资源描述
Click to edit Master title style,Click to edit Master text styles,Second level,Third level,Fourth level,Fifth level,*,Consent for/Notice ofFull and Individual Initial Evaluation/Reevaluation,Sector Presentation,September 2021,Purpose of the Consent Form,Notify parents of intent to evaluate,Provide reasons for doing the evaluation,Document any other options considered and/or rejected,Select the type of assessments, as appropriate, by performance domain rather than area (e.g. academic vs reading),Review Procedural Safeguards,Note,: By doing the above, parents are able to make informed consent.,New on Consent for/Notice of,For initial evaluations and all evaluations, review relevant available information related to the Iowa performance domains -,Academic,Behavior,Physical,Health,Hearing/Vision,Communication,Adaptive Behavior,-,T,o determine if the,domain warrants further evaluation.,Academic,Grade level,achievement standards related to:,Listening comprehension,Oral expression,Reading comprehension,Reading fluency,Math calculation,Mathematical problem solving,Written expression,Academic DomainGuiding Questions,What evidence indicates the child has received appropriate core instruction in listening comprehension, oral expression, reading comprehension, reading fluency, math calculation, mathematical problem solving, and written expression?,For preschool children what evidence indicates the child has received appropriate core instruction and activities in the Iowa Early Learning Standards provided at home or in early childhood settings.,Academic DomainGuiding Questions cont.,What evidence indicates the child has received appropriate supplemental instruction including research based interventions?,What evidence indicates the academic performance and progress discrepancy are not the result of limited English proficiency, socio-economic status, ethnic, racial, cultural or familial differences, poor attendance or mobility?,Academic Domain Decision,Further evaluation is warranted when there is evidence of discrepancy and limitation of progress which persists despite assistance and supplemental instruction.,OR,Further evaluation is not warranted if no discrepancy or progress limitation is evident.,NOTE,: Although evaluation of the domain may be warranted, there may not be a need for additional assessment. In other words, there may be enough existing data for decision making regarding eligibility determination and instructional needs.,Behavior,Awareness of self (e.g. identity relative to others, personal space),Identification and expression of emotions,Self-regulation,Interaction with others,Behavior DomainGuiding Questions,What evidence indicates the student has received appropriate instruction in awareness of self, identification and expression of emotions, self-regulation, and interaction with others?,What evidence indicates the student has received appropriate supplemental instruction and positive behavior supports based on a function of the behavior?,Behavior DomainGuiding Questions cont.,What evidence indicates the behavior performance and progress discrepancy are not the result of limited English proficiency, socio-economic status, ethnic, racial, cultural or familial differences, poor attendance or mobility?,Behavior Domain Decision,Further evaluation is warranted when there is evidence of discrepancy and limitation of progress which persists despite assistance and supplemental instruction.,OR,Further evaluation is not warranted if no discrepancy or progress limitation is evident.,NOTE,: Although evaluation of the domain may be warranted, there may not be a need for additional assessment. In other words, there may be enough existing data for decision making regarding eligibility determination and instructional needs.,Physical Domain,Gross motor skills,Fine motor skills,Mobility for learning, living and work,Physical DomainGuiding Questions,What evidence indicates the student has received appropriate instruction and supports in the areas of gross motor, fine motor and mobility?,What evidence indicates the student has received appropriate supplemental instruction and supports to address his/her physical needs?,Physical DomainGuiding Questions cont.,What evidence indicates the students physical skills are adversely impacting educational performance, or access to and participation in the educational environment or setting?,Physical Domain Decision,Further evaluation is warranted when there is evidence of discrepancy and limitation of progress which persists despite assistance and supplemental instruction.,OR,Further evaluation is not warranted if no discrepancy or progress limitation is evident.,NOTE,: Although evaluation of the domain may be warranted, there may not be a need for additional assessment. In other words, there may be enough existing data for decision making regarding eligibility determination and instructional needs.,Health Domain,General condition of the body or mind,Presence or absence of illness, injury or impairments,Health DomainGuiding Questions,What evidence exists that the student has a health condition (illness, injury, or impairment)?,What evidence indicates the students health condition is adversely impacting educational performance, or access to and participation in the educational environment or setting?,Health Domain Decision,Further evaluation is warranted when there is evidence of discrepancy and limitation of progress which persists despite assistance and supplemental instruction.,OR,Further evaluation is not warranted if no discrepancy or progress limitation is evident.,NOTE,: Although evaluation of the domain may be warranted, there may not be a need for additional assessment. In other words, there may be enough existing data for decision making regarding eligibility determination and instructional needs.,Hearing/Vision Domain,Ability to perceive sound,Ability to see,Hearing/Vision DomainGuiding Questions,What evidence exists that the student has a vision loss?,What evidence exists that the student has a hearing loss?,What evidence indicates the students vision or hearing loss is adversely impacting educational performance, or access to and participation in the educational environment or setting?,Hearing/Vision Domain Decision,Further evaluation is warranted when there is evidence of discrepancy and limitation of progress which persists despite assistance and supplemental instruction.,OR,Further evaluation is not warranted if no discrepancy or progress limitation is evident.,NOTE,: Although evaluation of the domain may be warranted, there may not be a need for additional assessment. In other words, there may be enough existing data for decision making regarding eligibility determination and instructional needs.,Adaptive Behavior Domain,Everyday living skills (dressing, eating, toileting, etc.),School functioning skills (meeting timelines, organization of materials, etc.),Skills that children learn in “adapting to his/her surroundings,Adaptive Behavior DomainGuiding Questions,What evidence indicates that the students background of developmental support is similar to peers?,What evidence indicates that the cultural and social expectations of this student related to adaptive behavior skills are similar to peers?,Adaptive Behavior DomainGuiding Questions cont.,What evidence indicates the student has received appropriate core and supplemental instruction in adaptive skills such as language and literacy, social problem solving and daily living skills?,What evidence indicates the adaptive performance and progress discrepancy are not the result of limited English proficiency, socio-economic status, ethnic, racial, cultural or familial differences, poor attendance or mobility?,Adaptive Behavior Domain Decision,Further evaluation is warranted when there is evidence of discrepancy and limitation of progress which persists despite assistance and supplemental instruction.,OR,Further evaluation is not warranted if no discrepancy or progress limitation is evident.,NOTE,: Although evaluation of the domain may be warranted, there may not be a need for additional assessment. In other words, there may be enough existing data for decision making regarding eligibility determination and instructional needs.,Communication Domain,Receptive and expressive language (form, content, use),Language for social communication,Vocabulary,Speech sound production,Voice,Fluency,Communication DomainGuiding Questions,What evidence indicates the student has received appropriate core and supplemental instruction in speaking and listening skills?,What evidence indicates the students has received appropriate core and supplemental instruction including research based intervention for language-based activities, comprehending information presented orally or conveying information?,Communication DomainGuiding Questions cont.,What evidence indicates the communication performance and progress discrepancy are not the result of limited English proficiency, socio-economic status, ethnic, racial cultural or familial differences, poor attendance or mobility?,What evidence indicates the student has received appropriate core and supplemental instruction including research based intervention to use language and vocabulary appropriate to the message and the audience?,Communication DomainGuiding Questions cont.,What evidence indicates the student has received appropriate core and supplemental instruction including research based intervention to apply active listening strategies in a variety of settings to focus, think and respond verbally and nonverbally?,Communication Domain Decision,Further evaluation is warranted when there is evidence of discrepancy and limitation of progress which persists despite assistance and supplemental instruction.,OR,Further evaluation is not warranted if no discrepancy or progress limitation is evident.,NOTE,: Although evaluation of the domain may be warranted, there may not be a need for additional assessment. In other words, there may be enough existing data for decision making regarding eligibility determination and instructional needs.,New form selection boxes - First select those domains where a disability is suspected (boxes on left). Next select those domains where additional assessment is needed (boxes on right) to determine the students instructional needs.,All domains must be addressed,REMEMBER,For all initial evaluations: Mark disability suspected in the relevant domains,For all evaluations (initials and reevalu-ations): Additional assessment will be completed in the domains listed if additional information is needed to answer eligibility and instructional need,
展开阅读全文