Reevaluation Process NRMPS Exceptional Children’s Program Reevaluation Process December 15, 2008

Reevaluation Process DEC 7-Reevaluation Process of examining existing data, and if determined necessary, gathering additional data in order to: Determine continuing eligibility for special education; Assure that the continuing individual needs of a student are identified ; and Assure appropriate educational programming(review and or revision of IEP)

Cont. Must occur every 3 years and may not occur more than once a year unless the parent and LEA agree. Reevaluation of children identified as Developmentally Delayed shall occur at least once every 3 years following placement or prior to the child turning eight (whichever comes first) Completing DEC 7 restarts 3 year cycle.

Reevaluation Complete all information requested about the student:FULL name, DOB, school, grade, and disability category. Signatures of IEP team members, position, and date of participation are required.

Review of Existing Data The IEP team must document existing data has been reviewed. Each area must be considered: Review of all EC and cumulative records Summary of previous evaluations/assessments Parent provided information(need parent participation-do not say parent did not attend) Classroom information(assessments and observations) Information based on the observations of teachers and other service providers Not sufficient to write”yes” or “we discussed this area”

Determination of Needed Additional Data Based on the review of existing data, the IEP team must decide if additional information is needed AND answer yes or no to the 4 questions. A) Continued eligibility for special education and related services: If the student continues to have such a disability and educational needs? If the student continues to need special education and related services? B) Present level of academic achievement and developmental needs? C) Whether any additions or modifications to special education and/or related services are needed to meet measurable annual goals and participation in the general curriculum?

Collection of Data List any data to be collected without formal assessment (observations, treatment data…) Complete eligibility worksheet(s), complete eligibility determination, address IEP, and complete Prior Written Notice OR List specific areas to be assessed through formal assessment (educational,adaptive behavior, rating scales…) Obtain parental permission, complete eligibility worksheet(s), complete eligibility determination, address IEP, and complete prior written notice The IEP team must clearly state why additional information is NOT needed. Complete eligibility determination, address IEP and Complete Prior Written Notice

Summary of Evaluation/Eligibility Worksheet Use directions with all of the Eligibility Worksheets Summary of Evaluation/Eligibility Worksheets are disability specific. Information documented on the worksheet provides a summary of assessment information gathered from all sources. The summary of evaluation must be written in a manner that is understandable to all IEP team members, including parents. Recording only scores would not be sufficient.

Cont. Definitions of individual screenings and evaluations are in NC Policies Governing Services for Children with Disabilities. Communication evaluation is not defined but yields same information as speech/language evaluation.

Strengths/Needs This section ensures the team documents, reviews and discusses everything that has been learned about the student. Review of existing information is gathered from reevaluation determination.

Directions for All Eligibility Worksheets Documenting the impairment is a requirement of North Carolina Policies Governing Services for Children with Disabilities.

Adverse Effect Adverse effect on educational performance includes both academic and functional levels of performance. The team should consider the student’s response to scientific based interventions. Academic levels of performance may include how the student is performing compared to age/grade level standards in all academic areas Functional levels may include daily living, social and behavior/emotional development.

Evidence Exists that student Requires Specially Designed Instruction When ongoing evaluation of the problem indicates that expected progress is not being made and resources beyond general education are needed, eligibility for special education may be considered. Specially designed instruction means adapting, as appropriate, to the needs of the child, the content, methodology, or delivery of instruction. Include statement(s) that describes the interventions implemented and a review of existing data that document a need for specially designed instruction.

DEC 3 cont. After completing worksheet, IEP Team must determine eligibility. (Eligibility Determination Form)

Eligibility Determination Sources include information gathered during the reevaluation process, formal and informal assessments, records review… Attach individual eligibility worksheets if additional data was collected in order to determine continued eligibility. All 3 must be yes in order for the student to be eligible for special education.

Eligibility cont. Speech or Language Impaired is one of the 14 disability categories. It is a related service when it is needed for a student to benefit from special education. Related services are not disability categories and do not have specified eligibility criteria. Need for related service based on data and determined by the IEP team. (Why is the service needed or not needed for this student to benefit from special education?) For a student who is already identified as student with disability, adding or discontinuing related service is done through the reevaluation process. This resets the date for required reevaluation.

Eligibility cont. IEP team signatures, position and date of meeting are required by NRMPS.

Prior Written Notice (DEC 5) Reevaluation purpose Check all the purposes that apply. Complete all requested student information. Use the student’s FULL name. Must put parent’s name NOT Dear parent. The primary area of disability is the one indicated for the purpose of Child Count.

Explanation of Actions Proposed or Refused (questions 1 and 2) Address the decisions made in the current IEP team meeting. Explain WHY the decisions were made. BE specific!

Collected data(Question 3) Include types of tests administered (cognitive,educational, adaptive behavior…) observations, screenings, parent/related service input, informal assessments, review of records,etc.

Signatures and Statements Signatures of IEP team participants and positions are required in NRMPS. Complete the section on DEC 5 3 of 3- IF you have any questions, please feel free to call MARTHA WRENN at

Reminders Complete Reevaluations on time! Completing a DEC 7 and asking for testing does not complete a reevaluation. All data must be collected and eligibility determined before reevaluation is complete. Sign the Reevaluation portion of the IEP when eligibility is determined. A new Reevaluation begins a new 3 year cycle. Recording only scores on DEC 3 is not sufficient.

Reminders cont. Special Education is a service not a place. Purpose of related service is to benefit from special education. If changing eligibility area, DEC 3 worksheet is needed for both areas of eligibility,(exception DD) Be mindful of last time child was truly evaluated.

Questions