Toad-ally Exceptional Learners: Part 2: Planning a Comprehensive Special Education Evaluation

I work on a HUGE special education team. This year it is 15 members. Getting everyone on the same page for a student evaluation is hard. It's hard on a good day but out of everything, I deal with as a special education teacher, case manager, and one who completes 98% of all academic testing for students starting their special education journey. This post will walk you through what IDEA tells us what we have to do.

In case you missed the first post in this series here's a quick snippet. Comprehensive special education evaluations are crucial for accurately identifying a child’s unique needs and ensuring they receive the appropriate support. These evaluations go beyond academics to assess cognitive, emotional, social, and physical development. They involve multiple methods and sources, such as observations, standardized tests, and input from parents and teachers. A thorough evaluation provides a detailed understanding of a child's strengths and weaknesses, which is essential for creating an effective Individualized Education Program (IEP). Read it here.

What does IDEA say?

IEP teams follow these steps when conducting comprehensive special education evaluations. The Evaluation Process Chart outlines required IDEA timeline procedures and describes recommended actions for each step. These procedures fall within the needed timeline for evaluation.

According to IDEA, evaluations must be conducted within 60 calendar days of receiving parental consent for the evaluation. This timeline can vary if the state has established its own timeframe, but the federal requirement is 60 days.
The relevant section of IDEA is found in 34 CFR § 300.301(c), which states:

(a) General. A public agency must ensure that a reevaluation of each child with a disability is conducted

(1) If the public agency determines that the educational or related services needs, including improved academic achievement and functional performance, of the child warrant a reevaluation; or
(2) If the child’s parent or teacher requests a reevaluation.

(b) Limitation. A reevaluation conducted under paragraph (a) of this section—

(1) May occur not more than once a year, unless the parent and the public agency agree otherwise; and
(2) Must occur at least once every 3 years, unless the parent and the public agency agree that a reevaluation is unnecessary.

Start the Evaluation: Initial or Reevaluation

Initial Evaluation: A special education referral starts the initial special education evaluation process. The referral describes why the person making the referral believes the student is a “child with a disability” who needs special education.

Reevaluation: A reevaluation is started when the LEA (Local Educational Agency–most of the time will be the school your child attends) decides a student’s disability-related needs, including improved academic achievement and functional performance, warrant a reevaluation; or if the student’s parent or teacher requests a reevaluation.

The relevant sections from IDEA are 34 CFR § 300.303 and 34 CFR § 300.305.

Definition and Timing of Reevaluations from 34 CFR § 300.303 Reevaluations:

(a) General. A public agency must ensure that a reevaluation of each child with a disability is conducted—

(1) If the public agency determines that the educational or related services needs, including improved academic achievement and functional performance, of the child warrant a reevaluation; or
(2) If the child’s parent or teacher requests a reevaluation.

(b) Limitation. A reevaluation conducted under paragraph (a) of this section—

(1) May occur not more than once a year, unless the parent and the public agency agree otherwise; and
(2) Must occur at least once every 3 years, unless the parent and the public agency agree that a reevaluation is unnecessary.

Evaluation Procedures

34 CFR § 300.305 Additional requirements for evaluations and reevaluations:

(a) Review of existing evaluation data. As part of an initial evaluation (if appropriate) and as part of any reevaluation under this part, the IEP Team and other qualified professionals, as appropriate, must—

(1) Review existing evaluation data on the child, including—

(i) Evaluations and information provided by the parents of the child;
(ii) Current classroom-based, local, or State assessments, and classroom-based observations; and
(iii) Observations by teachers and related service providers; and

(2) On the basis of that review, and input from the child’s parents, identify what additional data, if any, are needed to determine—

(i) Whether the child is a child with a disability, as defined in §300.8, and the educational needs of the child; or, in case of a reevaluation of a child, whether the child continues to have such a disability, and the educational needs of the child;
(ii) The present levels of academic achievement and related developmental needs of the child;
(iii) Whether the child needs special education and related services; or, in the case of a reevaluation of a child, whether the child continues to need special education and related services; and
(iv) Whether any additions or modifications to the special education and related services are needed to enable the child to meet the measurable annual goals set out in the IEP of the child and to participate, as appropriate, in the general education curriculum.

Coming soon more on parent input and implementing the IEP. This process is hard. It takes time and team communication with each other. The Law is here to help us with what we need to so we do our jobs right and not miss students who need the support but also make sure that those who don't need us get the correct support.

Chat Soon-

References:

About idea. Individuals with Disabilities Education Act. (2024, March 27). https://sites.ed.gov/idea/about-idea/

Statute and regulations. Individuals with Disabilities Education Act. (2024b, January 26). https://sites.ed.gov/idea/statuteregulations/ https://sites.ed.gov/idea/statuteregulations/

PS: Introducing "A Guide to Special Education for Parents and Teachers," a comprehensive resource
available in my Teachers Pay Teachers store. This guide provides valuable insights and practical strategies for navigating the special education process. Designed for both parents and educators, it covers essential topics such as the Individualized Education Program (IEP), legal rights, assessment procedures, and effective communication techniques. With clear explanations and actionable advice, this guide empowers stakeholders to collaborate effectively, ensuring that students with special needs receive the support and services they deserve. Ideal for those seeking to enhance their understanding and advocacy in the realm of special education.