• 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 service needs, including improved academic achievement and functional performance, the child warrants 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


    • 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 Review of Existing Evaluation Data (REED) meeting approximately one semester prior to the due date of the three year re-evaluation date so that the evaluation can be completed within the timeline.


    • The Diagnostic Specialist or Speech-Language Pathologist is responsible for collecting previous evaluations and information provided by the parents, 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).


    • 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 parent, guardian, or adult student will be provided Notice of the Evaluation and asked to sign the 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.  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.


    • 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's needs, formal and full evaluations could be completed more often, but not more than once a year. Parents 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 support provided: Special education services and support 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.


    • 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.