Independent Evaluations: What Are They and When Do You Need Them? 3 of 4
Written by Dr. Rory Panter, Licensed Psychologist
Sometimes, parents/guardians and/or school personnel are unsure if a student is receiving the appropriate services/programming in school to meet their needs. Questions, such as “Is the school providing the adequate accommodations/modifications?”, “Does the student need additional support?”, “Is the placement appropriate for the student to make meaningful educational progress?” are common questions. To answer these questions, parents/caregivers and/or school personnel may request an Independent Program Evaluation (sometimes referred
to as Independent Educational Evaluation) conducted by a trained professional. The purpose of a Program Evaluation is to determine a student’s strengths and needs and to assist in making recommendations regarding an appropriate educational program for the student. This includes determining the appropriateness of a student’s Individualized Education Plan (IEP). Referrals for a Program Evaluation may come from a variety of sources, including parents, physicians, attorneys, advocates, school personnel, and other psychologists.
Program Evaluations are highly individualized and, therefore, the procedures used will be carefully chosen based upon the student’s current needs and programming. However, there are some common components involved that ensure the evaluator gains a comprehensive picture of the student. Similar to previous assessments discusses in this series, a multi-method assessment is used, in which information is gathered from multiple informants (e.g., teachers, related service providers, Child Study Team members, caretakers, and the child), settings (e.g. school and home), and domains (e.g. academic, social-emotional, and behavioral). A full record review is completed (including a student’s cumulative file, Child Study Team Evaluations, and any private evaluations previously completed). Included in this review is a detailed examination of the student’s IEPs, the designated goals and objectives, and related data. Rating scales and questionnaires are completed by school staff, parents/caretakers, and any other professionals who work with the child. These rating scales are typically aimed at gathering information about a student’s social-emotional/behavioral, academic, and adaptive functioning. Specific information is then gathered via direct observation of the student in their current placement. It is usually most helpful to observe a cross-section of school environments (i.e. more vs. less structured and academic vs. social) to gain a comprehensive view of the student’s functioning. In some cases, a home observation will be completed as well, if the student is currently experiencing difficulties in the home setting and/or if there are other concerns.
Based on the results of the evaluation, a comprehensive report is written and shared with the parties (e.g., parents/caretakers, school personnel). The results are then shared in a feedback session to ensure comprehension and to answer questions. Included in the report are recommendations that are deemed appropriate and necessary to foster the student’s overall functioning, with particular emphasis on specialized needs, skill building, mastering goals and objectives, and generalization across settings.
For our next installment, we will explore Eligibility Evaluations.
