EVALUATIONS
Psychological
Evaluation Report: Components/Requirements
1. Reason for referral.
2. Documentation of vision screening (with appropriate follow-up before the evaluation).
3. Audiometric/hearing screening (with appropriate follow-up before the evaluation).
4. For students with language proficiency other than English, alternative evaluation
procedures were utilized:
a. Use of an evaluator fluent in the child’s primary language and in English.
b. Use of an interpreter knowledgeable in special education comprehensive
evaluation and placement procedures to assist with language and testing; OR
c. Use of test instruments which do not stress spoken language and which are
considered valid and reliable performance measures of functioning.
5. If a student’s sensory, motor or speaking skills are impaired (cannot speak due to a
motor impairment) assessment adaptations were considered or made.
6. Adequate educational history, including complete documentation of efforts to educate the
child in the regular classroom.
7. Determination of whether the child’s educational problems are related to or resulting from
reasons of educational disadvantage (yes/no answers are not acceptable).
8. Documentation that the child’s racial/ethnic/cultural background was considered in selecting
evaluation strategies prior to the evaluation and in interpreting the results.
9. A complete developmental history, including educationally relevant medical information.
10. Types of tests and results interpreted.
11. Educational evaluation: this includes academic testing.
12. If Primary Language of the Home (PLH) is not English, adaptive behavior assessment.
13. General recommendations regarding areas to be addressed in the child’s educational program.
Placement recommendations should not be included in this section. Instructional
directions, learning strategies, etc. are appropriate.
14. Language assessment.Additional Considerations:
1. Student evaluated in all areas related to the suspected disability including, where
appropriate, health, vision, hearing, social and emotional status, general intelligence,
academic performance, communicative status and motor abilities. Where necessary, referrals
for additional assessments needed to make an appropriate eligibility decision were made.
Ensure that follow-up is documented.
2. Evaluation supports category.
3. Review of academic history and classroom functioning.
4. Assessment of functional communication skills.
Assessment of speech problems.
Language Evaluation Report: Components/Requirements
1. Reason for referral.
2. Documentation of vision screening (with appropriate follow-up before the evaluation).
3. Audiometric/hearing screening (with appropriate follow-up before the evaluation).
4. For students with language proficiency other than English, alternative
evaluation procedures were utilized:
a. Use of an evaluator fluent in the child’s primary language and in English.
b. Use of an interpreter knowledgeable in special education comprehensive evaluation
and placement procedures to assist with language and testing; OR
c. Use of test instruments which do not stress spoken language and which are
considered valid and reliable performance measures of functioning.
5. If a student’s sensory, motor or speaking skills are impaired (cannot speak due to a motor
impairment) assessment adaptations were considered or made.
6. Adequate educational history, including complete documentation of efforts to educate the
child in the regular classroom.
7. Determination of whether the child’s educational problems are related to or resulting from
reasons of educational disadvantage (yes/no answers are not acceptable).
8. Documentation that the child’s racial/ethnic/cultural background was considered in selecting
evaluation strategies prior to the evaluation and in interpreting the results.
9. A complete developmental history, including educationally relevant medical information.
10. Types of tests and results interpreted.
11. Educational evaluation: this includes academic testing.
12. If Primary Language of the Home (PLH) is not English, adaptive behavior assessment.
13. General recommendations regarding areas to be addressed in the child’s educational
program. Placement recommendations should not be included in this section.
Instructional directions, learning strategies, etc. are appropriate.
14. Language assessment.Additional Considerations:
1. Student evaluated in all areas related to the suspected disability including, where appropriate,
health, vision, hearing, social and emotional status, general intelligence, academic
performance, communicative status and motor abilities. Where necessary, referrals
for additional assessments needed to make an appropriate eligibility decision were made.
Ensure that follow-up is documented.
2. Evaluation supports category.
3. Review of academic history and classroom functioning.
4. Assessment of functional communication skills.
5. Assessment of speech problems.
SUPPLEMENTAL REPORT COMPONENTS: Requirements
A Supplemental Report is written by relevant related services
whena complete
Psychoeducational Report is also being written as
partof the evaluation process.
1. Demographics (i.e. name, age, grade).
2. Brief review of academic history and classroom functioning.
3. Reason for Referral
4 Assessment(s) given
5. Assessment(s) description
6. Results of assessment(s) given.
7. Summary of findings
8. Test Conditions/Behaviors
9. Recommendations