Review existing evaluation data, including current classroom-based assessments and observations [34 CFR §300.533]. The IDEA 1997 requires review of the above information. The written description is optional.
Review teacher and related service(s) providers’ observations [34 CFR §300.533]. The IDEA 1997 requires review of the above information. The written description is optional.
Review evaluations and information provided by the parent [34 CFR §300.533]. The IDEA 1997 requires review of the above information. The written description is optional.
On the basis of the above review, and input from the student’s parent(s), identify the additional data needed to determine:
1) Whether the student has a disability. Follow current MET procedures for all initial evaluations for special education eligibility.
OR
In case of reevaluation, whether the student continues to have such a disability. Describe additional data or evaluation needed [34 CFR §300.533]. Evaluations may include, but are not limited to, functional behavioral assessments, academic assessments, or assessments related to assistive technology.
If the IEP Team determines that no additional data is needed to determine whether the student continues to have a disability, a reason must be given.
2) The present level(s) of performance and educational needs of the student. Describe additional data or evaluation needed. If no additional data or evaluation is needed, indicate "None."
3) If the student needs special education and/or related services or, in the case of reevaluation, if the student continues to need special education and related services. Describe additional data or evaluation needed.
4) Whether any additions or modifications to the special education and related services are needed to enable the student to meet the measurable annual goals set out in the IEP of the student and to participate, as appropriate, in the general curriculum. Describe additional data or evaluation needed.
In reference to #4, for a reevaluation, describe any additional data needed to determine whether any additions or modifications to the special education and related services are needed to meet the annual goals and participate in the general curriculum. No annual goals will have been established prior to an initial IEP. Therefore, before the initial IEP, this statement may be interpreted to mean that additional evaluation is required to determine if special education and related services are necessary for the student to benefit from the general curriculum.
In response to #4, evaluations may include, but are not limited to, functional behavioral assessments, academic assessments, or assessments related to assistive technology.