1. Suspicion of Disability = Obligation to seek informed parental consent to evaluate

2. Consideration of performance domains assures a “full and individual evaluation”

3. Meets “breadth of the mandate” and assures consideration of “procedural safeguards”

Suspicion of Disability = Pursue Evaluation

When disability is suspected

Required to pursue timely evaluation without delay

Obtain informed, written parent consent

Parent informed of all relevant information

Parent understands reasons for evaluation and agrees in writing

Granting consent is voluntary

Parent may revoke consent for evaluation

Review existing data - Include parent input

Consider Performance Domains

Determine need, if any, for additional assessment

Present and review Procedural Safeguards Manual for Parents

Present to and review with parents

Use of a summary can assist but not replace

Presented in a language parents understand

Not construed as consent for initial services

Consideration of Performance Domains and Comprehensive Evaluation

Ensures assessment of all areas related to suspected disabilityIdentifies all special education and related service needsIdentifies needed interventions to resolve the area(s) of concern or suspected disability

Breadth of Mandate

7 Performance Domains are inclusive of the 13 Federal disability categories

Assures identification of all children with disabilities who need special education

Supports Iowa’s non-categorical identification of eligible individuals

Thoughtful consideration of all Performance Domains

Review existing data, including parent input Use multiple methods (RIOT) Convergent data from multiple sources Rule out or evaluate each domain Evaluate when evidence of discrepancy and

limited progress exists despite supplemental instruction

Review and analyze data obtained through the Disability Suspected process

Review and analyze existing data for Performance Domains that were not considered through the Disability Suspected process

All decisions regarding domains to be included as part of the evaluation need to be:◦ based on educationally relevant data◦ not based on opinion or conjecture ◦ based on data gathered through questions

related to the standards for including the domains in the evaluation

Does existing evidence (RIOT, multiple sources) suggest;

the individual’s performance is persistently below standards or expectations despite appropriate

instruction and supports?

the individual’s performance is significantly unique to warrant evaluation?

presence or absence of other more plausible reasons (including lack of appropriate core and supplemental instruction) for the lack of performance? OR

The child is affected by a health or physical condition or functional limitation, or has experienced a sudden status change that adversely affects educational performance, or

The child has an obvious and immediate need for service that may exceed the capacity of general education to provide

The level of rigor required to meet a standard of “suspicion” in a domain area is relatively low.

If there is a difference of opinion among team members and the available data are unclear, it is better to err on the side of caution and evaluate the domain.

What is it?

Grade level achievement standards related to: Listening comprehension Oral expression Reading comprehension Reading fluency Math calculation Mathematical problem solving Written expression

What is it?

Grade level achievement standards or expectations related to:

Awareness of self (e.g. identity relative to others, personal space)

Identification & expression of emotions

Self-regulation

Interaction with others

What is it?

Grade level achievement standards or expectations related to:

Gross Motor Skills

Fine Motor Skills

Mobility for living, learning & working

What is it?

General condition of the body or mind

Presence or absence of illness, injury or impairments

What is it?

Ability to perceive sound

Ability to see

What is it?

Grade level achievement standards or expectations related to receptive &

expressive language, including:

Language for social communication Vocabulary Speech sound production Voice Fluency

What is it?

Grade level achievement standards or expectations related to:

Everyday living skills

School Functioning skills

Skills that children learn in “adapting” to their surroundings

Digging Deeper into the

Consent for FIE Form

Accuracy is important!

Be sure the individual’s legal name and resident district are complete and accurate

Conversation with parents should focus on how we will meet the student’s needs

Explain the purposes of evaluation:1. Determine interventions needed to resolve

concern(s) 2. Determine whether or not Special Education

resources are required to address the needs

Explain the definition of an educational disability to parents

A Disability is a skills deficit, a health or physical condition, a functional limitation, or a pattern of behavior that adversely affects educational performance.

Results in educational performance that is significantly & consistently different, diminished, or inappropriate when compared to the expectations for peers,

AND Significantly interferes with:

◦ Access to general education settings & opportunities,

◦ Developmental progress,◦ Involvement & progress in general curriculum, or◦ Interpersonal relationships or personal adjustment

Explain to parents that information will be collected about:

Educational ProgressEducational Progress

Educational DiscrepancyEducational Discrepancy

Educational NeedEducational Need

Describe why disability is suspected

Once disability is suspected, no other option is considered

Discuss the information (documented on the Disability Suspected form) that led to conclusion that a disability is suspected

Identify which performance domains will be the focus of the evaluation

Identify which performance domains need additional assessment data as part of the evaluation

“Consider” ALL seven performance domains.

Indicate the performance domains that are determined to be potential areas of disability and will be a focus of the evaluation

Consider the domains chosen for evaluation in the left column

Of the domains checked in the left column, determine which, if any, need additional assessment

Explain the use of Review, Interview, Observation and Test/Task assessment methods to gather information in the evaluation process

Will consider information to make evaluative judgments about each of the performance domains checked

60 day timeline starts when the signed consent is received by the public agency

Parent or guardian signature is always required for initial evaluations

Remember, Consent for Evaluation is NOT the same as consent for “services”

Not required for reviewing existing data

Not required for assessments that are administered to all children

When parents do not provide consent, the public agency may pursue evaluation through procedural safeguards (i.e. Due Process)

Parents revoking consent once it has been given, is not retroactive

Prior Written Notice provided Eligibility Determination Worksheet completed Evaluation data collected are summarized

Procedures when child is a ward of the State

Procedures when child has reached the age of majority

Scenario 1(James)

What information

really “squared up” with you

today?What

“point” really

stuck with you

today?

What information

is still “rolling

around” in your head?