EVALUATION REPORT

Case Manager & PsychResponsibilities

Custer School District – Special Education Department 8-25-15

Evaluation Team: Marsha Leininger and Kathleen Stambaugh

Meet Monday mornings 9:30 – 10:30

SharePoint: (Managed by Kathy)

All evaluation documents (past and present)

Current Evaluation timelines

Child Count with IEP and Eval dates

IEP date calendar

Categorical Areas to be Considered:

Completed by Kathy

Section I.

I. / REASON FOR REFERRAL: (include review of existing data, current parent/teacher concerns, and prior evaluations)

Completed by Case Manager and School Psychologist. This will be a statement regarding the reason the student is being assessed. Teacher and Parent input are essential for this section. If this is a new eval, include a statement as to why the student was referred for assessment. If reassessment, state that this is done every three years to determine continued service is appropriate

Examples:

XXXX was referred as part of the three-year reevaluation requirement for students receiving special education services, and to reassess eligibility.

XXXX was referred for an initial evaluation due to concerns…

Include teacher and parent information that was shared as part of the review of existing data.

Teacher Input:

Parent Input:

BACKGROUND INFORMATION:(Note information about developmental concerns, medical, prior special education services, attendance, standardized tests, etc.)

Current grades in classes, attendance data, behavior/discipline referral data, MAP (district) and Smarter Test (state) test data, and pertinent medical history were all reviewed and utilized as a basis for the proposed evaluation.

Background Information

Completed by Case Manager. Include information from the following:

  • Academic Background
  • Prior Evaluations-Completed by assessment specialist, with assistance of the student’s case manager and/or psychologist. Information obtain from review of existing data and can be found in any previous file--ask special ed office if a file exists if you do not have one. Psych may have information in their file. This should be a brief overview, not a series of scores from previous assessments
  • Prior Special Education Services (when initially evaluated and categorical services received to date)
  • Current grades / Past Grades (if relevant)
  • Smarter Balanced Test Scores
  • Smarter Balanced: These assessments are designed to measure a student's academic performance in reading and math skills as compared to other South Dakota students.
    Student Scores Score to meet standard
    ReadingMath
    Grade *: * (Does Not Meet)* (Does Not Meet)*50
    Grade *: * (Does Not Meet)* (Does Not Meet)*50
  • NWEA or other standardized achievement test scores (unless used for skill based assessment)
  • North West Evaluation Assessment (NWEA) Scores:
    NWEA assessments are designed to target a student’s academic performance in reading, language usage, and math skills.They measure the student’s progress or growth in school.The scale used to measure a child’s progress is called the RIT scale, which is an equal-interval scale.It is used to chart the student’s academic growth from year to year.
    ***'s RIT score Median RIT score for grade
    Reading (Date: , Gr):
    Math (Date: , Gr):
    Language (Date: , Gr):
  • Attendance data (include excused, unexcused, suspensions, tardies)
  • Discipline data
  • If the student has a current Behavior Intervention Plan as part of the IEP, briefly describe the components of the BIP
  • Educational Relevant Medical Findings: Prior relevant medical history or developmental history. Include from past file reviews only as relevant to current evaluation.

DOCUMENTATION OF INTERVENTIONS(initial only):

Completed by Case Manager. If this is an initial assessment two documented strategies, alternative methods, (i.e. interventions) are required to be listed here. If this is a parent request, interventions can be waived, however best practice would suggest that we should get information from the teachers as to what they are doing to assist the student.

Section II.
II. STANDARDIZED ASSESSMENT RESULTS

EVALUATION PROCEDURES, RESULTS AND INTERPRETATION:

Check boxes and assessment table completedby Kathy, Case Mangers, and Evaluators. Cross reference with evaluation plan and PWN to ensure that all areas listed in both the evaluation plan and PWN Consent for Evaluation are included in check boxes.

SUMMARY OF PSYCHOLOGICAL EVALUATION:

INTELLECTUAL/ COGNITIVE FUNCTIONING

This section will be completed by school psychologist.

a. Testing Observations/ Student Interview

Make a statement as to whether the results of the testing should be considered valid, and if not, whether this assessment reflects the daily skills seen by teachers/parents.

b. Test Results:
Tests given and the scores the student achieved.

c. Interpretation of Intellectual/ Cognitive Functioning:
Typically this area will address areas of intellectual strengths and weaknesses, including any processing deficits seen in this part of the assessment. This will be a verbal interpretation of the scores listed above.

d. Summary:

This should be a sentence to describe each assessment tool given, and any standard scores that would indicate area of need, or would be directly used in qualifying criteria. This should not be a lengthy reinterpretation of all the results.

ACHIEVEMENT ASSESSMENT:

This section will be completed by achievement evaluator.

Date:

Administered by:

Test:

Results:

a. Testing Observations
Rapport was easily established with *** and he/she completed all tasks asked of him/her. Therefore, the results of this assessment should be considered a valid estimate of his/her academic skills. (Other observation data).
b. Test Results:
c. Interpretation of achievement tests:

ACHIEVEMENT SKILL BASED ASSESSMENT:

Completed by Case Manager. Determine specific skill based assessments at review of existing data meeting and include in the evaluation plan skill based assessment addendum.Skill based assessment are formative assessments used to support a diagnosed disability. Assessment needed only in areas of suspected disability. At least two measures need to be given for each area of skill based assessment. Consult P&P for complete list of skill based assessment.

Achievement Observation - required for SLD (use SLD observation forms):

This observation is meant to support how the child may qualify for service. The observer needs to be conducted in the area of the suspected disability and document observable impact of the disability on educational performance, thereby assisting the team in identifying student needs.

Additional Skill Based Assessments:

CORE Reading

AimsWeb

NWEA Skills Naviagator

NWEA CPAA

Brigance

Key Math

Lexia

IXL Math

Mastering Math Facts

Classroom Work Samples

Information Processing Interview/Checklists

Teacher/Parent/Student Interview

Informal Checklists

See Technical Assistance Guide for Additional Measures

BEHAVIORAL ASSESSMENT:

SOCIAL/EMOTIONAL/BEHAVIORAL FUNCTIONING --

This section will be completed by school psychologist. Include observations during your assessment. Make a statement as to whether the results of the testing should be considered valid, and if not, whether this assessment reflects the daily skills seen by teachers/parent.

a. Test Results:
Tests given and the scores the student achieved.

b. Interpretation of Emotional/Social/Behavioral Development:
This will be a verbal interpretation of the scores listed above, giving any strengths or weaknesses.

FUNCTIONAL BEHAVIORAL ASSESSMENT

Completed by school psychologist in conjunction with team members. Use protocols from P&P Companion Manual

BEHAVIORAL SKILL BASED ASSESSMENT:

Completed by Case Manager and/or School Psychologist, depending on who completed the various portions of the skill based assessment (determined at review of existing data meeting and included in the evaluation plan). At least two measures need to be given for behavioral skill based assessment, one of which is data based behavioral observations in areas where concerns are present. Consult P&P for complete list of skill based assessment.

Behavior Observations (required):

This observation is meant to support how the child may qualify for service. The observer needs to be conducted in the area of the suspected disability and document observable impact of the disability on educational performance, thereby assisting the team in identifying student needs.

Other Behavior Skill Based Assessments:

Checklists

  • BESS
  • Organizational and Independent Work Skills Checklist
  • Life Skills Rating Scale
  • Social Skills Checklists

Interviews

  • Teacher Input / Interview
  • Parent Interview
  • Parent Interview
  • Social History
  • Student Interview

Item analysis from BASC or other rating scales

Outside Counselor/Agency Information (with release):

III ADDITIONAL ASSESSMENT RESULTS

ADAPTIVE BEHAVIOR:

Standardized testing completed by school psychologist. Skill based section completed by case manager and/ or others that may have information such as general ed teacher, early childhood teacher, or OT.

a. Test Results:
Tests given and the scores the student achieved.

b. Interpretation of Adaptive Behavior Tests:
This will be a verbal interpretation of the scores listed above, giving any strengths or weaknesses

c. Adaptive Behavior Skill Based Assessment

Adaptive Behavior Checklists found in P&P Companion Manual

Battelle Developmental Inventory

SENSORY/MEDICAL STATUS:

This section will be completed by Case Manager. School Psychologist may assist.

Vision Hearing Screening (if included in evaluation plan):
*** was screened on (*date) and found to have vision and hearing within normal limits.

If OHI, include diagnostic information from health care provider regarding the medical health condition.

This section will be completed by Occupational Therapist if sensory integration given:

a. Testing Observations
Make a statement as to whether the results of the testing should be considered valid.

b. Test Results:
Tests given and the scores the student achieved.
c. Interpretation of Sensory Status:
This will be a verbal interpretation of the scores listed above, giving any strengths or weaknesses.

d. Summary:

This should be a sentence to describe each assessment tool given, and any standard scores that would indicate area of need, or would be directly used in qualifying criteria. For OT, this should identify areas of difficulty that could impact their education day and/or learning.

TRANSITION ASSESSMENT:

This section will be completed by transition coordinator.

This area will be addressed by the time the student is in the ninth grade.
a. Testing Observations/ Student Interview
(Examiner/ Interviewer: ; Date: )
Make a statement as to whether the results of the testing should be considered valid.

b. Test Results:
Tests given and the scores the student achieved.

c. Interpretation ofSecondary Transition Areas:
This will be a verbal interpretation of the scores listed above, giving any strengths or weaknesses. Include transition strengths and needs based upon skill-based assessment

SPEECH AND/OR LANGUAGE ASSESSMENT:

This section will be completed by speech and language pathologist.

a. Testing Observations
(Examiner/ Interviewer: ; Date: )
Make a statement as to whether the results of the testing should be considered valid.

b. Test Results:
Tests given and the scores the student achieved.
c. Interpretation of Communicative Status:
This will be a verbal interpretation of the scores listed above, giving any strengths or weaknesses.
This should include any standard scores that would indicate area of need, or would be directly used in qualifying criteria. Include strengths and needs based upon skill-based assessment.

MOTOR FUNCTIONING:

This section will be completed by OT, or PT.

a. Testing Observations/ Student Interview
(Examiner/ Interviewer:; Date: )
Make a statement as to whether the results of the testing should be considered valid.

b. Test Results:
Tests given and the scores the student achieved.

c. Interpretation of Motor Ability:
This will be a verbal interpretation of the scores listed above, giving any strengths or weaknesses.
For OT and PT, this should identify areas of difficulty that could impact their education day and/or learning. All gross motor information should be compiled together. This should not be a lengthy reinterpretation of all the results and should include how this could apply to related services, adaptations and modifications.

Team may consider the following: (support from related service providers, extra time for transitions between activities, modified handwriting assignment, keyboards, extra time for motor planning).

SUMMARY OF STUDENT’S STRENGTHS AND NEEDS / STUDENT’S PRESENT LEVELS OF PERFORMANCE (summary of all skill based assessment results)

Completed byevaluators, case manager and school psychologist. Summary of all skill based assessments listing strengths and needs. This page can be copied into Present Levels of IEP.

READING SKILLS
The student can perform the following skills: No concerns in this area.
The student needs to learn the following skills: No concerns in this area.
WRITTEN EXPRESSION SKILLS
The student can perform the following skills: No concerns in this area.
The student needs to learn the following skills: No concerns in this area.
MATH SKILLS
The student can perform the following skills: No concerns in this area.
The student needs to learn the following skills: No concerns in this area.
LISTENING COMPREHENSION SKILLS
The student can perform the following skills: No concerns in this area.
The student needs to learn the following skills: No concerns in this area.
ORAL EXPRESSION SKILLS
The student can perform the following skills: No concerns in this area.
The student needs to learn the following skills: No concerns in this area.
CLASSROOM SKILLS
The student can perform the following skills: No concerns in this area.
The student needs to learn the following skills: No concerns in this area.
BEHAVIOR SKILLS
The student can perform the following skills: No concerns in this area.
The student needs to learn the following skills: No concerns in this area.
SPEECH/LANGUAGE SKILLS
The student can perform the following skills: No concerns in this area.
The student needs to learn the following skills: No concerns in this area.
ADAPTIVE BEHAVIOR SKILLS
The student can perform the following skills: No concerns in this area.
The student needs to learn the following skills: No concerns in this area.
POST-SECONDARY TRANSITION SKILLS
The student can perform the following skills:
Employment:
Recreation & Leisure:
Home Living:
Community Participation:
Post-Secondary Education:
The student needs to learn the following skills:
Employment:
Recreation & Leisure:
Home Living:
Community Participation:
Post-Secondary Education:

Completed by evaluators including Speech Pathologist, OT, PT and Psychologist:

SUMMARY OF FINDINGS:

CATEGORICAL AREAS (NEEDS) AND RELATED SERVICES TO BE CONSIDERED BY THE MULTI-DISCIPLINARY TEAM:OT, PT, Speech evaluators and School Psychologist must indicate what areas eligibility have been met.

ELIGIBILITY DETERMINATION

Determination of Eligibility/Continuing Eligibility form will be added to the evaluation report. Page breaks between documents are used to denote this is a separate document that is NOT sent home to parents with the evaluation report. Note there is only one signature page at the end of the document that is included for use with ALL categorical disabilities.

Page one (Prong 1 - report of standardized test scores used to determine eligibility) of the Eligibility Determination form will be completed by school psychologist. The remainder of the Eligibility Determination form (including Prong 2 – summary of adverse effects of the disability on student’s educational performance) must be completed and signed by the multi-disciplinary assessment team at the meeting. Additional SLD eligibility determination information may be added by case manager prior to meeting.