AEA IEP DOCUMENTATION GUIDE: EVALUATION FORMS
Child Find: Initial Evaluation for Special Education
Disability Suspected (DS) Form
When there may be a disability suspected and/or a parent requests an evaluation, the Area Education Agency (AEA) or the AEA in conjunction with the district reviews available information, including the results of any previous interventions, educational records, the information provided by individuals with knowledge of the child (e.g., the parents, teachers, caregivers, the child, etc.), observations of the child in learning environments, and any tests/assessments. Based on the review of information, the team completes the Disability Suspect form which documents the team’s considerations.
PROMPT: Are there data to suggest that:
- the child has a diagnosis of a condition that is specifically listed in IDEA’s disability categories or is clearly included within one of IDEA’s disability categories, and
- the condition has a discernible effect on educational performance?
DOCUMENT: Check “Yes” if this applies to the child being considered. If yes, summarize the data used to conclude that the child meets this condition. Diagnoses from a mental or medical health professional will often meet the criteria for an IDEA condition but do not check “yes” on the basis of a diagnosed condition, alone. A diagnosed condition is suspected to be an IDEA disability only if it creates a discernible effect on educational performance.
PROMPT: Are there data to suggest that:
- is not meeting standards; and
- is unique when compared to peers?
DOCUMENT: Check “Yes” if this applies to the child being considered. If yes, summarize the data used to conclude that the child meets this condition.
PROMPT: Are there data to suggest that:
- the child has received high-quality instruction (general instruction & evidence-based supplemental instruction), and
- the child’s performance is not meeting standards and is not progressing towards meeting standards?
DOCUMENT: Check “Yes” if this applies to the child being considered. If yes, summarize the data used to conclude that the child meets this condition.
PROMPT: Are there data to suggest that:
- the child has received high-quality instruction (general instruction & evidence-based supplemental instruction), and
- is meeting standards or is progressing towards meeting standards; but
- requires continued and substantial effort that may include the provision of special education and related services?
PROMPT If a disability is not suspected: If the team has responded “No” to all items above, provide a rationale for the decision not to suspect (e.g., educational performance has changed recently; other, more plausible factors than disability account for the child’s performance; needs can be met through general education interventions, etc.)
PROMPT: Participants involved in the decision
PROMPT: Date of Determination
Key Terms
Diagnosis of an IDEA condition
Diagnosis of an IDEA condition. IDEA identifies categories of disability, not specific disabilities (autism; deaf-blindness; deafness; emotional disturbance; hearing impairment; intellectual disability; orthopedic impairment; other health impairment; specific learning disability; speech or language impairment; traumatic brain injury; visual impairment; including blindness). IDEA’s disability definitions are purposefully broad and potentially include a wide range of diagnoses from medical and mental health professionals.
Discernible effect
Discernible effect. “Discernible” means that the effects of the diagnosed condition are noticeable and may impede educational progress or performance, or may impede participation in or access to educational settings and opportunities. Reminder: the “bar” for establishing suspicion is low.
Not meeting standards
Not meeting standards. Consider any information that reflects whether or not the child’s performance is different from typical expectations for age and grade. Progress and status related to the expectations of the Iowa Core or other accepted standards and assessments allowing comparison to statewide or nationwide peers assists in this consideration.
Uniqueness of the child’s performance
Uniqueness of the child’s performance. Consider any information that reflects whether or not the child’s performance is different from peers in the school or community with similar developmental and educational experiences. The purpose of this information is to assist in determining if the concerns relate to the child (i.e., are indicative of disability) or the concerns are shared by a significant number of others with similar backgrounds and may be indicative of a problem with the general education system of supports and instruction.
Provision of special education and related services
Provision of special education and related services. “Child find … must include … a child who is suspected of being a child with a disability and in need of special education, even though the child is advancing from grade to grade” and “if interventions are demonstrated to be effective but require continued and substantial effort that may include the provision of special education and related services, the agency shall then conduct a full and individual initial evaluation.” [281-41.111(3) & 281-41.312(3)] Therefore, it is possible that an individual’s performance is not different from standards or expectations, but that disability is suspected because of the nature or extent of the supports needed to maintain/improve the individual’s performance.
Education Evaluation Report (EER)
Overview
The Educational Evaluation Report (EER) is completed by the evaluation team during the initial evaluation process. At the conclusion of the evaluation (within 60 days of the public agency receiving signed consent for a full individual initial evaluation (FIIE), the evaluation team will use the information to make an eligibility determination.
PROMPT: Eligibility Meeting
DOCUMENT: The actual date the meeting is held to determine eligibility.
PROMPT: Name & Other Demographic Information
DOCUMENT: It is imperative that the demographic information is complete and accurate. This includes the individual’s name, date of birth, resident and attending district information and parent information.
PROMPT: Individuals Contributing to this Evaluation
DOCUMENT: List all AEA and LEA staff who contributed to the completion of the full and individual initial evaluation.
PROMPT: Contact Person for this Report
DOCUMENT: The designated AEA contact person/case manager for this evaluation is responsible for ensuring that information is gathered, the evaluation is completed, and that all documentation is submitted. This person serves as the contact if additional information or clarifications are needed.
Individual Information
PROMPT: Performance Domains
DOCUMENT: Check the domains to be included in the Full and Individual Initial Evaluation (FIIE) as identified on the Consent for FIIE.
PROMPT: Area(s) of concern
DOCUMENT: List areas of concern (using the descriptors listed under each performance domain in #6 above) to be addressed in this evaluation. For example, basic reading skills under the domain of academics; self-regulation under the domain of behavior; receptive vocabulary skills under the domain of communication.
PROMPT: Concerns are pervasive across different times and/or different settings
DOCUMENT: Describe the evidence to support whether or not the area of concern is pervasive across different times and settings.
PROMPT: Individual’s strengths
DOCUMENT: A statement about the individual’s educationally relevant strengths in the areas of concern is provided here. This statement should include information about the strengths that will assist the team in planning to meet the individual’s educational needs. Areas of strength that have no impact or relevance in the school setting should not be included.
PROMPT: Access and opportunity to learn
DOCUMENT: Describe ways in which access and opportunity were assured for this individual to learn what was expected. Include evidence as to whether or not the individual was provided with appropriate core and supplemental instruction delivered by qualified personnel.
PROMPT: Factors
DOCUMENT: Provide a brief description of whether or not the concerns are primarily caused by any of the following factors:
- Limited English proficiency
- A lack of appropriate instruction in reading, including the essential components of reading instruction
- A lack of appropriate instruction in math
At the conclusion of the evaluation, the team will consider whether or not any of these factors would exclude a child from the consideration of being an eligible individual.
Educational Progress
Progress means performance over time. In addressing progress, the team considers data that have been collected about the individual’s performance over time in relation to the interventions that have been provided. The evaluation must provide evidence as to whether or not the individual’s performance is persistently below the educational standard(s), or age or grade level expectation(s).
PROMPT: Performance Domain
DOCUMENT: Domain(s) will pre-populate from the Consent for FIIE
PROMPT: List the Iowa Core Standards and Benchmarks or Early Learning Standards and Benchmarks for the individual’s age and/or grade level in this area of concern.
DOCUMENT: List one or more Iowa Core Standards and Benchmarks or Early Learning Standards and Benchmarks of the core instruction program in the area(s) of concern for the individual’s age and/or grade level. Identify the standards that align with the functional implications of the area(s) of concern.
PROMPT: Using multiple assessment methods and data sources, including progress data collected on a frequent and regular basis, summarize the individual’s response to the targeted or intensified instruction that was provided.
DOCUMENT: Description reported in this section should be sufficient enough that the reader can identify all three of the elements listed in the evaluation prompts. a. the elements utilized for supplemental or intensified instruction, curriculum, and environmental changes that address the area of concern. b. details to explain how the supplemental, or intensified instruction, curriculum, and environmental changes match with the needs identified for the individual. c. details of how the supplemental or intensified instruction, curriculum, and environmental changes were implemented (include changes made to the plan, and whether or not the plan was implemented as designed).
PROMPT: Describe the targeted or intensified instruction, curriculum, environmental changes provided to address this area of concern.
DOCUMENT:
PROMPT: Describe how the interventions were matched to the individual’s needs.
DOCUMENT: Provide information that describes the alignment of the intervention to needs of the individual.
PROMPT: Describe how interventions were implemented (Were interventions implemented as designed? Were changes to interventions made?).
DOCUMENT: Provide information that describes implementation of the intervention, including fidelity and any adjustments.
Response to Intervention Performance Results
PROMPT: Standard of comparison
DOCUMENT: Provide information that indicates the standard of comparison.
PROMPT: Expected level of performance prior to intervention
DOCUMENT: Indicated the expected level of performance determined prior to engaging in supplemental or intensive instruction. Expected performance must include a numeric value.
PROMPT: Expected level of performance following intervention
DOCUMENT: Indicated the expected level of performance following supplemental or intensive instruction. Expected performance must include a numeric value.
PROMPT: Expected rate of progress
DOCUMENT: Indicated the expected rate of progress.
PROMPT: This individual’s level of performance prior to intervention (i.e. baseline)
DOCUMENT: Provide information that indicates the individual’s performance prior to engaging in supplemental or intensive instruction. Baseline must include a numeric value. Baseline performance should be indicated for each area of instructional focus.
PROMPT: This individual’s level of performance following intervention
DOCUMENT: Provide information that indicates the individual’s performance and expected performance after engaging in supplemental or intensive instruction. These must include a numeric value.
PROMPT: This individual’s rate of progress
DOCUMENT: Document the analysis comparing the individual’s rate or slope of progress to the expected rate or slope of progress.
PROMPT: If the individual received supplemental instruction in a small group describe his/her response in comparison to how the other individuals in the group responded (may be answered “No other students received the same intervention”).
DOCUMENT: If the individual participated in supplemental instruction with a group of peers, describe his or her rate of progress compared to the progress made by the other individuals in that group. If the individual did not receive a group intervention, the question may be answered, “No other students received the same intervention.”
PROMPT: Identify the instruction, interventions, and environmental changes under which the individual experienced the most growth or success.
DOCUMENT: Describe the instruction, interventions, curricular materials, and/or environmental changes that assisted the individual in making the most growth or having the most success.
PROMPT: Describe any other information relevant to understanding the individual’s rate of acquisition or progress.
DOCUMENT: Provide a description of any relevant factors or circumstances (e.g., health, sensory functioning, physical limitations, etc.) that have not been addressed elsewhere in this report.
PROMPT: Using the data above and any other relevant information, summarize the significance of this individual’s rate of progress.
DOCUMENT: Write a summative assessment conclusion that describes the magnitude and significance of the rate of progress difference(s). Include the educational implications for the difference(s). The summary should reference the data above, as well as implementation integrity.
Educational Discrepancy
Discrepancy is the difference between the individual’s current level of performance and the expected level of performance for individuals of the same age, grade, or other established standards. The evaluation relies on multiple sources of data for each area of concern to describe the individual’s performance in comparison to peers or educational standards, and if the individual’s performance is unique within a comparable group
The evaluation team must report the performance results for each domain identified on the Consent for Full and Individual Initial Evaluation (FIIE).
PROMPT: Performance Domain
DOCUMENT: Identify the performance domain(s) listed on the Individual Information Section of the EER. Each performance domain identified on the Consent for FIIE form should be addressed in this section.
PROMPT: Area of Concern (column)
DOCUMENT: Indicate the area(s) of concern for the data being reported. Select from the descriptors under each performance domain. This should match the area of concern(s) identified in the Individual Information section. There may be multiple areas of concern within the same domain. (i.e. Basic Reading and Math Computation both in the domain of Academics.)
PROMPT: Data Source (column)
DOCUMENT: For each area of concern, using multiple data sources, identify each source of data. A convergence of data is needed to make a discrepancy decision. Examples of data sources could include a review of the cumulative records parent interviews, classroom observations, Statewide Assessments, DIBELS ORF, etc.
PROMPT: Data Source Date(s) (column)
DOCUMENT: Indicate the date(s) that the data was gathered or the assessments were completed. Data reported here should be sufficiently current and relevant to decision-making. For example, ending performance data from progress monitoring should be used as opposed to baseline data.
PROMPT: Peer/Expected Performance (column)
DOCUMENT: Indicate expected performance level using established numerical standards of comparison. Possible standards include percentile ranks; standard scores; peer performance; age/grade levels; developmental norms; medical standards; local district, AEA, state, or national norms; etc. An appropriate expectation would be based on a minimal level of performance relative to the comparison group.
PROMPT: Individual’s Current Performance (column)
DOCUMENT: State the individual’s current performance following acceptable measurement conventions for nominal, ordinal, ratio, and interval data.
PROMPT: Using the data above, and any other relevant information (including qualitative, descriptive information), summarize the individual’s level of performance in comparison to peers or other educational standards. (Compare this child’s performance to children across the state or nation, or to generally accepted developmental milestones or educational expectations. What additional factors are important to understanding the individual’s level of performance? Is performance meeting standards, but is sustained by interventions?)
DOCUMENT: Using a convergence of data, consider the individual’s performance in comparison to peers and/or expected performance standards/levels. Utilize the numeric data from the discrepancy table as well as other relevant descriptive data to determine whether or not a convergence of data has been established. Convergence means there is a preponderance of data that clearly demonstrates the discrepancy conclusion reported. Consideration should be given to those measures which are direct and functional, requiring little inference.
PROMPT: Using the data above, and any other relevant information (including qualitative, descriptive information), summarize whether or not the individual’s performance (following the provision of adequate general education instruction and supplemental or intensified instruction) is unique from a comparable group. (Compare this child’s performance to children in his/her small group, classroom, school, or district who have had similar educational experiences.)
DOCUMENT: Determine whether or not the individual’s performance is unique when compared to the performance of others in a comparable group receiving the same or similar instruction. This comparison allows for a local discrepancy comparison as well as allowing the team to consider setting and instruction when making a discrepancy decision. The uniqueness consideration is a local comparison of an individual to a smaller subgroup in terms of the conditions (instruction, setting) within which learning takes place and the characteristics (peer makeup within a group) of a comparable group. To consider uniqueness, the same discrepancy data are often used, but the standard of comparison is different. For example, a DIBELS reading score can be compared to a research-based benchmark in the discrepancy comparison above and to the percent of students in the grade level or small instructional group as a measure of uniqueness.
Educational Needs
Educational needs are the instructional strategies, services, activities and supports, and the accommodations and modifications required in order for the individual to be involved and make progress in the general curriculum. The evaluation describes the individual’s educational needs in the areas of instruction, curriculum, environment and additional learning supports.
Based on evidence from the analysis of the Progress and Discrepancy components of the evaluation, the functional implications of the individual’s performance, as well as other educationally relevant information, describe the individual’s needs in the following areas.
PROMPT: Instruction (i.e. instructional strategies and methods that will enable learning, reinforcement/motivational strategies)
DOCUMENT: Describe the individual’s needs in the area of instruction. Instruction is how the individual needs to be taught. For example: Does the individual need to receive instruction frequently and for a significant duration of time? Are there specific instructional practices that have been shown to be successful for the individual (i.e. additional modeling, frequent feedback, reinforcement)? It may be appropriate to indicate that the current instructional program in place within the general education setting (including supplemental supports) is sufficient to meet the individual’s needs.
PROMPT: Curriculum (i.e. content of instruction, specific skills, and concepts the individual needs to learn)
DOCUMENT: Describe the individual’s needs for curriculum content, expectations, concepts, or skills in each area of concern. It may be appropriate to indicate that the current curricula in place within the general education setting (including supplemental supports) are sufficient to meet the individual’s needs.
PROMPT: Environment (i.e. adaptations to procedures, schedules, routines, behavioral expectations, room or seating arrangements, adaptive supports)
DOCUMENT: Specify the individual’s needs for the learning environment (i.e. context for learning, adaptations to procedures, schedules, routines, behavioral expectations, room or seating arrangements, or materials that are needed). It may be appropriate to indicate that the current environmental supports in place within the general education setting are sufficient to meet the individual’s needs.
PROMPT: Additional Learning Supports (i.e. family supports or involvement, community partnerships, transition supports, supports for engagement, assistive technology, other accommodations that are needed)
DOCUMENT: Identify additional learning supports needed by the individual (i.e. family supports or involvement, community partnerships, transition supports, supports for engagement, assistive technology, and other accommodations). It may be appropriate to indicate that the current learning supports in place within the general education setting are sufficient to meet the individual’s needs.
Eligibility Determination Worksheet (EDW)
Overview
The Eligibility Determination Worksheet is completed within the Child Find Process but does not print out as a form. However, much of the data captured in the EDW does print out on the IMS Summary.
PROMPT: Consent for Initial Evaluation Provided to Parent(s)
DOCUMENT: The date the Consent for Evaluation was provided to the parent.
After signed consent received
PROMPT: Date Consent for Initial Evaluation Signed
DOCUMENT: The date the Consent was signed by the parent.
PROMPT: A signed Consent for Initial Evaluation form was not received.
DOCUMENT: Check this box if the signed consent is not received.
PROMPT: Consent Received
DOCUMENT: The date the Consent for Initial Evaluation is received by the public agency (LEA/AEA). This date may be different from the date signed.
Consent and Meetings
PROMPT: Eligibility Meeting Due
DOCUMENT: This is the date the eligibility determination meeting is due to be held by. This date is auto-filled by the system based on the date of receipt of the signed Consent for Initial Evaluation.
PROMPT: Meeting Held, Date Reason if not held
DOCUMENT: Whether the eligibility meeting was not held within 60 days of receiving signed consent select the reason, select the reason the timeline was not met.
- Parent Failure/Refusal
- Student hospitalization/long-term illness
- Natural Disaster
- Moved
- No valid reason
- Public Health Emergency-COVID19
PROMPT: Initial IEP Teacher (Page A)
DOCUMENT: Enter the name of the IEP teacher list on Page A of the IEP.
PROMPT: IEP meeting Date (Page A)
DOCUMENT: Enter the date of the Initial IEP meeting.
Eligibility
PROMPT: Student eligible, Result
DOCUMENT: If Yes, select either “Students will receive an IEP” or “Parent/s declined services
Determination Timeline
PROMPT: Eligibility meeting held within 60 days of the signed consent
DOCUMENT: Select Yes or No
PROMPT: Reason
DOCUMENT: If No, select the reason the meeting was not held within 60 days. The options are: Parent Failure or Refusal, Student’s hospitalization/Long-term illness, Natural Disaster, Moved, No valid reason, or Public Health Emergency- COVID 19.
IEP Implementation Timeline
PROMPT: IEP services were initiated by the child’s 3rd birthday
DOCUMENT: Select Yes or No
PROMPT: Reason
DOCUMENT: If No, select the reason the meeting was not held by the 3rd birthday. The options are: Student Moved Out of State, Parent Failure or Refusal, or Public Health Emergency- COVID 19.
Notification of Incomplete Determination Due to the Student Moving
PROMPT: Child Moved
DOCUMENT: Select Out of State or And unable to locate the student.
Reevaluation for Special Education
Page R – Reevaluation Questions
Overview
Reevaluations of eligible individuals are required every three years, or sooner:
- If the IEP team determines that the educational or related services needs, including improved academic achievement and functional performance, of the child warrant a reevaluation; or
- If the child’s parent or teacher requests a reevaluation; or
- If the IEP team will be considering whether a child is no longer an eligible individual; or
- If the reevaluation of a transfer student from out-of-state is needed to either establish eligibility or to develop an appropriate IEP.
During the reevaluation process, the child is assessed in all areas related to the disability.
Reevaluations are not to occur more than once a year, unless the parent and the LEA and/or AEA agree otherwise. Also, a reevaluation is not required to exit a student from services due to graduation with a regular diploma.
On the basis of a review of relevant, existing information and any new assessments that were conducted, the IEP team considered the present levels of academic achievement and functional performance and the needs of this child as they are related to 1) the goal areas in the IEP being reviewed and, 2) any other current areas of concern.
PROMPT: What evidence is there that this child continues to be an eligible individual or does not continue to be an eligible individual? (Include data regarding performance over time, current performance levels, & current needs related to the standards applicable to all children.)
DOCUMENT: Provide detailed information for each goal area and current area(s) of concern.
PROMPT: What is the IEP team’s conclusion regarding this child’s eligibility for special education? Document the team’s conclusion.
- This child continues to be an eligible individual because:
- This child is not meeting the standards applicable to all children in the area(s) of concern and requires specially designed instruction to progress towards meeting the standards.
- This child is meeting the standards applicable to all children in the area(s) of concern but requires specially designed instruction to sustain or improve his or her progress.
- Other reason (specify) …[open textfield]
- This child is no longer an eligible individual because:
- This child is meeting the standards applicable to all children in the area(s) of concern and does not require specially designed instruction to sustain or improve his or her progress.
- This child is not meeting the standards applicable to all children in the area(s) of concern and requires instructional adaptations, but:
- instructional adaptations do not include specially designed instruction ☐ the need for instructional adaptations is not created by a disability
- Other reason (specify) …[open textfield]
DOCUMENT: Document the team’s conclusion by selecting if the child continues to be eligible or not and the reason why.
PROMPT: If this child continues to be an eligible individual: What additions or modifications to the special education and related services are needed to enable this child to meet the IEP goals and to participate, as appropriate, in the general education curriculum?
DOCUMENT: The information described in response to Question 1 must provide a foundation for additions or modifications to the special education and related services.
PROMPT: Under what conditions will the IEP team consider exiting this child from special education services?
DOCUMENT: Indicate the conditions.