Position Statement on Periodic Reevaluations for Students With Disabilities
The National Association of School Psychologists is committed to promoting
standards of best practice in conducting periodic reevaluations of students
in special education programs, as well as supporting compliance with the
requirements of the most recent reauthorization of the Individuals with Disabilities
Education Act (IDEA). NASP supports, and federal regulations allow, a flexible
approach to reevaluations based on the unique needs of the student and the
specific questions that need to be answered. The reevaluation is an opportunity
to critically examine the current educational environment and to evaluate
student progress, instructional needs, the least restrictive environment,
and long-term goals. This process requires the collaborative involvement
of the multi-disciplinary team, including teachers, the family, and the student.
Developing a Reevaluation Plan
Federal guidelines and professional standards call for meaningful, individualized,
multifaceted reevaluations that serve the best interests of students. The
purposes and specific questions for reevaluation should guide the selection
of assessment methods and instruments. Three broad purposes of reevaluation
are:
1) Accountability. The effectiveness
of the student's individual education program (IEP) should be analyzed. Reevaluations
should include a review of progress by examining data reflecting past and
present levels of performance. Data may include grades, school discipline
records, curriculum-based measures (CBM), and norm-based measures. Lack of
progress should stimulate changes in the IEP regarding curriculum, instructional
techniques, behavioral strategies, the educational environment, or a reassessment
of the nature of the disability.
2) Planning. Assessment information
should be used to determine whether modifications to the special education
services are needed in order for the child to meet the annual goals and participate,
as appropriate, in the general curriculum. Factors such as behavior, current
academic skills, and communication skills as compared to regular education
peers should be considered. Future needs must be addressed, especially at
transition points in the child's educational program. Transition planning
might address confirmation of disability, community living skills, vocational
training, and/or plans for post-secondary education. Further, planning should
address any necessary and appropriate accommodations to allow the student
to participate in state and district assessments as well as in general education
instruction and activities.
3) Qualification.
Under IDEA it is assumed that the initial identification of an educational
disability and qualification for special education services are valid processes.
However, when the initial eligibility determination occurred at a very
young
age,
or when academic experiences were very limited, or when specific developmental
delays may have prevented long-term prediction of educational needs, the
reevaluation provides an opportunity to reconsider the presence and nature
of the disability. When the initial identification and qualification otherwise
met standards of reliability and validity, the emphasis of reevaluation
usually will not be to reconfirm eligibility, but to gauge the effectiveness
of current services and determine future programming needs. IDEA clearly
indicates that additional formal assessments to reconfirm the disability
are not required unless a change in disability is suspected or the parent
requests assessment in specific areas of development. An evaluation must
be conducted, however, before determining that a child no longer has a
disability that requires special education support. If, at the time of
the reevaluation, the student's progress suggests that he or she may no
longer have a disability requiring special education, the assessment should
address the student's needs and programming in order to succeed in the
general education program.
In reviewing existing data to determine the components of the reevaluation
for the individual student, parental input is essential. Further, the team
should consider factors that influence the choice of specific assessment
procedures including: the student's age, degree
of language proficiency in English, severity and nature of the disability,
progress in school, years of support from special education, and the consistency
of the results of previous evaluations. Existing information, such as classroom
assessments, norm-based measures, curriculum-based measures, observations
by related service professionals, and interviews with teachers, family, and
student, may provide critical data from which the team can determine what
questions need to be addressed by the reevaluation. Finally, the reevaluation
should emphasize the collection of functional data-data readily linked to
instructional strategies. The outcome of the reevaluation should be a better
understanding of the student's current levels of performance and needed modifications
in instruction to match the goals of the general education curriculum to
the extent feasible.
Role of the School Psychologist
NASP encourages school psychologists, special education teams, school administrative
units, and state education agencies to develop flexible and meaningful approaches
to reevaluation. School psychologists have unique training and expertise
in gathering and reviewing data, and their knowledge is crucial in the selection
of appropriate, reliable, and valid assessment procedures.
School psychologists should also assist in
developing appropriate instructional strategies and behavioral interventions
so that students with disabilities may be educated successfully in their
least restrictive environments with optimal exposure to the general education
curriculum..
As part of the IEP team, school psychologists should
assist in coordinating a review of the student's progress that considers
the efficacy and appropriateness of the student's current program. School
psychologists should work with parents, student, and teachers in determining
future program needs, especially at transition times. Program changes or
discontinuing special education services should be addressed when the student
has made significant progress in remediating or compensating for learning
or behavioral deficits.
The special education reevaluation is an essential component
of comprehensive services for students with disabilities. School psychologists
can make meaningful contributions to student success by approaching the periodic
reevaluation as an opportunity to examine the effectiveness and appropriateness
of the student's program.
References
Canter, A.,
Hurley, C. & Reid, C. (2000). A better IDEA for reevaluation. In C.
Telzrow & M. Tankersley, IDEA Amendments of 1997: Practice guidelines
for school-based teams. Bethesda, MD: National Association
of School Psychologists.
Individuals
with Disabilities Education Act (1997).
- Original version adopted by NASP Delegate Assembly, April 1998
- Revised version approved by NASP Delegate Assembly, July
1999
- Revised version approved by NASP Delegate Assembly, July
2004