Child Find in Idaho: What Schools Are Required to Do and When

Your child has been struggling for two years. Reading three grades below level. Meltdowns every day before school. Teacher after teacher saying they're "working on it." But no evaluation has ever been offered. No testing has been done. No one has said the words "special education" in any conversation you've had with the school.

This is a Child Find failure. And it happens constantly in Idaho.

What Child Find Actually Requires

The IDEA's Child Find mandate is not passive. It places an affirmative, ongoing obligation on every Idaho school district to actively locate, identify, and evaluate all children with suspected disabilities who reside in the district — regardless of whether they're enrolled in public school, private school, or being homeschooled.

"Affirmative" means the district doesn't wait for a parent to figure out the right words to say. The obligation to evaluate is triggered whenever a disability is reasonably suspected by anyone — teachers, counselors, administrators, parents. A child who has been receiving Tier 2 reading interventions for a year without adequate progress should trigger a consideration of whether a disability evaluation is warranted. A student whose classroom behavior patterns suggest emotional disability should be referred for evaluation, not just to the counselor.

Child Find obligations extend to:

• All students enrolled in the district's public schools
• Children aged 3 to 21 who reside in the district, even if not enrolled
• Children who attend private schools within the district's geographic boundaries
• Homeschooled children who reside in the district
• Children who are incarcerated

When Child Find Is Triggered and What Happens Next

Child Find is triggered when a disability is "suspected" — which is a lower threshold than "proven" or "likely." The school does not need certainty before the evaluation process begins. If a teacher documents persistent and significant struggles that may be disability-related, the district should be considering whether to refer the student for evaluation.

Once a parent submits a written evaluation request, the district must:

1. Respond promptly
2. Either agree to evaluate and obtain signed consent, or refuse in writing with documented reasons
3. If consent is given, complete the evaluation within 60 calendar days

The 60-day timeline runs from the date the district receives your signed consent — not from the date of your request. It runs continuously; starting with the 2025-2026 school year, Idaho eliminated the practice of pausing the clock during school breaks.

If the district refuses to evaluate after you've requested one in writing, that refusal must be documented in a Prior Written Notice. The notice must explain why the district does not suspect a disability sufficient to warrant evaluation. If you disagree with that rationale, you can file a state administrative complaint.

What RTI Cannot Do to the Timeline

Across Idaho, the most common Child Find delay tactic is misuse of Response to Intervention (RTI) or Multi-Tiered System of Supports (MTSS). Parents are told: "We need to try these interventions for six weeks before we can test your child." The implication is that the RTI process must be completed before a special education evaluation can happen.

This is wrong, and it violates federal law. A 2011 OSEP memo explicitly states that an RTI process cannot be used to delay or deny a special education evaluation. If a disability is suspected and a parent requests an evaluation, the district must promptly initiate the consent process or refuse with Prior Written Notice; it cannot use RTI to delay the evaluation. RTI data can be part of the evaluation process, but the evaluation cannot wait for RTI to run its course.

If your district has told you they need to finish RTI before testing your child, put your evaluation request in writing today. Cite the IDEA and the OSEP guidance. The clock starts when they receive your signed consent — and it cannot be paused for RTI.

How to Make a Formal Evaluation Request

An informal conversation with a teacher does not trigger the 60-day clock. A written request submitted to the district starts the consent process; the 60-day clock begins when the district receives signed consent. Your request should:

• Be addressed to the special education director (not just the classroom teacher)
• Reference your Child Find rights under IDEA and IDAPA 08.02.03
• Request a "comprehensive individual evaluation in all areas of suspected disability"
• List the specific areas of concern (academic, behavioral, speech/language, occupational/motor, cognitive)
• State your understanding that RTI cannot be used to delay the evaluation

Deliver the letter by email with read receipt, or hand-deliver and keep a copy. You want documented proof of the date the district received it.

Child Find for Children Not Enrolled in Public School

If your child is homeschooled or attends a private school, Child Find still applies, but the responsible district and available services can differ by enrollment status. You can submit a written evaluation request; if the district conducts an initial IDEA evaluation, the 60-day timeline begins when it receives signed consent.

For homeschooled students, the evaluation is free. The district determines eligibility. If your child qualifies, ask about applicable equitable-services or dual-enrollment options while deciding whether to continue homeschooling. The evaluation itself does not obligate you to enroll in public school — it determines whether your child qualifies.

Districts sometimes push back on evaluating homeschooled students, claiming the child isn't their responsibility. For a homeschooled child, public-school enrollment is not a prerequisite to requesting a Child Find evaluation; contact the district where you reside.

The complete Idaho evaluation request letter template and Child Find documentation kit are available at /us/idaho/advocacy/.

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