26a54d73_dures_for_an_IEP_Re_evaluation__Status
[Steps] Step 10 [IEP Form & Description] ER-1 EVALUATION REPORT When a purpose of the IEP meeting is to determine whether a child is or continues to be a child with a disability (impairment and need for special education), as part of an evaluation or reevaluation, the top portion of this page allows the IEP team to indicate which forms are completed and attached. The first step in both initial evaluations and reevaluations is to review the existing data and information provided by parents. Areas to be considered include information from any previous evaluations, previous interventions and the effects of those interventions, current classroom-based assessment and observations, and observations by teacher and related service providers. Page 2 contains the documentation that IEP team members determine whether the child is a child with a disability (impairment and a need for special education). The documentation MUST include how the child meets the criteria, and whether the child needs special education services (page 3). The use of the checklist for determining eligibility criteria is required for the following disabilities: Cognitive Disability, Emotional Behavioral Disability, Specific Learning Disability, Speech & Language, Visual Impairment, Hearing Impairment, Autism and Other Health Impairment. It is the responsibility of the case manager to retain this form and all subsequent IEP forms. The LEA must offer a placement within 30 calendar days of this date. This form is to be completed by the case manager. It is the responsibility of the case manager to retain this form and all subsequent IEP forms. [Status] 
Mandatory
C o n t i n g e n t
M a n d a t o r y
Special Education Procedures for an IEP Re-evaluation
Status