1342.12 Companion

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1342.12 Companion
July 12, 2017 Page 43
2. Synthesis of Test Data: The assessor, in collaboration with other designated personnel,
completes this section of the report before the meeting by synthesizing the information drawn
from the individual assessment reports and related services reports. The synthesis is a summary
of the data necessary to address the eligibility questions (e.g., information and data from formal
and informal assessments, observations, parent information school-wide testing, grades,
curriculum-based assessment). The synthesis presents the facts from which conclusions may be
drawn and relates the findings to educational performance.
3. Information from Parents/Guardians/Students E4 S4 a-b, p 26): Parent and/or
student information obtained during pre-referral activities and the assessment process is
entered into this section of the report before the meeting. Additional information and
comments are written in this section during the meeting.
4. Information from Other Sources: This section includes information, if any, that was not
previously reported.
5. Reaching the Decision: All components of the evaluation are considered when determining
whether the student has or continues to have a particular category of disability that adversely
affects academic achievement or developmental or functional performance. Following a review
and discussion of assessment results, the CSC answers the questions specified for each
suspected area of disability. This process is the basis for the team decision, which is clearly
articulated and documented in the meeting minutes.
a. Eligible. If the CSC determines that the student meets the stated criteria, the CSC
proceeds with the remaining sections of the eligibility report identifying strengths,
area(s) impacted, educational need(s), and present level of academic achievement and
functional performance. Present level of academic achievement and developmental
and functional performance are required for each area that has been assessed.
b. Ineligible. If the student is found ineligible, the referral and assessment process ends.
The student continues in general education.
6. Areas Impacted: List the broad educational area(s) adversely impacted by the student's
disability and related developmental and functional needs as determined by the data in the
eligibility report.
7. Educational Needs: List the specific educational needs within the broad areas noted in the
eligibility report.
8. Present Level of Academic Achievement and Functional Performance (PLAAFP).
a. The PLAAFP is a statement of the student’s current strengths and weaknesses, including
description of how the student’s disability affects his or her involvement and progress in
the general education curriculum and school setting.
b. The PLAAFP is written in terms that are observable and measurable.
9. Related Services. This section is a listing of the related services that the student needs in order
to benefit from special education. Se for a discussion of related services.
10. Prior Written Notice (PWN). PWN outlining the DoDEA proposal regarding eligibility is provided
to the parent. Se or a discussion of PWN.
Guide to Determination of Educational Impact
Educational impact is a key element for determination of eligibility for special education services.
Documentation that a disability(ies) adversely affects academic achievement, developmental
performance, and/or functional performance in the general education curriculum and setting is
required. Adverse educational impact may manifest differently for each type of disability as well as at
different age/grade levels and/or different educational experiences.