A reevaluation provides parents and district personnel with the opportunity to review the learner’s progress on academic and functional goals in response to special education services and to determine whether the student continues to be eligible for special education. The reevaluation must occur at least once every three years. However, a reevaluation may occur more often if the parents and the team believe there is a need.
In some cases, a reevaluation is necessary when the student’s initial evaluation was conducted at a very young age and the team is concerned that the initial results do not reflect the student’s current abilities or skills. A reevaluation might also be recommended when the learner has demonstrated a significant improvement or decline in academic performance or behavior, or has failed to make progress.
As learners with visual impairments grow older, there may be significant changes in the demands on visual and sensory functioning. These changes can be identified as part of the formative assessments that happen in the course of a school year. It is important to monitor progress to determine how a learner is functioning in new environments and whether new evaluations are needed. To assess the learner’s ongoing educational needs, the TVI and COMS, as appropriate, may:
- Perform the FVA and the LMA to determine appropriate modifications and accommodations for instruction,
- Conduct orientation and mobility evaluations to establish or reevaluate the need for orientation and mobility (O&M) instruction,
- Evaluate the mastery of appropriate Expanded Core Curriculum goals, and
- Use all data to develop appropriate program recommendations.