eval

IDEA '97 Highlights, Goals, Objectives, Documentation of Results and Deadlines

Evaluation-Reevaluation-Eligibility

Idea '97 Highlights

Emphasizes the use of evaluations to determine educational needs and enable involvement and progress in the general curriculum
If parents refuse consent for evaluation, agency may pursue evaluation via mediation and due process
Parents must be included as part of teams that determine needed evaluation data and eligibility
Lack of reading or math skills, limited English cannot be used as a basis for eligibility
Parents must receive procedural safeguards if team decides no additional data are needed to determine continued eligibility
Parents may request assessment to determine continued eligibility

Goal A: Define and streamline the evaluation process and provide information to all school personnel and parents regarding the process.

Branch of Exceptional Education

Education Life Officers/ Special Education Coordinators

Schools

-Establish an evaluation work group to develop training materials

-Develop a model form for written agreements with evaluators

-Clarify that a child can not be determined to be a child with a disability if the determining factor is lack of instruction in reading or math or limited English proficiency

-Disseminate a list of people or agencies who can provide parent training regarding the evaluation process

-Ensure that the model form developed by BEE is used to document agreement with evaluators

Documentation of Results

Branch of Exceptional Education

Education Life Officers/ Special Education Coordinators

Schools

-Work group minutes

-Model for written agreements with evaluators

-Clarification memorandum

Beginning July 1, 1998

-Dissemination list

Beginning August, 1998

-Written agreements with evaluators

Beginning August, 1998

Goal B: Provide inservice on the eligibility determination process.

Branch of Exceptional Education

Education Life Officers/ Special Education Coordinators

Schools

-Produce policy stating that schools will use criteria in the state where they are located if accredited by the State Education Agency or based on standards established in the Consolidated School Reform Plan (CSRP)

-Disseminate information, train, support and monitor

-Identify criteria set by local SEA

-Provide inservice on eligibility determination process, including state criteria

-Implement eligibility requirements

Documentation of Results

Branch of Exceptional Education

Education Life Officers/ Special Education Coordinators

Schools

-Policy statement

Beginning August, 1999

-Training agenda

-Attendance logs

-Monitoring logs

Beginning August, 1999

-Multidisciplinary Team Reports

Beginning December, 1999

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