Chapter 3: Referrals and Evaluations

Evaluation Procedures

In performing evaluations, a school must follow these procedures:

• Use qualified personnel;
• Use a variety of assessment tools and strategies;
• Use information provided by parents;
• Use information related to involvement and progress in the general curriculum;
• Use technically sound instruments;
• Use more than a single procedure as the sole basis for determination; and
• Use information from a classroom observation.

 

“Any initial evaluation or reevaluation of a student shall include an observation of the student’s educational performance in the regular classroom setting or other area as identified by the PET or administrative unit by an evaluator other than the student’s regular teacher. The student observation shall compare the student’s educational performance with other students of comparable age and identify those issues that are adversely affecting the student’s ability to benefit from the regular education program. In the case of a student of less than school age, out of school or not in a regular education placement, the observation shall be made in a chronologically age-appropriate environment.” (MSER, Chapter 101, Section 9.6, p. 45)

In some cases, the PET may decide that no additional information is needed to determine the student's initial or continued eligibility for special education. The PET might feel that there is enough information already on file, which might include information provided by you from evaluations you contracted for prior to the PET. You should note that it is your choice as to whether or not you wish to share such information.

If you disagree with the PET's decision not to conduct any further evaluations, or you disagree with the results of the evaluation completed by the school, you have the right to request an Independent Educational Evaluation (IEE).

As a parent you are entitled to receive a copy of the evaluation report (or any other reports) in a reasonable time prior to the PET at which these will be discussed.

Be sure to review the evaluation(s) results before you attend the PET meeting. Reading reports that are written in professional language and that highlight your child's limitations can be difficult. Try to schedule a meeting with the evaluator to discuss their findings before the PET meeting. Make sure that the information in the report is explained to everyone at the PET meeting. Ask questions about anything you do not understand. Keep asking for explanations until you understand and are able to be an equal participant in the decisions that might stem from the report results.

It is Important to Remember

• Written parental consent is required before initial evaluation(s) related to the identified area of concern can be performed.
• Parental consent is not required for additional evaluations related to the identified area of concern; however, parents must be notified prior to and informed of the results of any evaluations performed.
• Parental consent is required for what are referred to as reevaluations, commonly used to determine a child's continued eligibility for special education. These formal evaluations are generally performed every 3 years but are not limited to that time frame.
• Information from a variety of sources must be considered as part of the evaluation.
• Any member of the PET may request an evaluation at any time, as needed.
• If you disagree with the results of the school's evaluation, you have the right to obtain an IEE.
• The evaluation becomes part of the educational record and all requirements of Family Education Rights & Privacy Act (FERPA) apply.
• Parents should keep copies of all evaluation results in their child's Homefile.
• Members of the PET should review evaluation results before a PET meeting.

 

What Other Parents Have Found Helpful Dealing With Evaluations... Understand your rights before signing for initial evaluations. Understand what tests will be used and what information will be gained from each test. Prepare your child for testing by telling them why they are being tested. For example, "They are testing you to find out more about how you learn. This will help them teach you in a way that will help you learn better."

 

What Has Worked For Me As A Teacher. . . In addition to making sure parents understand the referral and testing process; and because I work with older students, I also spend time making sure students understand the purpose of testing, and with parental approval, I discuss what test results mean (how learning is impacted).