Reevaluation for Mild Disabilities Flowchart
Student is or could be identified with a moderate to
severe disability (AU, DB, DD, HI, IDMO, IDSE, OI,
TBI, VI) or SLI, or may no longer qualify for
identification in the above categories
Student is or could be identified with a mild disability
(SLD, OHI, IDMI, ED) or may no longer qualify for
identification with a mild disability.
Send parent and other team members an invitation to
the IEP meeting.
Proceed to Reevaluation Flowchart
First meeting: Determine the purpose of reevaluation
Re-determine the need for specially
designed instruction
Evaluation of the effectiveness and appropriateness of current IEP services,
gather information for educational planning and related services, future
planning for education and transition (IEP services will continue)
Additional data is
needed
Student
has met
IEP Exit
Criteria
Goal with
minimal
services
provided
Consider
cessation
of services
Consider
a change
in
disability
category
Student has
high intensity
services
Student has low
intensity services
Progress
monitoring
data indicates
grade level
probes are at
or above
Proficiency
and services
have been
backed down
to only
general ed.
No
Use Tier 3 RtI processes and documenting
forms including Tier 3e. Use baseline and
decision making standards and changes in
hypotheses. Documentation may include below
grade level skills, but must include at least two
grade level probes in the area of instruction.
Additional assessments may be used to answer
related services or other educational questions.
No
Yes
NO
Record all data the team considered
when deciding no further assessments
were needed in the evaluation results
domain of the Present Levels of
Educational Performance. Use the data
to plan IEP services. Update the IEP
document as necessary. Record options
considered and rejected in the
Procedural Safeguards.
Yes
Use Tier 3 RtI processes. Establish baseline and aimline
and progress monitor for at least 4 weeks with a
minimum of 5 points in 2 weeks using on-grade level
probes in the areas the child was entitled. Tier 3
problem solving processes can be used when questions
that need to be answered by the reevaluation include
academic or behavior issues or may include other
assessment information. Document new assessment
needs in the reevaluation design folder of the IEP
No
Data supports entitlement?
Yes
Present a written report to RtI review team
No
Continue special education services, write new exit criteria, progress
monitor minimum weekly, evaluation results are documented in the
Present Level of Educational Performance under evaluation results and
options considered and rejected are recorded in Procedural Safeguards.
4/13
Does the data
support
entitlement?
Yes
Invite the parent and other IEP
members to an IEP meeting,
complete IEP Present Level of
Performance in the evaluation
results domain, consider disability
determination, write Exit Criteria
goals, then options considered and
rejected should be recorded in
Procedural Safeguards.