The child may also be a member of the PPT team. If transition service needs or transition services are going to be discussed at the meeting, the child must be invited to attend. More and more children are participating in and even leading their own PPT meetings. This allows them to have a strong voice in their own education and can teach them a great deal about self-advocacy and self-determination.

The purpose of the evaluation/recommendation process is to identify the child’s specific learning strengths, needs and concerns and to make recommendations. This is a problem-solving process that involves many ways of collecting information, such as informal and formal observations, a review of the child’s background, schoolwork and records, discussions with parents and teachers, standardized and specialized testing, and checklists. The initial evaluations are conducted to determine if the child is eligible for special education and related services, and the specifics of his or her learning needs.

This process also helps identify the child’s strengths and abilities, which are equally important in planning future services. Subsequent evaluations will be needed, as the child develops.
Possible Components of Evaluation;;
Timelines for Initial Evaluation.

to identify children who may be experiencing learning difficulties.

to determine if the child is eligible for special education and related services. Subsequently, each child receiving special education and related services will be reevaluated at least once every three years (triennial review) to determine continued eligibility.

to develop a plan of action and make recommendations and decisions about the child’s program and placement.

to develop a plan of action and make recommendations and decisions about the child’s program and placement.