EVALUATION, REEVALUATION

EVALUATION, REEVALUATION EVALUATION, REEVALUATION &&

ELIGIBILITYELIGIBILITYUPDATES, NOTES, GUIDANCEUPDATES, NOTES, GUIDANCE

2009 Special 2009 Special EducationEducation Conference Conference

Ann Sanders-Eakes/Division of Special EducationAnn Sanders-Eakes/Division of Special Education

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SPECIAL EDUCATION SPECIAL EDUCATION ASSESSMENT WEBASSESSMENT WEB

FORMS REVISIONSFORMS REVISIONS

ELIGIBILITY REPORTELIGIBILITY REPORT

Question:Question: Why does the Eligibility Report no longer include the section for Why does the Eligibility Report no longer include the section for documentation of adverse affect? Is it the state's position that IEP Teams no documentation of adverse affect? Is it the state's position that IEP Teams no longer should be considering adverse affect when considering eligibility?longer should be considering adverse affect when considering eligibility?

Answer:Answer: Assessment and documentation of ‘adverse impact’ is a required Assessment and documentation of ‘adverse impact’ is a required procedure in all disability assessments just as are other procedures such as procedure in all disability assessments just as are other procedures such as intelligence, adaptive behavior, achievement, medical information, behavior intelligence, adaptive behavior, achievement, medical information, behavior scales, observations, etc. All team assessment findings and results are scales, observations, etc. All team assessment findings and results are completed completed beforebefore the IEP Team meets to determine eligibility. the IEP Team meets to determine eligibility.

Question:Question: The dates on the Eligibility Report have been changed and a The dates on the Eligibility Report have been changed and a couple of those dates are no longer on the ER. Where do we record the couple of those dates are no longer on the ER. Where do we record the dates that have been removed from the Eligibility Report?dates that have been removed from the Eligibility Report?

Answer:Answer: There are 2 dates that are now included on the Eligibility Report—There are 2 dates that are now included on the Eligibility Report—

(1) Eligibility Date (the date the IEP Team meets and makes the (1) Eligibility Date (the date the IEP Team meets and makes the determination for eligibility)determination for eligibility)

(2) Projected Reevaluation Eligibility Date (three years from the Eligibility (2) Projected Reevaluation Eligibility Date (three years from the Eligibility Date). The ‘Projected Reevaluation Eligibility Date’ is always based on the Date). The ‘Projected Reevaluation Eligibility Date’ is always based on the most recent Eligibility Date.most recent Eligibility Date.

ELIGIBILITY REPORTELIGIBILITY REPORT

Evaluation, Eligibility, Placement TiEvaluation, Eligibility, Placement Timeline Extension Request (revised meline Extension Request (revised 8/08)8/08)

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InstructionsInstructions

2007 DISABILITY 2007 DISABILITY STANDARDSSTANDARDS

AUTISMAUTISM

3. Evaluation Procedures3. Evaluation Procedures (3) physical and neurological information from a licensed physician, (3) physical and neurological information from a licensed physician,

pediatrician or neurologist who can provide general health history to pediatrician or neurologist who can provide general health history to evaluate the possibility of other impacting health conditions;evaluate the possibility of other impacting health conditions;

Notes and GuidanceNotes and Guidance—Medical information —Medical information IS NOTIS NOT the determinant factor the determinant factor for eligibility of a student with Autism.for eligibility of a student with Autism.

All of the information gathered in the assessment is considered when the All of the information gathered in the assessment is considered when the IEP Team determines eligibility for Autism. Assessment and eligibility of a IEP Team determines eligibility for Autism. Assessment and eligibility of a student with Autism includes:student with Autism includes:

Presence of verbal and nonverbal characteristics of AutismPresence of verbal and nonverbal characteristics of AutismThe child’s developmental history (may include diagnosis with Autism)The child’s developmental history (may include diagnosis with Autism)Assessment and documentation of the child’s Autistic behaviors from Assessment and documentation of the child’s Autistic behaviors from sources such as (1) language evaluation, (2) rating scales, (3) observations, sources such as (1) language evaluation, (2) rating scales, (3) observations, (4) interviews etc. (4) interviews etc.

DEAF-BLINDNESSDEAF-BLINDNESS

DefinitionDefinition Deaf-Blindness means concomitant hearing and visual impairments, the Deaf-Blindness means concomitant hearing and visual impairments, the

combination of which causes such severe communication and other combination of which causes such severe communication and other developmental and educational needs that they developmental and educational needs that they cannot be accommodated in cannot be accommodated in special education programs by addressing any one of the impairmentsspecial education programs by addressing any one of the impairments. .

Notes and GuidanceNotes and Guidance—The TnDOE CENSUS for students with Deaf-—The TnDOE CENSUS for students with Deaf-Blindness is greatly underreported.Blindness is greatly underreported.

Any degree of Deafness (including Hearing Impairment) in combination with Any degree of Deafness (including Hearing Impairment) in combination with any degree of Visual Impairment (from Low Vision to Blindness) meets the any degree of Visual Impairment (from Low Vision to Blindness) meets the standards for Deaf-Blindnessstandards for Deaf-Blindness..

Students who meet these standards should be determined eligible with Students who meet these standards should be determined eligible with Deaf-Blindness since these disabilities Deaf-Blindness since these disabilities “cannot be accommodated in special “cannot be accommodated in special education programs by addressing any one of the impairments.”education programs by addressing any one of the impairments.”

DEAFNESSDEAFNESS

HEARING IMPAIRMENTHEARING IMPAIRMENT

Questions?Questions?

DEVELOPMENTAL DELAYDEVELOPMENTAL DELAY

Evaluation ProceduresEvaluation Procedures 2. b. Continued eligibility as Developmental Delay after the child's seventh 2. b. Continued eligibility as Developmental Delay after the child's seventh

birthday shall be determined through an appropriate multi-measure birthday shall be determined through an appropriate multi-measure diagnostic procedure, which includes a comprehensive psycho-educational diagnostic procedure, which includes a comprehensive psycho-educational assessment.assessment.

Notes and GuidanceNotes and Guidance—Whether a student is receiving an initial evaluation —Whether a student is receiving an initial evaluation or is evaluated as part of reevaluation, all disability standards for the or is evaluated as part of reevaluation, all disability standards for the suspected disability must be met when s/he receives a ‘comprehensive suspected disability must be met when s/he receives a ‘comprehensive psycho-educational assessment’’.psycho-educational assessment’’.

When a student with DD is suspected to have a SLD, the assessment must When a student with DD is suspected to have a SLD, the assessment must include the first 8 standards required to identify students with SLDsinclude the first 8 standards required to identify students with SLDs. For this . For this purpose, the purpose, the Section III-Reading Instruction Intervention WorksheetsSection III-Reading Instruction Intervention Worksheets and and Section III-Math Instruction Intervention WorksheetsSection III-Math Instruction Intervention Worksheets included in the included in the Reevaluation Summary ReportReevaluation Summary Report should be used to monitor, collect data and should be used to monitor, collect data and document the student’s progress with interventions provided for this document the student’s progress with interventions provided for this evaluation. evaluation.

EMOTIONAL DISTURBANCEEMOTIONAL DISTURBANCE

Evaluation StandardsEvaluation Standards 2. b. The term may include other mental health diagnoses. The term does 2. b. The term may include other mental health diagnoses. The term does

not apply to children who are socially maladjusted, unless it is determined not apply to children who are socially maladjusted, unless it is determined that they have an Emotional Disturbance. that they have an Emotional Disturbance.

Notes and GuidanceNotes and Guidance—If a student has the mental health diagnosis of —If a student has the mental health diagnosis of Bipolar Disorder and meets the disability eligibility standards for EMD, that Bipolar Disorder and meets the disability eligibility standards for EMD, that student must be determined eligible with EMD.student must be determined eligible with EMD.

However, if a student with Bipolar Disorder exhibits However, if a student with Bipolar Disorder exhibits only the organizational only the organizational and ADD/ADHD characteristics of the disability IN SCHOOLand ADD/ADHD characteristics of the disability IN SCHOOL the student the student maymay be eligible with OHI. When this is the case, all evaluation procedures be eligible with OHI. When this is the case, all evaluation procedures for OHI must be followed for Other Health Impairments with ADD/ADHD for OHI must be followed for Other Health Impairments with ADD/ADHD before eligibility can be determined as OHI. Additionally, Bipolar Disorder before eligibility can be determined as OHI. Additionally, Bipolar Disorder should be listed on the should be listed on the Eligibility Report (#3)Eligibility Report (#3) in the space allowed for in the space allowed for “Educationally relevant medical findings, if any.” “Educationally relevant medical findings, if any.”

FUNCTIONAL DELAYFUNCTIONAL DELAY

Notes and Guidance—TCAP General AssessmentsNotes and Guidance—TCAP General Assessments:: Federal reporting guidelines provide for the reporting of scores of students Federal reporting guidelines provide for the reporting of scores of students

identified with IDEA disabilities. Since Functional Delay is a identified with IDEA disabilities. Since Functional Delay is a State DisabilityState Disability, , the TCAP scores of students with FD are not disaggregated and reported the TCAP scores of students with FD are not disaggregated and reported with the SWDs sub-group on statewide general TCAP assessments.with the SWDs sub-group on statewide general TCAP assessments.

Notes and Guidance—TCAP-AltNotes and Guidance—TCAP-Alt:: The TCAP-Alt is an alternate assessment required by law for students with The TCAP-Alt is an alternate assessment required by law for students with

SIGNIFICANT COGNITIVE & ADAPTIVE DISABILITIES.SIGNIFICANT COGNITIVE & ADAPTIVE DISABILITIES.

By definition, students with Functional DelayBy definition, students with Functional Delay (1) do not have a significant adaptive disability – that is, do not meet the (1) do not have a significant adaptive disability – that is, do not meet the

TCAP-Alt Participation Guidelines, andTCAP-Alt Participation Guidelines, and (2) are not students identified with an IDEA disability.(2) are not students identified with an IDEA disability. Students with Functional Delay may not participate in the TCAP-AltStudents with Functional Delay may not participate in the TCAP-Alt. If the . If the

FD student participates in the TCAP-Alt, his/her Annual Yearly Progress FD student participates in the TCAP-Alt, his/her Annual Yearly Progress (AYP) and Participation is reported as ‘Below Proficient’ and Non-(AYP) and Participation is reported as ‘Below Proficient’ and Non-Participant. The only statewide assessment option for students with Participant. The only statewide assessment option for students with Functional Delay is the regular TCAP with accommodations as allowed for Functional Delay is the regular TCAP with accommodations as allowed for all students with an IEP.all students with an IEP.

INTELLECTUAL GIFTEDNESSINTELLECTUAL GIFTEDNESS

1. Definition1. Definition “ “Intellectually Gifted” means a child whose intellectual abilities and Intellectually Gifted” means a child whose intellectual abilities and

potential for achievement are so outstanding that the child’s educational potential for achievement are so outstanding that the child’s educational performance is adversely affected.performance is adversely affected.

2.c. Eligibility Standards2.c. Eligibility Standards “ “Adverse affect” means the general curriculum alone is inadequate to Adverse affect” means the general curriculum alone is inadequate to

appropriately meet the student’s educational needs.appropriately meet the student’s educational needs. 3.Evaluation Procedures3.Evaluation Procedures (1) systematic to include at least one grade level screening and (1) systematic to include at least one grade level screening and

opportunities for individual screening in grades K-12opportunities for individual screening in grades K-12 (5) “assessment and documentation of how the child's Intellectual (5) “assessment and documentation of how the child's Intellectual

Giftedness adversely affects educational performance in the general Giftedness adversely affects educational performance in the general education curriculum or learning environment.”education curriculum or learning environment.”

Notes and GuidanceNotes and Guidance—‘Adverse impact' is part of the assessment. —‘Adverse impact' is part of the assessment. Eligibility is determined by the IEP Team after the assessment has been Eligibility is determined by the IEP Team after the assessment has been completed. (Refer to the completed. (Refer to the Eligibility ReportEligibility Report))Systematic screening, data collection, reduction of disproportionality, Systematic screening, data collection, reduction of disproportionality, equitable assessment methods and gifted identification for all students, equitable assessment methods and gifted identification for all students, regardless of learning opportunities were benchmarks of the regardless of learning opportunities were benchmarks of the OCR OCR Resolution AgreementResolution Agreement. Statewide, there have been significant . Statewide, there have been significant improvements; however there are still several goals that have not been met. improvements; however there are still several goals that have not been met.

MENTAL RETARDATIONMENTAL RETARDATION

1. Definition1. Definition Mental Retardation is characterized by significantly impaired intellectual Mental Retardation is characterized by significantly impaired intellectual

functioning existing concurrently with deficits in adaptive behavior and functioning existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affect a child’s manifested during the developmental period that adversely affect a child’s educational performance.educational performance.

2.a. Eligibility Standards2.a. Eligibility Standards (1) significantly impaired intellectual functioning, which is two or more (1) significantly impaired intellectual functioning, which is two or more

standard deviations below the meanstandard deviations below the mean (2) significantly impaired adaptive behavior in the home or community(2) significantly impaired adaptive behavior in the home or community (4) Assessments and interpretation of evaluation results …take into (4) Assessments and interpretation of evaluation results …take into

account factors account factors that may affect test performancethat may affect test performance, including limited English , including limited English proficiency, cultural, medical, environmental/economic, communication, proficiency, cultural, medical, environmental/economic, communication, sensory, motor…sensory, motor…


Notes and GuidanceNotes and Guidance

o Trisomy 21 Down Syndrome: There is a wide range of mental Trisomy 21 Down Syndrome: There is a wide range of mental retardation and developmental delay noted among children with retardation and developmental delay noted among children with Down syndrome. Children with Down Syndrome tend to have a Down syndrome. Children with Down Syndrome tend to have a lower than average cognitive ability, often ranging from mild to lower than average cognitive ability, often ranging from mild to moderate mental retardation. moderate mental retardation.

o Mosaic Down Syndrome: Studies have shown that individuals with Mosaic Down Syndrome: Studies have shown that individuals with mosaic Down syndrome, on average have IQ scores that are 10-30 mosaic Down syndrome, on average have IQ scores that are 10-30 points higher than individuals with Trisomy 21. Their scores are points higher than individuals with Trisomy 21. Their scores are thought to be higher because the presence of the cells with 46 thought to be higher because the presence of the cells with 46 chromosomes modify the effects of the cells with 47 chromosomes. chromosomes modify the effects of the cells with 47 chromosomes.

o Fragile X: Fragile X Syndrome (FXS) is the most common cause of Fragile X: Fragile X Syndrome (FXS) is the most common cause of inherited mental impairment—although FXS can range from learning inherited mental impairment—although FXS can range from learning disabilities to mental retardation. Fragile X Syndrome is the most disabilities to mental retardation. Fragile X Syndrome is the most common common known causeknown cause of autism or "autistic-like" behaviors and of autism or "autistic-like" behaviors and symptoms and it can also include characteristic physical and symptoms and it can also include characteristic physical and behavioral features and delays in speech and language behavioral features and delays in speech and language development. development.


Notes and GuidanceNotes and Guidance—continued—continued

For programming, as well as evaluation purposes—children with For programming, as well as evaluation purposes—children with trilogy 21 Down Syndrome, mosaic Down Syndrome and Fragile X trilogy 21 Down Syndrome, mosaic Down Syndrome and Fragile X Syndrome should receive a comprehensive assessment.Syndrome should receive a comprehensive assessment.

Triology 21 and mosaic Down Syndrome require an Triology 21 and mosaic Down Syndrome require an individual,individual, standardized assessmentstandardized assessment of IQ/Cognition and adaptive behavior. of IQ/Cognition and adaptive behavior.

Mosaic Down Syndrome may need addition assessment in other Mosaic Down Syndrome may need addition assessment in other areas, as based on interpretation of test results.areas, as based on interpretation of test results.

Children with Fragile X should be assessed with a comprehensive Children with Fragile X should be assessed with a comprehensive cognitive and adaptive assessment, as well as behavioral ratings for cognitive and adaptive assessment, as well as behavioral ratings for possible autism; academic achievement for possible learning possible autism; academic achievement for possible learning disabilities; and, language evaluation for possible language deficits disabilities; and, language evaluation for possible language deficits or impairment.or impairment.

OTHER HEALTH IMPAIRMENTSOTHER HEALTH IMPAIRMENTS

1. Definition1. Definition … …limited strength, vitality or alertness, including a heightened alertness limited strength, vitality or alertness, including a heightened alertness

to environmental stimuli, that results in limited alertness with respect to the to environmental stimuli, that results in limited alertness with respect to the educational environment, that is due to chronic or acute health problems educational environment, that is due to chronic or acute health problems such as…Tourette’s Syndromesuch as…Tourette’s Syndrome

Eligibility StandardsEligibility Standards 2.a.2.a.(1) impaired organizational or work skills, (2) inability to manage or (1) impaired organizational or work skills, (2) inability to manage or

complete tasks, (3) difficulty interacting with others, (4) excessive health complete tasks, (3) difficulty interacting with others, (4) excessive health related absenteeism, (5) medications that affect cognitive functioningrelated absenteeism, (5) medications that affect cognitive functioning

3.a.3.a.(2)(2) a comprehensive developmental or educational assessment that a comprehensive developmental or educational assessment that indicates how Other Health Impairment affects the student’s educational indicates how Other Health Impairment affects the student’s educational performance and documents at least one of the following deficit skillsperformance and documents at least one of the following deficit skills

OTHER HEALTH IMPAIRMENTSOTHER HEALTH IMPAIRMENTS

Notes and GuidanceNotes and Guidance

The Definition and Standards for OHI ARE CLEAR & STATE that OHI is The Definition and Standards for OHI ARE CLEAR & STATE that OHI is due to due to ‘chronic or acute health problems’‘chronic or acute health problems’ which limit strength, vitality or which limit strength, vitality or alertness in the educational environment.alertness in the educational environment.

Other Health Impairment does not include – by definition - Other Health Impairment does not include – by definition - disabilitiesdisabilities or or disordersdisorders that do not meet these standards. This includes: that do not meet these standards. This includes:

(1) Bipolar Disorder (see (1) Bipolar Disorder (see EMD Notes and GuidanceEMD Notes and Guidance),), (2) Trisomy 21(2) Trisomy 21 (3) Mosaic Down Syndrome (see (3) Mosaic Down Syndrome (see MR Notes and GuidanceMR Notes and Guidance) ) (4) Fragile X (see (4) Fragile X (see MR Notes and Guidance)MR Notes and Guidance) . .

Components of the Components of the ‘comprehensive developmental or educational ‘comprehensive developmental or educational assessment’ [Eligibility Standard 3.a.(2)]assessment’ [Eligibility Standard 3.a.(2)] are determined by the assessment are determined by the assessment team. The disability eligibility standards for OHI team. The disability eligibility standards for OHI do not requiredo not require individualindividual standardizedstandardized tests or assessments. tests or assessments.

MULTIPLE DISABILITIESMULTIPLE DISABILITIES

1. Definition1. Definition Multiple Disabilities means concomitant impairments (such as Mental Multiple Disabilities means concomitant impairments (such as Mental

Retardation-Deafness, Mental Retardation-Orthopedic Impairment), the Retardation-Deafness, Mental Retardation-Orthopedic Impairment), the combination of which causes such severe educational needs that they combination of which causes such severe educational needs that they cannot be accommodated by addressing only one of the impairments. The cannot be accommodated by addressing only one of the impairments. The term does not include Deaf-Blindness.term does not include Deaf-Blindness.

Notes and GuidanceNotes and Guidance—A student does not meet the criteria for Multiple —A student does not meet the criteria for Multiple Disabilities with 2 or more disabilities that require similar educational Disabilities with 2 or more disabilities that require similar educational programs. Generally, students have MD when there is an academic or programs. Generally, students have MD when there is an academic or cognitive disability such as MR, SLD, or SLI in combination with a sensory cognitive disability such as MR, SLD, or SLI in combination with a sensory or motor disability such as OI, D, or VI. These disabilities require Special or motor disability such as OI, D, or VI. These disabilities require Special Education services with significantly different programming. See Deaf-Education services with significantly different programming. See Deaf-Blindness for guidance on D-B.Blindness for guidance on D-B.

ORTHOPEDIC IMPAIRMENTORTHOPEDIC IMPAIRMENT


SPECIFIC LEARNING DISABILITIESSPECIFIC LEARNING DISABILITIES

Eligibility StandardsEligibility Standards 2.2.(1)(a) data that demonstrate that prior to, or as a part of, the referral (1)(a) data that demonstrate that prior to, or as a part of, the referral

process, the child was provided appropriate, scientifically-validated process, the child was provided appropriate, scientifically-validated instruction in regular education settings, delivered by appropriately-trained instruction in regular education settings, delivered by appropriately-trained personnelpersonnel

2.2.(1)(b) progress monitoring data (data-based documentation of repeated (1)(b) progress monitoring data (data-based documentation of repeated assessments of achievement at frequent intervals), and provided to the assessments of achievement at frequent intervals), and provided to the child’s parents which reflect formal assessment of student progress during child’s parents which reflect formal assessment of student progress during instructioninstruction Notes and GuidanceNotes and Guidance—The first 8 standards for SLDs require appropriate —The first 8 standards for SLDs require appropriate instructional interventions, progress monitoring and data collection and instructional interventions, progress monitoring and data collection and documentation. The documentation. The Reading Instruction Worksheets: Interventions Prior to ReferralReading Instruction Worksheets: Interventions Prior to Referral, , Math Instruction Worksheets-Interventions Prior to ReferralMath Instruction Worksheets-Interventions Prior to Referral and the and the Student Support and Interventions Team Referral for Comprehensive EvaluStudent Support and Interventions Team Referral for Comprehensive Evaluationation on the Special Education Assessment web page have been developed as on the Special Education Assessment web page have been developed as tools which may be used for initial assessment of SLDs.tools which may be used for initial assessment of SLDs.

SPEECH AND LANGUAGE IMPAIRMENSPEECH AND LANGUAGE IMPAIRMENTSTS


TRAUMATIC BRAIN INJURYTRAUMATIC BRAIN INJURY


VISUAL IMPAIRMENTVISUAL IMPAIRMENT


REEVALUATION SUMMARYREEVALUATION SUMMARYREPORT JAN-FEB 2009 REPORT JAN-FEB 2009

UPDATEDUPDATED

INSTRUCTIONSINSTRUCTIONS

ALWAYS—ALWAYS--ALWAYS ALWAYS—ALWAYS--ALWAYS

FIRSTFIRST CONDUCT THE CONDUCT THE REEVALUATION SUMMARY REVIEW & REEVALUATION SUMMARY REVIEW & DETERMINE NEXT STEPS WITH THE DETERMINE NEXT STEPS WITH THE IEP TEAM.IEP TEAM.

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EVALUATION, REEVALUATION