Section 1414 (b)

(b) Evaluation procedures

    (1) Notice

  • The local educational agency shall provide notice to the parents of a child with a disability, in accordance with subsections (b)(3), (b)(4), and (c) of section 1415 of this title, that describes any evaluation procedures such agency proposes to conduct.
  • (2) Conduct of evaluation

  • In conducting the evaluation, the local educational agency shall—
    • (A) use a variety of assessment tools and strategies to gather relevant functional, developmental, and academic information, including information provided by the parent, that may assist in determining—
      • (i) whether the child is a child with a disability; and
      • (ii) the content of the child’s individualized education program, including information related to enabling the child to be involved in and progress in the general education curriculum, or, for preschool children, to participate in appropriate activities;

    • (B) not use any single measure or assessment as the sole criterion for determining whether a child is a child with a disability or determining an appropriate educational program for the child; and
    • (C) use technically sound instruments that may assess the relative contribution of cognitive and behavioral factors, in addition to physical or developmental factors.

    (3) Additional requirements

  • Each local educational agency shall ensure that—
    • (A) assessments and other evaluation materials used to assess a child under this section—
      • (i) are selected and administered so as not to be discriminatory on a racial or cultural basis;
      • (ii) are provided and administered in the language and form most likely to yield accurate information on what the child knows and can do academically, developmentally, and functionally, unless it is not feasible to so provide or administer;
      • (iii) are used for purposes for which the assessments or measures are valid and reliable;
      • (iv) are administered by trained and knowledgeable personnel; and
      • (v) are administered in accordance with any instructions provided by the producer of such assessments;

    • (B) the child is assessed in all areas of suspected disability;
    • (C) assessment tools and strategies that provide relevant information that directly assists persons in determining the educational needs of the child are provided; and
    • (D) assessments of children with disabilities who transfer from 1 school district to another school district in the same academic year are coordinated with such children’s prior and subsequent schools, as necessary and as expeditiously as possible, to ensure prompt completion of full evaluations.

    (4) Determination of eligibility and educational need

  • Upon completion of the administration of assessments and other evaluation measures—
    • (A) the determination of whether the child is a child with a disability as defined in section 1401(3) of this title and the educational needs of the child shall be made by a team of qualified professionals and the parent of the child in accordance with paragraph (5); and
    • (B) a copy of the evaluation report and the documentation of determination of eligibility shall be given to the parent.

    (5) Special rule for eligibility determination

  • In making a determination of eligibility under paragraph (4)(A), a child shall not be determined to be a child with a disability if the determinant factor for such determination is—
    • (A) lack of appropriate instruction in reading, including in the essential components of reading instruction (as defined in section 6368(3) of this title, as such section was in effect on the day before December 10, 2015);
    • (B) lack of instruction in math; or
    • (C) limited English proficiency.

    (6) Specific learning disabilities

      (A) In general

    • Notwithstanding section 1406(b) of this title, when determining whether a child has a specific learning disability as defined in section 1401 of this title, a local educational agency shall not be required to take into consideration whether a child has a severe discrepancy between achievement and intellectual ability in oral expression, listening comprehension, written expression, basic reading skill, reading comprehension, mathematical calculation, or mathematical reasoning.
    • (B) Additional authority

    • In determining whether a child has a specific learning disability, a local educational agency may use a process that determines if the child responds to scientific, research-based intervention as a part of the evaluation procedures described in paragraphs (2) and (3).
    • SLD, Screening
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      Last modified on November 7, 2019