Re-evaluation Process -Each August/September every special education case manager shall check rolls and create a roster for any students in need of a three-year re-evaluation up through the following October in the next school year. -By September 15th, this roster, with the names of students, due dates to initiate a reevaluation (65 business days before required eligibility meeting), and disability categories due for re-evaluation is then distributed by email to the school psychologist, school social worker, and any appropriate related services staff. -Two weeks prior to the initiation of the re-evaluation, the case manager completes and emails the Student Evaluation Planning Worksheet to the school psychologist, school social worker and appropriate related services staff. This email also includes the suggested components to be selected, which always include an observation and an educational evaluation, which are usually done by a special education teacher. The components selected for consideration beyond the observation and educational, should be based on responses to questions about the student from the completed Student Evaluation Planning Worksheet. -If all school staff agree with the suggested components identified by the case manager, the case manager contacts the parents, considers parent requests/concerns and shares staff recommendations for components selected. -If school staff and parents are in agreement about components selected, the case manager then obtains written consent from the parent for any evaluation that the school will complete for the re-evaluation. If there is an unresolved question regarding appropriate components to be completed for the re-evaluation, then a “face to face” meeting shall be scheduled. -The case manager schedules an eligibility meeting for every student that is reevaluated, and the school psychologist and school social worker or any related service staff attend only the eligibility meetings when they have completed an evaluative component. -For those students identified as having only a speech-language disability, the speech-language pathologist will contact the parent to obtain written consent for the evaluation. The Student Evaluation Planning Worksheet is optional in such cases. -If the speech-language pathologist and the classroom teacher have concerns about academic or behavioral areas, the referral should be taken to either the child study or intervention teams at the school. If a disability beyond speech-language impairment is suspected, a re-evaluation may be initiated at the child study or eligibility group meeting. -If a component selection meeting is needed because further discussion is required about evaluative components selected, the special education case manager shall set up a component selection meeting that is mutually convenient to all parties that need to attend. This includes a general education teacher, case manager, school psychologist or school social worker and/or appropriate related service staff. The component selection meeting date can be more, but not less than 65 business days prior to the re-evaluation date deadline. Parent must sign consent before any evaluations are initiated. -When all evaluation components have been completed, the case manager shall send the parent an eligibility meeting notification letter. Reports should be placed in the student’s cumulative record at least two business days prior to the meeting. Within 65 business days from the date the re-evaluation eligibility is initiated, and prior to the re-evaluation eligibility date, an eligibility meeting is held to determine the student’s continued eligibility. The eligibility date should be scheduled at least one to two weeks prior to the 65 business day due date in case the meeting needs to be cancelled and re-scheduled because of snow days or other unforeseen circumstances. Only those persons who administered evaluation components shall attend the eligibility meeting, in addition to the administrator/designee, general education teacher and case manager. -If all parties agree that no further IEP goals are necessary and if the eligibility team determines that the student is “not eligible for special education,” the prior written notice forms shall be completed to summarize the meeting. The parent must sign the termination from special education consent form. Although all eligibility criteria worksheets for re-evaluation eligibility purposes are considered, only those criteria worksheets that are applicable to the components selected will be discussed in the meeting. In all cases, the two eligibility questions that should be answered are: Does this student require special education services AND Does the disability have an adverse impact on their educational performance. Transfer Students When a student with a current IEP in place from another district initially registers at a HCPS school, the school registrar shall obtain a signed release to receive all confidential records from the transferring school system. Included with this consent form will be a checklist specifying the evaluation components requested (IEP, Eligibility Minutes, Psychological, Social history, Educational, etc.) The checklist and the request for the student record shall be sent (faxed) to the transferring school. The case manager and the registrar should confer weekly to determine the status of the requested components. If records have not been received, another request should be sent. If the IEP and evaluation components are not received within four weeks, all evaluation components shall be completed. Special education students transferring from outside of Virginia should be reviewed through the re-evaluation process. The first step before initiating a re-evaluation would be a review of the student file by the case manager. An eligibility meeting will be needed for all out of state transfer students. A Henrico County IEP shall be written within 30 calendar days from when a transfer special education student registers at a school. If the student is transferring from within state, the case manager, school psychologist and school social worker should informally review the student file, and if all agree that no further evaluations are needed, only a HCPS IEP needs to be written. However, if the psychological, educational or social history components are not received from the previous school system after 30 calendar days from enrollment, a formal re-evaluation process shall be initiated.