What is evaluation?

Evaluation is the systematic process of: (1) collecting information on a student’s ability and achievement, and may include classroom observation and formal testing and (2) a careful and thoughtful interpretation of the information that is collected. The information obtained through evaluation is used to determine whether the student has a disability and the nature and extent the disability may have on the student’s educational performance. Evaluation can also assist in the development of an instructional program.

Why is a multidisciplinary evaluation necessary?

State and federal regulations require that before any action is taken with respect to the initial placement of a student with disabilities into a special education program, a full and individual evaluation of the student’s educational needs must be conducted. Regulations require the use of a multidisciplinary evaluation approach to determine eligibility for special education services. The student’s strengths and weaknesses are assessed from various perspectives. A multidisciplinary evaluation provides a more accurate identification and facilitates educational planning. Evaluation assists the team to determine the student’s potential eligibility for special education services and it may also inform instructional and related service needs of the student.

Who does the evaluation?

State and federal regulations require that a group of professionals, including at least one teacher and at least one professional with knowledge in the area of suspected disability, conduct the evaluation. Although the composition of the team may vary, the selection of the team should be in response to the question raised by the referral (e.g. if the concern is the student does not speak clearly, the speech language pathologist should be a part of the team). It is the expectation in Newberg School District that all staff associated with the eligibility process has a component of the evaluation, (e.g. the resource teacher would do academic testing, the counselor will make classroom observations, the teacher will conduct individual academic assessments, etc.) so that everyone involved in the process can speak to the needs of the student.

In what areas should the student be evaluated?

The student must be evaluated in all areas of suspected disability. A comprehensive evaluation may include information regarding:

• General Intelligence
• Academic Achievement
• Communication
• Social and Emotional
• Motor Abilities
• Health, Vision, Hearing
• Developmental History
• Medical Evaluation
• Classroom Performance/Participation

What are the legal requirements when conducting an evaluation?

Testing and assessment materials and procedures must be free of racial, cultural, language, or sexual bias. Tests must be appropriate for the age and stage of development of each student to whom they are administered. Procedures, tests, and other assessment materials used for evaluation must be selected and administered to ensure that for a student with impaired sensory, manual, or speaking skills, the test results accurately reflect the student’s aptitude and/or achievement level or whatever other factors the test purports to measure.

Tests should be written and/or administered in the native language of the student or conducted in the mode of communication most familiar to the student being evaluated unless it is clearly not feasible to do so. If it is clearly not feasible to administer a test in the native language or mode of communication most frequently used by the student, contact the Director of Special Programs.

The testing measures must be validated for the specific purpose for which they are used and must be administered by trained personnel in conformance with the instructions provided by their producer. Abbreviated forms of individual intelligence tests are not to be used unless the severity of the student’s disability prohibits administration of the entire test. If the severity of the student’s disability necessitates the use of an abbreviated test, the examiner shall document this in the report.

What type of evaluation tool(s) may be used?

Newberg staff use a variety of evaluation tools. Each area of possible evaluation has a set list of evaluation tools from which staff may choose. It is required that staff use only those measures identified on the Consent and Evaluation Tools Document and will complete the required documentation when obtaining consent for evaluation.

Evaluation may include:

• Review of existing information (required), e.g. previous evaluation reports completed by District or outside agency staff, behavior records, attendance records, etc.
• Direct Observation- Observing and recording specific behaviors that occur during a given time period.
• Norm-Referenced Tests- Typically norm-referenced tests compare a student’s performance to the population upon which it was developed. Results of norm-referenced tests are often reported in terms of grade equivalents, percentiles, age levels, and standard scores. They may be utilized to screen entire classes of students to identify those who demonstrate particular kinds of difficulties. When the purpose of testing is eligibility, they are a means of comparing a student’s performance to the performance typically expected of others.
• Criterion-Referenced Tests- Measures a student’s performance according to stated criteria of levels of performance. The purpose of criterion-referenced tests is to compare the student, not to other students, but to a set of standards.
• Curriculum-Based Tests- Measures a student’s performance in curriculum used by the District.
• Student Work Samples- Permits analysis of student’s correct and error responses.
• Skill Testing (e.g. Probes, Task Analysis)- Tests that assess pupil performance relative to an instructional sequence; they allow for continual evaluation of pupil progress.

NOTE: Please thoroughly review eligibility criteria for each area of suspected disability to be certain that all required evaluation measures are completed.

What is the parent’s role in the evaluation?

The parent may provide information about the student’s developmental history. They may also provide information about what the student can and cannot do at home, at play, and any special interests the student may have. Depending on the suspected disability and required evaluation components, a Case History Form should be used to gather additional pertinent information. Parents may also provide evaluation results from previous academic, medical, and/or psychological assessments. The District is required to consider any evaluation results the parents provide.

What if the parent disagrees with the evaluation results?

The parent disagreement and reasons for disagreement should be clearly documented in the meeting notes.  The parents can disagree with the eligibility statement by checking the correct box that indicates disagreement.  The parents should be encouraged to write the reason for their disagreement on the back of the eligibility statement form if they are prepared.
Please be sure to provide the parent with a copy of their procedural safeguards, highlighting their rights as outlined.
Contact the District Office.