When a student is struggling in school, it’s important to figure out why, and one way to do that is through a special education evaluation. These evaluations help schools learn more about how a child thinks, learns, and behaves so that the right supports can be put in place to help the child succeed. Whether you’re new to the world of Individualized Education Programs (IEPs) or have been on teams for years, understanding the evaluation process is key to being an effective advocate.
Together, let’s break down the different types of special education evaluations, what each one tells us, how students are referred, and how to know if an evaluation truly reflects the whole child.
What Is a Special Education Evaluation?
A special education evaluation is a group of tests and observations that look at how a student is doing in different areas like reading, math, language, behavior, thinking skills, and lots more. These evaluations are used to decide if a student has a disability and if they qualify for special education services under the Individuals with Disabilities Education Act (IDEA).
Types of Evaluations and What They Measure
There are several types of evaluations used in the special education process. A cognitive evaluation looks at a student’s thinking and problem-solving skills. This is often where you’ll find an IQ score. An academic achievement evaluation checks skills like reading, writing, and math to see how the student is performing compared to grade-level expectations. A speech and language evaluation measures how well a student understands and uses language, both spoken and written.
You might also see behavioral assessments, which give insight into how a student’s emotions, attention, or behaviors might be affecting their learning. Occupational therapy evaluations focus on fine motor skills, like handwriting or using scissors, and physical therapy evaluations look at gross motor skills like walking or balance. Some evaluations also include a social history or developmental background, which helps the team understand the child’s life outside of school.
The Role of Consent and Eligibility
Before any testing begins, schools must get written consent from the student’s parent or guardian. This is a legal requirement under IDEA. Once consent is received, the team has 60 calendar days (or whatever timeline your state follows) to complete the evaluation and meet to discuss the results.
After all the testing is done, a team, including teachers, specialists, and the family, will meet to look at the results and decide if the student qualifies for special education services. This is called the eligibility meeting. The student must have a disability that fits one of the 13 IDEA categories, and that disability must affect their ability to learn in the general education setting without special supports.
How Do Students Get Referred for an Evaluation?
Referrals can come from teachers, parents, or even other school staff. Often, a student is first given extra help through interventions like RTI or MTSS first. If those supports don’t help the student make progress, the team may consider a full evaluation. A parent can also request an evaluation at any time by writing a formal letter to the school.
- PRO TIP: A student does not need to go through RTI, MTSS, or similar to receive an evaluation. Learn more about Child Find here.
Sometimes a teacher notices a pattern, like a student struggling to follow directions, showing big gaps in learning, or having ongoing behavior concerns. In these cases, the teacher should collect data, communicate with the family, and talk with the school team to start the referral process.
Learn more about the prereferral process here.
What Does IDEA Say About Initial Evaluations?
The IDEA clearly outlines how and when schools must conduct initial evaluations. According to 34 CFR §300.301 of the federal regulations:
- A school must conduct an initial evaluation if there is a suspected disability and the student may need special education services.
- The school must get informed written consent from the parent or guardian before starting the evaluation.
- Once consent is received, the school has 60 calendar days (or the timeline set by the state) to complete the evaluation.
The purpose of the initial evaluation is to determine two things:
- Does the child have a disability as defined by IDEA?
- Does the child need special education and related services to access and make progress with the general education curriculum and content because of that disability?
Teachers can find the federal regulations for IDEA here.
All states also have their own Department of Education websites that explain how their timelines or processes align with or expand on IDEA. It’s helpful to check both the federal and state versions for complete guidance, so bookmark both the IDEA website and your state’s department of education website for special education.
Is the Evaluation Student Centered?
A good evaluation paints a full picture of the child. It doesn’t just show scores… it tells a story. A student centered evaluation includes input from teachers, parents, and the student. It explains the child’s strengths and challenges, how they interact with others, how they learn best, and what helps them succeed. If the evaluation only focuses on deficits or test scores without considering the child’s personality, interests, or daily functioning, it may not be showing the full picture.
Look for language in the report that shows the team tried to understand who the student really is, not just how they performed on one day of testing. That’s how you know it’s truly student-centered.
What Happens After the Evaluation?
Once the team reviews the evaluation results and determines eligibility, the next step is developing the IEP if the student qualifies. If the student doesn’t qualify, the team might suggest other supports in the general education setting, like a 504 Plan. Either way, the evaluation helps guide decisions and make sure the student gets the help they need to be successful at school.
Special education evaluations are the first step toward understanding what supports a student needs to thrive. They are not just about how a student scores – they are about stories, strengths, and support. When done well, they help IEP teams create meaningful plans that truly meet the child’s needs.
As a special education teacher or IEP team member, knowing how to spot a strong evaluation (and how to advocate for one) is one of the most important parts of your role.
You’ve got the passion. You’ve got the heart. But when you’re missing key pieces, like clear goals, solid training, and usable tools, advocating for your students can feel impossible. The Intentional IEP gives you that missing piece. And once it’s in place? Everything changes.
