REMEMBER: Each child referred for assessment receives a full and individual evaluation to identify area(s) of disability, determine eligibility, and assess educational needs. The assessment information provides the basis for an Individualized Education Program (IEP) or Individualized Family Service Plan (IFSP) to ensure the individual receives a free and appropriate public education (FAPE).
An assessment plan describing the proposed assessments is delivered to the parents within 15 calendar days of receipt of the written referral for assessment. Days between the pupil’s regular school sessions or days of school vacation in excess of five school days are not counted in the 15 calendar days. The 15-day timeline recommences on the date that the pupil’s regular school days reconvene.
*If the referral is made within 20 days of the end of the regular school year, the assessment plan must be developed within 10 days after the commencement of the subsequent regular school year (EC 56043).
The assessment plan uses language easily understood by the general population and is provided in the primary language of the parent or other mode of communication used by the parent, unless to do so is clearly not feasible.
The assessment plan document includes the following required components:
The pupil is assessed in all areas related to the suspected disability, using tools and strategies that provide relevant information that directly assists in determining educational needs. Areas to be assessed include the following, as appropriate:
1. It is the responsibility of the case manager to coordinate the assessment process. The case manager works with the team to develop an assessment plan. The designated specialist administering the instruments must select specific tests or assessments.
The parent is provided:
2. When the plan is signed and returned, the date the assessment plan is received is recorded and the 60-day assessment timeline begins immediately. Within 48 hours, the case manager provides each assessor with a copy of the signed assessment plan or otherwise informs all assessors that consent has been received.
*If the parent does not sign the assessment plan, the case manager must contact the parent to determine why the assessment plan has not been approved. The parent’s rationale must be documented and sent to the Special Education Office to determine follow-up. Parents have the right to decline services when an initial evaluation is proposed, though the school district may file for mediation/due process hearing. If the district prevails in a due process hearing, the assessment may be conducted without parent consent (EC 56321).
3. The case manager establishes an IEP date to review assessment results with parents within 60 calendar days of the receipt of the assessment plan, excluding the days between the student’s regular school sessions or terms or days of school vacation in excess of five school days (EC 56043f, 56344).
*If there are outside agencies involved with the student, the case manager completes an Authorization for Exchange of Information and obtains the parent signature.
Once eligible for special education services, each student is reevaluated at least every three years but not more than once a year. If, after review of student’s records, no additional data is necessary to determine eligibility or educational needs, the district is not required to conduct a formal assessment except at parent request (EC 56381).
The purposes of a triennial reevaluation include:
Lack of progress stimulates IEP changes (curriculum, instructional techniques, behavioral strategies, or the educational environment) or a reassessment of the nature of the disability.
2. Planning: Evaluation information is used to determine if special education services require modification for the child to meet annual goals and participate, as appropriate, in the general curriculum. Factors such as behavior, current skill levels, and communication ability are considered. Future needs must be addressed, especially at transition points in the child’s educational program. Transition planning addresses eligibility criteria, community living skills, vocational training, and/or plans for post-secondary education.
3. Qualification. A complete re-evaluation is conducted in the event:
a. A parent or teacher requests assessment in areas of suspected disability
b. The child may no longer have a disability requiring special education or related services
c. The child may be eligible for additional related services
d. The child is not making educational progress
1. Each site obtains the current reevaluation list and shares due dates with the special education teachers.
2. The appropriate service provider (special education teacher, psychologist, nurse, or related service provider) schedules an assessment staffing to discuss each student with an upcoming triennial due date. At this time, the team determines whether to recommend a record review or a reevaluation to the parent.
3. The designated case manager makes parent contact and reviews the recommendations made by the assessment team. The case manager documents the parent decision. If the parent agrees with the recommendation of the assessment team, the Triennial Reevaluation Determination is sent to the parent(s) at least 60 days before the triennial due date. If the parent disagrees with the recommendation of the assessment team, an IEP team meeting is scheduled.
4. An IEP team meeting is held to discuss the record review or assessment findings prior to the triennial due date. A written report must be completed and presented at the IEP meeting.
With a recommendation for a record review, the team examines existing assessment data including:
With a recommendation for a full reevaluation, the team develops an assessment plan to determine any or all of the following:
All personnel who assess the pupil prepare a written report, as appropriate, of the results of each assessment. The report includes, but is not limited to, the following:
The need for assessment may be triggered for reasons other than initial or triennial evaluation. These reasons may include: