Process for responding to a

Parent Request for Evaluation for Special Education

SU e an reque s
re ~

8\/l thestu fsabili

ation for SpEd Services and

step Admlnlshator provides parentwtth the Referral for Evalu
Educattonal History fonns.
in the process and timeline.
l Docu ment the parent's specific concerns, and clearly expla
nt. This data review should be
Gathe r and review curre nt inform ation/ data abou t the stude
docum ented on a TAG/SAT Considerations Worksheet.
Review of data should include the following:
• Information from the student's curre nt teacher{s)
• State and distric t assessment results
• Grades and atten dance
• Parent concerns
leted
• Any data from interventions that may have been comp
es
• Previous requests or previous special education servic
mic, etc.) the paren t provides
• Any outside testing (medical, acade
• Discipline, historical, or any other relevant information

p After gathering the data, review il with o special educa tor

and other appro priate school staff.
ologist in these discussions.
School teams are encouraged to invo!ve 1-he school psych
2 Consider if there is there reason to suspect that the stude
nt has a disability and may require
as described below. Each path
specialized instruction and proceed with the appro priate path
sed action and docum enting
involves meeting with the parents to d!scuss the district's propo
the discussion and decisions.

lnconcluslve evidence: Meet NO evidence:

YES, there is evidence to
with the parent. Discuss the Do not proce ed with SpEd
suspe ct a disability that will
data and other information evaluation.
requir e specially designed
instruction. Proceed with reviewed. Do not start
evaluation yet. Begin with • Meet with the paren t and
evaluation.
interventions. discuss the reasons for
refusal to test.
• If not done previously, notify
• Set up interventions and put • Determine if the school
the schoo l psychologist.
them in place for at least 2 needs to make a plan to
• Meet with the parents and
weeks (best practi ce is 6-9 help the stude nt or to
speci al educa tion teacher.
weeks min). imple ment some
With the SpEd teacher,
• Docu ment the school's interventions.
comp lete the SpEd Referral
decision; may provide Prior • Notify the SpEd Director,
I form and the Consent for
Written Notice of Refusal who will provide the
f Evaluation.
(consult with Sp Ed Director). paren ts with a Prior Writte n
• Begin interventions if they Notic e of Refusal and
have not previously been • At the end of the agreed
upon intervention timeline, Procedural Saf~guards.
comp leted.
reassess the need for SpEd
The school has 45 days to comple te the testing.
evaluat ion once the Consent has been
signed and received.
 ,,. , . .
CACHE COUNTY
~CIIOOl ~ISUICT

Parent Reques t for Evaluation for Special Educati on

Parent expresses concern regarding student's school performan ce and requests and
evaluation to determine if the student is a child with a disability.

a Administrato r provides parent with the Referral for Evaluation for SpEd Services and
Educational History forms.
0 Document the parent's specific concerns, and clearly explain the process and timeline.
0 Gather and review current information/d ata about the student. This data review should
be documented on a TAG/SAT Consideration s Worksheet. Review of data should include
the following:
□ Information from the student's current teacher(s)
STEPl
OState and district assessments
□ Grades and attendance
□ Parent concerns
OAny intervention data that may have been completed
□ Previous requests or previous special education services
OAny outside testing (medical, academic, etc.) the parent provides
□ Discipline and/or other historical information

0 After gathering the data, review it with a special educator and other appropriate school
STEP2 team members (classroom teacher). School teams are encouraged to involve the
school psychologist in these discussions.
(Step 1 & 2 must be 0 Consider if there is there reason to suspect that the student has a disability and may
completed within require specialized instruction and proceed with the appropriate path.
10 days of request) o Each path involves meeting with the parents to discuss the district's proposed action and
documenting the discussion and decisions.
YES, there is evidence to suspect a disability that will require specially designed instruction.
Proceed with evaluation.

0 If not done previously, notify the school psychologist.

a Meet with the parents and special education teacher.

0 With the SpEd teacher, complete the SpEd Referral form and the Consent for Evaluati onG
The parent/guardia n signs the Consent. YES
0 Begin interventions if they have not previously been completed.

The school has 45 days to complete the evaluation once the Consent has been received.

1nconcluslve evidence: Do not start evaluation yet. Begin with interventions.

a Meet with the parent. Discuss the data and other information reviewed.
a Set up interventions and put them in place for at least 2 weeks {best practice is 6-9 weeks min).
0 Document the school's decision; may provide Prior Written Notice of Refusal {consult with SpEd
Director). (UNSUR E)
a At the end of the agreed upon intervention timeline, reassess the need for SpEd testing.

NO evidence to suspect a disability or that the student will require specially designed instruction. Do not
proceed with SpEd Evaluation.

0 Do not proceed with SpEd Evaluation. Meet with the parent and discuss the reasons for refusal to
test.
0 Determine if the school needs to make a plan to help the student or to implement some
interventions.
0 Notify the SpEd Director, who will provide the parents with a Prior Written Notice of Refusal and
Procedural Safeguards.