CAN I TAKE THE ASSESSMENT REPORT TO MY CHILD’S SCHOOL?
Yes, if you choose, you can share the report with your child’s school. The completed diagnostic assessment is comprehensive, and test scores and implications for your child are clearly explained. Any possible areas of suspected disability, along with how the assessment data aligns with special education eligibility criteria or considerations for section 504 and/or IEP eligibility and diagnostic criteria will clearly be outlined in the report as appropriate.
CAN THE ASSESSMENT BE UTILIZED TO REQUEST ACCOMMODATIONS WITH MY COLLEGE, MY EMPLOYER OR THE COLLEGE BOARD?
Yes, the completed assessment report can be submitted to your college, your employer, or the College Board when requesting accommodations (such as extended time or breaks, use of a calculator, computer or having the test read to the student, etc.).
WHAT SHOULD WE EXPECT IF WE DECIDE TO DO THE ASSESSMENT?
TESTING
Testing will typically be conducted in two separate, 2-3 hour sessions. Sessions are always tailored to the individual student’s needs and age. Occasionally a third session may be needed. It is helpful to send a small snack and water bottle with your child to have during short breaks during the test sessions. Teacher questionnaires and rating scales may also be provided for you to have your child's teacher(s) complete and return at the second test session, depending on the scope of the assessment.
REVIEW OF THE PSYCHOEDUCATIONAL REPORT
Provided that all school documents and parent and teacher forms have been returned, the written report is typically ready to present just a few weeks after the final test session. At this meeting the findings are reviewed, including strengths, areas of need, and recommendations.
WHO TYPICALLY SEEKS AN ASSESSMENT?
Elementary, Middle and High school students:
Public, private, charter or home school students often benefit from additional information about their learning and processing abilities. Information on a student’s cognitive ability, processing abilities, attention, executive functioning, and social, emotional and adaptive behavior offers insight into their learning to maximize growth and progress. The report you will be given includes clear explanation of all assessment data, including specific relevant recommendations that can be shared with your child’s school if you choose.
Students seeking accommodations for the SAT or ACT:
Assessment is often sought to determine if your student may benefit from accommodations on standardized tests such as AP tests, the SAT, ACT or NMSQT (such as extended time, use of a computer for writing tasks, extra and extended breaks, reading accommodations or use of a calculator). The assessment report you will be given utilizes the current edition of recommended tests and addresses all necessary criteria required by the College Board including appropriate psychoeducational diagnosis if your student exhibits these needs based upon assessment data.
College Students seeking accommodations:
College courses can sometimes highlight learning challenges that perhaps were not as evident in the traditional school setting due to the increased rigor and independence present in college, and college students may be in need of accommodations such as extended time, testing in a reduced distraction environment, use of technology and alternative media (such as taped textbooks), recording of lectures, or adaptive computer technology. The assessment report you will be given utilizes the current edition of recommended tests (using adult norms), and addresses all necessary criteria required, including appropriate psychoeducational diagnosis if your student exhibits these needs based upon assessment data.
Adults:
Many adults continue to pursue education later in life, or simply need information on their vocational or educational strengths. Some have always struggled in school and may feel there’s always been an underlying learning disability, or ADHD that impacts their learning.
Students who have already been tested:
Often parents requested and received an assessment from their public school system, and they simply would like a “second opinion” in the form of a new assessment. At times, parents indicate a desire for another objective assessment outside of their school district for various reasons - perhaps their child was tested but did not qualify for special education services, or their child has an IEP and there could be new factors not previously assessed that are now impacting their education that they would like assessed. Sometimes, consultation is simply needed to thoroughly explain an existing assessment, which may be adequate to address your student’s needs. In such cases, additional assessment may not be warranted, and consultation can simply provide additional clarity on the existing assessment and provide suggestions for follow up steps based on the data.
Independent Educational Evaluations (IEE’s):
IEE’s are conducted when there may be a disagreement between parents and school districts. The California Educational Code, section 56329(b), gives parents or guardians “the right to obtain, at public expense, an independent educational assessment of the pupil from a qualified specialist - if the parent or guardian disagrees with an assessment obtained by the public education agency.” This means parents can request such an assessment if they believe that an assessment that a public education agency conducted is inadequate or flawed at the expense of the school district. Kira Christensen has extensive experience conducting comprehensive, legally defensible psychoeducational assessments, including complex learning issues.
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