Source: http://slideplayer.com/slide/6394907/
Timestamp: 2020-02-19 18:13:19
Document Index: 733100709

Matched Legal Cases: ['§300', '§300', '§ 300', '§300', '§300', '§300', '§300']

I nitial E valuation and R eevaluation in IDEA Produced by NICHCY, ppt download
Presentation on theme: "I nitial E valuation and R eevaluation in IDEA Produced by NICHCY, 2007."— Presentation transcript:
1 I nitial E valuation and R eevaluation in IDEA Produced by NICHCY, 2007
2 This module looks at...  Purposes of evaluation  Requesting evaluation  Parent consent  Process of initial evaluation  IDEA’s definition of “child with a disability”  Eligibility determination  Reevaluation Produced by NICHCY, 2007
3 Purposes of Initial Evaluation  To see if the child is a “child with a disability,” as defined by IDEA  To gather information that will help determine child’s educational needs  To guide decision making about appropriate educational program for the child Produced by NICHCY, 2007
4 Requesting an Initial Evaluation  A parent or a public agency can ask for an initial evaluation of a child.  Public agency must obtain parent consent before conducting initial evaluation of the child. Produced by NICHCY, 2007
5 Before Any Initial Evaluation Public agency must:  Provide parent with prior written notice  Provide parent with procedural safeguards notice  Obtain parent’s informed written consent Produced by NICHCY, 2007
6 Parent consent for initial evaluation must not be construed as consent for initial provision of special education and related services. Consent is for initial evaluation, nothing more. Produced by NICHCY, 2007
7 Parent Consent for Initial Evaluation What is the public agency’s obligation if:  Parent does not provide consent for initial evaluation?  Parent does not respond to a request to provide consent? Produced by NICHCY, 2007
8 Key Points about Initial Evaluation  Must be conducted within 60 days of parental consent for evaluation (or within State-established timeline)  Must be full and individual Produced by NICHCY, 2007
9 Key Points about Initial Evaluation  Must use a variety of assessment tools and strategies  Must gather relevant information about the child Functional Developmental Academic Including what the parents provide Produced by NICHCY, 2007
10 Review of Existing Evaluation Data As part of an initial evaluation (if appropriate) IEP team and other qualified professionals, as appropriate, must review existing evaluation data on the child, including:  Information and evaluations provided by parents  Current assessments (classroom-based, local, or State)  Classroom-based observations  Observations by teachers and related services providers Produced by NICHCY, 2007
11 Review of Existing Evaluation Data On the basis of that review and input from the parents: This group identifies what additional data (if any) are needed to determine:  If child is a “child with a disability”  Child’s educational needs  Child’s present levels of academic achievement and related developmental needs  Whether child needs special education and related services And… Produced by NICHCY, 2007
12 Review of Existing Evaluation Data  Whether any additions or modifications to the special education and related services are needed to enable child… To meet annual goals in the IEP To participate in general education curriculum (as appropriate) Group may conduct its review without a meeting. Produced by NICHCY, 2007
13 Review of Existing Evaluation Data Is there enough data to provide the info needed?  No  Yes Public agency must administer assessments and other measures to produce the data needed Public agency must notify parents: of that determination and the reason for it that parents have the right to request an assessment of child Produced by NICHCY, 2007
14 Determining the Child’s Eligibility A group of qualified professionals and the parent determines whether the child is a “child with a disability.” Factors involved in making this determination: How IDEA defines “child with a disability” IDEA’s special rule for eligibility determination A variety of information sources Produced by NICHCY, 2007
15 Determining the Child’s Eligibility IDEA’s Special Rule Lack of appropriate instruction in reading… Lack of appropriate instruction in math, or Limited English proficiency; and If the child does not otherwise meet the eligibility criteria at §300.8(a) A child must not be determined to be a “child with a disability” if the determinant factor for deciding so is… Produced by NICHCY, 2007
16 Determining the Child’s Eligibility Aptitude tests Achievement tests Parent input Teacher recommendations Public agency must draw upon information from a variety of sources, including: Information about child’s: Physical condition Social or cultural background Adaptive behavior Public agency must ensure that information obtained from all these sources is documented and carefully considered Produced by NICHCY, 2007
17 Determining the Child’s Eligibility IDEA contains “Additional Procedures for Identifying Children with Specific Learning Disabilities. Produced by NICHCY, 2007
18 “ C hild with a Disability” (a) General. (1) Child with a disability means a child evaluated in accordance with §§300.304 through 300.311 as having mental retardation, a hearing impairment ( including deafness), a speech or language impairment, a visual impairment (including blindness), a serious emotional disturbance (referred to in this part as ‘‘emotional disturbance’’), an orthopedic impairment, autism, traumatic brain injury, an other health impairment, a specific learning disability, deafblindness, or multiple disabilities, and who, by reason thereof, needs special education and related services. (2)(i) Subject to paragraph (a)(2)(ii) of this section, if it is determined, through an appropriate evaluation under §§ 300.304 through 300.311, that a child has one of the disabilities identified in paragraph (a)(1) of this section, but only needs a related service and not special education, the child is not a child with a disability under this part. (ii) If, consistent with §300.39(a)(2), the related service required by the child is considered special education rather than a related service under State standards, the child would be determined to be a child with a disability under paragraph (a)(1) of this section. (b) Children aged three through nine experiencing developmental delays. Child with a disability for children aged three through nine (or any subset of that age range, including ages three through five), may, subject to the conditions described in §300.111(b), include a child— (1) Who is experiencing developmental delays, as defined by the State and as measured by appropriate diagnostic instruments and procedures, in one or more of the following areas: Physical development, cognitive development, communication development, social or emotional development, or adaptive development; and (2) Who, by reason thereof, needs special education and related services. How do IDEA and the final regulations define “ C hild with a Disability” ??? Produced by NICHCY, 2007
19 (1)Child with a disability means a child evaluated in accordance with §§300.304 through 300.311 as having… …and who, by reason thereof, needs special education and related services autism deaf-blindness deafness emotional disturbance hearing impairment mental retardation multiple disabilities orthopedic impairment other health impairment specific learning disability speech or language impairment traumatic brain injury or visual impairment (including blindness) Produced by NICHCY, 2007
20 Who, by reason thereof… Produced by NICHCY, 2007
22 C hild with a Disability Children aged 3 through 9* who are experiencing “developmental delays” Under §300.8(b), a State may adopt a definition of “child with a disability” that includes: *(or any subset of that age range) Produced by NICHCY, 2007
23 D evelopmental Delay? physical development cognitive development communication development social or emotional development or adaptive development Definition includes that all-important “by reason thereof” Measured by appropriate diagnostic instruments and procedures, in 1 or more of these areas: Defined by the State Produced by NICHCY, 2007
24 So—is the child a “child with a disability” under IDEA? Produced by NICHCY, 2007
25 Public agency provides parent with… a copy of evaluation report documentation of eligibility determination …at no cost to the parent Upon completion of the administration of assessments and other evaluation measures Produced by NICHCY, 2007
26 Reevaluations Must occur at least once every 3 years— Unless parent and public agency agree a reevaluation is unnecessary May occur not more than once a year— Unless parent and public agency agree otherwise Produced by NICHCY, 2007
27 What reevaluation shares with initial evaluation: Its purposes Prior written notice Procedural safeguards notice* Review of existing evaluation data Parent consent Gathering additional data, if needed Parent involvement in evaluation group Parent involvement in eligibility determination Factors involved in determining eligibility Reporting to parents * Upon parent request for an evaluation Produced by NICHCY, 2007
28 Other Evaluation Provisions Evaluation is required before determining a child is no longer a “child with a disability” except— … when the child’s eligibility under Part B ends because: the child graduates from secondary school with a regular diploma; or the child exceeds age eligibility for FAPE under State law Produced by NICHCY, 2007
29 Other Evaluation Provisions When child’s eligibility under Part B ends— …Public agency must provide child with— Summary of child’s academic achievement and functional performance, including… Recommendations on how to assist child in meeting his or her postsecondary goals Produced by NICHCY, 2007
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