3.24B REASESSMENT PART II

As part of the reassessment, the IEP team must review the following:

1. Existing records and assessment data;

2. Current classroom performance;

3. Information provided by the parent; and

4. Teachers' and related service providers' observations. (E.C. § 56381(b)(1))

If, following this review, it is believed that no additional assessment data are needed to determine continuing eligibility, the Case Manager shall document this determination using SELPA-approved forms (RPT 1A or RPT 1C – SIRAS) (attached) and present them to the parents. In these forms, the parents are informed that they have the right to request additional assessment. If the parents agree with the IEP team's findings and do not request additional assessment data, no additional assessment data needs to be gathered. The relevant notices and forms must be given to the parents early enough to complete a full assessment, if parents request it, before the IEP meeting due date. (E.C. § 56381(d))

If the IEP team determines that additional assessment data is needed or the parent requests additional data, the legal requirements for conducting assessments must be followed as outlined in the SELPA Procedural Guide.

Reassessment Process to Exit a Student from Special Education

A student must be reassessed before determining that he or she is no longer a student with a disability except when termination of eligibility is due to graduation from secondary school with a regular diploma, or to exceeding age eligibility under State law (E.C. § 63381(h).

Please Note: As you contemplate this process contact the District School Psychologist to review the information and development an action plan for assessments and working with the staff and parents.

Dismissal From One or More Programs or Services

Students who are still eligible for and in need of special education and related services are sometimes dismissed from a particular related service but continue to receive support from other special education programs and related services. The IEP team should consider dismissal from a related service if one or more of the following applies:

1. The area of previously identified need supported by the related service no longer affects educational performance;

2. The student has reached a plateau in his or her progress in the area supported by the related service and the IEP team believes that the student’s needs in this area can be addressed in a less restrictive environment or an alternative setting;

3. The student’s abilities in the area supported by the related service are now commensurate with his or her overall development;

4. The parent or adult student refuses the service and the IEP team believes that the service is not required in order for the student to receive FAPE (see discussion in “Extensive Absences” section).

It is often helpful, when initiating a related service, to provide information to the parent regarding the criteria that will be used to determine when the service will be discontinued.

Exit Criteria

A student will be exited from special education and related services due to one of the following reasons:

1. Following an assessment, it is determined that the student no longer meets the criteria specified in any of the qualifying areas;

2. Following an assessment, it is determined that the student's needs can be met within the general education program with or without accommodations;

3. The student has exceeded age eligibility; or

4. The parent has revoked consent. (E.C. § 56001(h) and§ 56381(h))

When a student is exited to general education, a plan to facilitate the student's transition to a less restrictive environment will be developed, including a plan to assist the receiving teacher.