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Indicator 11 : Child Find and Timely Evaluations

 

Indicator 11: Measures the percentage of initial evaluations completed within 60 calendar days of receiving parental consent. 

Whitehall City Schools Evaluation Process

Initial Evaluation 

  • Timeline
    • 30 Days from suspecting disability to obtaining Parental Consent
    • 60 Days from receipt of Consent to Eligibility Determination meeting
  • Student Intervention Coordinator/School Psychology Assistant completes PR-04 (Referral for Evaluation) when team suspects a disability 
    • PR-04 contains data from specific interventions, and indicates all areas of concern
  • School Psychologist signs receipt of the PR-04
    • School Psychologist/Assistant/SLP conducts phone meeting with parent to go through the Planning Form and gain Consent for Evaluation 
    • School Psychologist/Assistant/SLP provides parent with the Packet for Informed Consent which includes: 
      • Planning Form
      • Prior Written Notice summarizing the reasons for the referral and a description of the possible tests used 
      • copy of the Referral for Evaluation
      • Procedural Safeguards
      • Signed Consent Form
  • School Psychologist/Assistant/SLP contacts teacher for signature on Planning Form…this means parental consent has been obtained
  • Once consent is obtained the School Psychologist/Assistant/SLP:
    • Communicates to all team members that consent is obtained
    • School Psychologist/Assistant/SLP distributes surveys, checklists, rating scales, etc, for student’s teachers to obtain input on classroom performance
    • Psychologist or Psychology Assistant observes student
    • Team members conduct and score testing and write up interpretations
    • Cumulative folder and relevant records are reviewed for inclusion in ETR
  • The ETR:
    • All areas related to suspected disability identified on planning form addressed in Part 1 reports
    • Purpose of each area of each assessment summarized in ETR
    • Scores are reported and interpreted in ETR
    • Areas of need are identified by person completing the Part 1 (including Classroom Teacher/Intervention Provider)
    • Implications for instruction and progress monitoring are identified by person completing the Part 1 (including Classroom Teacher/Intervention Provider)
    • Each person completing a Part 1 is responsible for inputting summative information in Part 2, Team Summary 
  • The ETR meeting:
    • Input from all stakeholders
    • Assessment data explanations
    • Determination of Eligibility
  • ***While the expectation is that the draft of the ETR is mostly completed at the eligibility determination meeting, by law, the team has 14 days to lock the ETR and give a copy of the final document to the parent. For instance, parental input is an area that may need to be obtained at the meeting. ***
  • After the meeting:
    • Prior Written Notice summarizing Determination of Eligibility
    • Copies of paperwork to all parties
    • Procedural Safeguards given to parent with copy of the ETR


Re-evaluation

  • Once per month, team members meet briefly over Google Meet to go through the list of upcoming re-evaluations due over the next two months
    • The Reevaluation Pre-Planning Form for IEP Team responses will be reviewed 
    • Team will open and complete their portion of the Planning Form within the ETR at this meeting
    • School Psychology Assistant will do the planning meeting and obtain consent with the parent (until we are a little more ahead, Letitia and Anna will help with this as well, then can hand it over entirely to Amy) 
      • School Psychology Assistant/SLP provides parent with the Packet for Informed Consent which includes: 
        • Planning Form
        • Prior Written Notice summarizing the reasons for the referral and a description of the possible tests used 
        • copy of the Referral for Evaluation
        • Procedural Safeguards
        • Signed Consent Form
      • Once consent is obtained the School Psychologist/Assistant/SLP:
        • Communicates to all team members that consent is obtained
        • School Psychologist/Assistant/SLP distributes surveys, checklists, rating scales, etc, for student’s teachers to obtain input on classroom performance
        • Psychologist or Psychology Assistant observes student
        • Team members conduct and score testing and write up interpretations
      • Part 1 for Intervention Specialists
        • Include progress on all current goals and detailed information about classroom performance- this information is what informs IEP goals to a much greater degree than IQ or Achievement scores 
        • Areas of need are identified by Intervention Specialist completing the Part 1 
        • Implications for instruction and progress monitoring are identified by the Intervention Specialist completing the Part 1 
        • Each person completing a Part 1 is responsible for inputting summative information in Part 2, Team Summary 
    • ***While the expectation is that the draft of the ETR is mostly completed at the eligibility determination meeting, by law, the team has 14 days to lock the ETR and give a copy of final document to the parent. For instance, parental input is an area that may need to be obtained at the meeting. ***
    • After the meeting:
      • Prior Written Notice summarizing Determination of Eligibility
      • Copies of paperwork to all parties

 

After Eligibility Determination

  • School Psychologist/Assistant/SLP sends completed packet to the Special Education Administrative Assistant. This includes:
    • Evaluation Team Report
    • EMIS Form
    • Invitation
    • Attempts to Obtain Parental Participation
    • Prior Written Notice
  • Special Education Administrative Assistant inputs key fields into the Student Information System (SIS)
  • District Data/EMIS Coordinator runs a special education error report each month and shares this with the Special Education Administrative Assistant who corrects any data input errors