1342.12 Companion

1342.12 Companion

July 12, 2017

Page 61

Re-evaluation For Eligibility – (Triennial Re-evaluation)

E4 S17c p45

IDEA requires that a student with a disability be reevaluated every three years or more frequently, if

conditions warrant, determining if the student continues to have a disability and continues to require

special education and related services. The emphasis of the reevaluation is to measure the

effectiveness of services and to determine future programming needs. The reevaluation is an

opportunity to critically examine the effectiveness of the student’s individual education program and

current educational environment. It also affords a time to evaluate the student’s progress, instructional

needs, placement in the least restrictive environment, and long term goals. The scope and nature of the

reevaluation shall be determined individually, based upon the student's performance, behavior, needs,

and history. The reevaluation will be determined at an assessment planning meeting.

Assessment Requirements for Re-evaluation

The reevaluation process begins with a review of existing data, including a thorough

review of previous evaluations, information provided by the current classroom teacher,

observations, reports from service providers (including related service providers), and

information provided by the parents. Not all of the assessments required for an initial

eligibility determination need to be re-administered at the time of reevaluation as long as

the CSC can document information about the student’s performance through other means. Examples of

documentation include quarterly progress reports and report card grades, classroom performance

including chapter and end-of-unit tests, scores on system-wide assessments and mastery of IEP goals

(and objectives).

To determine which areas require assessment, the CSC should conduct a thorough review of previous

assessments and consider ongoing informal and formal assessments over the last three years or from

the last eligibility determination. Data on the student’s progress toward mastery of goals (and

objectives) from year to year can be an indicator to assist the CSC in determining whether the student

would continue to require services. Consideration should also be given to the frequency and intensity of

accommodations, modifications and specialized instruction that have been provided for progress in the

general education curriculum. When addressing reevaluation, the CSC considers whether the student

continues to have a disability that adversely impacts educational performance. Depending upon the

type of disability, the CSC would determine if specific pieces of data would be required to answer each

of the following questions:

Does the student’s present levels of academic achievement and functional performance and

educational need(s) document the need for continued services?

What additions or modifications to the special education and related services program are

needed to enable the student to meet IEP annual goals and to participate, as appropriate, in the

general education curriculum? Does the student continue to be “a student with a disability”?

Does the student continue to require special education and related services?

If the CSC determines there is a need for additional data to answer the above questions, then an

assessment plan is developed and parent permission to conduct the evaluation is obtained. The school

is to make every effort to obtain parental consent to complete the evaluation. However, if the parent

does not provide consent or fails to respond to a request for consent for a reevaluation, and the school

can demonstrate through documentation its reasonable efforts to obtain parental consent, the school

can notify the parent via PWN that DoDEA is moving forward with the reevaluation.