reports received from another school or private provider include content that reflects the educational needs and provides information about an observation and needs for specially designed instruction, for re-evaluation, a student who was previously found eligible and has multiple, previous evaluations on file, or a student who moves into a school division from another state, and the parents share observations and reports from previous eligibility determinations, and the committee determines that no additional information is necessary. Table 2. Sources and Examples of Existing Data Developmental and social history Parents Parent perception of the student’s possible disability Information about the student’s learning and any behavioral issues Parent input on the student’s educational experiences and motivation Copies of outside evaluations and reports Assessment results (Standards of Learning, Phonological Awareness and Literacy Screening, etc.) Universal screening or progress monitoring data using a Response to Intervention (RtI) process Student Record Record review (attendance, report cards, etc.) Discipline reports Medical/health records Developmental assessments for young children Formal observations conducted to gather information about a student’s response to instructional strategies and the learning environment Observations Informal observations by teachers and staff working with the student There are many pieces of information that the team should consider when reviewing existing data. Common examples of existing data that teams may review are provided in Table 2. Parent input may be gathered through interviews, questionnaires, or during meetings. Information provided by parents should be documented and included in the summary of the review of existing data.
reports received from another school or private provider include content that reflects the educational needs and provides information about an observation and needs for specially designed instruction, for re-evaluation, a student who was previously found eligible and has multiple, previous evaluations on file, or a student who moves into a school division from another state, and the parents share observations and reports from previous eligibility determinations, and the committee determines that no additional information is necessary. Table 2. Sources and Examples of Existing Data Parents Developmental and social history Parent perception of the student’s possible disability Information about the student’s learning and any behavioral issues Parent input on the student’s educational experiences and motivation Copies of outside evaluations and reports Student Record Assessment results (Standards of Learning, Phonological Awareness and Literacy Screening, etc.) Universal screening or progress monitoring data using a Response to Intervention (RtI) process Record review (attendance, report cards, etc.) Discipline reports Medical/health records Developmental assessments for young children Observations Formal observations conducted to gather information about a student’s response to instructional strategies and the learning environment Informal observations by teachers and staff working with the student There are many pieces of information that the team should consider when reviewing existing data. Common examples of existing data that teams may review are provided in Table 2. Parent input may be gathered through interviews, questionnaires, or during meetings. Information provided by parents should be documented and included in the summary of the review of existing data.
guidance_evaluation_eligibility.docx