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Katy Independent School District

Special Ed Operating Procedures

Re-evaluations

 

What's Required

 

The LEA must ensure that a re-evaluation of each child with a disability is conducted ( 34 CFR 300.303(a) and 20 USC 1414(a)(2)(A).

  • If the LEA determines the educational or related services needs, including improved academic achievement and functional performance, of the child warrant a reevaluation ( 34 CFR 300.303(a)(1) and 20 USC 1414(a)(2)(A) );

  • If a re-evaluation is requested by the child's parents or teacher ( 34 CFR 300.303(a)(2) ); or

  • Before determining that the child is no longer a child with a disability ( CFR 34.300.305(e) and 20 USC 1414(c)(5)(A)).


A re-evaluation is not required (but a SUMMARY OF PERFORMANCE is required) before the termination of a child's eligibility due to ( 34 CFR 300.303(a)(2) and 20 USC 1414(c)(5)(B)(i)):

  • Graduation from secondary school with a regular diploma (34 CFR 300.305(e)(2) and 20 USC 1414(c)(5)(B)(i)): or

  • Exceeding the age eligibility for a free appropriate public education under state law (34 CFR 300.305(e)(2)and 20 USC 1414(c)(5)(B)(i).


A re-evaluation must occur:

  • Not more frequently than once a year, unless the parent and the LEA agree otherwise (34 CFR 300.303(b)(1) and 20 USC 1414(a)(2)(B)); and

  • At least once every three years, unless the parent and the LEA agree that a re-evaluation is unnecessary (34 CFR 300.303(b)(2) and 20 USC 1414(a)(2)(B)).


What We Do

 

BEGINNING OF THE SCHOOL YEAR

  • Each Diagnostic Specialist and Speech/Language Pathologist is responsible for compiling the list of students needing re-evaluation within the school year.

  • The Diagnostic Specialist and Speech/Language Pathologist schedules a REED meeting one semester prior to the due date of the three year re-evaluation date so that the evaluation can be completed within the timeline.


DATA COLLECTION

  • The Diagnostic Specialist or Speech/Language Pathologist is responsible for collecting previous evaluations and information provided by the parents (English, Spanish), current classroom-based, local, and/or state assessments, classroom-based observations and related service providers, and health information provided by the school nurse.

  • General education and/or special education personnel forms may be completed by multiple sources.

  • Any personnel with relevant information concerning the student will be asked to complete, sign, and date the form.

  • The person completing the form should address those competencies about which they have direct knowledge and/or observation.

  • Information from parents should be sent home for completion by the parent(s)/guardian(s).

  • The school nurse completes the health information form (all relevant health information should be addressed).


REVIEW OF DATA

  • The Diagnostic Specialist or Speech/Language Pathologist  convenes a REED (Review of Existing Evaluation Data) meeting to review the student's current eligibilities and current progress.

  • Based on the available data, the determination of the need for a formal evaluation is made by the REED committee with the same membership as an ARD committee.

  • If the decision is to formally evaluate, the parents will be asked to complete the information forms, sign the Notice and Consent for Evaluation.

  • If the decision is to continue the current disability identification without any additional formal evaluation information, the Diagnostic Specialist or Speech/Language Pathologist will complete the REED document and it will become the new Full and Individual Evaluation Report. The appropriate Documentation of Disability forms will be completed and attached. This information is placed in the student's special education eligibility folder.

  • The Diagnostic Specialist or Speech/Language Pathologist will schedule an ARD/IEP committee meeting, at which time the Diagnostic Specialist or Speech/Language Pathologist will review the re-evaluation data.

  • The FIE will need to be finalized by the FIE due date.


ARD/IEP COMMITTEE

  • The ARD/IEP Committee must include persons needed to establish eligibility for specific disabilities.

  • For VI students, a representative of the Programs for the Visually Impaired must be present.

  • For AI, a representative from the Program for the Deaf and Hard of Hearing must be a part of the ARD/IEP Committee.

  • In determining whether or not additional data is needed, the committee should consider the following:

    • The specific disability: Certain disabilities may change over time and require formal evaluation to substantiate developmental changes.

    • Every three years, the REED committee will consider whether full, partial assessment, or a documented review of existing evaluation data should be completed.  Depending on the student needs, formal and full evaluations could be completed more often but not more than once a year unless parent and school agree.

    • Age of the student: Each case should be considered on an individual basis.

    • Emotional/behavioral factors: Behavioral considerations should be documented in various settings for all students. Specific documentation and appropriate and current evaluations will impact future decisions if a Manifestation Determination Review (MDR) is needed.

    • Special education services and supports provided: Special education services and supports that are in place and the effect of eliminating, reducing, or changing those services should be considered.

    • Instructional demands of grade level standards: A major consideration should be the degree to which the student is able to meet the instructional demands of grade-level standards without special education and related services.


PARENTS

  • The parent/guardian's right to request a formal evaluation always overrides the committee's decision to continue the disability identification.

  • The parent has the right to request a formal evaluation to determine whether the student continues to be a student with a disability.

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