SSPS:Reevaluation Requests for Post-Secondary

From Pasco Public Knowledgebase
Revision as of 13:40, 17 September 2015 by Dlaw (Talk | contribs)

(diff) ← Older revision | Latest revision (diff) | Newer revision → (diff)
Jump to: navigation, search

Post-secondary requests for accommodations on entry tests and coursework:

According to the state guidelines, school districts are not required to conduct a comprehensive reevaluation for high school students with disabilities requesting accommodations on the American College Test (ACT), on the Scholastic Aptitude Test (SAT), or in college courses.


Reevaluations and agency eligibility

Although the district is not required to conduct a reevaluation to determine the student’s eligibility for another agency, it must provide a summary of the student’s academic achievement and functional performance that includes recommendations on how to help the student meet postsecondary goals. Specific content for the student’s summary of performance must be based on the student’s individual needs and postsecondary goals, and should facilitate documentation of the student’s disability so that eligible students may receive testing accommodations on college entrance examinations. (34 CFR §300.305(e)(3); Rule 6A-6.0331(8)(f), F.A.C.).


IEP team reevaluation discussion

When IEP teams meet and discuss the need for re evaluations, the following questions should be addressed:

  • Does the child continue to have such a disability?
  • What are the present levels of academic achievement and related developmental needs of the child?
  • Does the child needs special education and related services?
  • Are there any additions or modifications to the special education and related services needed to enable the child to meet the measurable annual goals set out in the IEP of the child and to participate, as appropriate, in the general education curriculum?


These guiding questions provide focus for the purpose of a reevaluation and how post secondary request do not meet the intention or inclusiveness of the re evaluation criteria. Additionally, the team can focus discussion, assessment, action-steps around developing a high-quality level of performance statement to communicate needs with post secondary agencies.


Parent requests for post-secondary assessment

Talking points for teams when addressing parent requests for post-secondary assessment:

  • Use the re evaluation framework to help address parent request and inclusiveness of school district’s role in assessment/providing
  • Provide community contacts to support family including
    • Voc Rehab
    • Private psych list


Guidance and analysis

The Analysis of Comments and Changes section of the Federal regulations related to 34 CFR §300.305(e)(2) suggests that requiring public agencies to conduct evaluations for children to meet the entrance or eligibility requirements of another institution or agency because to do so would impose a significant cost on public agencies that is not required by the Act. While the requirements for secondary transition are intended to help parents and schools assist children with disabilities transition beyond high school, section 614(c)(5), the Act does not require a public agency to assess a child with a disability to determine the child’s eligibility to be considered a child with a disability in another agency, such as a vocational rehabilitation program, or a college or other postsecondary setting. (71 Fed. Reg. 46644)


State/National citations:

Technical Assistance Paper - Question 8 2011-04: General Education Intervention Procedures, Child Find, and the Initial Provision of Exceptional Education Services to Eligible Students – question H8

Questions and Answers on Secondary Transition - section C3 & C4