3 Year Testing in U.S Public schools

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I was curious as to whether or not anyone else has had this experience, or if maybe I am just confused.

When they do the 3 year evaluations, does it seem to anyone that they do them without really appreciating how to take advantage of the results? In our case it did not look like they were using the tests to deny services. I don't know if they were trying to use them for some other purpose, like changing placement, but they did not attempt that. There were tests they did not do for cost purposes but then there were tests they did that I am not quite sure why unless they are going to use them later. Does there seem to be a rhyme or reason to what they test?

What tests are usual for a 3 year eval when not contesting an autism diagnosis?

as far as I know, any kid in special ed program, be it a self contained program or just recieving some services, they have to do the triennial (3 year testing) for the time they are recieving services. My son has been getting services since birth basically (due to his cleft lip and palate). He had his 1st psychological at 2 1/2, then at 5 1/2 and if he still needs speech and OT next year, he will need another psychological at the school.

The test results didnt matter for his services, he was getting them, it just seems like something they have to do.

Gathering data is important in and of itself. I read a good quote recently from a special ed advocate who said, "Without data you are just a person with a hunch". Regular testing is one key component to knowing if a child is making progress or not. Of course there should be other more frequent data gathering activities going on other than triennial testing.

Yeah, that is the interesting thing. -I- find the testing helpful to me, I just don't think they are taking advantage of it and it is hard for me to guess why they choose to pay for one particular test but not another, and then really not integrate them into the goals, anyway. That is not to say "I" won't---because I will. I just think they must have some kind of internal rules they got from somewhere, but do not know what to do once they get the results. Unless they are looking for very specific things that indicate a need for a placement change or something.

It seems to me that some schools just do the testing to check off the legal box. The testing done at DS's initial IEP was a joke -- we brought in our own assessments for speech and OT and the AS diagnosis to make sure he would get the services he needed. Ditto when the school supposedly performed a Functional Behavioral Analysis -- the school psych basically handed the teacher a questionaire and watched him in class for less than 2 hours.

I've tended to feel it is just something "required" for all IEP students, and the goal as told to me is verify that the student still qualifies for services. Since ASD kids qualify simply by being ASD, and that condition will not change, there really isn't going to be any change in status, so it seems entirely like checking a box. I would assume that with other conditions the qualification status could actually change.

We didn't gather very much data; many forms I actually asked not to fill out (I didn't want it in his permanent records which home-life skills he was having trouble with), and was told it was fine, since he qualified regardless.