related service needs, whether or not the needs are commonly linked to a particular disability category. Areas of evaluation should include, if appropriate, health, vision, hearing, social skills, emotional status, general intelligence, academic performance, communication skills, and motor abilities. WSSB’s Director of Education and/or his/her designee shall select the members of the evaluation group. Members selected must be knowledgeable about the student and the areas of his or her suspected disabilities. Qualifications of a group member include having the appropriate professional license or certification, and may include outside practitioners when necessary. If the student requires a medical evaluation in order to determine eligibility, WSSB will coordinate with the parents to arrange for the evaluation at WSSB expense or through the use of public or private insurance if the parent consents to allow the district to use the insurance. When WSSB suspects the student may have a learning disability, the evaluation group will also include the parent and the general education teacher or, if the student does not have such a teacher, someone qualified to teach a student of that age. The evaluation group shall use a variety of methods, tools, and strategies designed to gather relevant functional and developmental information. The evaluation does not rely on one source or procedure as the sole criterion for determination and should include: Review of existing data; Relevant functional and developmental information; Information from parents; Information from other providers; Information related to enabling access to and progress within the general education curriculum and assisting in determining whether there is a disability and the content of the IEP; Current classroom-based evaluations, using criterion-referenced and curriculum-based methods, anecdotal records, and observations; Teacher and related service providers’ observations; Testing and evaluation materials, which may include medical or other evaluations when necessary. Evaluation Report Each person conducting an assessment of the student will specify the procedures and instruments used and their results and the significance of findings related to the student’s instructional program, including a specification of the factors interfering with performance and the special education and related services needed. The evaluation group will determine who is most appropriate to develop the evaluation report reflecting the evaluation information. This will be completed before the conclusion of the evaluation period and will, at a minimum: Identify the disability which requires special education and related services, if a disability exists;
related service needs, whether or not the needs are commonly linked to a particular disability category. Areas of evaluation should include, if appropriate, health, vision, hearing, social skills, emotional status, general intelligence, academic performance, communication skills, and motor abilities. WSSB’s Director of Education and/or his/her designee shall select the members of the evaluation group. Members selected must be knowledgeable about the student and the areas of his or her suspected disabilities. Qualifications of a group member include having the appropriate professional license or certification, and may include outside practitioners when necessary. If the student requires a medical evaluation in order to determine eligibility, WSSB will coordinate with the parents to arrange for the evaluation at WSSB expense or through the use of public or private insurance if the parent consents to allow the district to use the insurance. When WSSB suspects the student may have a learning disability, the evaluation group will also include the parent and the general education teacher or, if the student does not have such a teacher, someone qualified to teach a student of that age. The evaluation group shall use a variety of methods, tools, and strategies designed to gather relevant functional and developmental information. The evaluation does not rely on one source or procedure as the sole criterion for determination and should include: Review of existing data; Relevant functional and developmental information; Information from parents; Information from other providers; Information related to enabling access to and progress within the general education curriculum and assisting in determining whether there is a disability and the content of the IEP; Current classroom-based evaluations, using criterion-referenced and curriculum-based methods, anecdotal records, and observations; Teacher and related service providers’ observations; Testing and evaluation materials, which may include medical or other evaluations when necessary. Evaluation Report Each person conducting an assessment of the student will specify the procedures and instruments used and their results and the significance of findings related to the student’s instructional program, including a specification of the factors interfering with performance and the special education and related services needed. The evaluation group will determine who is most appropriate to develop the evaluation report reflecting the evaluation information. This will be completed before the conclusion of the evaluation period and will, at a minimum: Identify the disability which requires special education and related services, if a disability exists;
Special-Education-policy.docx