Special Education Evaluation Pocket Guide
Special Education Reevaluation
The reevaluation process assures the student's total needs have been identified and are being met and confirms the student has a disability. The NDDPI Guidelines: Evaluation Process, provides a description of three possible options relating to the reevaluation process.
No Reevaluation is Necessary When the formal reevaluation process begins, the parent and public agency discuss the advantages and disadvantages of conducting a reevaluation and the effects a reevaluation might have on a child's educational program. This discussion is documented on the Student Profile: Evaluation.
OR No Additional Information is Needed If there is a decision to conduct a reevaluation, the IEP Team and qualified professionals review existing child data and complete the Student Profile: Evaluation. If the Team determine that no additional information is needed, the parents are notified of their rights to request additional assessments. The team completes an Integrated Written Assessment Report.
OR Additional Information is Needed If there is a decision to conduct a reevaluation, the IEP Team and qualified professionals will review existing child data and complete the Student Profile: Evaluation. If the Team determines that new information is needed, consent is obtained from the child's parents and an Assessment Plan is completed. Once the assessments and other information is gathered, the team completes an Integrated Written Assessment Report.
Things to Remember
- If a child is identified as possibly needing special education and related services, follow-up services and interventions are tried before a referral for a special education evaluation is made by the parents or school district.
- Before conducting an initial special education evaluation of a child, a public agency must provide parents with a Prior Written Notice, a Procedural Safeguards Notice and obtain informed written consent from the childâs parents.
- Once consent is given by the child's parents, the initial evaluation process must be completed within 60 calendar days.
- ND Department of Public Instruction has developed a special education evaluation process. Components within this process include the Student Profile: Evaluation, Assessment Plan, and Integrated Written Assessment Report.
- An accurate, individualized and comprehensive special education evaluation includes a variety of assessment tools and strategies that are administered by trained and knowledgeable individuals.
- An IEP meeting must be held within 30 calendar days after it is determined that a student has one of the disabilities listed in IDEA and may need special education and related services.
- A reevaluation must occur at least once every three years. A reevaluation may occur not more than once a year unless the parent and the public agency agree otherwise.
Special Education Evaluation Process
1. A child is identified as possibly needing additional services.
2. Follow-up services and interventions are tried.
3. A referral for a special education evaluation is made.
4. Multidisciplinary Team is identified.
5. A Student Profile: Evaluation is completed.
6. An Assessment Plan is developed and implemented.
7. Integrated Written Assessment Report is developed and given to the parents.
Terms and Acronyms
Independent Educational Evaluation (IEE) - An evaluation conducted by a qualified examiner who is not employed by the school district responsible for the education of the student.
Informed written consent - The school district must have the informed written consent from the childâs parents before evaluating their child for the first time. Parents must understand that their consent is voluntary.
Multidisciplinary Team (MDT) - Once a referral for a comprehensive evaluation is made, a multidisciplinary team must be identified. Input must be obtained by MDT members who, because of their expertise or special knowledge of the student, can observe, gather data, and assess any aspect of the studentâs functioning that may be affected by the suspected disability.
Multi-Tier System of Supports (MTSS) - A structured problem-solving process used by educators and parents to develop interventions for a student who is experiencing difficulty in classroom achievement or behavior.
Prior Written Notice â A notice to inform parents a reasonable time before a public agency proposes or refuses to take specific actions, such as initiating an initial evaluation of the child. The purpose behind this thorough explanation is to ensure that parents are fully informed, understand what is being proposed or refused, and understand what an evaluation of their child will involve.
Procedural Safeguards Notice - A comprehensive written explanation that public agencies must provide parents on specific occasions to fully inform them of the IDEA procedural safeguards. Initial referral or parent request for evaluation are two occasions that prompt the provision of the procedural safeguards notice.
Additional Resources
Pathfinder Services of ND http://pathfinder-nd.org/
ND Department of Public Instruction (NDDPI) http://www.nd.gov/dpi
Center for Parent Information & Resources (CPIR) http://www.parentcenterhub.org/section504/
The Why, What and How of the Special Education Evaluation Process (Webinar) Part 1: http://pathfinder-nd.org/resource.php?r=322 Part 2: http://pathfinder-nd.org/resource.php?r=323
Guidelines: Evaluation Process NDDPI http://pathfinder-nd.org/resource.php?r=118
Evaluating Children for Disability CPIR https://www.parentcenterhub.org/evaluation/
Parent Guide to NDMTSS http://pathfinder-nd.org/ndmtss/ndmtss-brochure.pdf
Independent Educational Evaluation (IEE) - FAQ NDDPI https://www.nd.gov/dpi/sites/www/files/documents/SpeEd/FAQ_IEE_NDDPI%20Website.pdf