Eligibility Meeting Date – Meets Criteria/Demonstrates Need – Results of Evaluations – Learning Disability Section – Other Factors – Needs and Recommendations
View Sped Manual entry on ESERs
Eligibility Meeting Date
Eligibility Meeting Date is the date the team meets and determines eligibility. Students must be evaluated no less than every 3 years to determine continued eligiblity for special education. The 3 year reevaluation date is automatically calculated from the Eligibility Meeting Date.
Failure to update the ESER re-evaluation date when holding a 3-year re-evaluation will create an error on the IEP cover sheet (signature page). When doing a 3 year re-eval, be sure to update this eligibility meeting date. An incorrect date in this field will result in having to get a new IEP signature page.
Meets Criteria
Mark “Yes” if the student meets state regulatory criteria for having a disability based on the data provided in this document.
Demonstrates Need
Mark “Yes” if the student demonstrates an educational need that requires specially designed instruction.
BOTH BOXES (Criteria and Need) MUST BE CHECKED
If either question is answered “No,” then the student is NOT eligible for special education.
If both questions are answered “Yes,” then the student IS eligible for special education
Certification
Certification can be entered here or on the IEP info entry screen. It is one and the same field with different entry points (here in the ESER or in the IEP Info screen). This field is a drop down list of the 14 eligiblity categories for special education.
504 Referred
If the child is not eligible under IDEA, then the student may be eligible under Section 504. The Eligibility/Intervention team may consider a 504 plan. Each building has a 504 coordinator. Contact the principal or the I-Team for 504 considerations.
Results of Evaluations
Data in any of the fields in this section may only be entered via the Individual Evaluation Reports themselves.
The first individual report is reserved for the school psychologist.
Data from the “Summary and Conclusions” section of the Psychologist’s Individual Evaluation Report will appear here and print as “Evaluation 1 Results” and will print as part of the Evaluation Summary/Eligibility Report.
Data from the “Results” section of the remaining 5 Individual Evaluation Reports will appear here and print as part of the Evaluation Summary/Eligibility Report.
Learning Disability Only Section
Only fill out this section, if the student’s certification is Specific Learning Disability. Leave this entire section blank for all other certifications.
The first two fields of this section are the responsibility of the case manager. School psychologists are responsible for filling in the last four fields in the learning disability section (highlighted in bright blue).
Relevant Behavior Related to Functioning
Based on observations, describe how student’s behavior relates to academic performance while functioning within the regular classroom.
Medical Findings
Describe how any relevant medical condition(s) relate to academic performance. If it is not a factor, enter “None”.
Learning Disability Data
This section should include both non-standardized data (CBMscores, observations, grades and lexile data, etc.) and standardized data (RTI Intervention Data, AMP, AWA, WISC, WJ, etc.)
Learning Disabled in Area(s)
The school psychologist will check the box(es) to indicate the appropriate area(s).
Learning Disability Explanation
The school psychologist will enter justification for determining the student has a learning disability.
Environmental, Cultural and Economic Factors
This is a pop up menu with two choices:
1)Environmental, cultural and economic factors are NOT primary reason for disability.
2) Environmental, cultural and economic factors are primary reason for disability. Student is NOT eligible.
Other Factors:
Evaluation Conducted in Student’s Primary Language
Default is “Yes.” If “No”, an explanation must be provided in the next section.
Reason Evaluation Not Conducted in Student’s Primary Language
Provide explanation of why not.
Not Eligible Due to Lack of Instruction
This is a yes or no choice with “No” being the most likely choice. A “Yes” in this field would indicate that the student has not received adequate educational instruction, and therefore it cannot be determine if the student truly has a disability or whether the student has not received adequate instruction (i.e., extended or repeated absences from school have caused the student to fall behind).
Student Strengths
List student’s strengths. This section should not be left blank.
Parent Input/Observations
Include input or observations from the parent(s). This section should not be left blank.
Educational Needs and Recommendations
Educational Needs should be listed in priority of greatest need. Recommendations must match the needs.
Examples of needs and recommendations:
- Speech Need = articulation of the following sounds xxx, Speech Recommendation = articulation therapy in small group speech therapy setting.
- Reading Need = basic reading instruction, Reading Recommendation = intensive direct instruction for remediation in phonemic awareness.
- Math Need = improve basic computation, Math Recommendation = individual and/or small group instruction in rote numerations.
Recommendations should NOT include the names of specific programs or products. Instead, provide a description of the type of product or program (ex: write “text to speech software” rather than naming Dragon Speak software).
Other Factors
Enter any other information that could be pertinent to the eligibility of the student.