Review of Evaluation Data Explanation Document
The Review of Evaluation Data forms are required and must be completed at least every three
years as evaluation data is reviewed and new evaluation needs are considered. The Review of
Evaluation Data forms could be used after completing an initial evaluation or anytime during the
three year cycle Evaluation Data is being reviewed.
1. The first page of the Review of Evaluation document is a place to provide a quick
summary of the student’s current and past evaluations.
State all of
the
student’s
previous
and current
special
education
eligibility
categories.
The evaluation
should be in the
student’s file.
The exception
would be a
student who
transfers and the
evaluation was
not obtained from
the previous
district.
This section
is
information
for the
committee
to review.
This is not
a checklist.
Review of Evaluation Data Explanation Document
Page 1 of 8
2. Page 2 summarizes the required evaluation data components that are common for all
eligibility categories.
The summary of each evaluation
component must be complete enough to
help the committee determine if further
information is needed in the specific
assessment area. Include the dates of the
existing data that is being reviewed. (e.g.
social history dated 2-18-2012 states…)
A team may say information is not
available, however the statements such as:
“reviewed” or “committee considered data
in file.” is not enough of a summary to
determine need.
Check YES to
indicate
additional
information is
needed.
Check NO to
indicate no
additional
information
needed.
Complete the Disability Specific
Review for each identified area of
disability or potential area of
disability (including speech when it
is a related service).
Note:

Most current evaluation information can include formal testing, informal testing, and
informal data collection such as current classroom data, attendance records, and other
records provided by school staff, related service providers, or parents.
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3. Move to the “Disability-Specific Review of Existing Data” forms for the child’s suspected
disability or disabilities. There are separate review documents for School Age Disabilities
and Early Childhood Disabilities. Complete only the pages applicable to the child.
Complete only the pages
applicable to the child. If
considering a change in
disability eligibility
category, also complete
the pages for the
suspected disability.
Each disability review
includes a definition of
the disability.
The summary of each evaluation
component must be complete enough
to help the committee determine if
further information is needed in the
specific assessment area. Include
the dates of the existing data that is
being reviewed. (e.g. BASC dated 225-2012 indicates…)
Statements such as: “reviewed” or
“committee considered data in file.”
are not enough of a summary to
determine if additional evaluation is
needed in that area.
Check YES to
indicate
additional
information is
needed.
Check NO to
indicate no
additional
information
needed.
When no information in a section is
available, the team should say there
is no information and select that data
is needed for that area (unless it is a
noted optional or additional
component).
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4. After reviewing the data, move to the pages titled “No Additional Data
Needed/Additional Data Needed.”
Complete “Section A” if
NO additional data is
needed. Section A does
not require a new EPC
form.
Complete “Section B” if
additional data IS needed.
Check the boxes next to areas
of additional assessment and
the role responsible for
ensuring the assessment is
completed (do not list a
specific person by name.)
Date parents are
provided with
copy of this form.
After completing the data review, all
participants are listed by name and title.
Arkansas Regulations do not require
participant signatures, but the LEA can
have a policy or practice that does require
signatures. The names of participants are
required for both Section A and Section B.
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5. Clarification on the components listed under “Additional Evaluation Needed:”
a. Social History
i. Developmental history and any current changes to the student’s health,
home environment, and general well-being.
ii. Consent NOT required
b. Individual Achievement
i. Determine the student’s current reading, writing, and math skills, or preacademic skills such as matching or sorting.
ii. Assess the level of academic skill attainment or educational achievement
or ability in any of the five developmental domains (cognition,
communication, fine and gross motor, self-help and social/emotional)
iii. Consent Required
c. Social/Emotional Behavior
i. Used for Early Childhood
ii. Evaluate how the student handles feelings and emotions; how he/she
gets along with other people; and the child’s ability to self-regulate.
iii. Consent Required
d. Self-Help/Adaptive Behavior
i. Evaluate how the student functions in daily life activities, routines,
organization, social skills, and behaviorally.
ii. Consent Required
e. Motor Development
i. Used for Early Childhood
ii. Determine how well the student coordinates body movements in both
small (fine) and large (gross) muscle activities or to evaluate perceptual
skills.
iii. Consent Required
f.
Language/Speech/Communication
i. Assesses articulation of sounds, voice and fluency of production and the
level of language development, comprehension, and functional use of
spoken, written and/or nonverbal communication system
ii. Consent Required
g. Individual Intelligence/Cognition
i. Determine the student’s ability to remember what he/she has seen and
heard, how well he/she can use that information to solve problems, and
to assist in predicting the student’s learning rate. Verbal and
performance instruments may be used.
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ii. Consent Required
h. Hearing Specialized (This item could be requesting a screening or a specialized
evaluation)
i. Screening:
1. General screen for the student’s hearing ability.
2. Consent not required
ii. Specialized Evaluation:
1. Assesses hearing acuity for pure-tones and speech, middle ear
function, central auditory processing skills, and the need for/use
of amplification systems
2. Usually conducted by a medical professional
3. Consent Required
4. Consent for physician to release records needed
i.
Vision Specialized
i. Screening:
1. General screen for the student’s visual acuity.
2. Consent not required
ii. Specialized Evaluation:
1. Assesses near/far point visual acuity, visual fields, eye muscle
control, depth perception, color blindness, prognosis and
orientation/mobility skills
2. Usually conducted by a medical professional
3. Consent Required
4. Consent for physician to release records needed
j.
Classroom Based Assessments and Observations
i. Assess the student’s performance in a classroom setting
ii. Use the “Systemic Observation of Student Performance” form when there
is a suspected or identified learning disability
iii. Consent Required
k. Observation
i. Assesses behavior in a classroom or school environment, home, or
natural environment
ii. Occurs in multiple locations and settings. This is not a one-time
observation.
iii. Usually conducted by a counselor or behavior specialist
iv. Consent Required
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l.
Occupational Therapy
i. Assess the student’s fine motor skills and abilities for general or specific
activities.
ii. Consent Required
m. Physical Therapy
i. Assess the student’s gross motor skills and abilities for general or specific
activities.
ii. Consent Required
n. Individual Development
i. Used for Early Childhood
ii. Measure the student’s skills and abilities in the areas of cognition,
communication, fine and gross motor, self-help, and social/emotional
areas.
iii. Consent Required
o. Health
i. Evaluate the student’s developmental patterns and current health status
as they relate to school functioning.
ii. Consent Required
iii. Consent for health care provider to release records needed
p. Vocational/Prevocational
i. To determine the student’s interests and/or aptitudes as they relate to
future job and life skill areas.
ii. Consent not required
q. Other
i. Use for any other type of evaluation needed.
Notes:
Use of Prior Written Notice of Action (PWN) related to Review of Evaluation Data:

If the committee determines additional data is needed in any area after
reviewing data, a Prior Written Notice of Action must be completed. The team
will describe the reasons for the needed additional data on the Prior Written
Notice and use it to obtain consent for evaluation.

Committees may review evaluation data and develop/review an IEP in the same
meeting. Decisions made in the IEP meeting can be reflected on the same PWN
as the evaluation decisions when the meetings are held together.
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Use of Evaluation Programming Conference Decision Form (EPC):

If the committee determines No Additional Data is needed, an EPC is not
required.

When the committee determines additional data is needed, the new evaluation is
requested. Once the evaluation is complete(within 60 calendar days of consent)
the committee will meet (within 30 calendar days) to review the evaluation data
and complete a new EPC form.

Completing a new Review of Evaluation Data form is not required after additional
testing is complete (although a district could use the form if they choose).
Summary of New Additional Data Requested

A summary of the additional testing using the Review of Evaluation Data is not
required, since there is an evaluation report stating the results, findings, and
student needs. The evaluation report should state all information requested by
the team to make eligibility decisions. The team will use an EPC to document
eligibility based on all of the evaluation data, including new data. Prior Written
Notice will summarize these evaluation decisions.
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