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The resource explains evaluation and assessment concepts under Part B IDEA regulations, highlights effective remote screening and evaluation approaches (synchronous and asynchronous), and stresses equity, compliance, and family participation. 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Assessment can gather information useful for eligibility decisions, while evaluation information helps clarify strengths and needs within early childhood decision-making.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why is remote preschool eligibility determination challenging?",{"text":117,"@type":113},"It may require state- or district-level policy and practice changes, while still ensuring quality, compliance, timely referrals, and equitable access for families with limited or no electronic communication.",{"name":119,"@type":110,"acceptedAnswer":120},"What evaluation requirements does the document highlight under Part B IDEA?",{"text":121,"@type":113},"Evaluations must use required parental consent, be administered by trained people, be timely and multidisciplinary, include a variety of technically sound tools and strategies, and avoid culturally or racially discriminatory selection and administration.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583759,1792109904,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},687207022233,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Determining A Child's Eligibility for Preschool Special Education Services Remotely  \nMarch 8, 2021  \nThis document and additional resources on remote screening, evaluation and assessment can be found at: [https://ectacenter.org/topics/earlyid/remote.asp](https://ectacenter.org/topics/earlyid/remote.asp)  \nIncluded here are guidance, considerations, and resources for state staff and local practitioners who are determining Preschool Special Education eligibility remotely, due in part to COVID-19. To accomplish this, many states are now exploring a variety of approaches such as teleconference, videoconference, and sharing information and video synchronously and asynchronously. Effective state policies, procedures, and practices are important to appropriately identify children eligible for Part B Special Education services remotely.  \nBackground on Evaluation and Assessment  \nPart B IDEA regulations, that apply to preschoolers, define “evaluation” as “procedures used in accordance with §§300 .304 through 300.311 to determine whether a child has a disability and the nature and extent of the special education and related services that the child needs.”  \nSee: CFR 34 §303.321(a)(2)(i)(ii)  \nSometimes the distinction between evaluation and assessment seems artificial in practice. Assessment procedures can provide information that is useful for determining eligibility and evaluation information can add to the understanding of a child's strengths and needs. The distinction between evaluation and assessment can seem imprecise because the term \"assessment\" is used generically in early childhood to include gathering information for making multiple kinds of decisions. The content in this resource primarily addresses evaluation and assessment practices involved in determining a child's eligibility for Preschool Special Education remotely.  \nOrganization  \nThis document first presents associated tool table resources , and then the content is organized across five main sections. Each section includes considerations in the form of questions and suggestions. Resources also are embedded throughout the document, including links to:  \n• regulations or materials ();  \n• best practices including Division for Early Childhood Recommended Practices (DEC RP) ();  \n• examples of what best practice looks like or doesn’t look like (+); and  \n• cautions about potential problems () .  \nThree tool tables have been developed to identify assessment tools with potential for remote administration.  \nScreening Tools for Children Birth to Age Five Years with Potential for Remote Administration  \nThis table includes tools which provide information about whether a child’s performance is consistent with age-expected functioning or needs further evaluation.  \nNorm-Referenced Assessment Tools for Children Birth to Age Five Years with Potential for Remote Administration for Eligibility Determination  \nThis table includes standardized instruments which provide information on a child’s performance relative to a norming group.  \nAssessment Tools for Planning Instruction and Monitoring Young Children's Progress Remotely  \nThis table includes instruments that compare a child’s performance against a set of standards or criteria that often reflect developmental sequences.  \n1. Consider System and State Policies  \nSystem Considerations  \n1. Remote eligibility determination may require state-or district-level policy and practice changes. Consider the following when reviewing, revising, and establishing guidance.  \n• Convey the importance of remote eligibility determination. Communicate its importance throughout the system including families, especially those with limited or no access to electronic communication.  \n• Determine what effective and compliant remote eligibility processes look like and how the state, districts, and programs will evaluate whether these practices are successful.  \n• Ensure and evaluate equity in timely referrals and remote eligibility determination proce","cbCaitgK7KV3lFko","https://ap.wps.com/l/cbCaitgK7KV3lFko","pdf",1053190,18,"English","# Background on Evaluation and Assessment\n## Organization and Remote Assessment Tool Tables\n# Consider System and State Policies\n## System Considerations\n## State Policy Considerations\n# Part B Regulations and Evaluation Requirements","[{\"question\":\"What does the document say about the difference between evaluation and assessment?\",\"answer\":\"The document notes that the distinction can seem artificial in practice. Assessment can gather information useful for eligibility decisions, while evaluation information helps clarify strengths and needs within early childhood decision-making.\"},{\"question\":\"Why is remote preschool eligibility determination challenging?\",\"answer\":\"It may require state- or district-level policy and practice changes, while still ensuring quality, compliance, timely referrals, and equitable access for families with limited or no electronic communication.\"},{\"question\":\"What evaluation requirements does the document highlight under Part B IDEA?\",\"answer\":\"Evaluations must use required parental consent, be administered by trained people, be timely and multidisciplinary, include a variety of technically sound tools and strategies, and avoid culturally or racially discriminatory selection and administration.\"}]","Determining A Child's Eligibility for Preschool Special Education Services Remotely - Guidance, considerations, and resources for state staff and practitioners | PDF",1792048305,45]