Determination of Need for Additional Data
To: Parents/Teachers
From: Christine Kuhar, School Psychologist
(776-4258)
Karen Scull, Assistant to the Superintendent
for Special Education
Date:
Subject: Upcoming
Reevaluation for (Student’s Name)
PLEASE
NOTE: THIS IS A
HIGH PRIORITY DOCUMENT AND NEEDS TO BE COMPLETED AND RETURNED TO THE OFFICE
OF STUDENT SERVICES NO LATER THAN .
Dear Parent and other IEP Team Members:
Within the next few months, a routine reevaluation will be
due on the above named student.
According to Federal regulations, the IEP team must review existing
evaluation data and identify what additional data, if any, are needed in order
to complete the reevaluation. The
evaluation data should help the team determine 1) the category of disability,
2) present levels of performance and needs, 3) continued need for special
education and/or related services, 4) additions or modifications to existing
special education and/or related services.
You are a member of the evaluation and educational team.
As an IEP team member you are mandated by federal and state
law to review existing evaluation data, that includes the following
information: most recent CER or ER, present levels of functioning as outlined
in most recent IEP, progress towards the goals and objectives on the IEP and in
the general curriculum, observations, class performance and assessments, progress
on behavior support and/or other treatment plans, review of specially designed
instruction, adaptations and modifications, and/or involvement with related
services that are needed in order to enable the student to meet goals and
participate as appropriate in the general curriculum, and any other information
brought before the team, such as information or evaluations from the
parents.
For Parents:
The school routinely sends copies of all documents home for
your records. If you are missing any of
these documents, have questions or concerns, or have new evaluation data or
other information to share with the IEP team, please contact the Office of Student
Services immediately. Please be aware
that, as a parent, you have the right to request an assessment to determine
whether your child continues to be a child with a disability.
For School Personnel: Evaluation data can be found in the
student’s cumulative special education folder located in the Office of Student
Services or with the student’s current special education teacher. If you have additional concerns or
information that needs to be shared with the IEP team, please contact the
Office of Student Services immediately.
Date Received by the Office of Student Services
_____________
DIRECTIONS FOR TEAM MEMBERS:
Please take a moment to review the existing evaluation data
and reflect on your knowledge of this child.
Given the upcoming evaluation and on the basis of your review, choose an
option below. Please ask yourself: Is the information reviewed adequate or is more information needed
in order to appropriately plan educationally for this student?
___ No additional data is required.
If the IEP team
agrees that no additional data is needed, the team must decide, based on
the existing data, if the student continues to be eligible for and in need of
special education or if the student is no longer eligible for or in need of
special education. If a student is
eligible and in need, the IEP team will develop a new educational program and a
Notice of Recommended Educational Placement (NOREP) will be completed and
issued to parents. If the student is
found not to be eligible for or in need of services, a Notice of Recommended
Educational Placement (NOREP) will be completed and issued to parents.
·
Based on
your review of the evaluation data, do you believe that the student continues
to demonstrate the characteristics of a person with a disability? ___
YES ___NO
·
If YES, do
you believe that the student continues to be in need of specially designed
instruction? ___YES ___NO
___ Additional data is required.
If the IEP team agrees that additional data is needed,
a Permission to Reevaluate will be issued to the parents, the requested
evaluations will be conducted with results outlined in an Evaluation
Report. Determination of continued
eligibility for and need of special education will be made, an IEP developed if
necessary, and a Notice of Recommended Educational
Placement (NOREP) will be completed and issued to parents.
(If this option is checked,
please answer the following:)
1. What types of additional data* do you feel
are needed?
* If needed please refer to the enclosed list for
descriptions of types of assessments that could be utilized or visit our
website at ridgwayareaschool district.com for more information.
2.
How would
the new information be helpful in planning for the student’s educational
program?
Please Note: Reevaluations will occur every three years
in most cases unless otherwise requested (students with mental retardation will
be reevaluated every two years).
_______________________________________ ____________________
Name Date
Evaluation procedures
to be utilized in assessing these areas of functioning are explained on this
form. Qualified professionals will
conduct evaluation procedures to provide a multidisciplinary assessment of your
child’s educational needs. If you have
further questions regarding these evaluation procedures, please contact Mrs. Christine Kuhar, School Psychologist,
at 776-4258.
HEALTH/MEDICAL: Health and medical history, compiled by
persons in the medical profession, information about child’s health and medical
status or medical diagnostic evaluation that has been used to determine a
medically-related disability. The
school district can then assess how the disability impacts educational
progress.
VISION: Assessment
of visual acuity, field of vision, and vision functioning, conducted by an eye
specialist, in order to determine a vision-related disability. Further assessments can then be conducted by
the school district to determine how the disability impacts educational
progress.
HEARING: Assessment of hearing functioning and extent of hearing
impairment, conducted by a hearing specialist, in order to determine a
hearing-related disability. Further
assessments can then be conducted by the school district to determine how the
disability impacts educational progress.
MOTOR: Assessment
of gross and/or fine motor skills and abilities in relation to educational
needs, conducted with a current doctor’s order
COMMUNICATION/LANGUAGE:
Speech skills (including articulation, voice, fluency, and
oral-motor) and/or receptive and expressive language skills and abilities
(including phonology, morphology, syntax, semantics, and pragmatics)
ACADEMIC/ACHIEVEMENT:
Procedures and tests to measure academic achievement in such
areas as basic reading skills, reading comprehension, math reasoning, math
calculation, spelling, written language and expression, oral expression, and
listening comprehension skills. Areas
could be specific to a skill (i.e.: reading only, math only) or conducted as an
entire battery.
INTELLECTUAL/COGNITIVE:
Individually administered assessment of child’s ability to
learn, including overall mental ability and cognitive functioning
VISUAL/MOTOR: Child’s
ability to perceive and process information using visual-motor and visual
perceptual skills.
SOCIAL/EMOTIONAL AND/OR FUNCTIONAL BEHAVIORAL
ASSESSMENT: Information
collected and assessments of the child’s social skills, emotional status,
and/or functional behavior (may include data collection, rating scales,
behavioral observations, interviews, and personal inventories). It should be noted that there are many
different components of a functional behavioral assessment which could be
utilized depending upon a student’s needs and behavioral history.
ECOLOGICAL ASSESSMENT/ADAPTIVE BEHAVIOR: Assessment of child’s
general ability to perform the skills necessary for everyday living in the home
and school settings
OBSERVATIONS: Observation
of child’s performance and functioning in the classroom and/or other
appropriate settings
VOCATIONAL: Assessment
of vocational interests, aptitudes, and abilities for students 14 and older
during the duration of the current IEP, or younger if deemed appropriate by the
IEP team.
CURRICULUM BASED ASSESSMENT – CBA: Examination of how student is achieving
when assessed using materials from the present curriculum
PSYCHIATRIC EVALUATION: Individual assessment of mental well-being,
conducted by a licensed psychiatrist, utilized when results of a Functional
Behavioral Assessment and/or school based psychological evaluation are
inconclusive and/or when additional data is needed
___ OTHER:
______________________________________________________________