This section gives an overview of the student. The information for case history can be found in student records including school enrollment files, SST documentation, and parent-teacher conference minutes. It is imperative that the case history information be included to assist the committee when reviewing some exclusionary factors. Complete all sections which appear for both initial and reeligibilities since information may change over time.


1.1 - Select the areas of concern resulting in a request expressed by any SST committee member including parent. This question will only show for initial eligibility.


1.2 - The question about PK attendance will only be editable for grades P-5. Response for this question for grades 6-12 is not editable.


1.3 - If retained is selected, enter all grades in which the student was retained.



1.4/1.5 - Hearing and vision screenings are necessary components of the evaluation. The screenings should be completed within a year of the completion of the evaluation. Upload documents related to vision and hearing information. Vision/Hearing Screenings more than a year from the completion of the evaluation date will generate an error during the validation process. GO-IEP does not require that the Vision/Hearing is passed to proceed, but it does require this field to be completed.


The vision and hearing information requested in GO-IEP eligibility is used to document that the evaluation results accurately reflect the child's aptitude or achievement level, or any other factors the assessment purports to measure, rather than reflecting the child's impaired sensory skills (which might become an exclusionary factor). Additionally, these results are reported as part of the evaluation results used to determine if the student is eligible for special education.  IDEA requires (bold added for emphasis):

The child is assessed in all areas related to the suspected disability, including, if appropriate, health, vision, hearing, social and emotional status, general intelligence, academic performance, communicative status, and motor abilities. [34 C.F.R. § 300.304(c)(4)]


The Georgia Special Education Rules Implementation Manual states:

When are hearing and vision to be screened? Federal regulations list vision and hearing as areas that may be evaluated in a special education evaluation, “as appropriate.” See 34 C.F.R. § 300.304(c)(4). However, professional ethics require that a diagnostic evaluation not proceed until it is documented that the child has acceptable levels of vision and hearing. Failure to do this would render test results invalid and might prevent discovery of vision and/or hearing problems as the primary or contributing source of the child’s problem(s). Therefore, if the hearing and vision screening was not conducted prior to receiving parental consent for evaluation, then the child should be screened at the beginning of the 60-day comprehensive evaluation. If the comprehensive evaluation will rely on prior hearing and vision screening (such as screening completed during the Student Support Team (SST) process), such screening should have been completed within one calendar year. If problems with the child’s hearing or vision need medical diagnosis or require the purchase of hearing aids or eyeglasses and the parents are unable to accomplish this, then the LEA must make sure that these devices and services are made available to the child.


  • In GO-IEP, Vision and Hearing are addressed in two different places of the Eligibility Report. The case history page is used to document the status of the student’s vision and hearing.There are two questions on this page. The team needs to document, as of the date of the meeting, the status of the student’s vision and hearing. A response of No to the question of whether the student’s vision or hearing is within normal limits will not prevent the section from passing validation. Through these questions, the team is simply providing the current vision and hearing status for the student. If the response is No, additional information will be requested about the status of the student’s vision and/ or hearing. These questions must be answered separately since the status could be different even if the source of the information is the same. To validate the response and provide further information/ documentation, the document used as a source for this information should be uploaded to the question. Best practice for the source document would be the results of a vision and/ or hearing screening or medical report if available. 
  • GO-IEP will perform an audit based on the date of the document uploaded. Generally, this will be the screening or medical evaluation of the vision and hearing. This audit works differently in an initial eligibility report than it does in a reevaluation eligibility report because the date of the completion of the evaluation and all associated evaluation reports is not a reported event and is not collected as part of a Reevaluation Eligibility. 
  • In an Initial Eligibility Report, if the most recent vision or hearing screening or evaluation is older than one calendar year from the date of the completion of the evaluation and all associated evaluation reports, the team should upload a separate document as the source that reflects observations and review of the records conducted within one calendar year from the date of the completion of the evaluation. The review of records should include a review of the most recent formal vision or hearing screening or evaluation. The date of this document would be the date of the observation and/ or review of the previous records.
  • In a Reevaluation Eligibility Report, if the most recent vision or hearing screening or evaluation is older than one calendar year from the date of the eligibility meeting being conducted, the team should upload a document as the source that reflects observations and review of the records conducted within one calendar year from the date of the Reevaluation Eligibility meeting because GO-IEP does not collect the date of the completion of the Reevaluation and all associated evaluation reports as it does for the Initial Evaluation. The review of records should include a review of the most recent formal vision or hearing screening or evaluation. The date of this document would be the date of the observation and/ or review of the previous records. 
  • Later, in the exclusionary factors, the team will analyze the information documented in the Case History and in the Student Data to consider whether any vision or hearing concerns are the primary cause of the characteristics of any disability and determine if the student’s vision and/ or hearing status are precluding the evaluation results from accurately reflecting the student’s aptitude or achievement level, or whatever other factors the assessment purports to measure.



Note: There is no functional hearing screening used in place of a student's inability to perform a traditional hearing screening. The student should be referred for comprehensive testing by an audiologist who can perform specialized testing that is chosen based on the student's developmental level.

The general consensus used by the Department of Public Health, American Academy of Pediatrics and acceptable by the American Speech Language Hearing Association for a student to "pass" is the decibel levels of 20-25 dBHL for frequencies 1000, 2000 and 4000 Hz. (500 and 6000 Hz are also acceptable added screening frequencies).

There is no Functional Vision Screening. If a student is actually being evaluated for VI Eligibility, there is an assessment called the Functional Vision Assessment which is one of the assessments that our state requires for consideration for VI Eligibility.   

The 3300 vision screening form states that for a student to “pass”, he/she must have 20/30 in each eye for age 6 and above and 20/40 in each eye for below 6.



1.6 - Obtain and enter most current information regarding medication names and dosages. If parent prefers not to disclose this information, put a statement explaining. If the student takes more than one medication, select add new medication and a box will appear. 





1.7 - Provide information on any other significant health concerns and explain if necessary. It is not necessary to repeat any information included in Section 1.6  






1.8 - Select answer for “motor/coordination/mobility needs”. If difficulties are noted, an explanation is required.


1.9 - Select answer for “adaptive or medical needs”.


1.10 - Describe developmental history of the student to include strengths and weakness (if any). All students have developmental history, so it is never appropriate to enter N/A or any similar statement.


1.11 - All students have social history. Describe social history and document any interventions provided outside of school. This is actually asking 2 separate questions. All students have social history but not all will have interventions such as private tutoring, private speech services or counseling, provided outside of school. 


1.12 - Select answer for “significant issue not covered in previous questions”. This should rarely be necessary since almost any information could be appropriately entered in a prior question.


All sections must be addressed on the Case History page or a validation error will occur.



1.13 - Select answer for "Has the student ever had a traumatic brain injury?".