Source: https://www.ecfr.gov/cgi-bin/retrieveECFR?gp=&mc=true&r=SUBPART&n=sp34.2.300.d
Timestamp: 2020-05-31 20:13:03
Document Index: 109035817

Matched Legal Cases: ['art 300', '§300', '§300', '§300', '§300', '§300', '§300', '§300', '§300', '§300', '§300', '§300', '§300', '§300', '§300', '§300', '§300', '§300']

Title 34 → Subtitle B → Chapter III → Part 300 → Subpart D
§300.300 Parental consent.
§300.301 Initial evaluations.
§300.302 Screening for instructional purposes is not evaluation.
§300.303 Reevaluations.
§300.305 Additional requirements for evaluations and reevaluations.
§300.306 Determination of eligibility.
§300.307 Specific learning disabilities.
§300.308 Additional group members.
§300.309 Determining the existence of a specific learning disability.
§300.310 Observation.
(2) For initial evaluations only, if the child is a ward of the State and is not residing with the child's parent, the public agency is not required to obtain informed consent from the parent for an initial evaluation to determine whether the child is a child with a disability if—
(2) A child enrolls in a school of another public agency after the relevant timeframe in paragraph (c)(1) of this section has begun, and prior to a determination by the child's previous public agency as to whether the child is a child with a disability under §300.8.
(2) On the basis of that review, and input from the child's parents, identify what additional data, if any, are needed to determine—
(d) Requirements if additional data are not needed. (1) If the IEP Team and other qualified professionals, as appropriate, determine that no additional data are needed to determine whether the child continues to be a child with a disability, and to determine the child's educational needs, the public agency must notify the child's parents of—
(Authority: 20 U.S.C. 1221e-3; 1401(30); 1414(b)(6))
The determination of whether a child suspected of having a specific learning disability is a child with a disability as defined in §300.8, must be made by the child's parents and a team of qualified professionals, which must include—
(ii) An intellectual disability;
(c) The public agency must promptly request parental consent to evaluate the child to determine if the child needs special education and related services, and must adhere to the timeframes described in §§300.301 and 300.303, unless extended by mutual written agreement of the child's parents and a group of qualified professionals, as described in §300.306(a)(1)—
[71 FR 46753, Aug. 14, 2006, as amended at 82 FR 31912, July 11, 2017]
(2) Have at least one member of the group described in §300.306(a)(1) conduct an observation of the child's academic performance in the regular classroom after the child has been referred for an evaluation and parental consent, consistent with §300.300(a), is obtained.
(i) The child does not achieve adequately for the child's age or to meet State-approved grade-level standards consistent with §300.309(a)(1); and
(6) The determination of the group concerning the effects of a visual, hearing, motor disability, or an intellectual disability; emotional disturbance; cultural factors; environmental or economic disadvantage; or limited English proficiency on the child's achievement level; and
(7) If the child has participated in a process that assesses the child's response to scientific, research-based intervention—
(ii) The documentation that the child's parents were notified about—
[71 FR 46753, Aug. 14, 2006, as amended at 82 FR 31913, July 11, 2017]