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Reevaluations

Explanation

Every three years a student with a current IEP must be reevaluated to assure that they still need special education or related services in order to access the Iowa Core Curriculum.

As part of  a three year reevaluation the IEP team must:
  • Review existing evaluation data on the child, including:
    • Evaluations and information provided by the parents of the child;
    • Current classroom–based, local, or state assessments, and classroom–based observations; and
    • Observations by teachers and related services providers; and
  • On the basis of that review and input from the child’s parents, identify what additional data, if any, are needed to determine:
    • Whether the child continues to have a disability and the educational needs of the child;
    • The present levels of academic achievement and functional performance of the child;
    • Whether the child continues to need special education and related services; and
    • 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 and to participate  in the Iowa Core Curriculum
This review of existing data can be conducted without a meeting. If the IEP team determines that no additional data are needed the district or AEA must provide notice to the child’s parents that includes:
  • The determination and the reasons for the determination; and
  • The right of the parents to request an assessment. If an assessment is requested by the child’s parents district or AEA must conduct the assessment.

If the IEP team determines that additional data are needed the parent must sign a Consent for/Notice of Reevaluation form. Consent for/Notice of Reevaluation Consent for/Notice of Reevaluation

When a Reevaluation Must Occur
 A Reevaluation must occur when:
  • The student is exiting all special education services except in the case of high school graduation;
  • Requested by parents or teachers;
  • The IEP team decides that additional data is needed.
Description
 During the Three-Year Reevaluation Meeting, the IEP team reviews the child’s IEP to determine whether the goals for the child are being achieved. 

The IEP team must also revise the IEP to address:
  • Any lack of progress toward the annual goals and the Iowa Core Curriculum;
  • Results of any reevaluation;
  • Information about the child provided by the parents
  • The child’s anticipated needs; and
  • Other matters
In conducting a review of the child’s IEP, the IEP team must consider these special factors:
  • Behavior
  • Limited English proficiency
  • Blind or visually impaired
  • Communication needs
  • Assistive technology
A general education teacher of the child, as a member of the IEP team, must participate in the review and revision of the child’s IEP.

The IEP Team

Participants

The LEA or AEA must ensure that the IEP team for each child with a disability includes the following:
  • The parents of the child;
  • At least one general education teacher of the child if the child is, or may be, participating in the general education environment;
  • At least one special education teacher of the child or, where appropriate, at least one special education provider of the child;
  • An LEA representative who:
    • Is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities;
    • Is knowledgeable about the Iowa Core Curriculum; and
    • Is knowledgeable about the availability of resources of the public agency.
  • An individual who can interpret the instructional implications of evaluation results
  • At the discretion of the parent or the agency, other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and
  • Whenever appropriate, the child with a disability.

NOTE: A person may serve in more than one role.  For example, the special education teacher may also be the LEA representative, or the person who can interpret evaluation results.

The IEP Team

Documenting Meeting Notice  The LEA or AEA must document attempts to set a mutually agreed upon time and place for an IEP meeting with parents.  These records, which must be part of the child’s cumulative file, might include:
  • Detailed records of telephone calls made or attempted and the results of those calls;
  • Copies of correspondence (including meeting notices) sent to the parents and any responses received; and
  • Detailed records of visits made to the parent’s home or place of employment and the results of those visits.
It is recommended that two attempts be made to have an IEP meeting with parents attending. It is important that if a parent does not attend either of the first two scheduled meetings those meetings should be cancelled.

If the parents do not attend either of the first two scheduled meeting a third meeting notice should be sent and the IEP meeting held even if the parents do not attend.

Make sure that the attempts to notify parents of each IEP meeting are documented in the child’s cumulative file.
IEP Team Member Attendance  A member of the IEP team is not required to attend the IEP team meeting.  The parent of a child with a disability and the LEA/AEA must agree, in writing, that the attendance of the member is not necessary because their area of the curriculum or related service is not being modified or discussed in the meeting.

A member of the IEP team may be excused from attending an IEP meeting during which a modification of the member’s area of the curriculum or related services will be discussed if:
  1. The parent, in writing, and the LEA/AEA consent to the excusal; and
  2. The member submits, in writing, to the parent and the IEP team, input into the development of the IEP prior to the meeting.
Agreement to Excuse Attendance at IEP Meeting Agreement to Excuse Attendance at IEP Meeting
Methods of Meeting Participation
If neither parent is able to attend the IEP meeting in person, they may participate through:
  • ICN (Iowa Communication Network),
  • Video conferencing (Polycom),
  • Web Cam, or
  • Conference call.

Preparing for the Reevaluation Meeting

To Prepare for the Meeting

Before the Reevaluation meeting the person leading the meeting must:
  • Take steps to ensure one or both parents of the child with a disability are present at each meeting or offered the opportunity to participate
  • Discuss with the parent the benefit of having the student attend the IEP meeting and then make the decision regarding his or her participation
  • Decide which general education teacher(s) should attend
  • Establish a mutually agreeable date, time and location
  • Send meeting notice to parents and all IEP team members
  • Gather information from other general education teachers
  • Review progress monitoring information from the current IEP
Draft IEPs
 		 The Web IEP application allows for the development of a draft IEP prior to the meeting date.  When the IEP is printed out prior to the date of the meeting, the word "DRAFT" is superimposed on each page.  

When using a draft IEP, parents must be assured that this is not the final IEP and their input, as well as that of other team members, will be considered.
Other Considerations
Also, consider the following:
  • Sending relevant information to all team members so they can prepare for the meeting
  • Sending a copy of the draft IEP to the parents, if appropriate
  • Encouraging student-led meetings when appropriate.

During the Reevaluation Meeting

During the Meeting

Follow the IEP process to develop the IEP.  

Disagreements

 		 On occasion, members of the IEP team do not agree.  Consensus is an agreement in which each side makes compromises. It may be difficult to build consensus, but it is well worth the effort.  Building consensus is also a procedure in which others provide information that team members may not have.

Steps to build consensus:
  • Identify the most important issue of disagreement. 
  • Listen to others.
  • Determine which areas you can compromise on. 
  • Brainstorm possible solutions.
  • Consider each possible solution.  List and consider the pros and cons of each.
  • Discuss the pros and cons and select the solution which minimizes the cons and maximizes the pros.
  • Get input from all team members.  Discuss the problem and possible solutions until you find the solution which can be supported by all.
If the IEP Team cannot reach consensus the district or AEA must assure that:
  • Prior Written Notice has been sent to parent(s) to notify them of the action that the district or AEA is refusing or proposing to implement.
  • Parents are aware of Procedural Safeguards.

Implementation and Follow-up

After the Reevaluation


 		 Following the reevaluation meeting:
  • All service providers must be given access to the IEP, and those who were not in attendance must be made aware of their responsibilities for implementing the IEP. 
  • Begin or continue services as described on page F.  
  • Implement the procedures for progress monitoring.  
  • If there is disagreement on the IEP team, the district must provide Prior Written Notice of a Proposed or Refused Action. Prior Written Notice
 
 
 

© 2012 Iowa Department of Education:

400 E 14th St | Des Moines, IA 50319-0146 | Ph: 515-281-5294 | Fax: 515-242-5988