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The Assessment Process
Special Education assessment may be recommended by a school team, or requested by the parent, if a student has not demonstrated sufficient success with general education interventions or if the child is suspected of having a disability which impedes his or her learning. The first step in the process is to hold a referral meeting. At this meeting, a team of people (including parents and teacher) will review the child's strengths, reasons for the referral, and other relevant information in order to decide if it is necessary to conduct an evaluation. If an evaluation is recommended, the next step is to obtain parental consent. No assessments may be conducted without the parent/guardian's permission. Keep in mind that consent for the assessment is separate from consenting to place a child into a special education program, should the child be found eligible for services. Your child cannot be placed into special education without obtaining consent for placement, even if you have consented to the evaluation.
By law, the evaluation process may take no longer than 90 calendar days. Assessments will be conducted in all areas of suspected disability, and may include tests of cognitive ability (IQ assessments), academic performance, social/emotional development, gross/fine motor skills, speech/language, adaptive behavior, and vision/hearing. A student's school records will be reviewed, classroom observations will be conducted, and parents and teachers may be asked to complete checklists. Parents are encouraged to share the results of any relevant previous evaluations from physicians, private psychologists, or other related professionals as well. Once the assessment is complete, a report is written and parents are asked to attend an eligibility or "IEP" (Individualized Education Program) meeting. At the meeting, the assessment results will be presented and a decision will be made as to whether or not the student qualifies for special education services based on state and federal laws. The team will discuss how the student's needs are affecting his/her education and what evidence exists that he/she needs specially-designed instruction. Parents are very important members of the IEP Team, and are encouraged to share concerns, questions, and insights that they have regarding the student.
Parent Input
Parents/guardians will be asked to provide information to the IEP Team as a part of the evaluation process for special education. This information includes a developmental history of the student, and may also include psychological checklists, which will either be sent home in an envelope in your child's backpack, via email, or mailed directly to your home. Please be sure to return all requested documents as soon as possible help expedite the evaluation process.
Special Education assessment may be recommended by a school team, or requested by the parent, if a student has not demonstrated sufficient success with general education interventions or if the child is suspected of having a disability which impedes his or her learning. The first step in the process is to hold a referral meeting. At this meeting, a team of people (including parents and teacher) will review the child's strengths, reasons for the referral, and other relevant information in order to decide if it is necessary to conduct an evaluation. If an evaluation is recommended, the next step is to obtain parental consent. No assessments may be conducted without the parent/guardian's permission. Keep in mind that consent for the assessment is separate from consenting to place a child into a special education program, should the child be found eligible for services. Your child cannot be placed into special education without obtaining consent for placement, even if you have consented to the evaluation.
By law, the evaluation process may take no longer than 90 calendar days. Assessments will be conducted in all areas of suspected disability, and may include tests of cognitive ability (IQ assessments), academic performance, social/emotional development, gross/fine motor skills, speech/language, adaptive behavior, and vision/hearing. A student's school records will be reviewed, classroom observations will be conducted, and parents and teachers may be asked to complete checklists. Parents are encouraged to share the results of any relevant previous evaluations from physicians, private psychologists, or other related professionals as well. Once the assessment is complete, a report is written and parents are asked to attend an eligibility or "IEP" (Individualized Education Program) meeting. At the meeting, the assessment results will be presented and a decision will be made as to whether or not the student qualifies for special education services based on state and federal laws. The team will discuss how the student's needs are affecting his/her education and what evidence exists that he/she needs specially-designed instruction. Parents are very important members of the IEP Team, and are encouraged to share concerns, questions, and insights that they have regarding the student.
Parent Input
Parents/guardians will be asked to provide information to the IEP Team as a part of the evaluation process for special education. This information includes a developmental history of the student, and may also include psychological checklists, which will either be sent home in an envelope in your child's backpack, via email, or mailed directly to your home. Please be sure to return all requested documents as soon as possible help expedite the evaluation process.
If a Student Qualifies for Special Education
If a student is found to qualify for special education services, an Individual Education Program (IEP) may be developed. The IEP Team will determine the types of services that the student requires in order to be successful in his or her educational program. Goals will be written outlining specifically which aspects of the student's educational program will be monitored to determine whether he or she is making adequate progress. A draft IEP document is presented at the IEP meeting, and parents are encouraged to provide input. Once all parties are in agreement on the student's educational plan, parental consent must be obtained to place a child into a special education program (separate from the consent given for the initial assessment). By law, students receiving special education services will have an IEP meeting at least once per year to determine the progress made toward the previous year's goals and to write new goals. Every three years, a re-evaluation by the IEP Team is conducted to determine whether or not the student continues to qualify for and demonstrate a need for special education services. This re-evaluation may or may not include formal/standardized testing.
Placement
Gone are the days when eligibility for special education meant that a student would be moving to that small room down the hall, where he or she would be kept away from the other students who were learning in a typical fashion. Today, special education settings are as varied as the students that we serve. Placement decisions are individualized and based on student need. There are some students whose needs dictate a special class or a placement at a special school, but often, student needs are met right in the general education environment. Services can be provided by a special education teacher within the regular classroom or in a resource classroom for small portions of the day. The law mandates that schools serve students in the Least Restrictive Environment (LRE) that adequately meets their needs. The decision on what setting would best meet the needs of the student is made by the IEP team, and parents are integral members of that team.
If a Student Does Not Qualify for Special Education
If a student is found not to qualify for special education services, the IEP Team recognizes that valid concerns do still exist and will present suggestions for general education accommodations and interventions that may help the student. The student may be referred back to the Intervention Team for continued monitoring of interventions provided in the general education environment.
Understanding Test Scores
Standard scores, scaled score, T scores, percentiles. What does it all mean? This handout provides a
description of common terms used to describe standardized test performance so you can better understand how your child compares to a typically developing, same age/grade level peer.
If a student is found to qualify for special education services, an Individual Education Program (IEP) may be developed. The IEP Team will determine the types of services that the student requires in order to be successful in his or her educational program. Goals will be written outlining specifically which aspects of the student's educational program will be monitored to determine whether he or she is making adequate progress. A draft IEP document is presented at the IEP meeting, and parents are encouraged to provide input. Once all parties are in agreement on the student's educational plan, parental consent must be obtained to place a child into a special education program (separate from the consent given for the initial assessment). By law, students receiving special education services will have an IEP meeting at least once per year to determine the progress made toward the previous year's goals and to write new goals. Every three years, a re-evaluation by the IEP Team is conducted to determine whether or not the student continues to qualify for and demonstrate a need for special education services. This re-evaluation may or may not include formal/standardized testing.
Placement
Gone are the days when eligibility for special education meant that a student would be moving to that small room down the hall, where he or she would be kept away from the other students who were learning in a typical fashion. Today, special education settings are as varied as the students that we serve. Placement decisions are individualized and based on student need. There are some students whose needs dictate a special class or a placement at a special school, but often, student needs are met right in the general education environment. Services can be provided by a special education teacher within the regular classroom or in a resource classroom for small portions of the day. The law mandates that schools serve students in the Least Restrictive Environment (LRE) that adequately meets their needs. The decision on what setting would best meet the needs of the student is made by the IEP team, and parents are integral members of that team.
If a Student Does Not Qualify for Special Education
If a student is found not to qualify for special education services, the IEP Team recognizes that valid concerns do still exist and will present suggestions for general education accommodations and interventions that may help the student. The student may be referred back to the Intervention Team for continued monitoring of interventions provided in the general education environment.
Understanding Test Scores
Standard scores, scaled score, T scores, percentiles. What does it all mean? This handout provides a
description of common terms used to describe standardized test performance so you can better understand how your child compares to a typically developing, same age/grade level peer.