Pennsylvania Parent Guide to Special Education for School-Age Children

Initial Multidisciplinary Evaluation (MDE)

Request for an Initial Multidisciplinary Evaluation (MDE) for students who do not have an Individualized Education Program:

Parents who suspect that their child has a disability may request a multidisciplinary evaluation (MDE) at any time. Requests for a multidisciplinary evaluation can be sent to your school principal, school psychologist, school counselor, and/or special education supervisor. After the request is made, a Permission Request Form will be sent to you within 10 calendar days of your request by the school psychologist. The Permission Request form will document in writing the concerns expressed by the parent and will be an official record on file. Once the Permission Request form is received, the evaluating team will determine if an evaluation is warranted. If an evaluation is warranted, a Prior Written Notice for a Evaluation and Request for Consent Form (PWN PTE) will be issued to the parent. Once the form is signed, returned, and checked that the parent is in agreement with the evaluation,  the evaluation team has 60 calendar days to complete the evaluation from the day that it was received by the school team.  The 60 calendar day timeline does not include days during the summer break.

Who is Part of the Evaluation Process

The following members are part of the evaluation process:

• Parent provides input and completes paperwork for the evaluation 

• A certified school psychologist conducts testing (e.g., cognitive, academic, behavioral/emotional) for the evaluation and determines whether the student qualifies or does not qualify after reviewing all information obtained for the evaluation

• The student’s teachers provide input and complete paperwork for the evaluation

• There may be other specialists involved, depending on the needs: Reading specialist, math specialist, speech pathologist, occupational therapist, vision specialist, etc.

Purpose of an Evaluation Report

During the evaluation, information will be collected in the areas described below. This information will directly assist the team in determining:

• whether your child is a child with disability;

• the educational needs of your child;

• the present levels of academic achievement;

• functional performance of your child; and

• whether your child needs special education and related services.

Re-Evaluation for Students who Already have an Individualized Education Program:

For students who already have an IEP, a re-evaluation will occur in PA at least every 3 years and 2 years for students with an Intellectual Disability category.

Request for a Re-Evaluation for students who have an Individualized Education Program:

Parents who would like their child to receive a re-evaluation, may request a re-evaluation at any time. Requests for a re-evaluation can be sent to the child’s Special Education case manager, school principal, school psychologist, school counselor, and/or special education supervisor. After the request is made, a Permission Request Form will be sent to you within 10 calendar days of your request by the school psychologist. The Permission Request form will document in writing the concerns expressed by the parent and will be an official record on file.  A student can only be reevaluated once in a calendar year, unless the Parents and the District agree otherwise. 

Who is Part of the Re-Evaluation Process

The following members are part of the evaluation process:

• Parent provides input and completes paperwork for the evaluation 

• A certified school psychologist conducts testing (e.g., cognitive, academic, behavioral/emotional) for the re-evaluation 

• The student’s teachers provide input and complete paperwork for the evaluation

• There may be other specialists involved, depending on the needs: Reading specialist, math specialist, speech pathologist, occupational therapist, vision specialist, etc.

Purpose of a Re-Evaluation Report

During the reevaluation, additional data/information will be collected in the areas described below. This information will assist the evaluation team in determining: 

• whether your child continues to be a child with a disability; 

• the educational needs of your child; 

• the present levels of academic achievement and related functional needs of your child; 

• whether your child continues to need special education and related services; and

• whether any additions or modifications to the special education and related services are needed to enable your child to meet the measurable annual goals set out in the IEP, and to participate, as appropriate, in the general education curriculum.