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All evaluations conducted by Cross County Professionals must be
on the corresponding OSE Discipline Report form(s)- Social
Worker, Learning Consultant, School Psychologist, and Speech
Language Specialist. Reports shall be electronically written and
saved. The results of each assessment shall be prepared, dated
and signed by the individual(s) who conducted the assessment(s).
These written reports must also include:
·
an appraisal of the student’s current functioning
and an analysis of instructional implication appropriate to the
professional discipline of the evaluator;
·
a statement regarding relevant behavior of the
student, either reported or observed and the relationship of
that behavior to the student’s academic functioning;
·
a description, if an assessment is not conducted
under standard conditions, of the extent to which it varied from
standard conditions; and
·
When a student is suspected of having a “specific
learning disability,” each professional’s written report should
address the documentation required to make the determination.
The report should discuss:
o
whether the student has a “specific learning
disability”
o
the basis for making the determination
o
the relevant behavior noted during the observation
o
the relationship of that behavior to the student’s
academic performance
o
educationally relevant medical findings, if any
o
whether there is a severe discrepancy between
achievement and ability that is not correctable without special
education and related services
o
the determination concerning the effects of
environmental, cultural and economic disadvantage
o
whether the student achieves commensurate with his
age
o
whether there are strengths, weaknesses, or both,
in performance or achievement relative to intellectual
development in one of the following areas that require special
education and related services:
§
oral expression
§
listening comprehension
§
written expression
§
basic reading skills
§
reading fluency skills
§
reading comprehension
§
mathematics calculation
§
mathematics problem solving
·
Each report shall have a summary, of reported
findings, that must include:
o
identification of the referral reason
o
a statement of the findings from the evaluation
and how they confirm or disagree with the presence of the
suspected disabling condition that was identified
o
a statement of the student’s weaknesses resulting
from the suspected disabling condition and how the weaknesses
interfere with participation and progress in the general
education grade level curriculum and program
o
a statement of student’s strengths and a
discussion of how the strengths facilitate the student’s
participation and progress in the general education grade level
curriculum and program.
NOTE:
Evaluators/ related service providers shall not include their
recommendations in the body of the report. All statements of
accommodations, modifications, and/or interventions that will
increase the student’s participation in the general education
curriculum and program as well as services (i.e., frequency,
duration, goals and objectives) should be made on the
Discipline Recommendations for IEP Input or Related Service
Provider IEP Input form. (word documents)
Note: Overall, the summary will enable teams to make
clear and concise decisions for special education based on the
code delineated 14 disabling conditions. The information that is
provided in the summary can be easily transposed into the
PLAAFP
sections of the IEP. The summary should be user friendly and
easily understood by staff and parents.
Note: Any digital document can be attached; however,
third party reports are generally obtained through a specific
release of information which precludes forwarding to another
party unspecified in the release. As a rule these reports should
not be attached to digital documentation
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