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EvaluationARC Chairperson Training

707 KAR 1:300 Section 4 (1)

An LEA shall ensure that a full and individual evaluation is conducted for each child considered for specially designed instruction and related services prior to the provision of the services

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707 KAR 1:310 Section 1 (4)

An LEA shall ensure that information obtained from these sources as appropriate for each student, is

•documented, and •carefully considered.

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Initial Evaluation

•If suspect a disability, develop evaluation plan

•Obtain consent to evaluate

•Note when 60 school days will occur

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Evaluation

▫A process of gathering information about the child’s educational needs and abilities through individual tests, review of school work, and school records, behavioral observations, interviews, and rating scales

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Evaluation Planning/KY Consent

The ARC identified a suspected disability and planned an appropriate evaluation as documented on an Evaluation Plan and/or Consent for Evaluation Services…

• A review, triangulation and analysis of the referral information (for initial evaluation) OR progress data of the child (for reevaluation); AND

• the information was sufficient to support a suspected disability; AND

• the tests and procedures necessary to assess the child.

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Evaluation Planning Form

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Eligibility Evaluation Components

Area of DisabilityInterventions

Cognitive

Academic Performance

Adaptive Behavior

Behavior Ob.

Behavior Assess.

Medical Eval.

Visual Screening

Visual Evaluation

Hearing Screening

Hearing Evaluation

Motor Screening

Motor Evaluation

Communication Screening

Communication Evaluation

Social Dev. History

Developmental Assessment

Functional Vision/Learning Media

Interviews

Autism Rating Scale

Autism Spectrum Disorder X - X X X     X   X       X X X     * X

Deaf-Blind X   X X X     X X X X       X X   X    

Developmental Delay X - X X X -   X   X   X   X - X X   *  

Emotional-Behavioral X X X X X X   X   X X         X     *  

Hearing Impaired X   X * X     X   X         X X     *  

Mild Mental Disability X X X X X     X   X           X     *  

Functional Mental Disability X X X X X     X   X       X   X     *  

Multiple Disability Must Meet Eligibility Criteria for 2 or More of the Other Disabilities

Orthopedic Impairment X   X   X   X X   X   X       X     *  

Other Health Impaired X   X   X - - X   X           X     *  

Speech Language Impairment X   X   X     X   X         X X     *  

Specific Learning Disability X X X X X     X   X   X   X   X     *  

Traumatic Brain Injury X X X X X   X X   X   X   X   X     *  

Visually Impaired X   X   X     X   X                 *  

                                         

                                         

                                         

X Needed for Determining Eligibility

NOTE:• ADHD under OHI does not require evaluation by a medical professional for all students• Students should not be found to be eligible for multiple disabilities if educational needs can be accommodated in a special education program solely for one of the disabilities

* Recommended But Not Required

- Depending on the Student and Suspected Disability

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ARC reviews all data:

•Multi-Disciplinary Evaluation Report,• Evaluation Report(s)/Diagnostic Instruments, •Behavior Observations, •Social Developmental History,• Adaptive Behavior Assessments, •Rating Scales,•Classroom-based observations, etc…)

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•KDE’s Division of Learning Services (DLS) position is that behavior observations are required as part of the evaluation for every category of suspected disability.

- DLS Policy Letter, August 2010

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Observations

The requirement for observations as part of the evaluation process is found in two sections of KY’s IDEA regulations:

•707 KAR 1:300, Section 4(14)(b) and (c)•707 KAR 1:310, Section 1(3)

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707 KAR 1: 300 Section 14(b)(c)

•As part of an initial evaluation, if appropriate, or as part of any reevaluation, the ARC and other qualified professionals shall review existing evaluation data on the child including:

(b) current classroom-based, local, or state assessments and classroom observations; and(c) observations by teachers and related service providers

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Types of Observations

Informal Observations

Formal Observations

• Observations occur during the evaluation planning process (RtI data, classroom assessments and work samples, anecdotal notes, teacher input)

• Observations occur at a more formal level during the evaluation process as a source to help determine eligibility of services (planned for by the ARC and consent given by parent)

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What Type of Observation?

• Anecdotal Notes • Teacher input through email• Teacher input through

questionnaire/survey • Progress Monitoring Data • Teacher input on conference

summary notes • Observation of student in

school setting by trained personnel

• Informal Observation• Informal Observation• Informal Observation

• Informal Observation• Informal Observation

• Formal Observation

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Observations also play a key role in answering the question of whether the disability has an adverse effect on the student’s educational progress

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For reevaluation purposes, classroom-based observations include:a. A combination of at least two forms of current

informal teacher observations such as progress monitoring data, anecdotal notes, or documented teacher input

b. At least two formal teacher observations; orc. A combination of both a and b.

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SLD Observations

•As part of initial evaluations or reevaluations for SLD eligibility, at least 2 formal observations must be conducted

•If there are multiple suspected areas for SLD, at least one formal observation must occur in each area

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Parent Input..

ARC reviews and discusses evaluation and information brought by the parent(s) or completed by the parent(s).

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Method for Determining Eligibility for Specific Learning Disability

The Admissions and Release Committee must decide at the evaluation planning stage if they intend to use:

▫the Response to Intervention (RtI) or

▫the Significant Discrepancy Method

CONSENT

•Written Consent for EVALUATION

•Written Consent for SERVICES

•Written Consent for REEVALUATION

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Evaluation Results

•Each ARC member has access to the evaluation results prior to the meeting.

•The ARC reviews the integrated report to ascertain if all evaluations requested are included.

•The ARC reviews the evaluation data and the specific criterion for the suspected disability on the eligibility form.

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Reevaluation

▫Re-determining eligibility based on a new evaluation of the child at least every three years

Why Reevaluate?

•Continuation of the disability•Disability continues to have an adverse effect

on the student's educational performance•Continue to need special education services

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Reevaluation Plan

•Conducted every three years (3 yr. anniversary)

•Planned by the ARC in conformity with KAR 1:300, child find, evaluation, and reevaluation regulations

•Requires informed written parental consent

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Reevaluation

The LEA shall not have to conduct a reevaluation if after review of the existing data, the ARC determines that a reevaluation is not necessary to determine:• Whether the child continues to be eligible for

services, •Not warranted to determine the education or related

service needs, and •The parents or teacher do not request a reevaluation

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Reevaluation

ARC decides: What assessments, if any, are required for the

re-evaluation

Note: Parent always has the right to request a reevaluation.

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Existing Data is Sufficient

Parent will be provided prior written notice of ARC decision that includes:

•the reason it was decided that there is sufficient existing data;

• there is no need for additional data; and

•that the parent has the right to request an assessment.

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Reevaluation Questions

•Does the current progress monitoring of IEP goals indicate whether the child’s educational performance continues to be significantly and consistently below the level of similar age peers (adverse effect)?

•What do the current classroom based assessments (including IEP progress monitoring) and observations from teachers and related service providers indicate (minimum of two)?

•What do the evaluation and information brought by the student’s parent(s) indicate (if applicable)?

Evaluation before Exiting

• Reevaluation shall not be required before the termination of a child’s eligibility due to graduation with a regular diploma, or exceeding the age of eligibility

• Reevaluation is required before determination that the student no longer needs special education

• Reevaluation is required if the district exits the student with a certificate prior to his/her 21st birthday

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Transfer Students

If a child with a disability transfers between school districts within the same academic year within Kentucky and had an IEP in effect,• the child shall be provided a free and appropriate public

education(FAPE), including services comparable to those described in the previous IEP.

• These services shall be provided in consultation with the parents and until the LEA adopts the previous IEP or develops and implements a new IEP.

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Transfer Students in Evaluation Process

Evaluations and assessments of children with disabilities that transfer from one district to another in the same academic year shall be coordinated with the previous and current schools as necessary and as expeditiously as possible to ensure prompt completion of a full evaluation.

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Out of State Transfer StudentsIf a child with a disability transfers between school districts within the same academic year from outside the state and had an IEP in effect in another state,• the child shall be provided FAPE comparable to that

described in the IEP until the LEA conducts an evaluation if determined necessary,

• and develops, adopts, and implements a new IEP, If the child meets the eligibility criteria as defined in 707 KAR1:280

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Out of State Transfer Students •If a student enrolls in a KY district with a current

IEP, the district must implement that IEP to the maximum extent possible

•KY eligibility must be determined. The ARC must review all documentation to determine what evaluation information must be gathered

Independent Educational Evaluation

•Must be conducted by a qualified examiner not employed by LEA

•May be paid at public expense or by parents (Parent always has the right to an IEE which must be considered.)

•A parent is entitled to one IEE at public expense, each time the public agency conducts an evaluation with which the parent does not agree to the results.

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In Conclusion, •The ARC must review the completed referral and identify

a suspect disability prior to planning the evaluation process

•The ARC must obtain parental consent prior to conducting any of the formal assessments. Once the district receives this consent, the 60 school day timeline begins (for initial evaluations)

•The evaluation components on the planning form must match the components assessed during the evaluation

•Every student suspected of having a disability must be provided a full and individual evaluation

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In Conclusion, •A reevaluation must be conducted at least every 3 years •A review of existing data may be used as the reevaluation

unless the parent requests an evaluation be conducted•Transfer students (in-state and out of state) with current

IEPs must be provided with comparable services listed on the IEP until the ARC meets to either determine KY eligibility and/or review and revise the IEP

•Parents have the right to request an Independent Educational Evaluation only after the district has completed their evaluation

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Resources:Kentucky Department of Education (KDE)

www.education.ky.gov• Eligibility Policy Letter and Webinar• Guidance Document for IEP Development• IEP and Lesson Plan Development Handbook• KSI/RtI document and resources• SLD Eligibility Guidance Document• Collaborative Teaching Practices Q and A• Restraint and Seclusion Q and A• Compliance Record Review Document (updated annually) • KSIS Data Standards

http://education.ky.gov/districts/tech/sis/pages/ksis-data-standards.aspx