Reevaluation
The Policies Governing Services for Children with Disabilities, NCDPI, 2010 requires that a
reevaluation is conducted at least every three years, but not more that once a year unless the
parent and Local Education Agency agree otherwise. Children identified as Developmentally Delayed
(DD) must be reevaluated three years after their initial identification and prior to turning eight or
beginning the third grade, (whichever comes first) to consider a school age eligibility. If appropriate,
please see the “Reevaluation for Mild Disabilities” section below. DD reevaluations involving
cessation follow the “Reevaluation for Mild Disabilities” procedures.
Reevaluation General Procedures
When a student is or could be identified with a moderate to severe disability (Autism, Deafness,
Deaf-Blindness, Developmental Delay, Hearing Impairment, Intellectual Disability - Moderate,
Intellectual Disability - Severe, Orthopedic Impairment, Multiple Disabilities, Traumatic Brain
Injured, Visually Impaired) or Speech or Language Impairment, or is likely to no longer qualify for
identification in the above categories, a reevaluation should be conducted using the following
processes for evaluation which can include standards based assessments and other forms of
evaluations. Reevaluation General Procedures are used for all disability categories in Preschool and
High School.
A reevaluation begins with a review of existing data including information and evaluations provided
by the parent, classroom and state assessments, and observations made by the teachers and related
service personnel. If the IEP team decides that additional data is needed, after the review of existing
information, to determine that the student continues to have a disability or to determine future
educational and related services planning, then a Reevaluation Design is proposed, as a part of an
IEP meeting and recorded in the Evaluation Design section of the IEP. Parental consent is required to
conduct additional assessments proposed in the Reevaluation Design. Parental consent is not
required if no additional data is needed for the reevaluation.
To conduct a reevaluation, an invitation to an IEP meeting should be sent to the parent and other
required participants of the IEP team. The invitation should specify Reevaluation design as the
purpose of the meeting. At the meeting, the team determines the purpose of the reevaluation.
Common purposes for reevaluation are:
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Redetermine need for specially designed instruction
Consider cessation of services
Future planning for education and transition
Evaluation of the effectiveness and appropriateness current of IEP services including related
services
If no additional information is required after reviewing the existing information, then all the data
considered when determining no other information was necessary should be listed in the Goalview
Present Levels folder under the Evaluation Results section. The IEP should then be updated as
necessary and a statement that the team considered conducting additional assessments, but enough
current data was available to proceed with the reevaluation without additional assessments. A
statement to this effect should be recorded in the Procedural Safeguards folder under Options
Considered and Rejected. Parent consent for the reevaluation is documented in the Goalview
Procedural Safeguards folder, on the signature line.
If additional information is needed to determine the stated reevaluation purpose, all the data that is
needed to reach resolution should be recorded in the Goalview Evaluation Design folder, in the
appropriate sections. The Policies Governing Services for Children with Disabilities, NCDPI, 2010 lists
evaluations required for determining specific disability categories and should be referenced when
needed to determine appropriate assessments, when redetermining the need for specially designed
instruction (eligibility). Use the following document to learn more information about specific
requirements.
Policies Governing Services for Children with Disabilities—Amended June 2010
Autism Spectrum Disorder (p. 64)
Deaf-blindness (p. 64)
Deafness (p. 65)
Developmental Delay (p. 65)
Hearing Impairment (p. 67)
Multiple Disabilities (p. 68)
Orthopedic Impairment (p. 69)
Speech or Language Impairment (p. 73)
Traumatic Brain Injury (p. 73)
Visual Impairment (p. 74)
See “Reevaluations for Mild Disabilities” section below for the following disability categories:
Emotional Disability (p. 66)
Intellectual Disability (p. 67)
Other Health Impairment (p. 69)
Specific Leaning Disability (p. 69)
The Evaluation Design date and Target Review date for completion of the reevaluation should be
identified in the appropriate sections of the Evaluation Design. Parent consent should be obtained at
the time of the proposal, if possible. If the parent does not consent to the reevaluation, the team
may consider using, but is not required to use, the consent override procedure, which involves using
dispute resolution methods such as mediation or due process hearing. If the parent is not available
or neglects to consent for the reevaluation, the team may proceed with the reevaluation if there is
sufficient documentation that the LEA has made a reasonable effort to obtain consent.
When all evaluations have been completed, the results should be recorded in the either in the
Goalview Present Level section specific to the assessment or in the Evaluation Results section. Invite
the parents and other required meeting participants to an IEP meeting. Proceed with the IEP
meeting using the data for resolution of the original purpose of the reevaluation. Revise the IEP as
necessary, including the Options Considered and Rejected in the Goalview Procedural Safeguards
folder. A Cessation of Services proposal may also be an outcome of this process, if the assessment
information does not support eligibility for IEP services.
Consult the Reevaluation Flowchart for a visual representation of the reevaluation process.
Reevaluation for Mild Disabilities
When a student is or could be identified with a mild disability (Specific Learning Disability, Other
Health Impaired, Intellectual Disability-Mild, Serious Emotional Disability) or no longer qualifies for
identification with a mild disability, then the Reevaluation for Mild Disabilities must be used in grades
K – 8. The Policies Governing Services for Children with Disabilities, NCDPI, 2010 requires that a
reevaluation is conducted at least every three years, but not more that once a year unless the
parent and Local Education Agency agree otherwise. Children identified as developmentally delayed
must be reevaluated three years after their initial identification and prior to turning eight or
beginning the third grade, (whichever comes first) to consider a school age disability category. DD
reevaluations involving cessation follow “Reevaluation for Mild Disabilities” procedures.
(Please note that it may be necessary to design a reevaluation that may include components from
the mild as well as moderate identification categories.)
To conduct a reevaluation for a student with a mild disability, an invitation to an IEP meeting should
be sent to the parent and other required participants of the IEP team. The invitation should specify
Reevaluation design as the purpose of the meeting. At the meeting, the team determines the
purpose of the reevaluation. Common purposes for reevaluation are:




Redetermine need for specially designed instruction
Consider cessation of services
Future planning for education and transition
Evaluation of the effectiveness and appropriateness of current IEP services including related
services
A reevaluation begins with a review of existing data including information and evaluations provided
by the parent, classroom and state assessments, and by observations made by the teachers and
related service personnel. If, after the review of existing information, the IEP team decides that
additional data is needed to determine that the student continues to qualify for the current disability
or to determine future educational and related services planning, a formal reevaluation design is
proposed. Parental consent is required to conduct additional assessments. Parental consent is not
required if no additional assessment data is needed to determine the purpose of the reevaluation.
If the purpose of the reevaluation is for the evaluation of the effectiveness and appropriateness of
current IEP services, including related services or future planning for education and transition, it is
possible that no further information is required.
If no additional information is required, after reviewing the existing information, then all the data
considered when determining no other information was necessary should be listed in Goalview
Present Levels folder under the Evaluation Results section. The IEP should then be updated as
necessary and a statement should be recorded in the Procedural Safeguards folder under Options
Considered and Rejected that the team considered additional evaluations but enough current data
was available to proceed with determination of the reevaluation purpose without additional
assessments. Parent consent is not required for a review of existing data.
If additional data is required, the IEP team should design a reevaluation in the Goalview
Reevaluation Design folder (See Sample A). Tier 3 processes of the RtI procedure should be
specified in the Goalview Reevaluation Design folder. In setting goals and aimlines for the
intervention/instructional strategies that are part of a reevaluation for a student currently eligible for
IEP services, the entitlement criteria for reevaluations is Proficiency. The RtI procedure is used
when:
 The purpose of the reevaluation is to re-determine need for specially designed instruction,
 The student has an been identified as Speech/Language Impaired and is being consider for a
mild disability (see additional guidance at the end of this section),
 The student was initially identified as Developmentally Delayed and is likely to be identified
as mildly disabled or
 The purpose of the reevaluation is for other purposes for which additional assessment is
needed
If the student currently receives high intensity services, begin by using Tier 3 c RtI processes
(Analysis of Assessment Plan IIIc&f). Establish a baseline and aimline and progress monitor for at
least 4 weeks with a minimum of 5 data points in 2 weeks using on-grade level probes in the skill
areas affected by the child’s disability. Documentation may include below grade level skills if
appropriate, but must include at least two grade level probes in the area of instruction.
If the student currently receives low intensity services, begin by using all Tier 3 c RtI processes and
documents including Tier 3 e (Revisions of Hypotheses/Interventions Tier III e). Use baseline and
decision making standards and changes in hypotheses. Baseline data and progress monitoring
should be continued until there are at least three changes in intervention. Documentation may
include below grade level skills, but must include at least two grade level probes in the area of
instruction.
Differentiation of high intensity and low intensity services should be based on the degree to which
the curriculum must be modified for the student, staff-to-student ratio during instruction, the
amount of time the student receives specially designed instruction, and the amount of removal from
the general education setting to receive instruction. If the team is in doubt regarding the level of
intensity of services for a particular student, use the low intensity reevaluation processes.
The Evaluation Design date and Target Review date for completion of the reevaluation should be
identified in the appropriate sections of the Evaluation Design. Parent consent should be obtained at
the time of the proposal, if possible. If the parent does not consent to the reevaluation, the team
may consider using, but is not required to use, the consent override procedure, which involves using
dispute resolution methods such as mediation or due process hearing. If the parent is not available
or neglects to consent for the reevaluation, the team may proceed with the reevaluation if there is
sufficient documentation that a reasonable effort to obtain consent has been made. Parent consent
for the reevaluation is documented in the Goalview Procedural Safeguards, on the signature line.
When the data from the reevaluation supports entitlement of the student, an Entitlement report is
written and an RtI Review is scheduled. All data should be presented at the review meeting. When
the RtI review has been completed and the data supports moving forward, an IEP meeting is
conducted to complete the reevaluation process. Invite the parent and other IEP members to an IEP
meeting, record results of the reevaluation in the Evaluations section of the Goalview Present Levels
folder (See Sample B), include all information that was considered during the reevaluation process,
consider disability determination, record Exit Criteria Goal(s) in the entitlement skill areas, update
other sections of the IEP as needed, then options considered and rejected should be recorded in
Procedural Safeguards.
Exit Criteria as Reevaluation
If the student has been previously Entitled using RtI and has met the previously determined Exit
Criteria Goal(s) in the IEP, services should be backed down gradually to insure that continuation of
the student’s level of educational performance. The backing down of services should be documented
in the Goalview Service Delivery folder or in the Goalview Evaluation Design folder (See Sample C).
If the student continues to meet exit criteria after services have been backed down so that the
supports no longer resemble specially designed instruction, an exit report should be written that
includes all relevant data and presented to the RtI Review Team. The parents should be invited to an
exit IEP meeting after the Review Team meeting and a service cessation proposal should be
developed. In such instances the data may warrant that the student will be served in the future in
either an RtI Tier 2 intervention plan or an Individual Accommodation (504) Plan.
Cessation of IEP for Mild Disabilities
If progress monitoring data indicates on-grade level probes are at or above Proficiency, the IEP team
should meet and propose a reevaluation to consider cessation of services. Parent consent should be
obtained at the time of the proposal. If the parent does not consent to the reevaluation, the Local
Education Agency (LEA) may consider using, but is not required to use, the consent override, which
involves using dispute resolution methods such as mediation or due process hearing. If the parent is
not available or neglects to consent to the reevaluation, the LEA may proceed with the reevaluation
if there is sufficient documentation that a reasonable effort has been made to obtain consent.
The proposal should include gradual backing down of services. If the student’s level of performance
on the progress monitoring measures remains constant or improves after services have been backed
down to where the supports no longer resemble specially designed instruction, the team should
propose cessation of services. A cessation of services report should be presented to RtI Review
Team. When the RtI review has been completed and the data supports moving forward, an IEP
Invitation to Conference should be sent to the parent and other required IEP team members. Record
the assessment results in the Evaluations section of the Goalview Present Level, consider disability
determination, then options considered and rejected should be recorded in Procedural Safeguards
section.
If the student does not maintain the level of performance after services are backed down. The
parent and required IEP team members should be invited to an IEP meeting. The services should be
increased to an amount that supports improvement and special education eligibility continued. The
IEP team should write new Exit Criteria, progress monitor weekly at a minimum, evaluation results
should be documented in the Evaluations section of the Goalview Present Levels folder and options
considered and rejected are recorded in Procedural Safeguards folder.
For a visual representation of this process, review the Mild Disability Flow Chart.
Speech-Language Reevaluation – additional guidance
For students who are identified as Speech-Language Impaired and also have a possible need for
services for academic or behavioral difficulties as defined by the four mild disability categories (LD,
OHI, ID-MI, or SED), the parameters are as follows:

If the team anticipates possible discontinuation of Speech-Language Pathology (SLP)
services, a reevaluation design must be developed aligned with possible identification
categories to determine if the student remains eligible for services.

If the team does not anticipate discontinuation of SLP services:
o The team should determine whether the interventions needed are representative of
Tier 1, 2, or 3.
 If the interventions are more representative of Tier 1 or 2, the process would
begin at that point.
 If the interventions are more representative of Tier 3, then a reevaluation plan
must be developed aligned with possible identification categories to determine
if student remains eligible for services.
OR
o The team may be able to document a direct connection between the speech and/or
language disability and academic or behavioral needs on the Present Level of
Academic Achievement and Functional Performance in the IEP. Examples might
include connections between phonemic awareness language deficits and weak
phonemic awareness/phonetic literacy skills or expressive language deficits and
written expression skills. In these special cause cases, academic goals and services
may be added to the IEP.
For students who are identified as Speech/Language Impaired and also have a possible need for
services for academic or behavioral difficulties as defined by the low incidence, moderate to severe
disability (AU, DB, DD, HI, IDMO, IDSE, OI, TBI, VI), the parameters are as follows:

If the team anticipates discontinuation of SLP services, a reevaluation design must be
developed aligned with possible identification categories to determine if student remains
eligible for services.
A reevaluation for a student identified as speech-language impaired who may be eligibility for a mild
disability may take into consideration procedures associated with low and high intensity services.
Sample C
Sample B
Sample A