Child Find, Evaluation
Special Education Initial Referral Timeline
Overview of the timeline and legal requirements for a referral for an initial special education evaluation.
View Document
Evaluation
ARD/IEP Supports, Behavior, Significant Cognitive Disabilities, Autism, Evaluation
Data Collection: Task Analysis
This video shows one educator sharing how she uses a task analysis data collection form. This form is intended for use by teachers, paraprofessionals, and other service providers collecting data for student Individualized Education Program (IEP) goals and baseline data to determine a need for new/updated IEP goals or behavior intervention.
View Video
ARD/IEP Supports, Child Find, Evaluation, State Guidance
Students with Disabilities Who Transfer In-State and Out-of-State Quick Guide
This quick guide outlines federal and state requirements and procedures for students new to the local educational agency (LEA) because they have transferred from in or outside the state.
View Document
Child Find, Evaluation
Special Education Referral for Initial Evaluation Quick Guide
Key points and important resources for local education agencies (LEAs) to consider for receiving referrals and requests for initial evaluations.
View Document
Child Find, Evaluation
Referral to Special Education
Referral to Special Education provides resources to assist LEAs in the decision-making process for special education evaluation for a student.
View Article
Child Find, Evaluation
Reevaluations: From REED to Evaluation
Examination of regulations related to reevaluations, the process for conducting a REED, and best practices of a comprehensive reevaluation.
View Video
ARD/IEP Supports, Child Find, Evaluation
Review of Existing Evaluation Data and Reevaluation: Question and Answer Document
This question-and-answer document is intended to provide guidance and best practices to LEAs regarding the REED and reevaluation processes.
View Document
ARD/IEP Supports, Behavior, Significant Cognitive Disabilities, Autism, Evaluation
Data Collection: A-B-C Recording
This video shows one educator sharing how she uses an Antecedent-Behavior-Consequence (A-B-C) data collection form. This form is intended for use by teachers, paraprofessionals, and other service providers collecting data for student Individualized Education Program (IEP) goals and baseline data to
View Video
ARD/IEP Supports, Behavior, Significant Cognitive Disabilities, Autism, Evaluation, Instruction
Data Collection: A-B-C Recording
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.
View Tool/Template
Evaluation, ARD/IEP Supports
Writing Effective Impact and Need Statements in the Full and Individual Evaluation
Guidance for writing effective impact and need statements related to the student’s disability to develop the PLAAFP and draft an appropriate IEP.
View Video
