8 Key Questions Parents Ask About Psychoeducational Evaluations—Plus a Must-Have Checklist for Navigating the Process

April 2, 2025

1. What is psychoeducational testing, and when is it recommended?

A psychoeducational evaluation is conducted when there is a concern that a disability may be impacting a child or adolescent’s learning, development, or overall functioning in the general education setting. The suspected disability may affect specific academic skills such as reading, writing, or math; cognitive processes like attention, memory, or problem-solving; communication abilities including listening and oral expression; social-emotional well-being; or other areas essential for success in school. Evaluations consider a range of factors to determine the presence of a disability and the need for specialized support. A full list of disabilities recognized in Ohio schools can be found on the Ohio Department of Education’s Special Education website: (https://education.ohio.gov/Topics/Special-Education/Disability-Specific-Resources)

2. Can Parents Request a psychoeducational evaluation?

            Parents may contact the school psychologist, special education coordinator, classroom teacher, or principal and request a psychoeducational assessment, also called a Multi-Factored Evaluation (MFE) in the school setting. This does not guarantee that an evaluation will be conducted, but personnel at the district must respond to parents within 30 days of a written request. If the district agrees to evaluate your child or adolescent, they will provide you with a document called Prior Written Notice (PR-01), which clarifies their intent to complete the MFE, plan the evaluation (with your involvement and input), and obtain informed consent before proceeding. Once the district has parental consent to begin the process, the district has 60 calendar days to complete the evaluation and determine eligibility. The district must provide parents with a booklet explaining their procedural rights and safeguards under Ohio law and IDEA guidelines.

3. I've heard the acronym IDEA but I don’t really understand what it is.

The Individuals with Disabilities Education Act (IDEA) is a federal law that ensures children with disabilities receive a free appropriate public education (FAPE) in the least restrictive environment (LRE). Under IDEA, schools must provide special education and related services to eligible children from ages 3 through 21. Additionally, IDEA includes early intervention services for infants and toddlers from birth through age 2 under Part C.

Key Components of IDEA:

• Eligibility Categories – Covers 13 disability categories, including learning disabilities, ADHD, autism, and emotional disturbances.

• FAPE (Free Appropriate Public Education) – Schools must provide individualized instruction and support at no cost to families.

• IEP (Individualized Education Program) – A legally binding document outlining a student's educational needs, goals, and services. This document is developed following the MFE and is intended to teach your child or adolescent the skills that they are currently missing in order to access or participate fully in the general education setting.

• LRE (Least Restrictive Environment) – Students should learn alongside peers without disabilities to the extent possible. In other words, children do not need to be separated into another classroom if they are able to work within the classroom using differentiated materials or strategies for participation.

• Parental Rights & Due Process – Parents have a right to be involved, request evaluations, and dispute decisions through due process. It is important that parents understand both the evaluation and eligibility determination processes. share their thoughts and concerns, and work cooperatively with all invested team members.

• Child Find – Schools must actively consider and identify children who may need special education services. This includes children who attend parochial and non-public schools. The district in which the child attends school is responsible for completing the MFE, even if it is not the district of residence. If the child or adolescent is determined eligible for special education and related services, the district where the child resides is responsible for offering an Individualized Educational Plan (IEP).

4. What kinds of tests are included in a psychoeducational evaluation?

            Testing can address a broad range of skills. The process is called a “Multi-Factored Evaluation” (MFE) as it investigates many areas related to your child or adolescent’s learning. When the team (parents/guardians and educational staff members) plans what information will be collected for the MFE, the following areas may be assessed: cognitive/IQ testing, academic achievement measures (specific to reading, math, comprehension, written expression, etc.), and social-emotional/ behavior assessments. The latter may include checklists completed by parents/guardians, teachers, or student self-report forms, as well as structured interviews or direct observations when needed. Additional assessments may address motor skills, communication, and/or executive functioning, using standardized tests and informal tests or screeners depending on the student’s presentation. Data collected from teachers and specialists not only help monitor progress over the school year but also provide critical insights into a student’s strengths and challenges, helping to determine eligibility for special education services and guiding intervention planning. Parents play a key role in this process by sharing observations, completing forms, and participating in discussions.

5. You mentioned standardized tests. What are those and how are they different from other tests my child or adolescent takes?

Standardized tests are assessments that measure a child’s skills in areas like reading, math, and problem-solving by comparing their performance to that of other children the same age, using the same testing conditions, prompts, and scoring system. These evaluation measures are designed to measure specific skills, like reading or math, in a consistent way across all students.

In contrast, other types of tests, such as classroom assessments, teacher-created quizzes, or informal tests used by specialists, may focus more on what the child is currently learning or may be used for specific purposes, like tracking progress or identifying learning challenges. The administration may be less rigid or allow for additional explanations, prompting, or individual modifications.

6. What are standard scores and how do I interpret them?

            Standardized test scores provide a way to compare a child’s abilities to those of same-age peers, rather than simply measuring how many questions they answered correctly, as a typical school test might. Results are often reported using standard scores and percentile ranks. A standard score of 100 represents the middle of the average range, with most children scoring between 85 and 115. Scores below 85 may indicate areas of difficulty, while scores above 115 suggest above-average skills. Percentile ranks indicate how a child performed relative to peers (e.g., a percentile rank of 25 means the child scored higher than 25% of same-age or grade-level peers). Additional measures, such as scaled scores or z-scores, may also be included to further describe performance. Regardless of the scoring system used, the goal is to determine whether a child’s skills fall within, above, or below the average range. "Average" means a child is developing skills at a typical rate compared to peers, which is important because school curricula are designed with this range in mind. Rather than focusing on individual scores, it is more meaningful to look at patterns of strengths and weaknesses, as these insights help guide decisions about instructional support and intervention. If any scores or terms are unclear, parents should ask the test evaluator or an informed team members for further explanation or clarification.

7. Once the testing is done and the report is reviewed, what if I don’t understand the results?

        The district is responsible for explaining evaluation results to parents and other team members to support informed decision-making and ensure meaningful consent when determining a disability or agreeing to specially designed instructional supports. Parents are encouraged to ask questions, particularly when educational terminology, acronyms, or standard scores are used, as these concepts may not always be immediately clear. Given the volume of information presented, it can be challenging to process everything within a single meeting. Parents may follow up with the evaluator or another knowledgeable team member for clarification as needed. Additionally, they have the option to bring a support person, such as an advocate, knowledgeable family member, or trusted professional, to assist in navigating the process.

8. What happens if I don’t agree with the findings of the school’s MFE?

   
   

If parents disagree with the district’s evaluation findings or recommendations, they have the right to request an Independent Educational Evaluation (IEE) at public expense under the Individuals with Disabilities Education Act (IDEA). According to Ohio law (OAC 3301-51-05), parents may request an IEE if they believe the school’s evaluation is inaccurate, incomplete, or does not adequately address their child’s needs. While a school-based evaluation follows district guidelines and is conducted by school-employed professionals, an IEE is completed by a qualified examiner who is not employed by the district. Unlike private evaluations, which parents obtain independently and at their own expense, an IEE requested through the district must meet the same criteria as the school’s evaluation in terms of qualifications and assessment procedures. If the district denies the request for an IEE, it must initiate a due process hearing to demonstrate that its evaluation is appropriate. Cogmotion Learning  offers Independent Educational Evaluations (IEEs) and private assessments. Contact us to explore your options and available services.

"Bonus Checklist:" Navigating The Evaluation Process:

 Before the Evaluation

☑ I understand why my child is being referred for testing (e.g., academic struggles, attention concerns, behavioral changes).

☑ I have spoken with my child’s teacher or school team about specific concerns. (It doesn’t matter whether I initiated the contact or they did; what matters is that we are all informed.)

☑ I know who will participate in the team meetings to discuss the evaluation process, results, and possible eligibility for special education services. I understand that I may bring a support person or advocate.

☑ I know who to contact if I have questions (name and contact information).

☑ I have put together any questions I may have about what the process entails or how I can fully participate.

☑ I have received and understand my rights. (Note: You can also look them up in advance: Ohio Parent Rights Guide.)

 During the Psychoeducational Evaluation Process

☑ I explained to my child that they will work with school staff on activities to better understand how they learn and where they might need support. I reassured them that many students go through this process, and it is simply a way to ensure they receive the instruction they need to be successful in school.

☑ I have shared any relevant reports, checklists, outside diagnoses, or history that may be helpful for the evaluation and future planning.

☑ I understand that the evaluation may include formal testing, observations, interviews, and input from teachers and specialists.

☑ I have confirmed the evaluation timeline with the school and discussed any concerns about when my child will be pulled from class for testing.

 At the Team Meeting Following Completion of the Psychoeducation Evaluation

☑ I received a complete copy of the evaluation report during the meeting so I could review it as it was explained to me.

☑ My child’s strengths and weaknesses were clearly explained to me.

☑ I have asked for explanations of any terms I didn’t understand (e.g., scaled score, processing speed, working memory).

☑ I understand how the evaluation results inform the team’s recommendations for services, supports, or next steps.

☑ I understand how my child’s results compare to same-age peers and what that means for their learning.

☑ I have an understanding of what I can do to support my child’s learning at home.

☑ I understand that I do not need to check “agree” or “disagree” with the educational team’s conclusions unless I am comfortable doing so at that time.

☑ If I believe the team’s findings are inaccurate, incomplete, or unreliable, I can check "disagree" and request an Independent Educational Evaluation (IEE) to seek a second opinion.

☑ I know how to request further clarification or additional discussion if I need more time to process the information.