* Includes the following information:

-if the child is a child with an exceptionality

- the basis for making the determination

- relevant behavior noted during the observation of the child; and for LD the relationship of that behavior to the child’s academic functioning

- relevant medical findings, if any

- for a child determined to have a learning disability, the report must include documentation of the following:

* the child does not achieve adequately for the child’s age or to meet State- approved grade- level standards when provided with learning experiences and instruction appropriate for the child’s age or State-approved grade-level standards;

AND

the child does not make sufficient progress to meet age or State-approved grade-level standards when using a process based on the child’s response to scientific, research-based intervention;

OR

- the child exhibits a pattern of strengths and weaknesses in performance, achievement, or both, relative to age, State-approved grade-level standards, or intellectual development.

* the team determines the reason the child does not achieve adequately for the child’s age, does not make sufficient progress to meet age or State-approved grade level standards, or exhibits a pattern of strengths and weaknesses, is not primarily the result of:

- visual, hearing or motor disability

- intellectual disability

- emotional disturbance

- cultural factors

- environmental or economic disadvantage

- limited English proficiency

* if the child has participated in a process that assesses the child’s response to scientific, research- based intervention (RtI), the report must also document

- the instructional strategies used

- the student-centered data collected.

* Documentation that the child’s parents were notified about the process, including the following

information:

- the State’s policies regarding the amount and nature of student performance data that

would be collected and the general education services that would be provided

- strategies for increasing the child’s rate of learning; and

- the parent’s right to request an evaluation

- Signatures of each team member indicating whether the report reflects their conclusion. If it does not reflect the team member’s conclusion, the team member must submit a separate statement presenting his/her conclusion

SPED Process Handbook, Ch. 3: Initial Evaluation and Eligibility