This practicum attempted to improve the triennial review process for high school students receiving special education services, make these reviews more meaningful, and use these reviews to enhance instructional programming. A survey of staff (N=18) involved in special education planning was followed by development of an inservice training program which focused on legal requirements of special education 3-year reevaluations and best practices endorsed by other school districts, states, and professional organizations. A collaborative approach between the school psychologist and the leading special education teacher was utilized in conducting the triennial review of 10 students. Alternative methods of assessment were identified including clinical interviews, vocational evaluation, and reports from outside professionals such as psychiatrists and occupational therapists. In 5 of the 10 cases, a psychological evaluation featuring intellectual testing also took place. Survey questions are appended. (Contains 26 references.) (DB)