1. The Special Education Teacher’s Role in the Triennial Evaluation One of the responsibilities for the special education teacher may be involvement in the triennial evaluation ( a complete and updated evaluation required every three years for all children classified as having a disability by the Eligibility Committee).

2. The Special Education Teacher’s Role in the Triennial Evaluation This is a very important phase of the special education process because it reviews the factors that accounted for the child's classification and placement. This is a very important phase of the special education process because it reviews the factors that accounted for the child's classification and placement.

3. The Special Education Teacher’s Role in the Triennial Evaluation There are several phases to the triennial evaluation that may involve many staff members from a variety of disciplines. The objectives for the special education teacher in the triennial evaluation include the following: There are several phases to the triennial evaluation that may involve many staff members from a variety of disciplines. The objectives for the special education teacher in the triennial evaluation include the following:

4. The Special Education Teacher’s Role in the Triennial Evaluation 1. To retest the child's achievement skill areas. 1. To retest the child's achievement skill areas.

5. The Special Education Teacher’s Role in the Triennial Evaluation 2. To retest the child's perceptual skill areas. 2. To retest the child's perceptual skill areas.

6. The Special Education Teacher’s Role in the Triennial Evaluation 3. To analyze the results and compare the similarities in patterns to past evaluation results 3. To analyze the results and compare the similarities in patterns to past evaluation results

7. The Special Education Teacher’s Role in the Triennial Evaluation 4. To write a detailed and comprehensive updated report of the findings that will be shared with the Committee on Special Education as well as the staff and parents. 4. To write a detailed and comprehensive updated report of the findings that will be shared with the Committee on Special Education as well as the staff and parents.

8. The Special Education Teacher’s Role in the Triennial Evaluation 5. The results of the triennial evaluation are usually discussed at the annual review meeting, although there may be an earlier meeting with the parent to discuss the results if requested. 5. The results of the triennial evaluation are usually discussed at the annual review meeting, although there may be an earlier meeting with the parent to discuss the results if requested.

9. The Special Education Teacher’s Role in the Triennial Evaluation 6. Discussing test results with parents: To help interpret and analyze achievement and perceptual test results that may be submitted from outside agencies or professionals pertinent to the triennial evaluation of a specific child. This can occur if the parent chooses an independent evaluation 6. Discussing test results with parents: To help interpret and analyze achievement and perceptual test results that may be submitted from outside agencies or professionals pertinent to the triennial evaluation of a specific child. This can occur if the parent chooses an independent evaluation

10. The Special Education Teacher’s Role in the Triennial Evaluation It should be noted that a new release for testing involving a triennial evaluation is not required by law. The school may proceed with this process without a new release but must inform the parents that the process will be taking place. It should be noted that a new release for testing involving a triennial evaluation is not required by law. The school may proceed with this process without a new release but must inform the parents that the process will be taking place.