Evaluation/Eligibility for Special Education

Birth through Age Two:

When and why do comprehensive evaluations occur?

Initial comprehensive evaluations are generally given when Child Find screenings demonstrate the need to further investigate possible delays or areas of concern. 
Please visit the Idaho Infant-Toddler Program website for more information.

Ages Three through 21

When and why do comprehensive evaluations occur?

Initial comprehensive evaluations are generally given when a Child Find team (three to five) or a building support team or BST (kindergarten through 12^th grade) suspects that a child/student has a disability.  Evaluations are given to determine:

• A student’s individual strengths and challenges

• If a student has a disability that adversely impacts his/her educational performance

• If a student is in need of early intervention or special education services and specially designed instruction

Students who receive special education services (ages 3-21) must participate in an evaluation at least once every three years (otherwise known as a three-year reevaluation).  This evaluation helps educational teams determine:

• If the student continues to qualify for special education

• If large adjustments to the Individualized Education Program (IEP) need to   occur

• Whether “areas” of instruction should be added or subtracted from an IEP

 How much does an evaluation cost?

Evaluations are provided at no cost to a student’s family (otherwise known as “Free and Appropriate Public Education” under IDEA). 

Who participates in an evaluation?

Several individuals/school professionals may be involved in a student’s evaluation.  Based on a student’s strengths and challenges, a BST decides which individuals will participate in the evaluation. 

Team members must include:

• Parent/Guardian

• Classroom Teacher

• Special Education Teacher or Speech/Language Pathologist

• Administrator

Teams may also include:

• The Student

• School Psychologist

• Speech and Language Pathologist

• Occupational Therapist

• Physical Therapist

• Other District Employees

• Positive Behavior Support Staff

• Individuals Invited by the Parent/Guardian

What areas are measured?

A student’s evaluation team determines which areas are assessed.  Determination is based on student strengths and needs.  Several different assessments may be used to measure a child’s level of functioning.   The following areas may or may not be assessed during an evaluation:

• Cognitive/Intellectual Functioning

• Academic Performance: oral expression, listening comprehension, written expression, basic reading skills, reading fluency, reading comprehension, mathematics calculation, and problem solving

• Classroom Observation

• Medical/Developmental History

• Speech: voice, fluency, articulation, oral motor skills

• Language: receptive and expressive language (phonology, morphology, syntax, semantics, and pragmatics)

• Fine Motor

• Gross Motor

• Hearing

• Vision

• Adaptive Behavior

• Social Skills

• Emotional Development

• Behavior

• Vocational/Transition/Occupational Skills

• Assistive Technology

Can an evaluation occur without my permission?

Initial Evaluation: Parents or guardians must give written permission (consent) in order for an evaluation to take place.

Three-Year Reevaluation:  Evaluation teams must send written notice when existing data/information is reviewed.  Parents or guardians must provide written consent for new evaluations to take place.  If parents fail to respond after reasonable efforts have been made by Blaine County School District to obtain written consent, the evaluation team may complete the evaluation without consent. 

Should parents/guardians deny consent, Blaine County School District may pursue consent through mediation or due process. 

What is the evaluation timeline?

A student’s evaluation must conclude within 60 calendar days of written permission.

How will I learn the results?

The results of an evaluation are generally reviewed at a team meeting with parents/guardians present. The evaluation team will provide a copy of the results to the student’s parent/guardian.  The report should list assessment findings and whether the student qualifies for special education services. 

How do students qualify for special education services?

Through a comprehensive evaluation, a student’s evaluation team may determine if he or she is eligible (or continues to be eligible) for special education services.  Students in Idaho must meet three criteria to be found eligible:

1.     The student must have a disability as described by the Idaho State Department of Education.

2.     The student’s disability must adversely impact his/her education.

3.     The student must need special education services in order to benefit from his or her education.

What if my child qualifies for special education?

When a student qualifies for special education, an Individualized Education Program (IEP) is typically implemented.  Before implementation of an IEP, written parent consent must be received. Click here for more information about IEPs.

What if my child does not qualify for special education?

There are several options available for students who do not qualify for special education:

• Differentiated instruction provides teachers with a variety of options to successfully reach targeted students at their academic level. This type of instruction offers challenging, appropriate options for students to demonstrate success.  Teachers often use flexible grouping within this educational model.

• Milepost Accommodations, Interventions, and Plans

• 504 Plans