1. Eligibility 101 School Psychologists: Chelsey Crawford Kara Leslie
Jessica Schiffer
Emily Zalewski
Eligibility 101

2. Schedule Re-Evaluation Standard Operating Procedures
Eligibility Paperwork
Criteria Worksheets
Interpreting Psychological Reports
Educational Report Writing
TERA/TEMA

3. Standard Operating procedure: re-evaluations
Identify students for re-evaluation by September 15th.
Send roster including due dates to school psychologist, school social worker, and related staff.
Complete the student evaluation planning worksheet 2 weeks prior to initiation of the re-evaluation.
**This form is no longer part of the eligibility packet- you will need to add it.
Need to select educational and observation for every re-eval.
Send an to appropriate staff to alert them that the student evaluation planning worksheet has been completed in SEAS.
When everyone is in agreement of the components that need to be completed, the case manager contacts that parent and send home the planning worksheet and consent.
If parents do not agree with the components selected, the team may need to hold a meeting.
Case manager schedules eligibility meeting and sends meeting notice to parent two weeks prior to the eligibility meeting.

4. When Is a psych/social evaluation considered?
An IEP student comes to your school from a different state.
The file is missing a psychological/social evaluation.
The team suspects a new or different disability category or changes in cognitive, behavioral, or social skills?
Considering termination of special education services.
Students with an Intellectual Disability (IQ 50-70) who are coming up for their first re- evaluation.
**Consult with school psychologist and school social worker to determine if a psychological and/or social is needed for the re-evaluation.

5. Student planning worksheet

6. Student planning worksheet part 2

7. Student planning worksheet part 3

8. Consent

9. Consent Part two

10. Consent Part Three

11. What happens if….
Educational testing scores are all average for a student with a Specific Learning Disability.
Consult your school psychologist as soon as possible.
The student is no longer exhibiting behaviors consistent with the ED category.
Consult with your school psychologist as soon as possible.
Be sure you have data to support the improvement in behavior.
You are not sure what information to use to answer questions on the criteria worksheet.
Look at the previous psychological report
Consult your school psychologist

12. Before the meeting… Who to invite:
Parent- send meeting notice to the parent at least 2 weeks before the meeting
General Education Teacher
Administrator
Speech- if needed
School Psychologist and School Social Worker (If they had a component)
You are the chair person, and you lead the meeting unless other arrangements have been made.
Open with the purpose of the meeting and introductions.
Be sure to incorporate the student’s strengths into your report and presentation. 

13. What forms do I complete at Eligibility?
Eligibility Meeting Minutes
Criteria Worksheets
For re-evals, only complete the worksheets for the disability category that the student is currently being serviced under.
If there is a concern about a new or different category at the eligibility meeting, complete eligibility paperwork based on the current disability categories and re-convene to discuss additional components.
Do not change the student’s disability category without an updated psych and social.
Prior Notice

14. Eligibility meeting minutes

15. Decision page

16. Decision Page Continued…

17. Signature page

18. Signature page continued
Do not complete this section for re-evaluation unless there is psych/social component and/or the student is exiting speech/language services.

19. Criteria worksheets are fun
Intellectual Disability
Autism
Emotional Disability
Other Health Impairment
Specific Learning Disability
evaluation/
Autism and ED are old worksheets

20. Intellectual disability

21. Autism

22. Autism part two

23. Emotional disability

24. Emotional disability part two

25. Emotional disability part three

26. Other health impairment

27. Specific learning disability

28. SLD part two

29. SLD part three

30. LD Addendum

31. LD Addendum PART tWO

32. Prior written notice

33. Interpreting Psychological reports
For a SLD Reeval:
Focus on the composite standard scores in the “Cognitive Functioning” section of the psych report
If no composite score is listed, look at the subtest scores. These can also indicate a deficit.
A standard score below 85 is considered a normative weaknesses.
Check summary - this will often review the cognitive strengths and weaknesses and point to the specific deficit that indicates a learning disability.
Different cognitive abilities relate to different academic abilities. Check the descriptor in the psych report to determine which cognitive ability impacts which academic ability.
For OHI (ADHD), ED, Autism Reeval:
Look at the Social/Emotional/Behavioral section.
Check rating scales (ED/OHI = BASC-2, Conners-3, Conners-CBRS; Autism = ASRS, GARS-3)
T-score that are equal to or > 70 are typically clinically significant/very elevated
Check direct measures for autism such as ADOS or CARS. Report will typically indicate level of severity (mild to moderate, severe etc)

34. Activity!
Interpreting a psych report and completing the SLD worksheet

35. Educational Evaluations
• Updated WJ Achievement-- training
• Testing location should be free from distractions
• Follow examiner prompts in manual precisely
• Make note of behaviors during testing
• Read the manual
• Practice, practice, practice

36. Educational Reports are not…
The score summary generated by Woodcock-Johnson scoring software
The narrative summary generated by the Woodcock-Johnson software
A copy of the front of the protocol with the scores displayed
A display of the student work or responses from the protocol

37. Sections of the educational report
Consistency of basic formatting (header, font, alignment, page numbers, etc.)
CONFIDENTIAL REPORT
Identifying Information
Student Name
School
Date of Birth
Grade
Chronological age
Dates of testing
Name of examiner/case manager
Current program/disability

38. Sections of the educational report Part 2
Assessment Procedures
List formal assessment(s) completed
List any other information obtained through informal means
Cumulative file review
Student/teacher interviews
Classroom observations, if included in report
Reason for Referral/Background Information
Indicate whether triennial review or initiated for another reason
Discuss current programming and level of service
Review of classroom data indicating progress toward current IEP goals and grades or other classroom measures
Indicate whether another disability or possible exit from exceptional education is being considered

39. Sections of the educational report part 3
Observations During Testing
Number of sessions
Activity level
Attention
Conversational proficiency
Comfort level with examiner
Level of effort
Frustration tolerance
Sensory aids
Any distractions or disruptions during testing
Any adjustments made to standardized administration
Whether the results are perceived to be an accurate estimate of classroom functioning

40. Sections of the educational report part 4
Academic Achievement/Testing Outcomes
Clear explanation of overall test and what it measures
Explanation of what the scores mean
Chart/table displaying scores and indicating qualitative ranges
Explanation of composites/subtests
Indicate tasks the student was able to do as well as tasks the student struggled with
Strengths/weaknesses

41. Sections of the educational report part 5
Conclusions/Summary
Provide a brief summary of the data presented in the report
Recommendations
Vague or specific
Based on data from your report
Signature, Name, and Title
ALWAYS sign report and type your name below signature

42. Other important things to note
Always use age-based norms to score assessments
Avoid age equivalencies or grade equivalencies
Only use percentile ranks if you are confident in your ability to explain what they mean
Test protocols should be housed in your working files for students and NOT in cumulative files
Protocols can not be photocopied
Narrative reports should be placed in cumulative file two days before meeting
If you have questions about test interpretation, please ask a specialist, coordinator, or your school psychologist prior to completing report or interpreting report for parent in meeting

43. Qualitative ranges of standard scores
69 and below: Very Low/Significantly Below Average
70-79: Low/Poor/Borderline
80-89: Low Average/Below Average
90-110: Average
: High Average/Above Average
: Superior/High
131 and above: Very Superior/Very High
Phrasing and specific cutoff points vary based on the test used

44. Questions??

45. TERA/TEMA