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f ,rrâ–º,e-r ,tandardized testing shall be completed ard the scores user <br /> in determining eligibility. <br /> Rules, .1509, (d) <br /> Providing specific examples of conditions which merit further testing-- <br /> usually individualized testing--will encourage local education agencies to be <br /> alert for potential in culturally disadvantaged, minority, underachieving and <br /> handicapped students. <br /> Reevaluation <br /> Appropriate in-depth reevaluations of exceptional children must be w <br /> completed at least every three years in order to determine the <br /> ,appropriateness of current educational status of students and to <br /> determine whether or not a student continues in or exits from a special <br /> education program. The date by which reevaluations must occur is <br /> determined by the date placement was made. Although each test does not <br /> have to be administered exactly three years from the date it was previously <br /> given, all tests must be completed prior to the time the committee reviews <br /> the placement decision. That review must be within three years of the <br /> time the last placement decision was made. The reevaluations shall <br /> include the types of screening and evaluations in Section .1510 required <br /> prior to the initial placement. Parent approval is not required prior <br /> to the reevaluation. The parent(s) must be notified in writing that the <br /> child is being reevaluated and the notice must meet the requirements of <br /> Section .1517. If the parent objects, the due process procedures set <br /> forth in .1517 of this Section may be followed. If a child's <br /> performance/behavior warrants reevaluation before the three year period <br /> has expired, a referral for reevaluation should be made. Students who <br /> upon reevaluation no longer qualify for placement in a special education <br /> program are not to remain in the program beyond the present grading <br /> period. <br /> Rules, .1511 <br /> Annual review and reevaluation should also examine service <br /> appropriateness and student performance, especially if student performance is <br /> not satisfactory but standardized test scores remain in upper percentile <br /> levels. The local education agency is encouraged to utilize a variety of <br /> service options that best match the student's ability. For example, a student <br /> who is gifted in math will be better served in an advanced math program/class <br /> than in a "gifted" English class. Every effort should be made to match the <br /> student's area(s) of ability with appropriate service options. <br /> Attachments <br /> Idencation Matrix <br /> . Recommended Tests/Instruments <br />