Implementation Procedures In anticipation of the triennial review date, the special education case manager will consult with relevant general education teachers and triennial assessment team members to examine what types of data are needed for the determination of a disability and other key components of the IEP review. In cases where comprehensive assessment data may not be required, a consultation should be facilitated by the case manager completing the SELPA’s Triennial Assessment Determination Form (D/M 119) and submitting it to assessment team members for input. If all members of the assessment team agree that a comprehensive assessment is not required, a parent letter is sent, along with the IEP Meeting Notification (D/M 67), which explains the abbreviated assessment process and the parent’s right to request a comprehensive assessment. When an abbreviated assessment is anticipated, it is recommended that the IEP team meeting be held 60 days prior to the triennial date. At the IEP meeting, the team reviews the Triennial Assessment Determination Form (D/M 119). If the parent requests a full evaluation at this time, this is documented on the IEP Meeting Notes (D/M 68N). A second IEP meeting is scheduled in these cases within 60 days in order to consider the comprehensive assessment results. All members of the IEP team are required to submit reports regarding assessment findings, even if an abbreviated assessment has been conducted. Reports should summarize the information gleaned from the abbreviated procedures. In cases where no or any limited assessment has been conducted, the three-year reassessment report should make reference to the assessment information contained in previous psychoeducational evaluations. The following are examples of children who should receive a comprehensive assessment at the time of their triennial review: • Initially assessed three years prior; • Not making expected progress in their special education programs; • Have undergone a serious illness or serious life-changing event; • A change of special education placement may be anticipated, including children anticipated to exit their special education program; • Special education eligibility/disabling condition is no longer apparent; • Previous assessments have contained unusual variability in results; or • Under the age of nine years. Section J – Protection in Assessment Procedures A. Conducting the Assessment 1. Use a variety of assessment tools and strategies to gather relevant functional, developmental, and academic information about the child, including information provided by the parent that may assist in determining:
Chapter 2 – Assessment and Evaluation, Charter SELPA
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As of 11/18/2016
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