Re-Eval Decision Making

SCRED created this decision making flowchart to assist teams when deciding the most appropriate re-evaluation option.

This option is appropriate when the team determines that a reevaluation is necessary, but existing data sufficiently answers the four essential evaluation questions (see above). When the team decides Option 1 is most appropriate, the following steps must be completed:

Step 1: Review existing and most current information on the student

• It is essential that all relevant team members, including related or itinerant service providers and general education teachers, are involved in the review of existing data.

• All team members need to review the data and then confer to verify that there is convergent data that supports a reevaluation consisting solely of a review of existing data is appropriate.

• If all team members agree that the student's current special education program is working as it was intended and no new, previously unidentified needs are of concern, the team can then determine that a review of existing information is appropriate.

• It is recommended that teams set up intentional time (via phone or video conference) to collaboratively have these discussions and make a decision.

Step 2: Contact parents to gather input on the student's present levels and needs

• Gathering parent input is a required component of any evaluation, including reevaluations. According to guidance from MDE, parent input is gathered before the PWN regarding the reevaluation is sent home. Note, this should not resemble a full, categorical interview form (i.e., the interviews we complete during a typical evaluation).

• The following questions may be helpful in gathering meaningful parent input at this point in the process:

  • Have you seen improvement in your child's performance during the past 3 years? (academic, social, emotional, behavioral, speech/language, etc)

  • Do you have any current concerns regarding your child's progress?

  • Have you seen any recent changes in your child's school performance? Please explain.

  • Has your child had any evaluations done outside of school?

  • Has your child received additional community services in the last 3 years? (Tutoring, counseling, behavioral, county case worker, etc.)

  • Have there been any significant events in the last three years that have affected your child's physical, emotional, or educational well-being?

Step 3: Notify Parents via Prior Written Notice (PWN)

• Once the team has determined a reevaluation using existing information is appropriate, and parent input has been obtained, draft an Evaluation Plan/PWN and send home to parents

• The Evaluation Plan/PWN in SpEd Forms includes drop-downs specific to this type of evaluation. When selecting the proper drop-down, scroll to the subheading "REEVAL REVIEW OF EXISTING INFORMATION" to find the proper drop-down options.

Step 4: Develop a Comprehensive evaluation report

• The 30-day clock starts ticking when the district receives parental consent for the reevaluation or 14-days post-notification if the parents have neither consented, nor disagreed and/or requested additional assessments.

• There are two options for evaluation report templates for a reevaluation that consists solely of existing information:

  • "Pre-Transition Reevaluation Review of Existing Data"

  • "Transition Reevaluation Review of Existing Data"

*Do not use categorical templates, as those are designed to include data needed for addressing initial criteria*

In cases when a team determines that new data is needed via additional assessments (i.e., a new disability category is suspected, previously unidentified needs arise, or the student is not making adequate progress despite attempts to intervene), then standard evaluation planning and notification procedures should be used. A comprehensive evaluation plan that includes all necessary tools should be completed and sent home to parents. Consent must be received or 14 days must lapse before the assessments can be completed.

In determining which template to use, the team should decide based on the amount of additional assessments being completed and the questions being answered:

• If only doing one or two new assessments, it is recommended the team choose the "Review of Existing Data" template and insert the specific assessment tool used using the bank of options in SpEd Forms.

• If the student is undergoing their first transition evaluation, and transition assessments are the only new information being collected, inserting the "Transition Reevaluation Review of Existing Data" template would be appropriate.

• If a new disability category is suspected, it will be most appropriate to choose the evaluation report template specific to that disability.

The decision to waive an evaluation should be less commonly made than the other two options, but it is permitted under federal regulations. The Reevaluation Decision Making Flowchart outlines conditions under which a reevaluation is required (i.e., a student turning 7 and aging out of DD eligibility), however, it might leave questions as to when a team should be considering waiving a reevaluation, with the exception of students who are graduating/aging out of services at the age of 21.

In general, if a team can answer "yes" to all of the following questions, waiving a reevaluation is likely reasonable:

1. Does the team have access to high quality progress monitoring data that is aligned to the needs addressed by each of the student's annual IEP goals?

2. Is the student making adequate progress toward meeting their IEP goals?

3. Are the student's skills, despite adequate progress, still discrepant from grade-level expectations (i.e., there is still continuing need and the team would not be considering dismissal)?

4. Is the student participating in the general curriculum to the extent appropriate, given the student's unique circumstances (i.e., some students may not participate in the general curriculum, but that might be appropriate, given their current present levels and needs)?

Ultimately, it is the district's responsibility to determine when a reevaluation is necessary and when it might be appropriate to waive a reevaluation. When determined appropriate, follow these steps:

Step 1: Contact Parents

• Before a review of existing evaluation data occurs (see below), the district and the parent may agree to waive the reevaluation entirely. This requires a direct conversation with the parent about the option to waive the reevaluation and why the district feels that option is appropriate.

Step 2: Complete the Notice of Agreement that a 3 Year Reevaluation is Not Needed form in SpEd Forms

• Include all required information according to the prompts to ensure proper documentation for the decision.

Step 3: Obtain Consent

• Once consent is received, file the document in the student's master special education file.

• Note: If verbal agreement is obtained and documented on the Agreement form, but the parent does not return the signed consent and does not express disagreement, then the team can move forward so long as the Agreement form is filed in the student's special education file.

Step 4: Reconcile the SpEd Forms System

• In order to keep the dates in SpEd Forms on track, an "evaluation date" must be entered.

• To do this:

  1. Finalize the last evaluation report

  2. Once finalized, click "New Evaluation Template" button

  3. Select the "Waive Reevaluation" Template

  4. Enter the date consent to waive the reevaluation was received

  5. Finalize with title "Waived Reevaluation" NOTE: There is no need to individualize any content in this template; it is solely to ensure that the SpEd Forms dates are correct. File in the student's master special education file.