exceptional child education - Jefferson County Public Schools

Assessments and evaluation of children with disabilities that transfer from one school district to another in the same
academic year shall be coordinated with the previous and current schools as necessary and as expeditiously as possible,
to ensure prompt completion of full evaluations. 707 KAR 1:300, Section 4(13)
Evaluators must use a variety of assessment tools and strategies to gather relevant functional and
developmental information about the child or youth, including information from the parent,
information related to enabling the child or youth to be involved, and to progress in the regular
education curriculum (or for a preschool child, to participate in appropriate activities). The tools and
strategies must yield relevant information that directly assists in determining eligibility for services
and the educational needs of the child or youth. In the case of a student who has transferred from
another school district, the district shall coordinate with the student’s prior school(s) that have been
involved in the evaluation process to expedite the prompt completion of the full evaluation.
Criteria and Responsibilities of Evaluation Personnel
The lead psychologist ensures that evaluation personnel use the district criteria to select and
administer current editions of the assessment instruments.
Test and procedures used by the evaluators:
A. Have been validated for the specific purpose for which they are used;
B. Are not biased relative to race, culture, or socioeconomic status or impaired sensory,
manual, or speaking skills;
C. Are administered by trained and knowledgeable personnel in accordance with any
instructions provided by the producer of the tests; and
D. Are conducted under standard conditions unless a description of the extent to which the
conditions varied from standard conditions is documented in the evaluation report.
Tests and other evaluation materials include those tailored to assess specific areas of educational
need and not merely those that are designed to provide a single general intelligence quotient.
Tests are selected and administered so as to best ensure that when a test is administered to a child or
youth with impaired sensory, manual, or speaking skills, the test results accurately reflect the child’s
or youth’s aptitude or achievement level or whatever other factors the test purports to measure,
rather than reflecting the child’s or youth’s impaired sensory, manual, or speaking skills (unless
those skills are the factors that the test purports to measure).
Assessment tools used are technically sound instruments that may assess the relative contribution of
cognitive and behavioral factors, in addition to physical or developmental factors.
The evaluator makes sure that:
A. He or she uses evaluation procedures appropriate for the age and ability level of the child
or youth; and
B. Procedures selected are normed on a population that includes children and youth the
same age.
16 3: Child Find, Eval, & Reeval