Preparing for the evaluation

Learn

• What happens in an evaluation

  A special education evaluation involves a series of steps:

  • Agreeing on the evaluation plan

  • Gathering data, like test scores and discipline records

  • Using questionnaires to get a full picture of your child at school and at home

  • Testing by a psychologist to see how your child thinks and solves problems

  • Testing by at least one other professional, like a speech therapist

  • Observing your child in a classroom or other school setting

  • Discussing the findings and deciding if your child qualifies for an IEP

• Ask questions before you consent

  As your child’s parent or legal guardian, you have to give written consent before the evaluation can start. As you look over the evaluation plan, ask questions before you give your consent.

  Here are some questions you may want to ask:

  • Are these tests the right ones to figure out if my child has XYZ?

  • What does each test measure?

  • Is there a specific purpose for the classroom observation?

  • Will the observation be done during a class that my child is struggling in?

  • What are the evaluator’s credentials and experience?

• Understand the timeline

  Federal law says your child’s school must complete testing and issue an evaluation report within 60 calendar days from the day you give written permission, unless your state has established a different timeframe.

  After the evaluation report is issued, IDEA allows for another 30 days for the team to meet to discuss eligibility and write an IEP for an eligible student.

• Talk to your child about the process

  You may not want to use the word “evaluation” right away. Instead, talk to your child about taking a “closer look” at their strengths and challenges.

  Here are some other phrases to consider:

  • With all kids: "We're starting this process because I've noticed you're struggling with [XYZ], and I want to know how to support you better."

  • With older kids: "We're looking at how your brain works and where we can help in places that are harder for you."

  • With younger kids: "You're going to be doing some activities. Some of them may be familiar, and some may be new to you."