If during Special Education Services (SES) Focused Monitoring, or internal monitoring conducted by the
Local Education Agency (LEA), it was discovered that an eligibility report did not contain all required
evaluative components, even though the evaluations were considered at the time of the eligibility meeting,
corrections may be made to an eligibility report by adding the existing documentation. Send the parents a
copy of the corrected report, along with the Notice of Intent Regarding Special Education Services form,
explaining the corrections.
When making corrections, do not add information to an eligibility report that was not existing data at the
time the eligibility decision was made. (Example: you should not add an assessment or performance
measure from 2009 to an eligibility report dated 2008.)
Be sure to conduct all required evaluations and consider all required data prior to an eligibility decision
being made. Be sure to document all required data on the eligibility report. Please use the Compliance
Verification Forms (CVF) prior to and at the initial referral meeting, reevaluation meeting, and eligibility
meeting as a guide to ensure all required items are documented on the eligibility report.
When the Alabama Administrative Code (AAC) requires one observation in a structured setting and one in
an unstructured setting, make sure that is where the observations are conducted and include summaries of
both observations on the eligibility report. Be sure to distinguish between the two observations on the
Make sure test scores are recorded accurately on the eligibility report. The AAC requires standard scores,
so at a minimum the eligibility report must have standard scores listed for assessments that yield standard
Mastering the Maze states that when a student is determined to no longer be eligible, a new eligibility
report must be completed.
As of May 19, 2011, the AAC states that a new eligibility report must be completed every time eligibility
is determined. We also encourage LEAs to use the CVFs to ensure compliance with the current AAC.
As a reminder, students must meet CURRENT AAC criteria at the time of the reevaluation.
Ensure reports/forms are completed in the Special Education Tracking System (STISETS) program. We
are still having problems with students transferring from one LEA to another within Alabama with
incomplete records. This is not fair to the receiving LEA. Also, we are holding the sending LEA
accountable, especially when transferring records for students who are overdue for reevaluation. The SES
pulls real time data for the random sample for monitoring. It is not fair that LEAs receive records on
students who are overdue for reevaluation or have eligibility reports and/or IEPs that do not meet AAC
The Notice and Consent for the Provision of Special Education Services form must be in STISETS for all
students. This form is located in the Referral Process. Record the actual date the parent gave permission.
Type the parent’s name on the parent signature line. Ensure a box is checked for “Give permission/Do not
give permission.” Please be sure this form is entered before data is transferred to a new LEA.
Make sure consent is obtained prior to conducting an initial evaluation. Make sure consent is obtained for
any reevaluation requiring additional data or that the two attempts to obtain consent are documented on
the eligibility report, indicating no response from the parent.
Meeting notices, especially purpose(s) of meeting, continue to be a problem. Scheduling meetings by
phone and not following up with documentation also continues to be a problem. Please see the last few
questions at the end of each section in the Mastering the Maze Qs and As.
Remember, LEAs have an active duty to evaluate children suspected of having a disability and/or believed
to be in need of special education and related services.
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Remember that the Persons Responsible for Individualized Education Program (IEP) Implementation
form should be completed at the beginning of each school year to reflect the current year’s teachers and/or
service providers and should be updated each time the IEP is amended, if appropriate.
If a child has limited English proficiency (LEP) but is tested in his/her native language and meets the
AAC criteria, the child may be determined eligible for special education services. The requirement is to
rule out the LEP as the determining factor in the eligibility decision.
If a parent revokes consent for initial evaluation prior to the initial evaluation being completed, please
document the revocation in writing by using the Notice if Intent Regarding Special Education Services.
Also the LEA should document, in the annotate process, the date the parent revoked consent.
Children transitioning from Early Intervention (Part C) to Part B must have an IEP developed and
implemented on the child’s third birthday. If the IEP will not be implemented on the child’s third
birthday, a justification must be in the student’s profile.
If an IEP Team meeting is held to amend the IEP, the signature page must also be revised to document the
date the IEP was amended, who was in attendance, and to document the date a copy of the amended IEP
was provided to the parent.
Documentation of Appropriate Instruction
Data that demonstrates appropriate instruction in regular education settings (both prongs)
Effective October 18, 2010:
Documentation that the child was provided appropriate instruction in regular education settings
Documentation that instruction was delivered by qualified personnel
Data-based documentation of repeated assessments of achievement at reasonable intervals
reflecting formal assessment of student progress during instruction
Documentation above was provided to the parent
For Specific Learning Disability (SLD) -This applies whether using predicted achievement/severe
discrepancy, Response to Instruction (RtI) or Patterns of strengths and weaknesses.
Exceptions to the Data that demonstrates appropriate instruction in regular education settings
(SES encourages IEP Teams to include a waiver statement on the eligibility report):
A child who has severe problems that require immediate attention
Articulation, Voice, Fluency referrals
Traumatic Brain Injury referrals
Parent referrals (data should be collected during the evaluation process)
For 3, 4, and 5 year olds who have not been in kindergarten
For SLD – Prong 1 and Prong 2 are required
All other disability areas – Prong 1 is required
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