Re-Evaluation Process


What's Required


Each school must ensure that a re-evaluation of each child with a disability is conducted ( 34 CFR 300.303(a) and 20 USC 1414(a)(2)(A).

  • If the school determines the educational or related services needs, including improved academic achievement and functional performance, of the child warrant a reevaluation ( 34 CFR 300.303(a)(1) and 20 USC 1414(a)(2)(A) );
  • If a re-evaluation is requested by the child's parents or teacher ( 34 CFR 300.303(a)(2) ); or
  • Before determining that the child is no longer a child with a disability ( CFR 34.300.305(e) and 20 USC 1414(c)(5)(A)).

A re-evaluation is not required (but a SUMMARY OF PERFORMANCE is required) before the termination of a child's eligibility due to ( 34 CFR 300.303(a)(2) and 20 USC 1414(c)(5)(B)(i)):

  • Graduation from secondary school with a regular diploma (34 CFR 300.305(e)(2) and 20 USC 1414(c)(5)(B)(i)): or
  • Exceeding the age eligibility for a free appropriate public education under state law (34 CFR 300.305(e)(2)and 20 USC 1414(c)(5)(B)(i).

A re-evaluation must occur:

  • Not more frequently than once a year, unless the parent and the school agree otherwise (34 CFR 300.303(b)(1) and 20 USC 1414(a)(2)(B)); and
  • At least once every three years, unless the parent and the school agree that a re-evaluation is unnecessary (34 CFR 300.303(b)(2) and 20 USC 1414(a)(2)(B)).

What We Do



  • Each Evaluator and Related Service Provider is responsible for compiling the list of students needing re-evaluation within the school year.
  • Each Evaluator and Related Service Provider schedules a Review of Existing Evaluation Data (REED) meeting  prior to the due date of the three year re-evaluation date so that the evaluation can be completed within the timeline. At this meeting the department teams will determine if new testing is needed or will be offered to the parent.


  • The evaluator is responsible for collecting previous evaluations and information provided by the parents, current classroom-based, local, and/or state assessments, classroom-based observations, behavior information, related service provider information, residential information, and health information provided by the school nurse.
  • Any personnel with relevant information concerning the student will be asked to complete, sign, and date the form.
  • The person completing the form should address those competencies about which they have direct knowledge and/or observation.
  • Information from parents should be sent home for completion by the parent(s)/guardian(s). Evaluators may also schedule a parent interview either in person or virtually.
  • The school nurse completes the health information form (all relevant health information should be addressed).


  • The evaluator convenes a REED (Review of Existing Evaluation Data) meeting to review the student's current eligibilities and current progress.
  • Based on the available data, the determination of the need for a formal evaluation is made by the ARD committee.
  • If the decision is to formally evaluate, the parent, guardian, or adult student will be provided Notice of the Evaluation and asked to sign the Consent for Evaluation.
  • If the decision is to continue the current disability identification without any additional formal evaluation information, the evaluator will complete the REED document and it will become the new Full and Individual Evaluation Report.  This information is placed in the student's special education eligibility folder.
  • The FIE will need to be finalized by the FIE due date.


  • The ARD/IEP Committee must include persons needed to establish eligibility for specific disabilities.
  • For VI students, a Certified Teacher of the Visually Impaired must be present.
  • In determining whether or not additional data is needed, the committee should consider the following:
    • The specific disability: Certain disabilities may change over time and require formal evaluation to substantiate developmental changes.
    • Every three years, the REED committee will consider whether full, partial assessment, or a documented review of existing evaluation data should be completed.  Depending on the student needs, formal and full evaluations could be completed more often but not more than once a year unless parent and school agree.
    • Age of the student: Each case should be considered on an individual basis.
    • Emotional/behavioral factors: Behavioral considerations should be documented in various settings for all students. Specific documentation and appropriate and current evaluations will impact future decisions if a Manifestation Determination Review (MDR) is needed.
    • Special education services and supports provided: Special education services and supports that are in place and the effect of eliminating, reducing, or changing those services should be considered.
    • Instructional demands of grade level standards: A major consideration should be the degree to which the student is able to meet the instructional demands of grade-level standards without special education and related services.


  • The parent/guardian's right to request a formal evaluation always overrides the committee's decision to continue the disability identification.
  • The parent has the right to request a formal evaluation to determine whether the student continues to be a student with a disability.