What Happens if My Child is Being Tested?
If the Intervention Assistance Team, which includes the child's parents, has decided that the child has a suspected disability, the child may be tested. Parents must sign a permission form. Parents will receive a booklet entitled, "Whose IDEA is This?" The booklet explains the testing procedure and the rights and responsibilities parents have in the testing process.
The testing is called a multifactored evaluation because it covers a wide range of skills. The child will be tested in cognitive, language and academic skills, as well as visual-motor and social-emotional areas. The child will also receive a brief vision and hearing screening. These tests are given in quiet, one-on-one settings after rapport has been established with the child.
Our school psychologist will usually make an observation of your child in the classroom setting before testing begins, noting attention span, participation, organization and classroom behaviors.
Cognitive functioning (or IQ) is usually measured with the Wechsler Individual Scale for Children - III (the WISC). This test has two sections - verbal and performance. The verbal sub-tests are administered orally and are not timed. The performance subtests are more hands-on and are timed. Both the verbal and performance scores are used to come up with a full scale score. Scores between 85 and 115 are considered to be in the average range - with a score of 100 considered average. Fine motor scores are evaluated using teacher observations and checklists.
A variety of tests may be used to test your child's academic skills, including reading, written language, and math. The Woodcock- Reading Mastery Test, the Weschler Individual Achievement Test, and the Key Math Test are commonly used. Observations made during testing can give information about how a student learns - specifically, what strategies are being used when the child reads or solves math problems. The tests give levels of achievement in standard scores, with a score of 100 being average and scores between 85 and 115 considered the average range.
Language skills are also evaluated using a variety of tests, including The Clinical Evaluation of Language Fundamentals (CELF). Language skills are divided into two areas - receptive and expressive language. Receptive skills include listening, understanding and remembering what is being said. Expressive skills include the skills needed to communicate an idea clearly - both orally and in written form. The speech and language pathologist may also assess your child's articulation, if that is an area of concern and seems to be having an effect on his educational performance.
When the assessments are complete, the evaluation team will meet with the parents to explain the results. Information about the child's learning strengths and weaknesses with be discussed.
If parents are having an outside evaluation completed, it is essential that they notify the school so that testing is not duplicated, resulting in invalid scores.
After all the data has been shared at a multifactored evaluation (MFE) meeting, the team, which includes the parents, will decide if the child qualifies for special education services. Eligibility guidelines from the federal regulations are explained to parents at the MFE meeting.
What Happens if My Child Does Qualify for a Special Education Program?
If the team determines the child does qualify, and the parents accept the identification, the team will decide the best way to meet the child's educational needs. An IEP, or Individualized Education Plan, will be written. The IEP lists the goals that will be addressed during the next school year. The team will decide if the child's needs can be best met in the classroom, with consultation services or co-teaching. Small group pullout services might be scheduled for direct intervention. The team will also discuss if the child qualifies for related services, including speech and language, occupational therapy, or physical therapy. Necessary classroom modifications will be discussed and listed, as well as accommodations needed for classroom and standardized testing. The special education teacher, the classroom teacher, the related services teachers, an administrator or designee and the child's parents will work together to write the IEP. All participants will sign and receive copies of the IEP.
Parents will receive quarterly reports on their child's progress towards IEP goals. These reports are usually given when quarterly report cards are distributed. Special education teachers will also attend parent-teacher conferences to discuss progress with parents.
IEPs are reviewed and rewritten, if necessary, at least once a year. This meeting is called an annual review. Any member of the IEP team, including the parents or regular classroom teacher, may request an IEP meeting at any time during the school year to review and propose changes to the goals.
After a child has been in a special education program for three years, he must have a re-evaluation to see if he still qualifies for assistance. The current IEP team will meet at a pre-assessment conference to determine what information is needed to evaluate the child. Standardized tests may be used - or the team may decide to use other forms of data. The team will decide if the child is still experiencing difficulty in the classroom to the extent that special education services are required.
You will receive copies of your child's evaluations and his IEP. You also have the right to review your child's confidential file at school. You can request an explanation and interpretation of the records at any time. You can also have a representative review the records. Information about your child's records is included in the "Whose IDEA Is This?" booklet. Parents of students who are receiving a multifactored evaluation will have received this booklet.
The special education program must follow guidelines put forth by the state and the federal government. The latest regulations are called the Individuals with Disabilities Education Act (IDEA). Information about these regulations can be found on the following web sites:
The Parent Advocacy Coalition for Educational Rights
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