance4 research-based interventions implemented with fidelity did not significantly modify

problem behavior


ADDITIONAL PROCEDURES FOR EVALUATIONmedical examination within previous 12 months that includes:

description of the impairmentmedical implications for instructionmedical implications for physical education

health assessment, when medical report indicates need for health technology,management, or treatments

when diagnosed impairment has behavioral implicationsreview of the functional behavior assessment includes

description of the intensity of target behavior(s)description of the duration of target behavior(sdescription of the frequency of occurrence of target behavior(s)description of antecedent(s) maintaining the behavior(s)description of consequence(s) maintaining the behavior(s)evidence FBA conducted across settingsevidence FBA conducted with multiple informants

____assessment includes determination of function of behavior(s) of concernreview of research-based interventions

interventions targeted specific areas of concerninterventions were implemented with fidelityinterventions did not significantly modify the behavior(s) of concernevidence that intervention(s) included

operationally defined target behaviorssystematic measurement of the behaviors of concernestablishment of baselinemonitoring of student’s responsegraphing/charting of intervention resultsdocumentation of length of interventiondocumentation of changes/adjustments to intervention

review of the appropriateness and effectiveness of the documentedintervention(s)

additional interventions conducted, when necessaryfamily interview to

clarify parental concerns identify health care providers and/or community resources used

any additional assessments deemed necessary Page | 3


SPECIFIC LEARNING DISABILITYCRITERIA FOR ELIGIBILITY-(criteria 1, 2, 3, and 4 must be met)

1 learning problems not primarily result ofvisual, hearing, or motor disabilityintellectual disabilityemotional disturbancecultural factorsenvironmental or economic disadvantagelimited English proficiency

2 review ofevidence-based interventionsconducted with fidelityfor length of time necessary to determine effectivenessevidence that interventions

are appropriate to ageare appropriate to academic skill deficitsaddress area(s) of concern presented by SBLCprovide sufficient data to determine if student is making adequate

progress in general education curriculuminclude graphing of intervention resultsdocumented length of interventiondocumented changes/adjustments to intervention

further assessment with standardized achievement measures whenadequate progress not evidentinterventions require sustained and substantial effort to close achievement

gapchild/youth does not achieve adequately in

oral expressionlistening comprehensionwritten expressionbasic reading skillsreading fluency skillsreading comprehensionmathematics calculation ormathematics problem solving

3 evidence that prior to or as part of referral processstudent was provided appropriate instruction in mathstudent was provided explicit and systematic instruction in reading including

phonicsphonemic awarenessfluencycomprehensionvocabulary

instruction delivered by qualified personnelformal assessment of student progress during instruction provided to parents

4 evidence of pattern of strengths and low achievement using chronological age norms in one of the following areas

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oral expressionlistening comprehensionwritten expressionbasic reading skillsreading fluency skillsreading comprehensionmathematics calculation ormathematics problem solving

low achievement demonstrated by performance:greater than 1 ½ standard deviations below mean in grades 1 and 2greater than 2 standard deviations below mean in grades 3-12

strength demonstrated by performance:no more than ½ standard deviation below mean in grades 1 and 2no more than 1 standard deviation below mean in grades 3-12

preponderance of data indicates student has specific learning disabilityexplanation and justification provided in report



student's general education teacher serves on the teamstudent observed in the learning environment which includes the regular classroom and

team may:use information from an observation in routine classroom instruction done before

the student was referred for evaluation; orconduct an observation of the student’s academic performance in a regular

classroom after the parental consent has been obtained.observe the child in an environment appropriate for a child of that age, if student

out of school, student’s response(s) to scientifically research-based intervention(s) reviewed and analyzed

documented by progress monitoring data.formal educational assessment documents

pattern of strengths andareas of low achievement.

psychological assessment when necessary to rule out intellectual disabilityspeech/language assessmentassessment by a physician, neurologist, or neuropsychologist, when neurological or other

health/medical problems suspected

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SPEECH OR LANGUAGE IMPAIRMENT

CRITERIA FOR ELIGIBILITY (criteria 1, 2, 3 or 4, and 5 must be met)1 articulation

intervention data indicate that it is unlikely student will acquire correct use withinreasonable period of time

2 fluencyintervention data indicate that it is unlikely student will attain normal fluency within

reasonable period of time3 voice

assessment by appropriate medical specialist prior to interventionintervention data indicate that it is unlikely student will attain normal voice quality

within reasonable period of time4 language

deficit at least 1.5 standard deviations below mean for chronological ageintervention data indicate that it is unlikely student will acquire targeted language

skills that significantly impact the student’s educational performance withinreasonable period of time

5 documented evidence that impairment significantly interferes withstudent’s educational performancestudent’s developmental functioning

when norms are not available or not adequate to describe individual’slanguage

language samples analyzedlanguage behaviors described in various settingsoverall picture of language behavior describednon-verbal communicators described using their augmentative

and/or alternative communication needs or modes



speech-language assessment includesuse of standardized test instruments and/or published normative data in

speech-language pathology or child developmentformal or informal analysis of a communication sampleadditional information gathered from sources such as criterion-referenced

materials, communication-related data collected by other professionals (includingother pupil appraisal personnel and teachers)

observation of communication skillsassessment of the structure and function of the oral peripheral mechanismassessment of language processing, when appropriateassessment of augmentative/alternative communication needs when appropriatereview and analysis of intervention data for students in grade K or above, and when

appropriate for children aged 3-5.educational assessment to

review academic skillsPage | 3


determine if impairment significantly interferes with educational performancedocument the effect of the impairment on educational performanceanalyze how the student’s disability affects access to and progress in the general

curriculum.educational assessment may be conducted by the classroom

teacher for a student suspected of having an articulation, fluency or voice disability,

educational assessment shall be conducted by an educationaldiagnostician or other qualified pupil appraisal member for a studentsuspected of having a language disability,

review of the voice assessment when there is suspected voice impairment.information from a parent conferencemedical, psychological, and additional educational assessments when appropriate

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TRAUMATIC BRAIN INJURY

CRITERIA FOR ELIGIBILITY (criteria 1, 2, and 3 must be met)1 medical documentation of external insult to brain2 impaired functioning significantly affects educational performance3 brain injury is not

congenital or degenerativeinduced by birth trauma



medical documentation that there has been an external insult to the brain,health assessment when medical report indicates need for health technology,

management, or treatmentspsychological assessment to determine status of

cognitive functioningbehavioral functioningemotional functioning

speech/language evaluationany other assessment procedures deemed necessary

PROCEDURES FOR REEVALUATION

Due to the implications of a traumatic brain injury, a triennial reevaluation should be conducted if there are notable changes in the school setting regarding cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem-solving, sensory, perceptual, or motor abilities, psychosocial behavior, physical functions, information processing, or speech. These changes could be noted by any member of the IEP Team.

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VISUAL IMPAIRMENT

CRITERIA FOR ELIGIBILITY (criterion 1 and either 2, 3, 4, or 5 must be met)

1 loss of vision which significantly interferes with ability to perform academically andrequires use of specialized textbooks, techniques, materials, or equipment

2 visual acuity in the better eye or eyes together with best possible correction ofblindness-20/200 or less distance and/or near acuitypartial sight-20/70 or less distance and/or near acuity

3 blindness due to a peripheral field so contracted that the widest diameter of such fieldsubtends an angular distance no greater than 20 degrees that affects student’s ability tolearn

4 progressive loss of vision which may in the future affect student’s ability to learn5 other blindness resulting from a medically documented condition



eye examination conducted by an ophthalmologist or optometrist. when condition progressive or unstable, need for yearly eye examination

documented in reporteducational assessment includes

functional vision assessmentassessment of the student’s reading and writing skillsassessment of needs in appropriate reading and writing media assessment of future needs for instruction in Braille or use of Braillefor non-reader, learning medium assessment

orientation and mobility assessment, when warrantedfamily interview which addresses

needs of the family in understanding the studentcommunity service agencies currently involvedparents’ expectations for the studentappraisal of self-help and other functional skills exhibited at home

PROCEDURES FOR REEVALUATION

If the visual impairment is progressive or unstable the triennial evaluation must be conducted.

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GIFTED

PROCEDURES FOR SCREENING

sensory screening whenvision problems suspectedhearing problems suspected

LEA procedures for screening followedscreening criteria do not exceed criteria for eligiblility

two staff members review screening information with student’s teacherif student meets screening criteria, evaluation conducted

CRITERIA FOR ELIGIBILITY

Preschool and Kindergarten: (criterion 1 or 2 must be met)1 score at or above +3 standard deviations on individual intellectual assessment2 obtain a combined score of 10 on Matrix with at least 4 points earned on intellectual

Grades 1 through 12: (criterion 1, 2, or 3 must be met)1 score at or above +2 standard deviations on intellectual instrument2 obtain a combined score of 7 on Matrix with at least 2 points earned on intellectual3 obtain a score of at least 6 on Matrix with recommendation of team

PROCEDURES FOR EVALUATION

Preschool and Kindergartenindividual intellectual assessmentformal reading assessmentformal math assessmentparent interviewteacher interview for enrolled students

Grades 1 through 12intellectual assessment (individual or group)formal reading assessment formal math assessmentparent interviewteacher interview

tests standardized, non-discriminatory, and appropriate for student’s cultural backgroundreport addresses

discrepancies between formal test results and customary behaviors/daily activitiesdiscrepancies among test results

recommendation to classify or not classify based on thorough evaluation of abilities

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TALENTED

PROCEDURES FOR SCREENING

appropriate screening instrument completedvisual artsmusictheatre

LEA procedures for screening followedstate approved talent screening form used

each item scored 4 or above documented with either examples orwork samples

student scores33-35 on visual arts screening instrument or33-35 on music screening instrument or48-50 on theatre screening instrument

if student meets screening criteria, evaluation conducted

CRITERIA FOR ELIGIBILITY

student has met local screening criteria.creative abilities in visual and/or performing arts documented by criteria below*

scores not rounded

*Music Grades K - 6: (criteria 1 or 2, plus 3, and 4 or 5 must be met) Grades 7-12: (criteria 3, and 4 or 6 must be met)

1 grades K-3: score of 35-40 on state approved music evaluation instrument2 grades 4-6: score of 30-35 on state approved music evaluation instrument3 score of 18-20 on music interview scale4 grades K-12, score of:

27-30 on instrumental music audition scale, for prepared selection23-25 on instrumental music audition scale, for improvisations

5 grades K-6: score of 33-35 on vocal music audition scale6 grades 7-12: score of 47-50 on vocal music audition scale

*Theatre (criteria 1 and 2, or 1 and 3 must be met)

1 score of 12-15 on theatre interview scale2 grades K-6: score of 42-45 on theatre audition scale3 grades 7-12: score of 47-50 on theatre audition scale

*Visual Arts (criteria 1 and 2, or 3 and 4 must be met)

1 grades K-6: score of 12-15 on Art Recognition Test2 grades K-6: score of 26-30 on Narrative Drawing Test3 grades 7-12: score of 26-30 on Design Test

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4 grades 7-12: score of 42-45 on Drawing Test


assessment of performance conductedsimultaneously, independently, and without discussion of resultsby two state-trained evaluatorsusing state-approved procedures and instruments

pupil appraisal evaluation coordinatorattends performanceintegrates results into report that indicates if student is talented

LEA provides transportation to evaluation site when necessary

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REEVALUATION PROCEDURES (when parent does not consent to triennial waiver)

The following checklist assures that the components of an initial evaluation are included in the multidisciplinary evaluation of students in St. Landry Parish.

evaluation coordinator assignedevaluation coordinator or other designated personnel notifies

parentsteachersrelated service personnelofficial designee of the LEAother appropriate personnel

informed parental consent obtainedreview of

evaluations and information provided by parentsinformation provided by the student, when appropriateeducational history, including all previous evaluation reportsprogress monitoring data

provided by teacher(s)provided by related service providersused to determine student’s involvement and progress in the general education

curriculumbehavioral history, including office referrals and other documentationor development of a functional behavioral assessment, if behavior is a concerndata based on observations conducted by

teachersrelated service providers

completion of any reevaluation requirements for specific disabilitiesreview transitional needs after student’s 15th birthdayidentify what additional data, if any, are needed to determine

if student continues to have the same exceptionalitystudent’s educational needsstudent’s present levels of academic achievement student’s related developmental needsif student continues to need special education and related services andif additions or modifications to special education and related services needed to

enable student tomeet annual IEP goals participate, as appropriate, in the general education curriculum

**The above review may be conducted without a meeting**

WHEN NO ADDITIONAL DATA NEEDED, parent notified ofdetermination and reasons for determinationright of parents to request an assessment

written notification to parents (provides documentation that reevaluation occurred)

WHEN ADDITIONAL DATA ARE NEEDED, reevaluation report documents the followingPage | 10


reason for reevaluationnew concernssignificant change in placement proposedstudent no longer suspected of having exceptionality

informed parental consent obtainedreview of

evaluations and information provided by parentsinformation provided by the student, when appropriateeducational history, including all previous evaluation reportsprogress monitoring data

provided by teacher(s)provided by related service providersused to determine student’s involvement and progress in general

education curriculumbehavioral history, including office referrals and other documentationor development of a functional behavioral assessment, if behavior is a concerndata based on observations conducted by

teachersrelated service providers

completion of any reevaluation requirements for specific disabilitiestransitional needs after student’s 15th birthdaycompletion of additional assessments and other evaluation measuresfor new concerns, documentation of

scientifically research-based interventionsany additional data that addressed concerns

when new or different exceptionality suspectedinitial criteria and procedures for suspected exceptionality followed

systematic observationreevaluation conclusions including

exceptionalityimpairment or conditiondetermination of

whether student continues to have an exceptionalitystudent’s educational needsstudent’s present levels of academic achievement student’s related developmental needswhether student continues to need special education and related

serviceswhether additions or modifications to special education and related

services needed to enable student tomeet annual IEP goals participate, as appropriate, in the general education curriculum

reevaluation team members’ names and signaturesseparate signed dissenting opinion, when appropriate

opinion states the disagreementopinion gives supporting data and conclusion(s)

explanation of all evaluation timeline extensions includingdocumentation of parental approval when necessary

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parents” participation in determination of new exceptionality, when appropriatedisseminated to

supervisor/designeeparent(s)school

entered into SER

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TRIENNIAL REEVALUATION WAIVERThe following checklist assures that the components of a triennial reevaluation waiver are included in the multidisciplinary evaluation of students in St. Landry Parish.

Sufficient evidence that studentis making adequate progress in classroomcontinues to have a disabilitycontinues to need special education and related servicesis making progress in meeting IEP goalsis participating, as appropriate, in general education curriculum

copy of discipline folder review of FBA/BIP (if applicable)

no additional data needed at this timewritten notification to parent that reevaluation may be requestedwritten request to parent to waive triennialwritten parental consent to waive triennialdata entered into SER (date of consent may not occur earlier than six months before the

evaluation expiration date)

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GIFTED OR TALENTED REEVALUATIONSThe following checklist assures that the components of a reevaluation are included in the multidisciplinary evaluation of gifted students in St. Landry Parish.

student’s only exceptionality is Gifted or Talentedinformed parental consent obtainedreevaluation may be accomplished through IEP meetingdiscussion documented on IEPcopy of IEP sent to pupil appraisal

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RELATED SERVICES CHECKLISTS

OCCUPATIONAL THERAPY

CRITERIA FOR ELIGIBILITYstudent is classified and eligible for special educational services ANDthere is documented evidence that occupational therapy is required to enable the

student to benefit from special educational services ANDstudent demonstrates a motor impairment in one of the following three categories:

DevelopmentalAges 3y0m - 5y6m

a fine motor, visual motor, oral motor or self-help delay greater than 1 standarddeviation below functional abilities OR

a developmental age score demonstrating a delay of at least 6 months belowfunctional abilities

Ages 5y7m - 9y11ma fine motor, visual motor, oral motor or self-help delay greater than 1 standard deviation

below functional abilities ORa developmental age score demonstrating a delay of at least 12 months below functional

abilitiesAges 10y0mo - 21y

a fine motor, visual motor, oral motor or self-help delay greater than 1 standard deviationbelow functional abilities OR

a developmental age score demonstrating a delay of at least 18 months below functionalabilities

Motor Function student exhibits neurophysiological limitations or orthopedic limitations that affect his

or her physical functioning in the educational setting ANDthere is evidence of an ability to improve motor functioning with occupational therapy

intervention ORthere is evidence of an ability to maintain motor functioning with therapeutic intervention ORthere is evidence of an ability to slow the rate of regression of motor function with therapeutic

interventionSensorimotor student exhibits an inability to integrate sensory stimuli effectively, affecting his or

her capacity to perform functional activities within the educational setting ANDthere is evidence of an ability to improve functional activity performance through OT

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intervention


assessment conducted by licensed occupational therapistreview of available medical and educational information, environmental concerns,

anecdotal records observation of motor skills which document the specific concerns causing the referralassessment of motor abilitiesfor students ages 6 - 21, assessment conducted in the educational environmentevidence that the problem interferes with the student's ability to benefit from the

educational programevidence that there is a likely potential for change in the student's educational functioning

with therapeutic intervention?

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ORIENTATION AND MOBILITY SERVICES

CRITERIA FOR ELIGIBILITYstudent is classified and eligible for special education services as an individual with a

visual impairment ANDthere is documented evidence that orientation and mobility services are required to enable

the student to benefit from special education services.

PROCEDURES FOR EVALUATIONassessment conducted by an orientation and mobility instructor recognized by the

State Department of Educationassessment of the student’s ability to travel safely and efficiently in a variety of

environments and situations with or without the use of special mobility devices and visual aids

a listing of the student’s observed strengths and weaknesses in the area of travel safety and mobility skills

recommendations concerning the student’s demonstrated need for formal orientation and mobility training within the specific areas

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PHYSICAL THERAPY

CRITERIA FOR ELIGIBILITY student is classified and eligible for special educational services ANDthere is documented evidence that occupational therapy is required to enable the

student to benefit from special educational services ANDstudent demonstrates gross motor impairment in one of the following two categories

DevelopmentalAges 3y0m - 5y6m

a gross motor delay of 6 months or more below level of functional abilitiesAges 5y7m - 9y11m

a gross motor delay of 12 months or more below level of functional abilitiesAges 10y0 m - 21y

a gross motor delay of 18 months or more below level of functional abilities

Motor Function student exhibits neurophysiological, orthopedic, cardiovascular, respiratory, or sensorimotor

limitations that affect his or her gross motor functioning in the educational setting ANDthere is evidence of an ability to improve motor functioning with occupational therapy

intervention ORthere is evidence of an ability to maintain motor functioning with therapeutic intervention ORthere is evidence of an ability to slow the rate of regression of motor function with

therapeutic intervention

PROCEDURES FOR EVALUATIONassessment conducted by a licensed physical therapistreview of available medical and educational information, environmental concerns,

anecdotal recordsobservation of motor skills that document the specific concerns causing the referralassessment of gross motor abilitiesfor students ages 6-21, the assessment of gross motor abilities conducted in the educational

environmentevidence that problem interferes with the student's ability to benefit from the educational

programevidence that there is a potential for change in the student's educational functioning with

therapeutic intervention

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SCHOOL HEALTH SERVICES AND SCHOOL NURSE SERVICES

CRITERIA FOR ELIGIBILITYstudent is classified and eligible, under Federal or State law, as an individual with

a disability ANDthere is documented evidence that special health services are required within the

educational setting to enable the student to benefit from the special education program ANDa prescription from a physician or dentist licensed to practice in Louisiana or adjacent state

prescribes the health treatment, technology, and/or health management ORthere is a documented need for a modification of his or her activities of daily living.

PROCEDURES FOR EVALUATIONassessment conducted by a school nurse or other qualified personnelassessment of the student's health status conducted in the educational setting. analysis and interpretation of the special health service needs, health status, stability,

complexity of the service, predictability of the service outcome, and risks that may beinvolved with improperly performed services.

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SCHOOL PSYCHOLOGICAL SERVICES

CRITERIA FOR ELIGIBILITYstudent is classified and eligible for special education services ANDthere is documented, observable and measurable evidence that school psychological

services are necessary for the student to benefit from special education services

PROCEDURES FOR EVALUATIONassessment conducted by a certified school psychologistreview, analysis, and determination of the appropriateness of evidence

documenting the specific referral concern(s)a systematic observation in the setting(s) in which the concern is manifestedany additional procedures judged necessary to determine if the area of concern interferes

with the student’s ability to benefit from his or her educational programprovision of recommendations for interventions, strategies and/or services necessary to

improve the student’s educational performance

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SCHOOL SOCIAL WORK SERVICES CRITERIA FOR ELIGIBILITY

student is classified and eligible for special education services ANDthere is documented, observable and measurable evidence that school social work services

are necessary for the student to benefit from special education services

PROCEDURES FOR EVALUATIONassessment conducted by a qualified school social workerreview, analysis, and determination of the appropriateness of evidence

documenting the specific referral concernassessment of psycho-social stressorsfamily interviewinterview with the studentinterview(s) with the student’s teacher(s) andreview of available intellectual health and/or health recordsprovision of recommendations for interventions, strategies and/or services necessary to

improve the student’s educational performance.

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SPEECH/ LANGUAGE PATHOLOGY SERVICES

CRITERIA FOR ELIGIBILITYstudent is classified as a student having a disability other than Speech or Language

Impairment ANDstudent meets the criteria for eligibility for Speech or Language Impairment ANDthere is documented evidence that speech/language pathology services are required to

assist the student to benefit from the special educational servicesthere is documented evidence that non-verbal students with disabilities who have

augmentative communication needs are not denied speech/language pathology servicesas a related service because of an inability to assess using traditional methods.

PROCEDURES FOR EVALUATIONassessment conducted by a licensed speech-language pathologistprocedures for evaluation under Speech or Language Impairment are conductedevidence that the problem interferes with the student's ability to benefit from an

educational programevidence that there is a likely potential for change in the student's educational functioning

if he/she receives therapeutic intervention

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SPECIAL SERVICES CHECKLISTS

ADAPTED PHYSICAL EDUCATION

CRITERIA FOR ELIGIBILITYstudent is classified and eligible for special educational services ANDthere is documented evidence that the student may not safely or successfully

engage in the regular physical education program on a full-time basis

Ages 3y0m - 5y11m student meets 69 percent or less of the State identified motor skills for the level

appropriate to the student’s chronological age using LAMAP. Skills fall within theMild deficit range (45 to 69 percent of skills) ORModerate deficit range (20 to 44 percent of skills) ORSevere deficit range (19 percent or less of skills)

corroboration of motor deficit andneed for APE by evaluator based on observation

Ages 6y0mo - 21y student meets 69 percent or less of the State identified physical education competencies

for the grade level appropriate to the student’s chronological using CTAPE. Competenciesfall within the

Mild deficit range (45 to 69 percent of competencies) ORModerate deficit range (20 to 44 percent of competencies) ORSevere deficit range (19 percent or less of competencies)

corroboration of motor deficit andneed for APE by evaluator based on observation

Students with Autism, Emotional Disturbance, Traumatic Brain Injury, Other Health Impairment

evidence student is unable to participate in regular physical education class as result ofautismserious emotional disorderbrain injurychronic or acute health condition

corroboration of the condition andneed for APE by evaluator based on observation

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Ages 3y0m - 5y11m assessment conducted by certified adapted physical education teacher using LAMAPobservation of student in structured and unstructured settingsobservations address motor deficits identified by LAMAPrecommendations for activities and/or adaptations necessary to meet

physical education needsAges 6y0mo - 21y

assessment conducted by certified adapted physical education teacher using CTAPEobservation of student in structured and unstructured settingsobservations address motor deficits identified by CTAPErecommendations for activities and/or adaptations necessary to meet

physical education needs

Students with Autism or Emotional Disturbancewritten documentation from

certified school psychologist ORlicensed psychologist ORpsychiatrist ANDadapted physical education evaluator

written documentation verifies significantly reduced performance that prevents safe and successful performance in a regular physical education class

observation of student in structured and unstructured settingsobservations address motor deficits identified by LAMAPrecommendations for activities and/oradaptations necessary to meet physical education needs

Students with Traumatic Brain Injury or Other Health Impairmentwritten documentation from

certified school psychologist ORlicensed psychologist ORpsychiatrist ANDadapted physical education evaluator

written documentation verifies significantly reduced performance that prevents safe and successful performance in a regular physical education class

observation of student in structured and unstructured settings

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observations address motor deficits identified by LAMAPrecommendations for activities and/oradaptations necessary to meet physical education needs

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ASSISTIVE TECHNOLOGY

CRITERIA FOR ELIGIBILITYstudent is classified and eligible for special education services ANDthere is documented evidence that assistive technology is required within the

educational setting

PROCEDURES FOR EVALUATIONassessment conducted by qualified professional with expertise to address specific

areas of concernobservation of the student during daily activities interacting with

parents ORteachers ORpeers

interview withprimary care providers ANDclassroom teacher(s)

interview determineswhat interventions for assistive technology devices/services have been attemptedresults of interventions

assessment of student’s current (when applicable) mobilityseatingpositioningneuromotor ability needs

determination of selection techniques ANDmethods of access for assistive technology

assessment of student’s furthermobilityseatingpositioning needs

assessment with variety of assistive technology devicesinvolvement of studentinvolvement of parent

recommendations include personnel who will need training ANDtechnical assistance

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1.cdn.edl.io · web viewvalid for student with impaired sensory/manual/speaking skills administered...

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