Creating a Seamless Assessment and Evaluation Process

Maryland has created a seamless Birth through Five System of Services to support young children with disabilities and their families.  As a child transitions from the Infants and Toddlers Program (Part C) into Preschool Special Education (Part B) services, it is critical that the family and child are guided through this process.  Establishing rapport with families is paramount during the assessment and evaluation process. This can be a very overwhelming experience for families. 

Welcome the family by being respectful of family culture and circumstances, and learn how the family prefers to share and receive information.  Acknowledge the family’s expertise and ask about their child’s interests and capabilities.  Phrasing discussions in ways that are positive and focusing on the strengths of the child as much as possible will function as the foundation of a healthy relationship with the family. 

If the family is interested in moving forward with assessment, specific initial steps in the process are completed:

• Provide the family with prior written notice.
• Obtain informed written consent for assessment and release of medical records, as appropriate.

It is essential to explain the purpose and the process of assessment, including the importance of gathering information about the family concerns and priorities. At this point in the process, the following steps are critical:

• Use open-ended questions to learn about the family’s concerns and priorities.
• Listen to the family and encourage them to share information about the child’s strengths and interests in the context of family routines.
• Consider and discuss with the family any other information that may exist, including observations, screening, assessment, medical information, and/or reports from other sources.
• Provide information about community programs, resources, and/or services in response to the family’s questions.

During this process it also critical to address that preschool special education is a system of education services for children who are eligible.  Determine, with the family, the need for an evaluation for special education services.  Also, explain the broad purposes and process of assessment and evaluation for the child’s eligibility for preschool special education.  The following steps are accomplished in this stage of the process:

• Assess the child in all areas related to the child’s suspected disability [34 CFR §300.304(c)(4); COMAR 13A.05.01.05B(1)].
• A variety of assessment tools and strategies are used to gather sufficient relevant functional, cognitive, developmental, behavioral, academic, and physical information, and information provided by the parent to enable the IEP team to determine:
  • If the student is a student with a disability;
  • The student's educational needs;
  • The content of a student's IEP, including information related to enabling the student to participate in appropriate activities; and
  • Each special education and related service needed by a student, regardless of whether the need is commonly linked to the student's disability [34 CFR §300.304(c)(6); COMAR 13A.05.01.05B(2)].
• Document results of assessments in a written assessment report.
• Conduct an evaluation by the child’s Individualized Education Program (IEP) team using a variety of sources including:
  • Existing data;
  • Current classroom-based, local, and Statewide assessments;
  • Parent input; and
  • Observations by teachers and related service providers [COMAR 13A.05.01.06C(1)].
• Review and summarize findings and share perspectives of all team members, including the family.
• Determine if the child is eligible for preschool special education services [34 CFR §300.306(a)(1) and (c)(1); COMAR 13A.05.01.06B].
• Provide prior written notice, document the decision in an evaluation report and explain procedural safeguards, including procedures to resolve any disagreement.
• If the child is eligible, explain the IEP development process [34 CFR §300.306(c)(2); COMAR 13A.05.01.08A(1) and (2)].

Prior Written Notice [34 CFR §300.503; and COMAR 13A.05.01.12B]

Prior written notice must be provided to parents prior to evaluation of a child within a reasonable period. The notice should be in sufficient detail to inform the parent of:

• The actions being proposed or refused (in this case evaluation of the child);
• An explanation of why the public agency proposes or refuses to take the action;
• A description of the options the public agency considered and the reason the options were rejected;
• A description of each assessment procedure, test, record, or report the public agency uses as a basis for the proposal or refusal;
• A description of any other factors relevant to the proposed or refused action;
• A statement that the parent has protections under the procedural safeguards of the Act and the manner in which the parent may obtain a copy of the procedural safeguards;
• A list of sources a parent may contact to obtain assistance in understanding the provisions of the IDEA.

Informed Consent [34 CFR §300.9; §300.301; COMAR 13A.05.01.13A(1)]

Informed written parental consent must be obtained prior to conducting assessment procedures with a child [34 CFR §300.300; and COMAR 13A.05.01.13A(1)].

Informed consent means that family members have been fully informed of all information relevant to the activity for which consent is sought, in the parent's native language or other mode of communication.  Consent must be given in writing prior to evaluation and assessment, and in order for specific medical records to be released.  Families need to understand that their consent is voluntary, and may be revoked at any time.  If written consent is not given by parents, reasonable efforts must be made to ensure that the parent understands why the evaluation is needed, and that neither the evaluation nor preschool special education services can be provided without it [34 CFR §300.9; §300.300; and COMAR 13A.05.03B(12)].

Evaluation Report  [COMAR 13A.05.01.06C(2)]

The IEP team shall document its decision in an Evaluation Report.  The written decision shall include:

• Information provided by the parent;
• Results of assessment procedures used as a basis for determination;
• A statement as to whether the assessment procedures were valid for the purposes intended and valid for the student; and
• Whether the student is a student with a disability