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Evaluation Assessment Guidelines

These are examples of typical assessments needed to complete comprehensive evaluations for certain eligibility. The guidance sheets are to be used solely for information and resource purposes only. Informed consent under IDEA 2004 requires assessment-planning teams to determine what evaluations are needed based on the individual concerns of each child and to review those assessments with parents. These guidance sheets are not intended to supersede the process of obtaining informed consent or the decisions of the building based assessment-planning team.

Evaluation Protocol Shredding Procedure


In-Center Evaluations

Evaluations are tailored to the educational concerns of school and family. In-center evaluations consist of a team of three or more professionals, and may include a learning consultant, school psychologist, speech/language consultant and autism consultant. The evaluation occurs at Linn Benton Lincoln ESD. In-center evaluations include:

  • Observation
  • File review
  • Teacher and parent interview
  • Staffing with evaluation team
  • Test administration
  • Test scoring and interpretation
  • Written report
  • Assistance in completing functional behavioral assessments and behavior intervention plans
  • Meetings with school and families to share test results and recommendations for the student’s educational program
  • Assistance with special education eligibility determination

The school district team makes the referrals for assessment. Please contact your local school district if you have concerns about a student.


In-District Evaluations

In-district evaluations occur at the student’s school and are tailored to address the educational concerns of school and family. Such evaluations may include:

  • Observation
  • Test administration
  • Test scoring and interpretation
  • Written report
  • Assistance in completing functional behavioral assessments and behavior intervention plans

The school district team makes the referrals for assessment. Please contact your local school district if you have concerns about a student.


Autism Spectrum Disorder (ASD) Evaluations

Includes all components of the in-center evaluation with the following additional services:

  • Functional communication assessment
  • Developmental history
  • ASD rating scales

The school district team makes the referrals for assessment. Please contact your local school district if you have concerns about a student.

Please see the following EECC contact list and forms for ASD Referrals:


Culturally and Linguistically Diverse (CLD) Evaluations and Consultation

A CLD can include all components of the in-center or in-district evaluations with the following additional services:

  • Communication with the family in the native language in order to describe the referral concerns and evaluation process
  • Interview with the family regarding the student’s developmental and educational history and family concerns
  • Administration of tests in first language and English, if deemed appropriate
  • Translation of a summary of the report in native language of parent (Spanish only)
  • Post-conference meeting with parent/school/interpreter

Please see the following EECC contact list and forms for Culturally and Linguistically Diverse (CLD) Referrals:


Patterns of Strengths and Weaknesses (PSW)

The guidelines for evaluation and identification of Specific Learning Disability (SLD) changed with the reauthorization of Individual Disability Education Act (IDEA) 2004. As a result of these changes, the EECC agreed to stay current with the research and practice in our field and changed our evaluation methods.

The professional practice statement of the EECC explains the decision to move to a Pattern of Strength and Weakness (PSW) model of evaluation. Within the statement are links to national educational groups that support the use of PSW. The EECC supports a blended RtI/PSW evaluation approach to identification of a specific learning disability.


Spanish Interpreter / Translation Services

SEES offers interpretation (oral) and translation (written) services in Spanish for school-related activities and meetings/services related to Special Education. The Interpreter/Translator services include interpreting at Special Education meeting and provide exact translation of all school-related materials and forms including but not limited to: evaluation reports, education forms, and parent communications.  He/she can attend Special Education meetings to provide interpretation. This position also supports the Culturally and Linguistically Diverse (CLD) evaluations conducted per district request. This service is available to all public schools within Linn, Benton and Lincoln Counties, so submitting a request well in advance is advised.  Request for interpretation and/or translation must be received in writing on a request for service form. Please download one by clicking the link below:

Spanish Interpreter & Translator Request


Multi-tiered Systems of Support (MTSS) / Response to Intervention (RtI)

Based on a problem-solving model, the MTSS approach considers environmental factors as they might apply to an individual student’s difficulty, and provides services/intervention as soon as the student demonstrates a need. Focused primarily on addressing academic problems, MTSS has emerged as the new way to think about both disability identification and early intervention assistance for the “most vulnerable, academically unresponsive children” in schools and school districts (Fuchs & Deshler, 2007, p. 131, emphasis added).

LBL Support for MTSS / RtI Implementation

LBL is a partner with Lane ESD to support districts in our four counties that have received the State Personnel Development Grant (SPDG) from the Office of Special Education Programs (OSEP) in collaboration with the Oregon Department of Education (ODE). We promote the use of comprehensive systems to gather data and provide interventions to support the whole child (academic, behavioral, social/emotional) and universally implemented to support all children.

If your district is interested in requesting training support for your building or district, please contact Kate Marrone, SEES Program Administrator.


Severe Disabilities

The SEES Severe Disabilities Program assists districts by providing support on instructional programming for students with severe intellectual disabilities. Services are provided by a program consultant who serves all districts across Linn, Benton and Lincoln counties.

The SEES Severe Disabilities Program includes the following resources for districts:

  • Conducts the October Severe Disabilities Program child count upon which district financial support is calculated.
  • Assists districts to complete necessary paperwork, including the annual self-assessment and statement of district goals focused on providing and improving services to their students with moderate-severe intellectual disabilities.
  • Monitors district programs, including mid-year and end-of-year progress reports on annual goals.
  • Coordinates library purchases and distributes list of available materials.
  • Provides districts with, or helps districts find, technical assistance and materials identified in goals and objectives.
  • Visits each district monthly to observe programs and to provide consultation.
  • Serves as regional Qualified Trainer for Extended Assessment.
  • Maintains an ipad loaded with educational apps for teacher preview.

Financial support

Districts are provided with funds, which they in turn use to purchase services and supplies for programs that benefit students with moderate-severe intellectual disabilities.

Lending Library

District staff has access to a large collection of professional and student-use materials that target the educational needs of students with moderate-severe intellectual disabilities. Contact the program consultant for instruction on how to check out these materials.

Contact:
Sue Garner, Severe Disabilities Consultant
541.812.2703
Email


Talented and Gifted (TAG)

School Districts can choose to utilize support for TAG identification of school-aged students (K-12) through the Special Education and Evaluation (SEES) program.

SEES offers the following TAG support for districts:

  • Purchase of Otis Lennon School Ability Test, Eighth Edition and TerraNova 3 testing materials
  • Purchase of individual administration of academic and cognitive standardized assessments by a school psychologist
  • Securely maintain inventory of district purchased tests at LBL
  • Distribute and collect district purchased tests to districts on request
  • Scan and submit tests for scoring

Additional district services can include administrative support in researching new testing tools, facilitating ODE trainings for TAG at LBL and consultation on the creation and implementation of TAG identification systems.

Visit ODE’s website for more information regarding TAG programming and state requirements.

Contact:
Kate Marrone, Administrator
541.812.2720

Sue Riggs, TAG assistant
541.812.2735


Professional Development

Please see our professional development resources by following the link below:

Professional Development Training Materials