A reevaluation isn’t the same as the annual review of your child’s IEP.
There are two types of reevaluations: a triennial reevaluation and a parent- or teacher-requested reevaluation.
The goal is to determine if a student’s needs have changed.
If your student has an , you’re probably familiar with the school evaluation process. The resultshelped determine eligibility for special education. But what is a reevaluation for special education?
It’s an evaluationthat happens after that first evaluation. It’s not the same as the annual review of an IEP or just additional testing. A reevaluation is a full-fledged look at a student’s needs. There are two types of reevaluations:
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Triennial reevaluation (three-year review)
Parent- or teacher-requested reevaluation
Unlike with an initial evaluation, a triennial reevaluation doesn’t have to be specifically requested. That’s because it’s required by law to happen. The Individuals with Disabilities Education Act (IDEA) requires schools to reevaluate kids with IEPs at least once every three years.
The purpose of the triennial reevaluation is to see if a student’s needs have changed. It’s also to see if they still qualify for special education services.
However, families and teachers may want a reevaluation at another time, or before the three-year mark. Under IDEA, a student may be evaluated only once per year. That leaves room for families or schools to request a new evaluation if new information is needed before the triennial reevaluation.
Just like an initial evaluation, a reevaluation is an involved process. It takes time and effort from you, the student, and school staff. Before starting, it’s important to think carefully about why it’s needed. You can ask school staff for their thoughts and advice. You’ll also want to think through how to explain a reevaluation to kids.
If the school doesn’t initiate a conversation about a triennial evaluation, speak to the IEP case manager about it. Parents and schools can agree in writing not to do a triennial reevaluation. If after reviewing records and progress, the IEP team decides there’s already enough data to support continued services and set goals, a reevaluation may not be needed.
Keep in mind, though, that three years is a long time. Even if it’s clear a student is still eligible for services, their needs and abilities may have changed. A reevaluation can give the IEP team more information about what to include in an IEP.
Sometimes, parents don’t want triennial testing because they worry it may be used to take away a student’s IEP. That’s a real concern. But keep in mind that a student can’t lose services without data to back up that they’re no longer needed. Families also have the right to disagree with a decision to remove services.
A school can’t reevaluate a student if parents state in writing that they don’t want the reevaluation. But the school can request a due process hearingif it thinks testing is necessary. The hearing officer would then decide how to proceed.
A reevaluation can give the IEP team more information. For example, maybe a student with ADHD has accommodations to help them focus, but their impulsive behavior is also causing disruptions in the classroom. If a behavior assessmentwasn’t part of the original evaluation, a reevaluation may be needed.
Some other reasons to reevaluate:
New areas of concern became clearer once a student got support.
The information from a previous evaluationdidn’t address all the areas it needed to.
A student wasn’t originally found eligible but is still struggling.
To get accommodations and support in college, most college disability services officesrequire that students have been evaluated recently. This typically means no more than one or two years ago. If the last evaluation was years ago, it’s a good idea to ask for a reevaluation before a student leaves for college. You may also want to ask the college how recent an evaluation needs to be.
A reevaluation in high school can also provide helpful information for an IEP transition plan.
