The Evaluation in Campus is used to document the student's educational needs and determine eligibility for special education. This document describes each editor, the section(s) of the print format that includes the entered information, 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 documentation of eligibility, 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 format of this document is the PA RR 2024. Evaluation formats are selected in Eval Types.
Editor Home
Evaluation Header
The Evaluation Header editor includes general information about the evaluation, including relevant dates, the type of evaluation, and basic student information.
This editor must be saved before continuing to other parts of the evaluation.
Evaluation Header Editor
Field
Description
Validation
Date of Report Required
The date the Evaluation was created.
This field auto-populates with today's date, but it can be modified.
Date report Provided to Parent/Guardian/Surrogate Required
The date the Evaluation report was given to the student's parent/guardian/surrogate.
N/A
Date IEP Team Reviews Existing Evaluation Data Required
The date the team reviewed the student's existing Evaluation data.
N/A
Local Education Agency (LEA)
A public board of education or other public authority within a state that maintains administrative control of public elementary or secondary schools in a city, county, township, school district, or other political subdivision of a state.
N/A
Current Educational Program
The student's current educational program.
N/A
LEA Representative Name
The name of the LEA representative.
N/A
Phone Number
The phone number for the LEA representative.
N/A
Email Address
The email address for the LEA representative.
N/A
Other Information
Any other information regarding the LEA representative or the student's current education program.
The Template Bank associated with this field is named Evaluation Other Information.
The Student Information editor displays basic information about the student such as demographic information. This is a read-only editor.
The Refresh button retrieves a fresh copy of data from the student's record. See the General Information section for additional information.
Student Information Editor
Field Name
Description
Ad Hoc
Last Name
The student's last name.
Census > People > Demographics > Last Name
identity.lastName
First Name
The student's first name.
Census > People > Demographics > First Name
identity.firstName
Middle Name
The student's middle name.
Census > People > Demographics > Middle Name
identity.middleName
Suffix
The student's suffix.
Census > People > Demographics > Suffix Name
identity.suffix
Age
The age of the student.
Census > People > Demographics > Age
Birthdate
The student's birthdate.
Census > People > Demographics > Birth Date
identity.birthDate
Gender
The student's gender.
Census > People > Demographics > Gender
identity.gender
Federal Designation
The student's federally designated race/ethnicity.
Census > People > Demographics > Federal Designation identity.raceEthnicityFed1, raceEthnicityFed2, raceEthnicityFed3, raceEthnicityFed4, raceEthnicityFed5
Federal Race(s)
The student's federal race(s).
Census > People > Demographics > Race(s) identity.raceEthnicity???????
Race, Ethnicity (state)
The student's state race/ethnicity designation.
Census > People > Demographics > State Race/Ethnicity identity.raceEthnicity
Home Primary Language
The student's home primary language.
Census > People > Demographics > First Language
identity.homePrimaryLanguage
Address
The student's address.
This field becomes a dropdown when more than one address exists for the student. The primary household displays by default.
The Parent/Guardian Information editor populates based on the guardian checkbox on the student's Relationships tool. The editor includes Demographics information for the student's guardian.
The Delete button next to each parent/guardian can be used to remove a parent/guardian from the Evaluation.
The Refresh button retrieves a new copy of parent/guardians' data. This also returns any accidentally deleted people. Manually entered fields do not change when the refresh button is clicked. The user must Save after clicking Refresh to capture changes.
Parent/Guardian Information Editor
Field Name
Description
Ad Hoc
Validation
Relationship
The relation of the parent/guardian to the student.
Census > People > Relationships
This field populates from Census. This is part of the header for the parent/guardian.
Last Name
The last name of the parent/guardian.
Census > People > Demographics > Last Name
identity.lastName
This field populates from Census. This is part of the header for the parent/guardian.
First Name
The first name of the parent/guardian.
Census > People > Demographics > First Name
identity.firstName
This field populates from Census. This is part of the header for the parent/guardian.
Middle Name
The middle name of the parent/guardian.
Census > People > Demographics > Middle Name
identity.middleName
This field populates from Census. This is part of the header for the parent/guardian.
Suffix
The suffix of the parent/guardian.
Census > People > Demographics > Suffix Name
identity.suffix
This field populates from Census. This is part of the header for the parent/guardian.
Print Sequence
The print order of the parent/guardian(s) on the IEP.
N/A
When no Sequence is selected, parent/guardian(s) print in the order displayed in the UI. When any Sequences are selected, only parent/guardian(s) with a sequence number prints in the order defined.
When there are multiple addresses for a person, a drop down with an option to select which address displays. When there is only one address, the drop down only has one option. The populated address is the one marked "Primary."
Home Phone
The home phone number of the parent/guardian.
Census > People > Demographics > Household Phone
This field populates from Census.
Work Phone
The work phone of the parent/guardian.
Census > People > Demographics > Work Phone
This field populates from Census.
Cell Phone
The cell phone of the parent/guardian.
Census > People > Demographics > Cell Phone
This field populates from Census.
Email
The primary email address for the parent/guardian.
Census > People > Demographics > Email
This field populates from Census.
Home Primary Language
The home primary language of the parent/guardian.
Census > People > Demographics > Home Primary Language
identity.homePrimaryLanguage
This field populates from Census.
The dropdown options are pulled from the Home Primary Language Attribute/Dictionary list. See the Attribute/Dictionary documentation for additional information.
The Sources of Evaluation Data editor is used to describe the variety of data sources used to consider in determining the student's eligibility.
Sources of Evaluation Data Editor
Field
Description
1. Physical condition, social, or cultural background, and adaptive behavior relevant to the student's disability and need for special education: Required
A description of the student's physical condition, background, and behaviors relevant to the student's disability and need for special education.
2. Evaluations and information provided by the parent (or documentation of LEA's attempts to obtain parental input): Required
A description of the evaluation information provided by the parent/guardian.
3. Aptitude and achievement tests: Required
A description of any achievement and/or aptitude tests given to the student.
4. Current classroom based assessments and local and/or state assessments: Required
A description of any classroom based or local/state assessments provided to the student.
5. Observations by teacher(s) and related services provider(s), when appropriate: Required
A description of the teachers' observations of the student.
6. Teacher recommendations: Required
A description of the teachers' recommendation for the student.
Determining factors: A student must not be found to be eligible for special education and related services if the determining factor for the student’s suspected disability is any of those listed below. Respond Yes or No to, and provide evidence for, each determining factor below.
A description of the determining factors for special education.
The Summary of Findings editor documents the student's functional levels in academic achievement, functional performance, and behavioral information.
Summary of Findings Editor
Field
Description
Additional Information
1. The IEP team determined that additional data are not needed
Indicates the IEP team determined additional data are not needed.
N/A
Reason(s) additional data are not needed: Displays when 1 is marked
Describes why the IEP team determined why additional data are not needed.
The Template Bank associated with this field is called PA RR Additional Data Not Needed.
2. The IEP determined there is a need for additional data
Indicated the IEP team determined additional data is needed.
N/A
Interpretation of additional data:
Displays when 2 is marked
Describes the interpretation for additional data.
The Template Bank associated with this field is called PA RR Interpretation of Data.
Conclusion: Complete section A or B or C. Required
A. The student has a disability AND continues to need specially designed instruction
The IEP team has determined the student has a disability and still needs specially designed instruction.
N/A
B. The student does not have a disability and no longer is eligible for special education. (The parent may request an assessment to determine if the student continues to be a student with a disability.)
The IEP team has determined the student does not have a disability and is no longer eligible to receive special education services.
N/A
C. The student has a disability but no longer needs specially designed instruction, and no longer is eligible for special education. (The parent/guardian/surrogate may request an assessment to determine whether the student continues to be a student with a disability.)
The IEP team has determined the student has a disability, but no longer required specially designed instruction and is no longer eligible for special education services.
N/A
i. Disability Category
Primary disability category
The student's primary disability.
N/A
Secondary disability category, if any
The student's second disability, if applicable.
N/A
Tertiary disability category, if any
The student's third disability, if applicable.
N/A
Disability Area 4
The student's fourth disability, if applicable.
N/A
Disability 5
The student's fifth disability, if applicable.
N/A
ii. Summary of Findings
Student's education strengths and needs:
Describes the student's educational strengths and needs.
The Template Bank associated with this field is called PA RR 2021: Summary of Findings – Student’s education strengths and needs.
Present levels of academic achievement and related developmental needs, including transition needs as appropriate:
Describes the students present level of academic achievement and related developmental needs.
The Template Bank associated with this field is called PA RR 2021: Summary of Findings – Present levels of academic development…
Recommendations for consideration by the IEP team regarding an additions or modifications to the special education and related services needed to enable the student to meet the measurable annual goals in the IEP and to participate as appropriate in the general education curriculum (including special considerations the IEP team must consider before developing the IEP, measurable annual goals, specially designed instruction, supplementary aids and services):
Describes the recommendations for consideration by the IEP team.
The Template Bank associated with this field is called PA RR 2021: Summary of Findings – Recommendations for considerations by the IEP team…
Additional Evaluation Information
Described any additional evaluation information.
The Template Bank associated with this field is called PA RR Additional Evaluation information.
The Determination of SLD (Specific Learning Disability) is used to document details related to the determination for eligibility.
This editor must be completed when determining eligibility for Specific Learning Disability.
Determination of SLD Editor
Field
Description
1. The student does not achieve adequately for the student's age or does not meet State-approved grade-level standards in one or more of the following areas when provided with learning experiences and scientifically based instruction appropriate for the student's age or State-approved grade level standards and level of English language proficiency: oral expression, listening comprehension, written expression, basic reading skill, reading fluency skills, reading comprehension, mathematics calculation, and mathematics problem-solving.
Describes if the student is not achieving an academic standard that complies with state-approved grade-level standards.
2. Check below to identify the process(es) used to determine eligibility.
Response to Scientific Research-Based Intervention (RtI). Document the criteria below.
Indicates that a scientific research based intervention was used to determine the student's special ed eligibility.
The student does not make sufficient progress to meet age or State-approved grade-level standards in one or more of these areas: oral expression, listening comprehension, written expression, basic reading skill, reading fluency skills, reading comprehension, mathematics calculation, and mathematics problem-solving.
Describes the areas the student is not meeting state approved grade-level standards.
Severe Discrepancy between Intellectual Ability and Achievement. Document the criteria below.
Indicates that an intellectual ability and achievement process was used to determine the student's special ed eligibility.
The student exhibits a pattern of strengths and weaknesses in performance, achievement or both relative to age, standards or intellectual development.
Describes the student's pattern of behaviors related to their academic achievement for their age and development.
3. The instructional strategies used and the student-centered data collected
Describes the instructional strategies used.
4. The educationally relevant medical findings, if any
Describes relevant medical findings.
5. The effects of the student's environment, culture, economic background
Describes the effects of the student's environment.
6. Data demonstrating that prior to referral or as part of the referral process for a specific learning disability, the student's regular education instruction was delivered by qualified personnel, including the English as a Second Language (ESL) program, if applicable
Describes the data collected prior to the student's referral or as part of the referral process indicating the student was taught by a qualified personnel.
7. Data based on documentation of repeated assessments of achievement at reasonable intervals, reflecting progress during instruction, which was provided to the parents
Describes data provided by the parent/guardian(s) of the student.
8. An observation in the student's learning environment (including the regular classroom setting) to document the student's academic performance and behavior in the areas of difficulty. Note the relationship of that behavior to the student's academic functioning.
Describes the student' academic performance and behaviors in the areas of difficulty.
9. Other data, if needed, as determined by the evaluation team
Describes any other data pertaining to the evaluation.
10. Include a statement for each item below to support the conclusions of the evaluation team that the findings are not primarily the result of
Visual, hearing, motor disability
A statement of the student's conclusion regarding the student's visual, hearing, motor disability.
Intellectual Disability
A statement of the student's conclusion regarding the student's intellectual disability.
Emotional Disturbance
A statement of the student's conclusion regarding the student's emotional disturbance.
Cultural factors
A statement of the student's conclusion regarding the student's cultural factors.
Environmental or economic disadvantage
A statement of the student's conclusion regarding the student's environmental or economic disadvantage.
Limited English proficiency
A statement of the student's conclusion regarding the student's limited English proficiency.
Editor Home
Evaluation Header Editor
Enrollment Information Editor
Student Information Editor
Parent/Guardian Information Editor
Sources of Evaluation Data Editor
Summary of Findings Editor
Team Meeting List Screen
Team Meeting Detail Screen
Determination of SLD Editor
