This resource covers the first step of reviewing evaluation results during an initial or triennial/reevaluation IEP meeting. It provides guidance on explaining assessment outcomes, determining special education eligibility, addressing multiple eligibility areas, handling situations where a student does not qualify, documenting discussions, and managing disagreements about eligibility decisions.

TPE Alignment:

• TPE 5.1 - Apply knowledge of the purposes, characteristics, and appropriate uses of different types of assessments (e.g., diagnostic, informal, formal, progress-monitoring, formative, summative, and performance) to design and administer classroom assessments, including use of scoring rubrics.
• TPE 5.2 - Collect and analyze assessment data from multiple measures and sources to plan and modify instruction and document students' learning over time.
• TPE 5.5 - Use assessment information in a timely manner to assist students and families in understanding student progress in meeting learning goals.
• TPE 5.6 - Work with specialists to interpret assessment results from formative and summative assessments to distinguish between students whose first language is English, English learners, Standard English learners, and students with language or other disabilities.
• TPE 5.8 - Use assessment data, including information from students' IEP, IFSP, ITP, and 504 plans, to establish learning goals and to plan, differentiate, make accommodations and/or modify instruction.

Navigating this Collection:

HQ IEPs > During the IEP > Key Components of the IEP Process > Key Component 1: Assessment