What's Required
Each public agency must conduct a full and individual initial evaluation before the initial provision of special education and related services to a child with a disability 34 CFR 300.301(a). The purpose of the evaluation is to determine if the child is a child with a disability 34 CFR 300.8(a)(1) under the Individuals with Disabilities Education Act (IDEA)and to determine the educational needs of the child 34 CFR 300.301(c)(2) §29.004(a) A written report of a full individual and initial evaluation of a student for purposes of special education services shall be completed as follows, except as otherwise provided by this section: §29.004(a-1) If a school district receives written consent signed by a student's parent or legal guardian for a full individual and initial evaluation of a student at least 35 but less than 45 school days before the last instructional day of the school year, the evaluation must be completed and the written report of the evaluation must be provided to the parent or legal guardian not later than June 30 of that year. The student's admission, review, and dismissal committee shall meet not later than the 15th school day of the following school year to consider the evaluation. If a district receives written consent signed by a student's parent or legal guardian less than 35 school days before the last instructional day of the school year or if the district receives the written consent at least 35 but less than 45 school days before the last instructional day of the school year but the student is absent from school during that period on three or more days, Subsection (a)(1) applies to the date the written report of the full individual and initial evaluation is required. What is an Obvious Disability?
What We Do
Initial Assessment
Student with an Obvious Disability Procedures
1. When a campus suspects that a student has an obvious disability the Student Support Specialist (SSS) will ensure that the student is immediately provided Tier III support and that person will contact the assigned Special Education Campus Coordinator, complete the Initial Assessment Request Form, and begin collecting initial folder information (Table 1).
2. After the assessments requests is submitted, a folder review meetings will be scheduled, and email will be sent with the next available date, time, and location.
3. A current near & far vision and hearing screening, that demonstrates passing results, should be included in the documentation brought to the folder review (exception: is the suspected disability includes an auditory impairment or visual impairment). Please see the chart below for potential sources of data that can be provided to assist in the student data review process. Additionally, see the Evaluation Preparation Checklist for more details.
4. A decision will be made at the conclusion of the Folder Review Meeting about whether or not to conduct an evaluation
5. The campus should continue to provide (or initiate) campus based interventions and services throughout the evaluation process.
6. Once the assessment is complete, results will be reviewed with the campus staff.
Forms
Additional Resources
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Special Education Procedures Manual > Child Find, Referral Process and Initial Evaluations > Referral for an Initial Evaluation & Child Find >