Welcome back to learning about what is needed to complete a Comprehensive Special Education evaluation. In part 2, I talked about the importance of planning comprehensive special education evaluations is emphasized. The process involves a collaborative approach among educators, specialists, and parents to ensure each child’s unique needs are accurately identified and met. It covers the key steps and considerations, including reviewing existing data, conducting new assessments, and integrating parental input. The post also highlights the necessity of adhering to legal requirements and timelines, particularly those specified by the Individuals with Disabilities Education Act (IDEA). Effective planning and execution of these evaluations are crucial for developing appropriate Individualized Education Programs (IEPs) that support student success.  Read it here.

Not going to lie here-getting parent input is hard. And sometimes really hard. But you need it. Like legally need it. You must have the parent's voice throughout the whole process not just the IEP but also the evaluation. Colorado's Dispute and Complaint Office has shared that if that it's the first thing they look for when looking at an IEP or evaluation. 

Notice of start of evaluation or reevaluation and appointment of IEP team

Determine who the IEP team participants are with collective expertise about areas of student strength and need, age and grade level standards and expectations, disability category criteria, and state and federal evaluation process requirements. In an Initial IEP use the RTI/MTSS data. If a three-year reevaluation, use the current IEP to drive what needs to be done. 

Remember, parents are part of the team. Ask them! 

Make sure if additional specialists are needed on the team to provide expertise about concerns representing particular areas of need such as specific medical, health concerns, or behavior. 

The Individuals with Disabilities Education Act (IDEA) emphasizes the importance of parental input in the special education process. Several sections of the law highlight the critical role that parents play in developing and implementing their child's Individualized Education Program (IEP).

Parental Input in the IEP Process

IDEA say --

34 CFR § 300.322 Parent participation:

• (a) Public agency responsibility—general. Each public agency must take steps to ensure that one or both of the parents of a child with a disability are present at each IEP Team meeting or are afforded the opportunity to participate, including—
• (1) Notifying parents of the meeting early enough to ensure that they will have an opportunity to attend; and
• (2) Scheduling the meeting at a mutually agreed on time and place.
• (b) Information provided to parents.
• (1) The notice required under paragraph (a)(1) of this section must—
• (i) Indicate the purpose, time, and location of the meeting and who will be in attendance; and
• (ii) Inform the parents of the provisions in § 300.321(a)(6) and (c) (relating to the participation of other individuals on the IEP Team who have knowledge or special expertise about the child), and § 300.321(f) (relating to the participation of the Part C service coordinator or other representatives of the Part C system at the initial IEP Team meeting for a child previously served under Part C of the Act).
• (2) For a child with a disability beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, the notice also must—
• (i) Indicate—
• (A) That a purpose of the meeting will be the consideration of the postsecondary goals and transition services for the child, in accordance with § 300.320(b); and
• (B) That the agency will invite the student; and
• (ii) Identify any other agency that will be invited to send a representative.

34 CFR § 300.324 Development, review, and revision of IEP:

• (a) Development of IEP—
• (1) General. In developing each child’s IEP, the IEP Team must consider—
• (i)The strengths of the child;
• (ii) The concerns of the parents for enhancing the education of their child;
• (iii) The results of the initial or most recent evaluation of the child; and
• (iv) The academic, developmental, and functional needs of the child.
• (b) Review and revision of IEPs—
• (1) General. Each public agency must ensure that, subject to paragraphs (b)(2) and 
• (b)(3) of this section, the IEP Team—
• (i) Reviews the child’s IEP periodically, but not less than annually, to determine whether the annual goals for the child are being achieved; and
• (ii) Revises the IEP, as appropriate, to address—
• (A) Any lack of expected progress toward the annual goals described in § 300.320(a)(2), and in the general education curriculum, if appropriate;
• (B) The results of any reevaluation conducted under § 300.303;
• (C) Information about the child provided to, or by, the parents, as described in § 300.305(a)(2);
• (D) The child’s anticipated needs; or
• (E) Other matters.

But Amanda J. v. Clark County School District 267 F.3rd 877 also states “Parents not only represent the best interests of their child in the IEP development process, they also provide information about the child critical to developing a comprehensive IEP and which only they are in a position to know.” 

These sections of IDEA emphasize that parents must be included in the IEP team meetings, their input must be considered in the development of the IEP, and they have the right to be informed and participate actively in the decision-making process regarding their child's education. If a complaint is filed this will be the first thing the state will look for. 

Plan the Evaluation - Review of Existing Data and determine if additional assessment is needed

Create student-specific developmentally and educationally relevant questions using either the student’s RTI/MTSS data or the current IEP and its data.  Make sure you are looking across all domains to assess the whole child: academic, cognitive learning, communication, independence and self-determination, social and emotional, physical, and health. 

Ask any needed clarifying questions around suspected areas of need as well as related concerns of those who interact with the student in and out of school by asking developmentally and educationally relevant questions.

Identify existing functional, developmental, and academic information about student access, engagement, and progress in general education curriculum, instruction, and other school activities, and environments. Review and refine educationally relevant questions as needed to ensure nothing will be missed. Within the RTI/MTSS system these questions, concerns, and data should be already documented.

Consider potential disability categories that should be considered so sufficient information will be available to apply initial or reevaluation disability category criteria. Make sure the IEP team includes individuals with expertise in the category(ies) of disability that may be considered. Ask hard questions like, “Do we have cognitive concerns?, Do we suspect Autism?, Do we suspect Dyslexia?”

Decide what, if any, additional data or other assessment information is needed to explore all areas of suspected academic and functional skill concern, areas of student strengths and assets, and to apply anticipated disability category criteria. A comprehensive evaluation includes a mix of formal and informal testing to answer the team's questions.

Use a problem-solving framework (e.g., RIOT/ICEL) to guide the review of existing data and maintain focus on the whole student. Consider information about instruction, curriculum, learning environments, and the student. I have shared this before, this is the form my building uses for all RTI/MTSS student concerns. 

Notice and Consent - Need to Conduct Additional Assessment

Before moving forward, ensure data and information that will be used to make evaluation decisions comes from multiple sources and is collected using a variety of assessment tools and methods such as record reviews, observations, interviews, curriculum-based evaluation, and norm-referenced standardized tests; and includes information gathered in the student’s natural learning environments. (formal and informal assessment data points)

Document review of existing data and decision about additional assessment or other information needed.

Communicate with the family and others to clearly explain who will administer assessments and collect other information, the types of assessments that will be implemented, and the tools used to collect other information, and clarify any questions that family members or others may have.

Chat Soon-

References:

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.

PSS: Parent Input Freebie

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.

Oral Language and Scarborough’s Rope

References

The Framework

The Individuals with Disabilities Education Act (IDEA) requires that special education evaluations be sufficiently comprehensive to make eligibility decisions and identify the student’s educational needs, whether or not commonly linked to the disability category in which the student has been classified (34 CFR 300.304). Comprehensive evaluations are conducted in a culturally and linguistically responsive manner; non-discriminatory for students of all cultural, racial, ethnic, socioeconomic, and other backgrounds. When conducting special education evaluations, IEP teams must follow all procedural and substantive evaluation requirements specified in IDEA. 

The BIG Ideas

• Special education evaluations must be sufficiently comprehensive for IEP teams to determine special education eligibility or continuing eligibility and to identify the educational needs of the student, whether or not commonly linked to the student’s identified disability category(ies).
• A comprehensive evaluation is a process, not an event. IEP team participants work together to explore, problem-solve, and make decisions about eligibility for special education services. If found eligible, the IEP team uses information gathered during the evaluation to collectively develop the content of the student’s IEP.
• A comprehensive special education evaluation actively engages the family throughout the evaluation process.
• Comprehensive evaluations are first and foremost “needs focused” on identifying academic and functional skill areas affected by the student’s disability, rather than “label focused” on identifying a disability category label which may or may not, accurately infer student need.
• Developmentally and educationally relevant questions about instruction, curriculum, environment, as well as the student, guide the evaluation. Such questions are especially helpful during the review of existing data to determine what if any, additional information is needed. 
• Asking clarifying questions throughout the evaluation helps the team explore educational concerns as well as student strengths and needs such as barriers to and conditions that support student learning, and important skills the student needs to develop or improve.
• Culturally responsive problem-solving and data-based decision-making using current, valid, and reliable (i.e. accurate) assessment data and information is critical to conducting a comprehensive evaluation.
• Assessment tools and strategies used to collect additional information must be linguistically and culturally sensitive and must provide accurate and useful data about the student’s academic, developmental, and functional skills.
• Data and other information used during the evaluation process is collected through multiple means including review, interview, observation, and testing; as well as across domains of learning including instruction, curriculum, environment, and learner.
• Individuals who collect and interpret assessment data and other information during an evaluation must be appropriately skilled in test administration and other data collection methods. This includes understanding how systemic, racial, and other types of bias may influence data collection and interpretation, and how individual student characteristics may influence results.
• Assessment data and other information gathered over time and across environments help the team understand and make evaluation decisions about the nature and effects of a student’s disability on their education.
• Comprehensive evaluations must provide information relevant to making decisions about how to educate the student. A comprehensive evaluation provides the foundation for developing an IEP that promotes student access, engagement, and progress in age or grade-level general education curriculum, instruction, and other activities, and environments.

The Balcony View

Comprehensive evaluations must provide information relevant to making decisions about how to educate the student so they can access, engage, and make meaningful progress toward meeting age and grade level standards. Assessment and collection of additional information play a central role during the evaluation and subsequently in IEP development and reviewing student progress. 

A comprehensive evaluation takes into account Career Readiness, a growing awareness of the relationship between evaluation and IEP development, and the need for information about how special education evaluations and reevaluations can be made more useful for IEP development.

The 2017 US Supreme Court Endrew F. case also brought renewed attention to the importance of knowing whether a student's IEP is sufficient to enable a student with a disability to make progress “appropriate in light of their circumstances.” Finally, updated guidance, including results of statewide procedural compliance self-assessment, IDEA complaints addressing whether evaluations are sufficiently comprehensive, and continuing disproportionate disability identification, placement, and discipline in student groups who traditionally are not equitably served.

A comprehensive evaluation responds to stakeholders’ requests for more information and reinforces that every public school student graduates ready for further education, the workplace, and the community.

It seeks to ensure a Free Appropriate Public Education (FAPE) for every student protected under IDEA. It guides IEP teams in planning and conducting special education evaluations that explicitly address state and federal requirements to conduct comprehensive evaluations that help IEP teams to determine eligibility, and thoroughly and clearly identify student needs. 

Planning and Conducting a Comprehensive Special Education Evaluation

An Individualized Education Program (IEP) is the key to addressing a student’s disability-related needs.
It describes annual goals and the supports and services a student must receive so they can access, engage, and make progress in general education. 

A well-developed IEP is a vehicle to ensure that a Free Appropriate Public Education (FAPE) is provided to students protected under IDEA. A comprehensive special education evaluation provides the foundation for effective IEP development. 

A comprehensive special education evaluation is conducted by a student’s IEP team appointed by the district. The IEP team must include the parent as a required participant and essential partner in decision-making. Special Education evaluation is a collaborative IEP team responsibility. During the evaluation process, the team collectively gathers relevant information and uses it to make accurate and individualized decisions about a student’s eligibility or continuing eligibility, effects of disability, areas of strength, and academic and functional needs.

Data and other information used to make evaluation decisions come from a variety of sources and environments, often extending beyond the IEP team. Guided by educationally relevant questions, both existing and new information is compiled or collected, analyzed, integrated, and summarized by the IEP team to provide a comprehensive picture of the student’s educational strengths and needs.

A comprehensive special education evaluation is grounded in a culturally responsive problem-solving model in which potential systemic, racial, and other bias is addressed, and hypotheses about the nature and extent of the student’s disability are generated and explored.

Conducting a comprehensive special education evaluation requires planning. Each team has its own methods for planning and conducting comprehensive special education evaluations with guidance from the state and district.

Why RIOT/ICEL Matrix?