Evaluation

Web-based platform that houses special education state and federal laws and regulations.

This Intervention Observation form can be used when observing the student during an intervention. The multidisciplinary team (MDT) may use this template or revise it to create a form tailored to gather information during a special education evaluation.

This supplemental response form is designed to help teams consolidate the referral information for emergent bilingual (EB) students for easy reference as they analyze a variety of information.

Antecedent-Behavior-Consequence (A-B-C) data collection serves to identify the antecedents (A) that set the stage for or trigger problem behavior (B) to occur and the consequences (C) that appear to maintain that behavior. Typically, this data is collected over multiple sessions and is used to identify patterns and functions of behavior.

This quick guide outlines the criteria for identifying and determining eligibility for special education and related services for children with a developmental delay (DD). The frequently asked questions (FAQs) provide recommendations and best practices for identifying DD. The quick guide is a

Examination of regulations related to reevaluations, the process for conducting a REED, and best practices of a comprehensive reevaluation.

This Core Content Area/Tier 1: Instructional Observation form is for observing the student during general education instruction. The multidisciplinary team (MDT) may use this template or revise it to create a form tailored to gather information during a special education evaluation.

Interval recording involves observing whether a behavior occurs or does not occur during specified time periods and is useful for high-rate behaviors that are difficult to count and/or do not have a clear beginning or end.