Multidisciplinary Evaluation Team Report

The process of gathering information to determine whether a child has a disability and needs special education services. An evaluation must use a variety of assessment tools and strategies, cannot rely on a single measure, must be administered by trained professionals, and must assess all areas of suspected disability.

A document that summarizes evaluation findings and determines whether a student qualifies for special education services under IDEA. The report must identify whether the student has a disability under one of the 13 IDEA categories and whether that disability adversely affects educational performance, requiring specially designed instruction. States use various names for this document including ETR (Ohio), FIE (Texas), and MET Report (Michigan).

A comprehensive document used primarily in Ohio that summarizes all evaluation results and determines special education eligibility. The ETR documents findings from psychoeducational testing, observations, parent input, and assessments from specialists (speech, OT, etc.). It identifies the disability category, describes how the disability impacts educational performance, and must be completed before an IEP can be written.

A comprehensive evaluation that assesses all areas of suspected disability. Used in many states (especially Texas) to refer to the initial or comprehensive evaluation that determines special education eligibility. Must include multiple assessment tools, be conducted by qualified professionals, and cover all relevant developmental areas.

A comprehensive assessment conducted by a school psychologist that typically includes cognitive (IQ) testing, academic achievement testing, and often social-emotional and behavioral assessments. It is commonly used to determine eligibility for special education, particularly for specific learning disabilities.