Evaluations are used to document the student's educational needs and the student's determination of eligibility for special education. This document describes each editor, a description of each field on the editor, and any special considerations and instructions for using the editor and fields.
An evaluation must be created whether or not the student is determined to have a disability. The school district gives a copy of the evaluation summary report, including the eligibility documentation, to the student’s parents.
Editor Home
Editor Home
The Editor Home lists the editors available, their status, and Modification and Completion information.
| Header | Description |
|---|
| Name | The name of the editor. |
| Status | The state of the editor. Statuses can be: - In Progress indicates a user has entered and saved data in that editor.
- Not Started is the default status for all editors.
- Complete indicates a user has clicked the Complete button on the editor, and the editor is read-only. This does not lock the editor from further editing but indicates the user considers the editor finished.
- Not Needed indicates a user has clicked the Not Needed button on the editor. This is usually done for editors that do not apply to the student.
The following statuses are only available for certain state-specific documents: |
| Modified By | The date and the user by whom the editor was last edited. |
| Completed By | The date and the user who clicked the Complete button for that editor. |
General Information
The following table lists the actions available for the editors. When resizing the window, certain buttons are condensed into a single Action button.
| Button | Description |
|---|
| Save | Different editors have different save options. Click the arrow next to the Save & Stay button to view all saving options for any given editor. - Save captures progress and navigates the user to the Editor Home or to the List Screen for List editors. See the Editor Types section for additional information.
- Save & Stay captures progress and keeps the user on the current editor. This save button is the default save option and is usually found within the detail screen or list editors, such as Goals and Objectives.
- Save & Next captures progress and navigates the user to the next editor.
- Save & New captures progress and creates a new record. This save button is usually found within the detail screen of a list editor, such as Goals and Objectives. See the Editor Type section for additional information.
|
| Refresh | Retrieves a new copy of data from the student's record. This includes enrollment, student, parent/guardian, and team member information. This also returns any accidentally deleted records. Manually entered fields do not change when the refresh button is clicked. The user must Save after clicking Refresh to capture changes.
A side panel displays a listing of all the student's applicable enrollment records. See the Enrollments tool documentation for additional information. |
| Cancel | Navigates the user to the Editor Home screen or the List Screen for List editors. |
Status | Changes the status of the editor. - Complete indicates the editor is finished. This makes the editor read-only. However, this does not lock the editor from further editing. The user must click In Progress to further edit after an editor is marked Complete.
- Not Needed indicates the editor does not apply to the student's plan or evaluation. This makes the editor read-only. However, this does not lock the editor from further editing. Click the In Progress button to further edit after an editor is marked Not Needed.
- In Progress only displays when the editor is in the Complete or Not Needed status and allows additional edits to be made.
The following status is only available for the Nevada IEP: |
| Print | Prints the entire document. |
| Editors | Opens a side panel listing all the available editors and their status. Select an editor from this list to navigate to that editor or click Close to collapse the side panel. |
| Previous | Navigates the user to the previous editor. |
| Next | Navigates the user to the next editor. |
Editor Types
There are two types of editors available: List or Basic editors. When navigating to a Basic editor, the list of fields within the editor is displayed. List editors display a list of all records within that editor. Clicking an existing record or the New button opens the detail view for an individual record.
Editor Lock Out and Release Logic
Only one user at a time can actively work on an editor. A person with a padlock icon (
) displays in the Editors side panel, Editor Home, and List Screen of list editors indicating which editors currently have users working on them. Hovering over the icon displays the name of the user who has checked out the editor, including the current user (you).
Editors that are currently being edited are read-only for all other users. The name of the person working on the editor displays in the header.
To release an editor, the user must:
- navigate to the next editor by clicking Save and Next or the Editors button and selecting the next editor from the side panel.
- click the Cancel button to return to the Editor Home screen.
- log out of the Campus application.
- navigate to a different tool in the Campus application.
Editors are automatically released when the in-application timeout limit has been exceeded. This is a back-end process and is usually around 30-60 minutes.
Template Banks
Certain fields within several editors have an Add Template icon that displays next to their name. Clicking this button displays a side panel with the available library of predetermined text for that field. Template Banks are managed in System Administration.
Template Bank Side PanelClick the plus (+) icons next to the category to view the available template values.
Expanded Category and Values SelectedTemplate Bank Categories display on the left and the selected text displays on the right. Click the Add button to add the template value. This adds the template to the queue of values on the right. The red X removes selected templates while the sequence field can be used to reorder the templates. Another option is to use the up and down arrows next to the sequence field to reorder values.
Click Cancel to go back to the document. The Clear Selected Template(s) button removes all selected template values from the right selection screen.
Once selections are finalized, click the Insert Selected Template(s) button to add the values to the field within the document in the selected order. Template values are separated by carriage returns.
Example Template Bank Selections in the Document
Text Editors
Images should not be inserted into text fields.
Editors
Editors with Embedded Tables
Users must make an initial Save of an editor before adding records to embedded tables within editors.
Evaluation Information
The Evaluation Information editor documents relevant dates concerning the student's current or future evaluations.
Evaluation Information Editor| Field | Description |
|---|
Evaluation Type
Required | The type of evaluation. Options are Initial or Reevaluation. |
Consent Date
Require | The day the school received consent to evaluate the student. |
Evaluation Date
Required | The day of the evaluation. |
| Early Childhood Referring Agency ID | The name and identification number of the agency that referred the student.
Database: Evaluation.referralAgency |
| Early Childhood Transition Date | The day the student transitioned from an early childhood program.
Database: Evaluation.ecTransitionDate |
^Back to Top
Student Information
The Student Information editor pulls demographic information regarding the student. This is a read-only editor.
The Refresh button retrieves a fresh copy of data from the student's record.
Student Information Editor
Click here to expand...
| Field | Description | Location (when Refresh is clicked) |
|---|
| Last Name | The student's last name. | Demographics > Last Name
identity.lastName |
| First Name | The student's first name. | Demographics > First Name
identity.firstName |
| Middle Name | The student's middle name. | Demographics > Middle Name
identity.middleName |
| Suffix | The student's suffix. | Demographics > Suffix Name
identity.suffix |
| Age | The age of the student. | Demographics > Age |
| Birthdate | The student's birthdate. | Demographics > Birth Date
identity.birthDate |
| Address | The student's home address. | Households > Address Info
address.number; address.street; address.tag; address.prefix; address.dir; address.apt; address.city; address.state; address.zip |
| Home Phone | The student's home phone number. | Households > Phone |
| Student Number | The student's ID number. | Enrollment > Student Number
identity.studentNumber |
| Student Primary Language | The student's home primary language. | Demographics > Home Primary Language
identity.homePrimaryLanguage |
| Case Manager Information |
| Name | The first and last name of the team member. | Student Information > Special Ed Team Members |
| Title | The role of the team member. | Student Information > Special Ed Team Members |
| Phone | The phone number of the team member. | Student Information > Special Ed Team Members |
^Back to Top
Parent/Guardian Information
The Parent/Guardian Information editor pulls the contact information of the student's parent/guardian(s).
The Refresh button retrieves a fresh copy of data from the parent/guardian's record.
Parent/Guardian Information Editor
Click here to expand...
| Field | Description |
|---|
| Print Sequence | The order in which the parent/guardian displays. |
| Name | The name of the parent/guardian. |
| Address | The address of the parent/guardian. |
| Home Phone | The parent/guardian's home phone. |
| Work Phone | The parent/guardian's work phone. |
| Cell Phone | The parent/guardian's cell phone. |
| Email | The parent/guardian's email. |
| Home Primary Language | The language the parent/guardian speaks at home. |
^Back to Top
Enrollment Information
The Enrollment Information editor is a read-only editor that pulls in district and school information where the student is enrolled.
Enrollment Information Editor
Click here to expand...
| Field | Description | Validation |
|---|
| Resident District | The student's district of residence. | Upon Refresh, this field is pulled from the Enrollment tool and cannot be modified. |
| School Name | The school address. | Upon Refresh, this field is pulled from the Enrollment tool and cannot be modified. |
| School Phone | The school phone number. | Upon Refresh, this field is pulled from the Enrollment tool and cannot be modified. |
| School Year | The school year. | Upon Refresh, this field is pulled from the Enrollment tool and cannot be modified. |
| Grade | The student's grade. | Upon Refresh, this field is pulled from the Enrollment tool and cannot be modified.
Database Location: enrollment.grade |
| District Information |
| District Number | The district number associated with the Enrolled school. | District Information > State District Number |
| District Name | The district name associated with the Enrolled school. | District Information > Name |
| District Address | The district address associated with the Enrolled school. | District Information > Address |
| District Phone | The district phone number associated with the Enrolled school. | District Information > Phone |
| District SPED Address | The district special education address associated with the Enrolled school. | District Information > SPED Address |
| District SPED Phone | The district special ed phone number associated with the Enrolled school. | District Information > SPED Phone |
^Back to Top
Team Meeting
The Team Meeting editor documents all instances in which the student's special education team met to evaluate the student.
Team Meeting List Screen
Click here to expand...
Team Meeting List Screen
| Column Name | Description |
|---|
| Meeting Date | The day of the meeting. |
| Meeting Location | The location of the meeting. |
Team Meeting Detail Screen
Select an existing record or click New to open the detail screen.
Team Meeting Detail Screen| Field | Description | Validation |
|---|
Meeting Date
Required | The day of the meeting. | N/A |
| Meeting Time | The time of the meeting. | N/A |
| Meeting Location | The location of the meeting. | This field is limited to 200 characters. |
| Comments | Any comments regarding the meeting. | This field is limited to 8000 characters. |
| Attendance |
First Name
Required | The team member's first name. | This field populates from the student's Team Members tool, but entries can be manually entered. |
Last Name
Required | The team member's last name. | This field populates from the student's Team Members tool, but entries can be manually entered. |
| IDEA Reference | The IDEA Reference code associated with the team member. | N/A |
| Title | The team member's role. | This field populates from the student's Team Members tool, but entries can be manually entered. |
^Back to Top
Background Information
The Background Information editor documents the student's strengths and relevant data.
Background Information Editor
Click here to expand...
| Field | Description | Validation |
|---|
| A. Parent or Adult Student Input |
| Strengths | The student's strengths. | This field is limited to 8000 characters. |
| Needs | The student's needs. | This field is limited to 8000 characters. |
| B. Background Information |
| Background Information | A summary of existing evaluation data. | This field is limited to 8000 characters. |
^Back to Top
Exclusionary Factors - Initial
The Exclusionary Factors (Initial) editor documents factors that may contribute to the student's academic or learning difficulties. These factors can't be the primary cause of the student's learning difficulties to be determined eligible for special education services.
This editor is automatically placed in a Not Needed status when Reevaluation is selected as the Evaluation Type on the Evaluation Information editor.
Exclusionary Factors - Initial Editor
Click here to expand...
| Field | Description | Validation |
|---|
| A. Was a vision, hearing, and/or motor impairment suspected or identified as an area of concern for the student prior to or during the Referral to Consider a Special Education Evaluation process? | Indicates vision, hearing, and/or motor impairment(s) are areas of concern for the student. Options are Yes or No. | N/A |
If yes, provide evidence that such impairment is not the primary factor in the student's learning difficulties
*Required | A description as to how this impairment is not the primary factor in the student's learning difficulties. | *This field is available and required when Yes is selected for question A.
This field is limited to 8000 characters. |
| B. Provide evidence that the student does not have an intellectual disability that is best served under the category of Intellectual Disability as defined in the Idaho Special Education Manual. | A description of how the student was determined to NOT have an intellectual disability. | This field is limited to 8000 characters. |
| C. Was an emotional behavioral disorder suspected or identified as an area of concern for the students prior to or during the Referral to Consider a Special Education Evaluation process? | Indicates an emotional/behavioral disorder is an area of concern for the student. Options are Yes or No. | N/A |
If yes, provide evidence that such impairment is not the primary factor in the student's learning difficulties
*Required | A description as to how this impairment is not the primary factor in the student's learning difficulties. | *This field is required when Yes is selected for question C.
This field is limited to 8000 characters. |
| D. Was an environmental, cultural, and/or economic disadvantage suspected or identified as an area of concern for the student prior to or during the Referral to Consider a Special Education Evaluation process? | Indicates an environmental, cultural, and/or economic disadvantage are areas of concern for the student. Options are Yes or No. | N/A |
If yes, provide evidence that cultural, and/or economic disadvantage is not the primary factor in the student's learning difficulties
*Required | A description as to how environmental, cultural, and/or economic disadvantage factors are not the primary factor in the student's learning difficulties. | *This field is required when Yes is selected for question D.
This field is limited to 8000 characters. |
| E. Is the student an English Learner? | Indicates the student is an English Learner. Options are Yes or No. | N/A |
If yes, provide evidence that English language acquisition is not the primary factor in the student's learning difficulties
*Required | A description as to how the student's English Learner language acquisition is not the primary factor in the student's learning difficulties. | *This field is required when Yes is selected for question E.
This field is limited to 8000 characters. |
If yes, also provide evidence that the student received meaningful and equitable access to general education curriculum and English Learner services
*Required | A description of how the student received meaningful and equitable access to the general education curriculum and EL services. | *This field is required when Yes is selected for question E.
This field is limited to 8000 characters. |
| F. Reading instruction, including the essential components of reading |
| Attendance | A description of the evidence that the student attends school regularly. | This field is limited to 8000 characters. |
| Is or has the student been chronically absent? | Indicates the student is chronically absent. Options are Yes or No. | N/A |
If yes, provide evidence that attendance is not the primary factor in the student's learning difficulties
Required | A description as to how chronic absence is not the primary factor in the student's learning difficulties. | *This field is required when Yes is selected for the "Is or has the student been chronically absent?" question.
This field is limited to 8000 characters. |
| General Education Instruction | A description of the evidence proving that the student has received grade level, standards-aligned instruction in the regular education setting in reading. | This field is limited to 8000 characters. |
| Qualified Personnel | A description of the evidence proving the student has received grade level, standards-aligned instruction in the regular education setting in reading from a qualified teacher. | This field is limited to 8000 characters. |
| G. Math instruction, including the essential components of math |
| Attendance | A description of the evidence that the student attends school regularly. | This field is limited to 8000 characters. |
| Is or has the student been chronically absent? | Indicates the student is chronically absent. Options are Yes or No. | N/A |
If yes, provide evidence that attendance is not the primary factor in the student's learning difficulties
Required | A description as to how chronic absence is not the primary factor in the student's learning difficulties. | *This field is required when Yes is selected for the "Is or has the student been chronically absent?" question.
This field is limited to 8000 characters. |
| General Education Instruction | A description of the evidence proving that the student has received grade level, standards-aligned instruction in the regular education setting in math. | This field is limited to 8000 characters. |
| Qualified Personnel | A description of the evidence proving the student has received grade level, standards-aligned instruction in the regular education setting in math from a qualified teacher. | This field is limited to 8000 characters. |
^Back to Top
Exclusionary Factors - Reevaluation
The Exclusionary Factors (Reevaluation) editor documents factors that may contribute to the student's academic or learning difficulties. These factors can't be the primary cause of the student's learning difficulties to be determined eligible for special education services.
This editor is automatically placed in a Not Needed status when Initial is selected as the Evaluation Type on the Evaluation Information editor.
Exclusionary Factors - Reevaluation Editor| Field | Description | Validation |
|---|
| Indicate if the student's learning difficulty in the area(s) of suspected disability is impacted by any of the following | Options include: - Vision, Hearing, and/or Motor Impairment
- Intellectual Disability
- Emotional Behavioral Disorder
- Environmental, Cultural, and/or Economic Disadvantage
- Limited English Proficiency
- Lack of Appropriate Instruction in Reading
- Lack of Appropriate Instruction in Math
| Multiple options can be selected. |
If any of the above are checked, provide evidence below that exclusionary factors were not the primary factor in the student's learning difficulties
*Required | A description of the evidence proving the above factors are not the primary factor of the student's learning difficulties. | *This field is available and required when any of the checkboxes above are marked.
This field is limited to 8000 characters. |
^Back to Top
Evidence of Low Achievement - Initial
The Evidence of Low Achievement (Intial) editor documents the areas of academic concern for the student.
This editor is automatically placed in a Not Needed status when Reevaluation is selected as the Evaluation Type on the Evaluation Information editor.
Evidence of Low Achievement - Initial Editor
Click here to expand...
| Field | Description | Validation |
|---|
| A. Academic Grade-level Area(s) of Concern | The areas of concern for the student. Options include:- Oral Expression
- Listening Comprehension
- Written Expression
- Basic Reading Skills
- Reading Comprehension
- Reading Fluency Skills
- Mathematics Calculation
- Mathematics Problem Solving
| The values available in this field come from the Attribute Dictionary (Plan > Area of Concern) and cannot be modified.
Multiple values can be selected. |
B. Evidence of Low Achievement Data
The following columns display in the table:- Academic Area of Concern
- Assessment Name
- Date
|
| Provide a validity statement and testing observations | A statement of the validity of testing observations. | This field is limited to 8000 characters. |
| Provide interpretive information | A description of the interpretation of information. | This field is limited to 8000 characters. |
| Select an existing record or click Add to open the side panel. The following fields display on the Evidence of Low Achievement side panel. |
| Academic Area of Concern | The academic area of concern. Options include:- Oral Expression
- Listening Comprehension
- Written Expression
- Basic Reading Skills
- Reading Comprehension
- Reading Fluency Skills
- Mathematics Calculation
- Mathematics Problem Solving
| The values available in this field come from the Attribute Dictionary (Plan > Area of Concern) and cannot be modified.
This field is limited to 200 characters. |
| Assessment Name | The name of the test administered to the student. | This field is limited to 200 characters. |
| Date | The day of the assessment. | N/A |
| Subtest/Composite | The student's composite score. | This field is limited to 200 characters. |
| SS/ss | The student’s standard score. | This field is limited to 200 characters. |
| Percentile | The student's percentile. | This field is limited to 200 characters. |
| Evaluator/Title | The title or name of the person who administered the assessment. | This field is limited to 200 characters. |
^Back to Top
Evidence of Low Achievement - Reevaluation
The Evidence of Low Achievement (Reevaluation) editor documents the areas of academic concern for the student.
This editor is automatically placed in a Not Needed status when Initial is selected as the Evaluation Type on the Evaluation Information editor.
Evidence of Low Achievement - Reevaluation Editor
Click here to expand...
| Field | Description | Validation |
|---|
| A. Academic Grade-level Area(s) of Concern | The areas of concern for the student. Options include:- Oral Expression
- Listening Comprehension
- Written Expression
- Basic Reading Skills
- Reading Comprehension
- Reading Fluency Skills
- Mathematics Calculation
- Mathematics Problem Solving
| The values available in this field come from the Attribute Dictionary (Plan > Area of Concern) and cannot be modified.
Multiple values can be selected. |
| Did the team conduct new academic achievement assessments for this evaluation? | Indicates the team conducted new academic achievement assessments. Options are Yes or No. | N/A |
B. Evidence of Low Achievement Data
The following columns display in the table:- Academic Area of Concern
- Assessment Name
- Date
|
| Provide a validity statement and testing observations | A statement of the validity of testing observations. | This field is limited to 8000 characters. |
| Provide interpretive information | A description of the interpretation of information. | This field is limited to 8000 characters. |
| Select an existing record or click Add to open the side panel. The following fields display on the Evidence of Low Achievement side panel. |
| Academic Area of Concern | The academic area of concern. Options include:- Oral Expression
- Listening Comprehension
- Written Expression
- Basic Reading Skills
- Reading Comprehension
- Reading Fluency Skills
- Mathematics Calculation
- Mathematics Problem Solving
| The values available in this field come from the Attribute Dictionary (Plan > Area of Concern) and cannot be modified.
This field is limited to 200 characters. |
| Assessment Name | The name of the test administered to the student. | This field is limited to 200 characters. |
| Date | The day of the assessment. | N/A |
| Subtest/Composite | The student's composite score. | This field is limited to 200 characters. |
| SS/ss | The student’s standard score. | This field is limited to 200 characters. |
| Percentile | The student's percentile. | This field is limited to 200 characters. |
| Evaluator/Title | The title or name of the person who administered the assessment. | This field is limited to 200 characters. |
^Back to Top
Observation
The Observation editor documents observational information related to the student's area(s) of concern.
Observation Editor
Click here to expand...
| Field | Description | Validation |
|---|
| Summarize the observational information related to the student's identified area(s) of concern | A description of the observational information related to the area(s) of concern. | This field is limited to 8000 characters. |
Observation Data
The following columns display in the table:- Academic Area of Concern
- Evaluator/Title
- Date Conducted
- Duration
Select an existing record or click Add to open the side panel. The following fields display on the Observation Data side panel.
|
| Academic Area of Concern | The academic area of concern. Options include:- Oral Expression
- Listening Comprehension
- Written Expression
- Basic Reading Skills
- Reading Comprehension
- Reading Fluency Skills
- Mathematics Calculation
- Mathematics Problem Solving
| The values available in this field come from the Attribute Dictionary (Plan > Area of Concern) and cannot be modified. |
| Evaluator/Title | The title or name of the person who administered the assessment. | This field is limited to 200 characters. |
| Date Conducted | The day of the assessment. | N/A |
| Location | The location of the assessment. | This field is limited to 200 characters. |
| Duration | The duration of the assessment. | This field is limited to 200 characters. |
^Back to Top
RTI or PSW in Psychological Processing - Initial
The RTI or PSW in Psychological Processing (Initial) editor documents the specific interventions that address the student's area(s) of concern.
This editor is automatically placed in a Not Needed status when Reevaluation is selected as the Evaluation Type on the Evaluation Information editor.
RTI or PSW in Psychological Processing - Initial Editor
Click here to expand...
| Field | Description | Validation |
|---|
| A. Parent Notification of General Education Instruction and Intervention form was provided to parents prior to or as part of the intervention and referral process. |
| Check to Confirm | Indicates the Notification of General Education Instruction and Intervention form was provided to the parent/guardian. | N/A |
B. Effectiveness of Core Curriculum
The following columns display in the table:- Academic Area of Concern
- Assessment Name
- Date Conducted
|
| Which option will the evaluation team use to determine whether the student has a Specific Learning Disability? | Options include:- Response to Intervention (RTI) (If selected, complete section C)
- Patterns of Strengths and Weaknesses (PSW) (If selected, complete section D)
- The team will consider both RTI and PSW for this student. (If selected, complete section C & D)
| N/A |
| Select an existing record or click Add to open the Effectiveness of Core Curriculum side panel. |
| Academic Area of Concern | The area of concern. Options include:- Oral Expression
- Listening Comprehension
- Written Expression
- Basic Reading Skills
- Reading Comprehension
- Reading Fluency Skills
- Mathematics Calculation
- Mathematics Problem Solving
| The values available in this field come from the Attribute Dictionary (Plan > Area of Concern) and cannot be modified. |
| Assessment Name | The name of the assessment. | This field is limited to 200 characters. |
| Date Conducted | The day of the assessment. | N/A |
| Grade Level Performance Benchmark (Proficiency Score) | The benchmark for proficiency. | This field is limited to 200 characters. |
| Percent of Grade Level Peers Meeting Performance Benchmark | The percent of grade level peers meeting the benchmark. | This field is limited to 200 characters. |
| Percent of Grade Level Peers Making Growth Toward Performance Benchmark | The percent of grade level peers making progress towards the benchmark. | This field is limited to 200 characters. |
| Student's Performance Level (Score) | The student's score. | This field is limited to 200 characters. |
C. Response to Intervention (RTI)
The following columns display in the table:- Academic Area of Concern
- Intervention
- Begin Date
- End Date
- Frequency (How often per week)
- Duration (Minutes per session)
|
| Provide a description of each targeted intervention that was provided to address specific skill deficits(s) for this area of concern | A description of the intervention that addresses each specific goal/area of concern. | This field is limited to 8000 characters. |
| Provide Information about the progress made during intervention and each academic area of concern. Include a visual representation (e.g., graph or table) AND description of the Aimline, Trendline, Decision Points, the student's Rate of Improvement, and National or Local Norms describing expected performance for grade-level peers in each area of concern | A description of the progress of the intervention. | This field is limited to 8000 characters. |
| Summarize | A summary of the intervention and progress. | This field is limited to 8000 characters. |
| Select an existing record or click Add to open the RTI side panel. |
| Academic Are of Concern | The area of concern. Options include:- Oral Expression
- Listening Comprehension
- Written Expression
- Basic Reading Skills
- Reading Comprehension
- Reading Fluency Skills
- Mathematics Calculation
- Mathematics Problem Solving
| The values available in this field come from the Attribute Dictionary (Plan > Area of Concern) and cannot be modified. |
| Intervention | The name of the intervention. | N/A |
| Begin Date | The first day of the intervention. | N/A |
| End Date | The last day of the intervention. | N/A |
| Frequency (How often per week) | The frequency of the intervention per week. | N/A |
| Duration (Minutes per session) | The duration of the intervention per session. | N/A |
D. Pattern of Processing Strengths and Weaknesses
The following columns display in the table:- Processing Area
- Assessment Name
- Date
|
| Provide a validity statement and testing observations | A statement of the validity of testing observations. | This field is limited to 8000 characters. |
| Provide interpretive information | A description of the interpretation of the information. | This field is limited to 8000 characters. |
| Select an existing record or click Add to open the Processing Strengths and Weaknesses side panel. |
| Processing Area | The area of strength or weakness assessed. | This field is limited to 200 characters. |
| Assessment Name | The name of the assessment. | This field is limited to 200 characters. |
| Date | The day of the assessment. | N/A |
| Subtest/Composite | The student's composite score. | This field is limited to 200 characters. |
| SS/ss | The student’s standard score. | This field is limited to 200 characters. |
| Percentile | The student's percentile. | This field is limited to 200 characters. |
| Evaluator/Title | The title or name of the person who administered the assessment. | This field is limited to 200 characters. |
^Back to Top
RTI or PSW in Psychological Processing - Reevaluation
The RTI or PSW in Psychological Processing (Reevaluation) editor documents the specific interventions that address the student's area(s) of concern.
This editor is automatically placed in a Not Needed status when Initial is selected as the Evaluation Type on the Evaluation Information editor.
RTI or PSW in Psychological Processing - Reevaluation Editor
Click here to expand...
| Field | Description | Validation |
|---|
| Which option will the evaluation team use to determine whether the student has a Specific Learning Disability? | Options include:- Response to Intervention (RTI) (If selected, complete section A)
- Patterns of Strengths and Weaknesses (PSW) (If selected, complete section B)
- The team will consider both RTI and PSW for this student. (If selected, complete section A & B)
| N/A |
| A. Response to Intervention (RTI) |
| Summarize | A description of the assessments conducted and the average range and standard deviation. | This field is limited to 8000 characters. |
| B. Pattern of Processing Strengths and Weakness |
| Did the team conduct new cognitive assessments for this evaluation? | Indicates the team conducted a cognitive assessment for this evaluation. Options are Yes of No. | N/A |
| Interpretive information | A description of the interpretation of the information. | This field is limited to 8000 characters. |
| Include a brief description of each assessment along with average range and standard deviation statement | A description of the assessments conducted and the average range and standard deviation. | This field is limited to 8000 characters. |
The following fields display in the table:- Processing Area
- Assessment Name
- Date
|
| Provide a validity statement and testing observations | A statement of the validity of testing observations. | This field is limited to 8000 characters. |
| Provide interpretive information | A description of the interpretation of the information. | This field is limited to 8000 characters. |
| Select an existing record or click Add to open the Processing Strengths and Weaknesses side panel. |
| Processing Area | The area of strength or weakness assessed. | This field is limited to 200 characters. |
| Assessment Name | The name of the assessment. | This field is limited to 200 characters. |
| Date | The day of the assessment. | N/A |
| Subtest/Composite | The student's composite score. | This field is limited to 200 characters. |
| SS/ss | The student’s standard score | This field is limited to 200 characters. |
| Percentile | The student's percentile. | This field is limited to 200 characters. |
| Evaluator/Title | The title or name of the person who administered the assessment. | This field is limited to 200 characters. |
^Back to Top
Supplemental Assessments
The Supplemental Assessments editor documents any additional findings found via alternate assessments.
Supplemental Assessments Editor
Click here to expand...
| Field | Description | Validation |
|---|
| Include a brief description of each assessment along with average range and standard deviation statement | A description of the assessments conducted and the average range and standard deviation. | This field is limited to 8000 characters. |
| Provide a validity statement and testing observations | A statement of the validity of testing observations. | This field is limited to 8000 characters. |
| Provide interpretive information | A description of the interpretation of the information. | This field is limited to 8000 characters. |
Supplemental Assessment Data
The following columns display in the table:- Area of Concern
- Assessment Name
- Date
Select an existing record or click Add to open the side panel. The following fields display: |
| Area of Concern | The area of concern. Options include:- Oral Expression
- Listening Comprehension
- Written Expression
- Basic Reading Skills
- Reading Comprehension
- Reading Fluency Skills
- Mathematics Calculation
- Mathematics Problem Solving
| The values available in this field come from the Attribute Dictionary (Plan > Area of Concern) and cannot be modified. |
| Assessment Name | The name of the assessment. | This field is limited to 200 characters. |
| Date | The day of the assessment. | N/A |
| Subtest/Composite | The student's composite score. | This field is limited to 200 characters. |
| SS/ss | The student’s standard score. | This field is limited to 200 characters. |
| Percentile | The student's percentile. | This field is limited to 200 characters. |
| Evaluator/Title | The title or name of the person who administered the assessment. | This field is limited to 200 characters. |
^Back to Top
Summary of Evidence
The Supplemental Assessments Data editor documents the alternate assessment data given to the student.
Summary of Evidence Editor
Click here to expand...
| Field | Description | Validation |
|---|
| A. Evaluation Team Assessment Summary | A description of the team's assessment. | This field is limited to 8000 characters. |
| B. Adverse Effect | A description of the student's progress is impeded by the disability. | This field is limited to 8000 characters. |
| C. Need for Specially Designed Instruction | A description of the changes to instruction the student requires to make progress with the general education curriculum. | This field is limited to 8000 characters. |
| Eligibility Determination |
| In consideration of the reported information, the evaluation team finds | Options include:- The Student MEETS the Idaho State eligibility requirements for Special Education Services.
- The Student DOES NOT MEET the Idaho State eligibility requirements for Special Education Services.
| N/A |
Under the category
*Required | Options include:- Autism Spectrum Disorder
- Intellectual Disability
- Deaf-Blindness
- Deaf of Hard of Hearing
- Developmental Delay
- Emotional Behavioral Disorder
- Other Health Impairment
- Specific Learning Disability
- Multiple Disabilities
- Orthopedic Impairment
- Speech or Language Impairment
- Traumatic Brain Injury
- Visual Impairment including blindness
| *This field is available and required when The student MEETs... is selected in the above dropdown. |
If the student qualifies as a student with a Specific Learning Disability (SLD), select the area(s) of SLD identified
*Required | The student's specific learning disability or disabilities. Options include:- Oral Expression
- Listening Comprehension
- Written Expression
- Basic Reading Skills
- Reading Comprehension
- Reading Fluency Skills
- Mathematics Calculation
- Mathematics Problem Solving
| *This field is available and required when Specific Learning Disability is selected in the "Under the category" dropdown.
The values available in this field come from the Attribute Dictionary (Plan > Area of Concern) and cannot be modified.
Multiple options can be selected. |
Eligibility Determination Date
Required | The day the team made the determination. | N/A |
Eligibility Determination
Required | The student's eligibility to receive special education services. Options include:- Eligible
- Not Eligible
- Parent
- Undetermined
- Withdrawn by Parent
| The values available in this field come from the Attribute Dictionary (Evaluation > EC Eligibility Determination) and cannot be modified. |
Undetermined Reason
*Required | The undetermined reason. Options include:- MO: Moved out of district
- SD: Student is deceased
- NC: Consent Not Received
- WD: Withdrawn by Parent
- NR: Non-Responsive
| *This field becomes available and required when Undetermined is selected as the Eligibility Determination.
The values available in this dropdown come from the Attribute Dictionary (Evaluation > Undetermined Reason).
Database: SEEGenericForm.vcMax11 |
| Late Determination |
| Late Determination Reason | The reason the determination was not made within the 60-day timeline. Options include:- Written Extension
- Additional Assessments Needed
- Extended Medical Issues
- Scheduling Difficulties
- Staffing Issues
- State Exception Rule
- Student moved into district with written extension
- Reasonable Efforts
- EC-Medical
- EC-Moved
- EC-Other
- EC-Parental
| The values available in this field come from the Attribute Dictionary (Evaluation > Determination Late) and cannot be modified. |
Late Determination Reason Comments
*Required | Any comments related to the late determination reason. | *This field is available and required when one of the following options is selected as the Late Determination Reason:- SD: Scheduling Difficulties
- ST: Staffing Issues
Database: SEEGenericForm.vcMax9 |
Specify EC Late Determination Reason
*Required | The specifics around the early childhood student's late determination. | *This field is available and required when the O: EC-Other option is selected as the Late Determination Reason.
Database: SEEGenericForm.vcMax10 |
State Exception Rule
*Required | Options include: - Acts of Nature
- Holiday Break
- Other School Break
- Spring Break
- Summer Break
| *This field is available and required when State Exception Rule is selected as the Late Determination Reason.
The values available in this field come from the Attribute Dictionary (Evaluation > State Exception Rule) and cannot be modified. |
| CMDA Assessment Date | The day of the CMDA Assessment. | N/A |
^Back to Top
Additional Information
The Additional Information editor documents any additional information or meeting notes. The only field on this editor is the "Provide any additional information and/or meeting notes here" text field. It is limited to 8000 characters.
Additional Information Editor^Back to Top
Editor Home
) displays in the Editors side panel, Editor Home, and List Screen of list editors indicating which editors currently have users working on them. Hovering over the icon displays the name of the user who has checked out the editor, including the current user (you).
Template Bank Side PanelClick the plus (+) icons next to the category to view the available template values.
Expanded Category and Values SelectedTemplate Bank Categories display on the left and the selected text displays on the right. Click the Add button to add the template value. This adds the template to the queue of values on the right. The red X removes selected templates while the sequence field can be used to reorder the templates. Another option is to use the up and down arrows next to the sequence field to reorder values. 
Example Template Bank Selections in the Document
Evaluation Information Editor
Student Information Editor
Parent/Guardian Information Editor
Enrollment Information Editor
Team Meeting List Screen
Team Meeting Detail Screen
Background Information Editor
Exclusionary Factors - Initial Editor
Exclusionary Factors - Reevaluation Editor
Evidence of Low Achievement - Initial Editor
Evidence of Low Achievement - Reevaluation Editor
Observation Editor
RTI or PSW in Psychological Processing - Initial Editor
RTI or PSW in Psychological Processing - Reevaluation Editor
Supplemental Assessments Editor
Summary of Evidence Editor
Additional Information Editor