Evaluations are necessary for IEP development, and are completed by New York City Public Schools (NYCPS) as part of a child’s initial and continued eligibility determination for special education services and supports. These evaluations provide critical information about a child’s functioning and progress over time.
However, there are times when supplemental evaluations conducted by independent evaluators may be warranted to provide a fuller picture of a child’s overall functioning.
Psychoeducational Evaluations
A psychoeducational evaluation is a standard assessment of a child’s cognitive, academic, behavioral, and socioemotional functioning. This evaluation typically consists of formal one-on-one testing completed by a school psychologist and/or special education teacher, as well as a classroom observation of the child.
Psychoeducational evaluations (or separate psychological and educational evaluations) provide foundational information, which is necessary to hold Individualized Education Plan (IEP) meetings. NYCPS’s psychoeducational evaluations typically follow a core battery of testing, meaning children complete similar assessments to their same-age peers. These evaluations are specific to educational planning, and differ from evaluations needed to establish eligibility for the Office for Persons with Developmental Disabilities (OPWDD) services, although there is overlap.
When and Why Supplemental Evaluations May Be Warranted
Although psychoeducational evaluations provide information to help determine initial or continued eligibility for special education services and are used to identify appropriate services and supports, there are times that these evaluations do not fully assess all present concerns in the child. These concerns can include but are not limited to dyslexia, attention, and sensory processing. Moreover, psychoeducational evaluations do not yield medical diagnoses (such as autism or ADHD). Supplemental evaluations are required to obtain medical diagnoses. When children exhibit symptoms of several unidentified disabilities, demonstrate regression, or are unable to benefit from their educational program, their educational planning may require several types of evaluations from a variety of sources.
Common Types of Supplemental Evaluations
These are a few evaluations completed by mental health and medical providers when additional concerns arise outside of a psychoeducational evaluation.
| Type | Who Conducts It | What It Entails | Examples of When It Might Be Useful |
| Neurological | Neurologist (M.D. or D.O) | Brain and nervous system assessment | • Diagnosis and treatment related to ADHD and seizures. |
| Neuropsychological | Psychologist (Ph.D. or Psy.D.) | A more in-depth psychoeducational evaluation that typically measures areas like attention, executive functioning, and sensory functioning. | •When a family requests an Independent Educational Evaluation (IEE) from NYCPS. •When diagnostic clarity is being sought regarding ADHD, autism, and/or dyslexia. |
| Psychiatric | Psychiatrist (M.D. or D.O) Psychiatric nurse practitioner (PMHNP) | Clinical assessment of one’s mental state | •If a parent or school requests a “risk or threat assessment” based on a child’s behavior or language. •Assessment of suicidality and/or mood disorders (depression, bipolar disorder). |
Summary
Evaluations are used to determine if a child qualifies for special education services, provide valuable insight into a student’s learning and development, and support the development of an appropriate IEP. When supplemental evaluations are needed to better understand specific concerns, they can be arranged through private insurance or through a request to NYCPS for an Independent Educational Evaluation (IEE). Supplemental evaluations can provide the comprehensive, detailed information that is needed to create strong, student-focused IEPs.