As a caregiver, seeing your child struggle in school can be distressing. When typical progress isn’t apparent, considering a psychoeducational evaluation administered by a psychologist and relevant school team members might be a beneficial step. These evaluations assess a range of skills — cognitive abilities, academic performance in areas like reading, writing, and math, and social-emotional and behavioral functioning. The objective is to identify your child’s strengths and areas needing support, guiding the selection of effective interventions or treatments and determining eligibility for special education services.
School-Based Evaluations and IDEA
School-based evaluations serve primarily to establish if a student meets the criteria for special education under the Individuals with Disabilities Education Act (IDEA). With 13 categories of eligibility, each state and sometimes districts further define these standards. Although these evaluations contribute significantly to the eligibility determination, they are not the sole factor. Academic performance, standardized test scores, and attendance, as well as Response to Intervention (RtI) or Multi-Tiered System of Support (MTSS) data, also play a part. School evaluations do not provide medical diagnoses but rather assess qualification for special education.
Requesting the Evaluation
When initiating the evaluation process for special education services, a written request should be made to the school. This written request should be explicit about each aspect you want to be evaluated. Including all categories of evaluation in your initial request provides the IEP team with a comprehensive set of data to consider when determining eligibility for an IEP or 504 plan. A well-documented request helps the team clearly identify all areas where your child may need support, ensuring that the evaluation is thorough and tailored to your child’s unique needs. By stating your objectives clearly from the outset, the evaluation is more likely to yield the necessary and relevant information to support you child in school.
The written request can be as simple as an email to the school, including your child’s teacher, the school counselor, and the special education team and can be as simple as follows:
“Dear Ms. Teacher,
I am requesting a complete psychoeducational evaluation for my child, Tater Tot, for special education services. I have noticed that Tater Tot is facing significant challenges in their academic performance and/or behavior in school, and I believe that specialized support and services may be necessary for their educational development.
I am requesting evaluation for Tater Tot in the areas of cognitive functioning, processing skills, academic functioning, and social/emotional functioning.
Please send me any necessary consent forms and take this email as my initial consent to begin the evaluation process. I am happy to discuss Tater Tot’s situation in further detail if necessary. Please feel free to contact me via email at this address. Additionally, if there are any information materials or relevant forms that I need to review, kindly send them to me via email. To maintain a clear record of my request, please respond to this email with next steps.
Thank you for time,
Advocating Parent”
Putting the request in writing and providing parental consent begins the process. In Tennessee, the school district has 10 school days to address the request and either refuse the evaluation via Prior Written Notice, or agree and begin the evaluation process. Once parental consent is given and the school agrees to evaluate, the district has 60 calendar days to complete the initial evaluation. (Per SBE Rules 0520-01-09-.15(4) and 0520-01-09-.05(1))
Psycho-Educational Evaluation Components
A psycho-educational evaluation is a deep dive into a student’s cognitive, academic, and socio-emotional landscape, which, in turn, shapes special education qualification and service delivery. These evaluations are typically standardized, comparing a student’s scores against peers of the same age and gender, with the inclusion of various tests tailored to the student’s unique needs.
Key Sections of an Evaluation:
- Background Information: This lays the foundation by exploring the student’s birth, development, medical and academic history, family dynamics, and any concerns.
- Cognitive Functioning Assessment: Evaluators administer tests to understand the student’s learning style, problem-solving approach, and processing speed.
- Processing Skills Assessment: This part addresses speech and language, auditory processing, and visual-motor integration, crucial for identifying learning disabilities.
- Academic Functioning Assessment: To pinpoint academic strengths and challenges, tasks related to core subjects are given, alongside measurements of fluency and efficiency.
- Social/Emotional Functioning Assessment: For a holistic picture, various methods are used to gauge social and emotional health, influencing the learning experience.
- Eligibility Recommendations: The evaluation offers an opinion on whether the child qualifies for special education, underpinning IEP team decisions.
- IEP Recommendations: If eligibility is recommended, suggestions for goals, services, and accommodations should also be part of the evaluation.
Types of Tests Employed:
- Achievement Tests (e.g., Woodcock-Johnson, Kaufman Test of Educational Achievement) evaluate core academic skills.
- Adaptive Behavior and Behavior Rating Scales (e.g., ABAS, Vineland-II, BASC) measure daily living skills and pinpoint behavioral and social issues.
- Intellectual or Cognitive Tests (e.g., WISC IV, Stanford Binet 5) assess intellectual capacity and potential.
When to Consider an Evaluation
Consider an evaluation if you notice a persistent academic struggle or suspect a learning issue or behaviors that may be related to a disability. Early speech and language delays, poor performance in specific areas, and difficulty with memory or attention are red flags. Documenting these patterns helps determine if an evaluation is warranted.
Common Concerns and Reservations
Caregivers often worry about stigmas or labels and might hesitate to pursue an evaluation. However, understanding a child’s learning challenges can transform their educational journey, bolster self-esteem, and improve coping strategies.
A psychoeducational evaluation offers more than a diagnosis; it reveals learning styles, strengths, and potential neurological underpinnings of challenges. No single test or score is definitive; specialists seek patterns across various tests to diagnose effectively. This evaluation is a critical tool for caregivers navigating their child’s educational path. By understanding the process, goals, and components of these evaluations, you can advocate for your child’s needs and ensure they receive the appropriate support to thrive academically.