Evaluation Report Components
Demographic Info:
Background Info:
Who referred the student, why, and when.
Psych’s results of Parent interview. Developmental history, home life, other
possible concerns of the parent.
Areas of Evaluation:
All areas related to the suspected disability including health, vision, hearing, social
and emotional status, intelligence, academic performance, communication, and
motor functioning were considered. The following areas were identified as needing
evaluation: Academic, intellectual, social and emotional status, vision, hearing, and
health.
Evaluation Procedures:
A group of qualified professionals including….conducted the evaluation using a
variety of assessment tools and strategies that are properly validated.
List of Assessments Administered
Evaluation Results:
Do results indicate need for additional data?
Conclusions to Consider in Determining Eligibility:
Cultural, environmental, economic, and behavioral (CEEB) factors were considered.
CEEB factors are not felt to have a significant impact on evaluation results to
influence the eligibility decision.
Recommended Special Education and Necessary Related Services, Including SDI
and ESY Services if Needed:
SDI should be provided in the area of math reasoning. AT this time the least
restrictive environment (LRE) is considered to be resource room services.
Are there other recommended supplemental aids and services for the student and
program modifications or supports for school personnel:
Other Info:
Parent participation.
Group Signatures:
Individual Documentation of Assessment Results
Statement of Apparent Significance of the Findings as Related to the Suspected
Disability(ies) and Instructional Program:
Results indicate that NAME qualifies for SPED assistance under the category of
SLD because she is not succeeding in the general education classroom, shows a
severe discrepancy between cognitive ability and achievement, and requires SDI.
The parts of the instructional program that present difficulty for NAME is math
reasoning. These difficulties persist despite interventions.
IEP Components
 Consideration of Special Factors
Behavior, LEP, Sight, Communication, Assistive Technology to receive FAPE
 Present Level of Educational Performance (PLEP)
Reflect how the student’s disability affects the student’s involvement and progress in the
general education curriculum
 Strengths
 Recent Evaluation Results
 Data (SS when using named instruments, grade level performance when using CBA,
Observation data)
 Results of any state or district-wide assessments as appropriate
 Areas qualified for SDI
 Statement of Adverse Educational Impact
 Strengths and PLEP for each area qualified for SDI
o Includes health, assessment tools are names specifically
o Speech and Language (if applicable)
 Participation in General Education Curriculum / Extracurricular / Nonacademic
Activities
 Participation in PE Services
 Student Progress Reporting to Parents
 Determination of Eligibility for Extended School Year (ESY)
 Participation in District and State Assessments of Student Achievement (WASL, etc.)
o Accommodations Checklist for All Students (checklist)
o Accommodations for SPED (checklist)
 Measurable Annual Goals and Objectives / Benchmarks
o Goal: Name will increase X skill by anniversary date of this IEP.
o Objective: Given a list of 20 sight words at the 4th grade instructional reading
level, Name will read aloud each word. (BEHAVIOR)
 Criterion: 80% accuracy with 3-second limit for each word
 Plan for Non-Special Education Certified Staff to Provide SDI (Gen Ed Teacher
Involvement) and any training they may need
 Summary of Services Matrix
o Services by SPED Teacher
o Services by Related Service Provider (OT/PT, SLP, Audiology, etc.)
 Total Number of Minutes Receiving SPED Service regardless of setting( (per
week?)
 (Related Services, Supplementary Aids and Services, and Program Modifications
(transportation)
 Parent Involvement (trip to eye doctor, summer school consideration, etc.)
 Signature Page & Written Parental Permission (initial IEP only)
Invitation to attend meeting
Prior Written Notice
Recommendations:
Special education and related services needed
Provision of services beyond 180 days
Service options
Need for specialized materials and equipment
Instructional and curricula practices
Student management strategies
Location of services
Classroom modifications
Staff supports and training
Sample PLEP:
Jill reads orally 6th grade material at a rate of 50 words per minute and correctly answers factual
comprehension questions with 40% accuracy when questions are asked orally.
Key Elements of an Objective:
1. The student (their name)
2. The behavior
Do what?
Must be observable and measurable.
3. Conditions
IN what setting?
With whom?
Time of day?
4. Criteria
How well?
Must be objective.
5. Evaluation Procedures
How progress is measured
By whom is progress measured
6. Schedule
Frequency of evaluation of progress
7. Date (By when?)
Example:
Student will (do what?/desired behavior) with (criterion/how well) accuracy as measured by (procedure/test/etc.) by
(what date?).
2.
Measurable Goals and Objectives
Goal Statement:
The behavior – the student’s name
The behavior – a specific skill
Starting level
Ending level
Measurement tool
The date
Including benchmarks or short-term objectives related to:
Meeting needs resulting from the disability to enable the student to be involved in anad progress in
the general curriculum
Meeting each education need that results from the disability
Goal Format:
Student will increase/improve _____ skills from _____ to ______ as measured by ______ by (date).
3.
Special Education and Related Services
Related Services:
 Means transportation and such developmental, corrective, preventative and other supportive
services as are required to assist a special education student to benefit from special education.
 Include classified staff services, counseling services, early identification and evaluation of
disabilities in students, medical services, parent counseling and training, psychological services,
recreation, rehabilitation counseling services, school health services, social work services in
schools, and transportation.
4.
Supplementary Aids and Services
 Aids, services and other supports that are provided in general education classes or other
education-related settings to enable special education students to be educated with non-disabled
students to the maximum extent appropriate in accordance with least restrictive environments
(LRE).
5.
Program Modifications (Accommodations)
 Statement of modifications on state or district wide assessments of student achievement that are
needed in order for the student to participate in the assessment.
 IEP team determines if the student will not participate in any state/district-wide assessment.
Common Accommodations (Top 4)
 More Time
 Shorten Assignment
 Designated Seat (front of the room)
 Call Home
Classroom Accommodations
 Curriculum
 Assessment
 Instructional Strategies
 Classroom Management
 Special Materials or Equipment
6.
7.
Supports to school Personnel
Why student is pulled out of Gen. Ed./Other Activities
8.
Modifications (accommodations) on WASL, other assessments
9.
Results of student’s performance on any high stakes testing
10.
Start date, frequency, location, duration of services
11.
How progress will be measured and parents informed
12.
Transition Services
Beginning at age 14 or earlier if appropriate, a statement is required to addres the transition service
needs of the student on the IEP focusing on courses of study.
Beginning at age 16 or younger, if appropriate, a statement of neded transition sercies for the
student must be included.
13.
14.
15.
Age 17: Student Informed of Rights
Aversive Interventions
Signatures
LRE =Provision of services to each special education student shall be provided: To maximum
extent appropriate in the general education environment with non-disabled students.
Nonacademic settings: SPED students shall be provided nonacademic and extracurricular services
and activities conducted by the school district with non-disabled students to the maximum extent
appropriate.
Special classes, separate schooling or other removal of students with disabilit8ies from general
education environment occurs only if nature and severity of disability is such that education in
general classes with the use of supplementary aids and services cannot be achieved satisfactorily.