rating scales work samples RTI2 progress monitoring data, if appropriate FBA/BIP or behavior contracts present levels of performance pre-vocational checklists transitional checklists/questionnaires/interviews vocational checklists/questionnaires/interviews relevant quantitative/qualitative data A licensed medical provider: medical assessment diagnosis (as indicated above in evaluation procedures) prognosis (if provided or available) medical reports/records consultative information/data A school psychologist, senior psychological examiner, clinical or counseling psychologist, or psychological examiner (under the direct supervision of a licensed psychologist): direct assessment school record review review of outside providers’ input observations in multiple settings with peer comparisons interviews rating scales relevant quantitative/qualitative data Other professional personnel as indicated (e.g., occupational therapist, speech language pathologist): direct assessment functional behavior assessments/behavior intervention plans rating scales observations in multiple settings with peer comparisons other relevant quantitative/ qualitative data Components of Evaluation Report The following are recommended components of an evaluation. The outline is not to be exhaustive, but is an example guide to use when writing evaluation results. reason for referral current/presenting concerns previous evaluations, findings, recommendations (e.g., school-based & outside providers) school history (e.g., attendance, grades, state-wide achievement, disciplinary/conduct info, BIP) relevant developmental and background history assessment instruments/procedures (e.g., test names, dates of evaluations, observations, and interviews, consultations with specialists) RTI/progress monitoring
rating scales work samples RTI2 progress monitoring data, if appropriate FBA/BIP or behavior contracts present levels of performance pre-vocational checklists transitional checklists/questionnaires/interviews vocational checklists/questionnaires/interviews relevant quantitative/qualitative data A licensed medical provider: medical assessment diagnosis (as indicated above in evaluation procedures) prognosis (if provided or available) medical reports/records consultative information/data A school psychologist, senior psychological examiner, clinical or counseling psychologist, or psychological examiner (under the direct supervision of a licensed psychologist): direct assessment school record review review of outside providers’ input observations in multiple settings with peer comparisons interviews rating scales relevant quantitative/qualitative data Other professional personnel as indicated (e.g., occupational therapist, speech language pathologist): direct assessment functional behavior assessments/behavior intervention plans rating scales observations in multiple settings with peer comparisons other relevant quantitative/ qualitative data Components of Evaluation Report The following are recommended components of an evaluation. The outline is not to be exhaustive, but is an example guide to use when writing evaluation results. reason for referral current/presenting concerns previous evaluations, findings, recommendations (e.g., school-based & outside providers) school history (e.g., attendance, grades, state-wide achievement, disciplinary/conduct info, BIP) relevant developmental and background history assessment instruments/procedures (e.g., test names, dates of evaluations, observations, and interviews, consultations with specialists) RTI/progress monitoring
se_other_health_impairment_evaluation_guidance.docx