• Parents may find the following site’s information useful as far as what occurs in an evaluation process.

    Every three years, a students' eligibility is reviewed by the Individualized Education Plan (IEP) Team to determine if additional data is needed in order to re-determine eligibility. During the meeting, the team will present current data that would reflect the students' current academic and behavioral progress in the educational setting. The data may include, but is not limited to: classroom-based testing, current state and/or district assessments, current attendance, and current discipline records. The team discussion is provided for parents in written format and a prior written notice outlines the eligibility of services the student will qualify for and whether additional testing is necessary.

    IDEA 2004 outlines the reevaluation process below: [34 CFR 300.305(a)] [20 U.S.C. 1414(c)(1)-(4)]

    As part of any reevaluation, the IEP Team and other qualified professionals, as appropriate, must:

    Review existing evaluation data on the child, including:

    • Evaluations and information provided by the parents of the child;
    • Current classroom-based, local, or state assessments, and classroom-based observations; and
    • Observations by teachers and related service providers; and

     
    On the basis of that review, and input from the child's parents, identify what additional data, if any, is needed to determine:

    • Whether the child is a child with a disability, as defined in 34 CFR 300.8, and the educational needs of the child; or, in case of a reevaluation of a child, whether the child continues to have such a disability, and the educational needs of the child;
    • The present levels of academic achievement and related developmental needs of the child;
    • Whether the child needs special education and related services; or, in the case of a reevaluation of a child, whether the child continues to need special education and related services; and
    • Whether any additions or modifications to the special education and related services are needed to enable the child to meet the measurable annual goals set out in the IEP of the child and to participate, as appropriate, in the general education curriculum.