Evaluations are used to document the student's educational needs and determine 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. For information on general functionality, navigation, and additional plan and evaluation features, see the core Plan and Evaluation Information article.
The current print format is ID ESR SLD 24.1. Print formats are managed using the Special Ed Eval Type Setup tool.
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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.
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
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.
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
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.
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
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.
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.
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.
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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