The evaluation process can be confusing, overwhelming, and sometimes intimidating for parents. It is a time when emotions can run high.  There are fears about what obtaining services might mean for a child in his/her current situation and what it might mean for the future.  Other times a parent senses something is not right, wants help for his/her child, and feels that this help may not be available.  Difficulty understanding the process, the “alphabet soup” lingo often used, and the reasons some steps are implemented and not others, make the evaluation process even more difficult.

To further understand the evaluation process, it is important to be knowledgeable about the pre-referral procedures.  Schools typically have teams consisting of administrators, social workers, teachers, and representatives from the special education department.  The teams are often called “Student Assistance Teams – (SAT)”, “Child Study Teams – (CST)”  or “Student Support Teams – (SST)”. This team studies particular students of concern, brainstorming ways to support children academically, behaviorally, and socially.  Strategies are implemented, staff are engaged as supports, and steps are taken to provide the additional assistance the child may need.  When these steps are deemed not working, the child is referred to the special education team. This initial referral can be made by a teacher, parent, or other staff person(s) who knows the child well.  It does not mean that the child will necessarily be evaluated.  The team focusing on the child typically implements “pre-referral interventions” which are an attempt to find other ways to support the child before an evaluation.  If strategies were implemented as part of the building process, these may be counted as pre-referral interventions as well.  

After interventions have been implemented and it is determined that the student is not making progress, the team often moves into planning for an evaluation.  Parents/guardians are contacted to begin the evaluation process.  At this point, parents can be involved in the planning.  Some parents choose to be part of this process, others wait for the paperwork and review the plan proposed by the team.  Once parents receive the paperwork and the evaluation plan, they have 14 calendars to review and sign it.  This gives parents time to consider the plan, ask questions, and request modifications.  Once the consent is signed, the team has 30 school days to complete the evaluation. 

The evaluation itself varies depending on the student’s needs.  If the concerns are related to academic needs, the team will use assessments that measure cognitive and academic skills.  If the student demonstrates behavioral  needs, behavioral measures such as interviews and rating scales are completed.  Unique needs such as speech, language, or motor (both fine and gross motor) require the use of specialized measures.  Often interviews will be completed with parents and teachers to determine perspectives in different environments.  The student may also be observed in various settings to see how he performs socially, academically, etc.   

After the evaluation is completed, the parents/guardians are invited in again to review the evaluation results and determine if the child is eligible for services.  Eligibility is based upon both federal and state criteria.  While the Individuals with Disabilities Education Act (IDEA) sets federal guidelines, each state has the authority to define its processes and criteria within those guidelines. 

If the student meets eligibility requirements, the next step is for the child’s team (administrators, teachers, special education teacher, other pertinent staff and parents) to write an Individualized Educational Plan.

The IEP (Individualized Educational Plan) outlines the child’s goals, services, and accommodations needed to support progress related to his/her needs. This particular plan will be summarized in a later blog.   If the student does not qualify for services, the team should discuss further ideas for supporting this child.  

Overall, parents should be welcomed as part of the evaluation process.  When collaboration as a team happens with the child’s needs in mind, the evaluation process can be informative and rewarding, providing clear direction for supporting the child.