Due to various reasons, schools often miss the point of educational evaluations. As a result, students with learning disabilities are missed. An appropriate educational psychological evaluation allows one to pinpoint deficits so that effective services and interventions can be administered to close the gap. Read the landmark case of James Hall. (đ)
Public schools were built upon the factory model and not much has changed. (đ) This engrained mindset is often the cause for schoolsâ pushback when there is a need or request for anything to be individualized.
Educational evaluations are supposed to be individualized. The truth is that most schools go through the obligatory duty and only provide a cookie-cutter evaluation, using the same âstandardâ subtests for both the cognitive and achievement assessments. These actions do not reflect best practices, often miss language-based learning disabilities, and are noncompliant with the IDEA guidelines.(đ)
School psychologists must know the specific parental and/or teacher concerns (issues with decoding, comprehension, processing, etc) in order to select the appropriate evaluation tools. Everyone needs to remember, just because individuals CAN administer an evaluation does not mean that they have the knowledge-base to select the appropriate tools/subtests, to analyze the results, and properly determine implications in the academic setting. As in any profession, there are amazing school psychologists, but there are incompetent ones too. It is important that you can tell the difference. Do not believe everything you are told.
Tools are only effective if they are used appropriately. One should not assume that school psychologists know how to tailor assessments to identify the deficits commonly associated with dyslexia. In fact, school psychologists do not (typically) receive any formal education related to the identification of dyslexia and the various ways it manifests. The great news is that Pearson created a document that explains how to use the WISC and WIAT (two commonly administered cognitive and achievement tests) to diagnose learning disorders. Additionally, Pearson release a Clinical Assessment Solutions: A Dyslexia Toolkit (March 2019). (đ)
Always remember that if a parent disagrees with the schoolâs findings and/or if a school fails to test the student in ALL suspected areas of a disability, administer the appropriate subtests, or provide a full evaluation are grounds for parents to request and obtain an Independent Educational Evaluation at the publicâs expense. (đ)
Reading evaluation reports can be confusing. It is essential to have the ability to read and understand educational testing in order to effectively advocate for students. An excellent resource is the book From Emotions to Advocacy (Chapters 10-11).
Parents are not the only ones with concerns about educational testing. The Council of Exceptional Children (đ full report) reports that teachers say âschool evaluations do not provide the information they need. In some cases school assessments were too narrow to provide an accurate picture of the childâs abilities. In other cases teachers received composite scores only, which are useless.â
Schools often fail to provide all of the scores from the tests utilized. These test, called sub-tests, are used to obtain a composite score; however, the analysis of subtest scores is where most deficits are discovered. Therefore, it is always a good idea to request (in writing) that schools provide sub-scores in all reports.
âIgnorance of the law can be as damaging as the childâs disability,â -Pete Wright wrightslaw.com
Parents and teachers need to arm themselves with knowledge. The best resource out there is Wrightslaw. Pete Wright has a series of books, a YouTube channel, and website that provide seemingly complicated information in a way that is easy to understand. Do not be afraid of the law. Use these resources and become familiar with the law. Soon you will realize that it is not as difficult as it seems.
Links to Resources
đPresentation on Diagnosing LD
đToolkit for School Pyschologist
đRegulations
đ Statutes 20 U.S.C. § 1414 Evaluations
đIEE
đHistory of the Factory Model of Education
đDuring that year the Halls became increasingly aware of James' reading problems and requested that he be evaluated by the school psychologist. Dr. A.B. Laspina conducted this evaluation in May of 1977. His tests revealed that James had a high IQ, but that his reading level was more than a year behind his grade level. The tests did not indicate a perceptual basis for James' problems. Dr. Laspina recommended further evaluation by the school's learning disabilities teacher, reading remediation and special help, and part-time learning disability class placement. He also recommended that the parents employ a private tutor.
đ Report from the council of exceptional children
Here is a sample letter that you can copy and a resource you can share with your superintendent, director of special education, and school board.
Good evening/morning ________,
The attached White Paper from Pearson (2019) is an excellent resource for the districtâs/countyâs school psychologist.
Typically, educational psychological evaluations are constructed in a âcookie cutterâ fashion, using the same subtests to determine studentsâ composite scores for both the cognitive and achievement assessments. This does not reflect best practices, often miss language-based learning disabilities, and goes against the 20 U.S.C. 1412(A)(3); and 1414(b).
Educational psychological evaluations should be individualized and crafted based on parental and teacher concerns and/or other data. To properly enact Child Find, the subtests are selected to specifically hone in on any/all area(s) of potential deficit. A tool is only effective if it used appropriately.
It would be helpful to provide copies of the White Paper Dyslexia Toolkit to the reading specialists and special educators in an effort to close the knowledge gap related to the most common; yet, curable learning disability. Thank you for sharing.
Sincerely,
_________