Reevaluation Process

• A reevaluation isn’t the same as the annual review of your child’s IEP.

• There are two types of reevaluations: a triennial reevaluation and a parent- or teacher-requested reevaluation.

• The goal is to determine if a student’s needs have changed.

• A reevaluation every three years, in addition to the consistent review of meaningful progress data, will provide the team with the information they need to make appropriate educational decisions for your child

Is a triennial review necessary?

If the school doesn’t initiate a conversation about a triennial evaluation, speak to the IEP case manager about it. Parents and schools can agree in writing not to do a triennial reevaluation. If after reviewing records and progress, the IEP team decides there’s already enough data to support continued services and set goals, a reevaluation may not be needed.

Keep in mind, though, that three years is a long time. Even if it’s clear a student is still eligible for services, their needs and abilities may have changed. A reevaluation can give the IEP team more information about what to include in an IEP.

A common concern about reevaluation

Sometimes, parents don’t want triennial testing because they worry it may be used to take away a student’s IEP. That’s a real concern. But keep in mind that a student can’t lose services without data to back up that they’re no longer needed. Families also have the right to disagree with a decision to remove services.

A school can’t reevaluate a student if parents state in writing that they don’t want the reevaluation. But the school can request a due process hearing if it thinks testing is necessary. The hearing officer would then decide how to proceed.

From: What is a reevaluation for special education? (understood.org)

Parents can expect to see the same testing conducted during a reevaluation as during the initial evaluation.  Though school districts differ in exactly which assessments they provide, parents can expect to see a full psychological and educational evaluation completed.  If your child had any special evaluations done such as Occupational Therapy or Speech and Language, parents should see those evaluations be given again as well.  A reevaluation is a deep dive into all of your child’s needs. 

The reasons to conduct a reevaluation are numerous:

1.  Determine if the child continues to meet the criteria of “a child with a disability” according to IDEA.

A reevaluation will help determine if the child still meets the criteria for that classification, or if new needs have arisen and a new classification needs to be considered by the team. 

2.  Determine if the student continues to require specially designed instruction.

The goal of an IEP is to no longer NEED an IEP.  In the very best-case scenario, the services and supports provided by the school have remediated a child to close their achievement gap and they no longer need special education services.  During my tenure as an advocate, I have only seen a fully remediated child, who is ready to have an IEP removed, a handful of times.  Although a school team may propose the removal of services, they must be able to provide substantial data to prove that the child no longer needs their IEP.  Remember, parents are full members of the IEP team with input into every decision made at the IEP table.

3.  Determine educational needs. 

Reevaluations allow school teams to look at trend data (comparing results from the first evaluation to the reevaluations) to see what progress has been made and to determine what still needs to be done.  More specifically it allows teams to:

• Determine the effectiveness of the current services

• Make changes to goals to address new or changing needs

• Decide upon new or modified services and accommodations

FROM: The Re-evaluation Question: What Parents Need to Know About Special Education Re-evaluation (lorrainehightower.com)

Special Education Re-evaluations FAQ

Here are some frequently asked questions (FAQs) about Individualized Education Program (IEP) special education re-evaluations:

1. What is an IEP special education re-evaluation? An IEP special education re-evaluation is a process where the educational needs of a student receiving special education services are reassessed. It involves gathering information, conducting assessments, and reviewing the student’s progress to determine if changes or updates are needed to their IEP.

2. Why is a re-evaluation necessary? Re-evaluations are necessary to ensure that a student’s IEP remains appropriate and effective. As a student grows and develops, their educational needs may change, requiring adjustments to their services, goals, or accommodations. Re-evaluations help to ensure that the IEP continues to address the student’s unique learning needs.

3. How often should a re-evaluation occur? The frequency of re-evaluations varies depending on state or district policies, as well as the individual needs of the student. Typically, re-evaluations are conducted at least every three years. However, a re-evaluation can also be triggered if there are significant changes in the student’s academic performance or if the IEP team, which includes parents or guardians, determines it is necessary.

4. How long does the school have to do the IEP re-evaluations? Actually, IDEA does not define this. And here’s why. It is assumed that the special education reevaluations will be completed prior to the next IEP annual meeting. The annual IEP meeting date creates a deadline for the re-evaluations.

5. Who is involved in the re-evaluation process? The re-evaluation process involves various individuals, including the student’s parents or guardians, special education teachers, general education teachers, school administrators, and relevant specialists such as psychologists, therapists, or diagnosticians. The IEP team collaboratively reviews assessment results, discusses the student’s progress, and determines any necessary updates to the IEP.

6. What happens during a re-evaluation? During a re-evaluation, the student’s progress is reviewed, and assessments may be conducted to gather current data about their strengths, challenges, and learning needs. The IEP team will analyze this information, discuss the student’s present levels of performance, and determine if changes should be made to the goals, services, accommodations, or placement outlined in the IEP.

7. Can parents request a re-evaluation? Yes, parents have the right to request a re-evaluation of their child’s IEP if they believe it is necessary. If a parent believes their child’s needs have changed or if they have concerns about the appropriateness of the current services or goals, they can communicate their request to the school’s special education department or the IEP team.

8. Can a student’s services be changed during a re-evaluation? Yes, the re-evaluation process may result in changes to a student’s services. If the IEP team determines that the current services or goals are no longer appropriate or effective, they may make adjustments based on the updated assessment results and the student’s current needs.

9. What if parents disagree with the re-evaluation results or proposed changes? If parents disagree with the re-evaluation results or proposed changes to the IEP, they have the right to voice their concerns and request further discussions with the IEP team or an IEE. Parents can provide additional information, seek independent evaluations, or request a formal dispute resolution process such as mediation or due process hearings.

FROM: IEP Re-Evaluations: Timeline, Process, Checklist (adayinourshoes.com)

Differences between an IEP and 504 Plan

An Individualized Education Program (IEP) and a 504 plan both support students with disabilities, but they are different in several ways:

• Purpose: An IEP provides special education services and is tailored to meet the unique needs of a student with a disability. A 504 plan, on the other hand, removes barriers to learning so that a student with a disability can learn alongside their peers in general education.

• Legal Basis: IEPs are covered by the Individuals with Disabilities Education Act (IDEA), a federal special education law. 504 plans are covered by Section 504 of the Rehabilitation Act of 1973, a civil rights law that prevents discrimination.

• Content: An IEP includes specific educational goals, services, and accommodations, and it tracks the student's progress. A 504 plan generally includes accommodations and assistive technology but does not require tracking progress or setting annual goals.

• Eligibility: To get an IEP, a student must have one of the 13 disabilities listed in IDEA and need special education to make progress. For a 504 plan, a student must have a disability that impacts one or more major life activities.

• Team Involvement: The IEP team must include the student's parents, teachers, and specialists. The 504 plan team is less specific but usually includes parents and teachers.

Resources

iep evaluations checklist (adayinourshoes.com)