Advocating 4 Fair Education - Blog , EvaluationsAdvocating 4 Fair Education - Blog , Evaluationshttps://www.advocating4faireducation.com/blogs/evaluationsSat, 08 Aug 2026 23:14:24 -0700http://zoho.com/sites/<![CDATA[How to Request an Initial Evaluation for Special Education]]>https://www.advocating4faireducation.com/blogs/post/how-to-request-an-initial-evaluation-for-special-educationLearn how to formally request a full comprehensive special education evaluation for your child. Discover why wording matters and download a free letter template.]]>

One of the questions I hear most often from families is:


“How do I request an evaluation for special education?”

If you suspect your child may have a disability, it is important to understand how to formally request a full comprehensive educational evaluation.  This guide provides clear steps and best practices to help families navigate the process.

What Is an Initial Evaluation?

An initial evaluation for special education is the formal process schools use to determine if a child is eligible for special education services. This isn’t a quick screening—it’s meant to be a full comprehensive educational evaluation that examines ALL areas related to your child’s suspected disability.

The evaluation answers two important questions:

  • Does the child have a disability?
  • Does the child need special education and related services as a result?

When Should You Request an Evaluation?

You can request an evaluation anytime you notice concerns with your child’s learning, behavior, attention, communication, social skills, or emotional development. You don’t need a diagnosis, and you don’t need to wait for the school to suggest it. (NOR SHOULD YOU!)

Common reasons families request evaluations include concerns about:

  • Slow or failing to progress in academic areas
  • Attention or focus issues
  • Emotional regulation or behavior
  • Speech and language development
  • Social or peer interaction skills
  • Sensory needs
  • Executive functioning (planning, organization, impulse control)

Why the Wording Matters

When making your request, it’s essential to use precise language. You should clearly state that you are requesting a:

Full comprehensive educational evaluation for special education for the suspicion of [insert disability(s)].

Examples:

  • “…for the suspicion of a learning disability.”
  • “…for the suspicion of ADHD.”
  • “…for the suspicion of autism.”
  • “…for the suspicion of an emotional disability.”

This ensures the school understands that:

  • You are making a formal request
  • You expect a FULL comprehensive evaluation
  • The evaluation must cover all suspected areas

*Note: You should list every area of disability you suspect and the reason you suspect it.  

How to Make the Request

  • Put it in writing. An email or letter is fine, but keep a copy for your records -- and follow up if you don't hear back in a reasonable amount of time
  • Be clear and direct. You don’t need to prove anything—just state your request and a simple reason why.
  • Save everything. Dates and documentation are important in special education.

Sample wording for your request for an evaluation for special education:

“I am requesting a full comprehensive educational evaluation for special education for the suspicion of [insert disability].

 I have concerns about my child’s educational performance and believe an evaluation is necessary to determine eligibility for special education services.”

What Happens Next?

Once the school receives your request:

  • They should respond within a "reasonable timeframe"
  • You will receive a proposed evaluation plan and consent form OR they will call a meeting to discuss.
  • The school must get your written consent before testing begins. NOTE: The clock does not start ticking until the consent is signed, so ask to sign it TODAY.
  • The evaluation is completed (hopefully) within the legal timeline for your state. * Google "Special education timeline for [State]"

What a Full Comprehensive Evaluation Includes

Depending on your child’s needs, this may include:

  • Academic testing
  • Cognitive assessments
  • Speech and language evaluation
  • Occupational therapy evaluation
  • Social-emotional or behavioral assessments
  • Classroom observations
  • Input from parents and teachers

The evaluation must be individualized and cover all suspected areas.

Get a Template Letter for Your Request

To make the process easier, we’ve created a ready-to-use template letter you can send to your child’s school. It includes the exact language to request a full comprehensive educational evaluation for special education for the suspicion of [blank] disability.

Request the FREE Template Here

Need Support Navigating the Process?

Understanding the special education evaluation process can feel overwhelming. If reviewing timelines, requirements, and school responses feels like too much—or if you simply want guidance from the start—you do not have to navigate this alone.

If understanding the entire process feels overwhelming, let me guide you. You can schedule a time to talk with me here:

Meet with Lisa

Being proactive now can make a huge difference in ensuring your child receives the support they deserve. I am here to support you in understanding the process, preparing strong requests, and ensuring evaluations truly reflect your child’s needs.

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Check out this video for more guidance:

Related Articles:

How to Requestion an Evaluation: A Parent's Guide 

How does the special education evaluation process work?  /pacer/

Special Education Evaluation /ld online/

Understanding the Special Education Process /Reading Rockets/

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​Get in touch with us

Overwhelmed by timelines and school guidelines? Let’s map out your evaluation request together. We're here to help!

Contact us for expert advocacy support. Our team is ready to assist you with your special education needs and concerns.

Book a Consultation with Lisa

Support

support@advocating4faireducation.com

]]>Fri, 17 Jul 2026 16:20:15 +0000<![CDATA[What I See Parents Struggle With Most at IEP Meetings  (And How to Fix It)]]>https://www.advocating4faireducation.com/blogs/post/how-to-request-an-initial-evaluation-for-special-education1If you’ve ever walked out of an IEP meeting replaying the conversation in your head—thinking “I should have said something” or “I didn’t really understand what I just agreed to”—you are not alone.]]>

If you’ve ever walked out of an IEP meeting replaying the conversation in your head—thinking “I should have said something” or “I didn’t really understand what I just agreed to”—you are not alone.

I’ve sat at many IEP tables. Some were collaborative and productive. Others felt rushed, overwhelming, or heavy with acronyms and decisions made too quickly. Many parents leave IEP meetings with that uneasy feeling in their stomach—wishing they had asked more questions, slowed things down, or trusted their instincts.

Advocacy doesn’t come naturally to most of us, especially when emotions, exhaustion, and unfamiliar terminology are involved.

Here are six of the most common advocacy mistakes parents make at IEP meetings, shared with the real-life moments parents often recognize immediately.

Mistake #1: Agreeing in the Moment Because You Feel Pressured

What This Often Feels Like:

  • “I guess that’s fine.”
  • “If you think that’s best.”
  • “I don’t want to hold everyone up.”

A Better Approach:

Pause before agreeing. Say things like:

  • “I need time to review this before deciding.”
  • “Can you explain how this goal or service will help my child?”
  • “I’m not comfortable agreeing to this today.”

Tips to Avoid This Mistake:

  • Take notes during the meeting.
  • Ask for clarification on any unfamiliar terms or strategies
  • Request a follow-up meeting if you need time to consider the proposed IEP.

Mistake #2: Letting the Child's Behavior Take Center Stage Instead of Supporting Them

What This Often Feels:

  • “They’re talking about my child like they’re the problem.”
  • “Why does this feel like a discipline meeting?”

A Better Approach:

Bring the focus back to needs and supports:

  • “What support is in place to address this behavior?”
  • “What skills does my child need help developing?”
  • “How will this be taught, not just managed?”

Tips to Avoid This Mistake:

  • Frame concerns in terms of skills and learning, not blame..
  • Ask the team to connect behavior to measurable goals and interventions.
  • Keep documentation of behavior and strategies from home or therapy to share with the team.

Mistake #3: Assuming “Doing Okay” Means No Support Is Needed

What This Often Feels:

  • “They’re passing, so they must be fine.”
  • “Homework takes hours, but grades are okay.”
  • “They seem tired, but the teacher says they’re doing fine.”

A Better Approach:

Ask questions to uncover true progress:

  • “Is this progress appropriate for my child’s potential?”
  • “How does this compare to grade-level expectations?”
  • “Can we review data that shows both strengths and gaps?”

Tips to Avoid This Mistake:

  • Review past assessments and progress reports.
  • Bring observations from home about fatigue, frustration, or skill gaps.
  • Ensure the IEP reflects both current abilities and areas needing support.

Mistake #4: Not Using or Asking for Data to Support Decisions


Many parents leave meetings without fully understanding the data behind their child’s progress—or don’t ask for it at all. Decisions are often made on assumptions or brief observations rather than objective measures.

What This Often Feels:

  • “I don’t really know how they decided this.”
  • “The teacher says they’re doing okay, but I haven’t seen the numbers.”
  • “I didn’t realize I could ask for test scores or progress reports.”

A Better Approach:

Request data that shows your child’s current performance and growth:

  • “Can I see the assessments or progress reports that support this recommendation?”
  • “How does this compare to grade-level expectations?”
  • “What measurable evidence will show if my child is making progress on this goal?”

Tips to Avoid This Mistake:

  • Ask for both qualitative and quantitative data (test scores, classroom work, progress monitoring).
  • Track your child’s performance over time to notice trends or gaps.
  • Make sure each IEP goal is supported by clear, measurable data so progress can be monitored accurately.

Mistake #5: Letting Emotions Take Over

IEP meetings can feel stressful, personal, and emotional. Many parents leave feeling frustrated, angry, or even guilty—sometimes expressing those feelings in ways that make it harder to communicate their child’s needs clearly.

What This Often Feels:

  • “I just got so frustrated I couldn’t speak.”
  • “I felt guilty that my child struggles more than others.”
  • “I almost shouted because I felt the team wasn’t listening."

A Better Approach:

  • Take a deep breath and pause before responding.
  • Speak calmly and stick to observable facts and needs:
  • “I noticed my child struggles with reading comprehension. Can we discuss targeted supports?”
  • “When homework takes hours, it affects my child’s confidence—can we look at accommodations to help?”
  • It’s okay to ask for a short break if you feel emotions rising.

Tips to Avoid This Mistake

  • Prepare talking points in advance so you have clear, fact-based points to reference.
  • Bring notes, data, or examples from home to stay focused on your child’s needs rather than feelings.
  • Consider bringing a support person (friend, family member, or advocate) who can help you stay grounded during the meeting.

Mistake #6: Leaving Without Clear Understanding

What This Often Feels:

  • “I think I understood… mostly.”
  • “I’ll figure it out later.”
  • A Better Approach:
  • Clarify decisions before leaving:
  • “Can we summarize what was agreed on today?”
  • “What will this look like day-to-day for my child?”
  • “When and how will progress be measured?”

Tips to Avoid This Mistake:

  • Request a written summary of the IEP meeting outcomes.
  • Ask for timelines and responsible parties for each goal or service.
  • Take notes and review them after the meeting to ensure everything is clear.

I’m Here to Help
After sitting through one IEP meeting—or five—you know the feeling: juggling questions, trying to remember everything the teacher said, and leaving with a mix of relief and worry. You might even catch yourself thinking, “Did I say enough? Did I ask the right questions?”

That mix of emotions is completely normal. No parent expects to have all the answers, and advocacy isn’t about being perfect—it’s about showing up for your child, even when it feels overwhelming.

​You don’t have to navigate it alone. I’m here to help you make sense of the process, organize the information, and feel confident speaking up. Together, we can ensure your next IEP meeting leaves you feeling prepared, supported, and ready to help your child thrive.

If the IEP process feels overwhelming, let me guide you.
Click the button below to schedule a time to talk:


Talk To Lisa

If you're more of a visual learner or just need a quick breakdown of these strategies in action, I’ve put together a few short videos to help.

These clips dive deeper into the specific ways you can reframe conversations about behavior, decode the data the school provides, and stay calm under pressure.

Grab a notebook, hit play, and let’s get you ready for your next meeting.

]]>Fri, 17 Jul 2026 16:15:13 +0000<![CDATA[WHEN TO ASK FOR AN EVALUATION?]]>https://www.advocating4faireducation.com/blogs/post/when-to-ask-for-an-evaluationAs a former teacher, I can't tell you how frustrating it is to suspect a child has a learning disability just to have the school refuse to test them. Fixing this issue has become a passion for me. But the question remains for many parents, "when should I ask for my child to be evaluated?"]]>

As a former teacher, I can't tell you how frustrating it is to suspect a child has a learning disability just to have the school refuse to test them. Fixing this issue has become a passion for me. But the question remains for many parents, "when should I ask for my child to be evaluated?"

Ask yourself a few questions: (although you should note that even if you answer no to all of these questions and still suspect a disability, it is worth a conversation with the school. )

  • Is my child struggling academically? -- this does not mean failing; failing is relative. My child's school has a system in place to ensure students do NOT fail by never giving a grade lower than 50%.
  • Is my child struggling socially?
  • Is my child struggling with behavior problems at home or school?

If you answered yes to any or all of these questions, I would draft a letter to your child's school requesting testing. The Individuals with Disabilities Act (IDEA) mandates identifying and evaluating all children with disabilities.

What if my child's disability isn't as bad as Joey's next door? -- the severity of the disability does not matter when it comes to identification.

What if my child is passing all of his classes? Again, this does not matter.

If my child is passing, why does it matter? -- Only a parent can answer this question. But the state is required to provide all children with a Free and Appropriate Education. If a child has a learning disability and is not learning to his potential, he should be provided with an education that is "designed to meet their unique needs and prepare them for further education, employment, and independent living..." (20 U.S.C. 1400(d))


The most common response from schools hedging on testing students:

"Your child has been included in an intervention program (or RTI - Response to Intervention). Let's see how they respond to the intervention and go from there. Then, we can revisit this next semester."


My response to the comment would be:

According to the Office of Special Education and Rehabilitative Services, "a Response to Intervention (RTI) Process can not be used to delay-deny an evaluation for eligibility under the Individuals with Disabilities Education Act (IDEA)." I understand that parents have the right to request an evaluation for their child anytime during the RTI process; I am seeking that evaluation now.


If you plan to request testing and would like a checklist of things to include in your letter to the school, click the button below. I'm also available to help you draft a letter and guide you through the process of eligibility and creation of a productive IEP, just email me at lisa@advocating4faireducation.com.

Meet with Lisa

Contact information
​Get in touch with us

Is the school trying to use 'wait and see' intervention programs to delay your child's testing? We're here to help!

Contact us for expert advocacy support. Our team is ready to assist you with your special education needs and concerns.

Book a Consultation with Lisa

Support

support@advocating4faireducation.com

]]>Fri, 17 Jul 2026 14:32:13 +0000<![CDATA[Need IEP assistance? We're here to help!]]>https://www.advocating4faireducation.com/blogs/post/what-do-these-numbers-meanThe next task you must tackle is the monstrous report you just got back filled with charts and numbers. I know it can seem daunting, but I'm here to help you figure it out. And if you hyperventilate looking at the paperwork, pop me an email. I thrive on charts, graphs, and numbers.]]>


Yay! You did it. You successfully advocated for your child to be tested for a learning disability. Congratulations! You have jumped the first hurdle of many.

The next task you must tackle is the monstrous report you just got back filled with charts and numbers.

I know it can seem daunting, but I'm here to help you figure it out. And if you hyperventilate looking at the paperwork, pop me an email. I thrive on charts, graphs, and numbers.

The first thing you should know is that even though it seems like a lot of information with many different numbers, everything can be converted into a percentile rank. If the examiner did not do this for you, grab a pen and take a look at my chart below. Just write in the percentile to every score and sub-score provided. Pro tip: If you are looking for dyslexia or a specific learning disability, the data for that disability is often found in the subscores, NOT the composite score.

If you are unsure why a percentile is so essential, it is because it gives you a measuring stick against other hypothetical students of the same age or grade (should be specified). I'm sure you have heard the analogy that if you are in the 60th percentile and were lined up with 100 hypothetical peers, you would be the 60th in line. Performing above 59 other peers, and not quite as well as the additional 39. Please note percentile is not the same as a PERCENT. The 60th percentile is not a score of 60% on the assessment. It is a comparison to other same-aged peers.


If you are unsure why a percentile is so essential, it is because it gives you a measuring stick against other hypothetical students of the same age or grade (should be specified). I'm sure you have heard the analogy that if you are in the 60th percentile and were lined up with 100 hypothetical peers, you would be the 60th in line. Performing above 59 other peers, and not quite as well as the additional 39. Please note percentile is not the same as a PERCENT. The 60th percentile is not a score of 60% on the assessment. It is a comparison to other same-aged peers.

A few other words you might see on testing are Confidence Interval and Qualitative Description. Sometimes when a student tests, you might hear a teacher or parent say, "Well, he was having an off day." or "All the pistons were firing today." The confidence interval is a range of scores your child would fall into if the test were administered 100 times. For example, a 96% confidence interval means there is a likelihood that your child would score within the given range if tested again.

The qualitative description generally consists of words like "average," "below-average," "deficiency," "severe," "above average," etc. Unfortunately, they tend to be an interpretation according to the company that developed the tests. Therefore, they are not always the most helpful terms when sitting at the IEP table. So again, I prefer the numbers; I prefer the percentile.

But Lisa, Why do you prefer percentile to the descriptors? Here is your answer: not only are the terms arbitrary and flexible, but they are sometimes misleading. For example, on one test, say your child scores a 4 on the scaled score. The examiner says this puts him in the "moderately below average range." But, of course, moderately below average can mean different things to different people. But If I told you --- If you line up 100 hypothetical students of the same age, your child would be number 2 in line, with only one child performing lower than him. Well, that shines a different light on the score, don't you think?

You will frequently find that schools use qualitative descriptors in their reports. I don't know if it is to help with shock value, to make a stronger case for fewer services, or because they don't think parents can decipher the numbers. But if you go in and start asking about percentile, the conversation will change.

Good Luck --- and as always, if you need me, I'm here for you.

Meet with Lisa

Contact information
​Get in touch with us

Want to know what these numbers mean for your child's IEP? We're here to help!

Contact us for expert advocacy support. Our team is ready to assist you with your special education needs and concerns.

Book a Consultation with Lisa

Support

support@advocating4faireducation.com

]]>Fri, 17 Jul 2026 14:23:52 +0000<![CDATA[TRIENNIAL EVALUATIONS AND UPDATED DATA ]]>https://www.advocating4faireducation.com/blogs/post/triennial-evaluations-and-updated-dataTriennial evaluations are your chance to hit the reset button. Learn how updated data shapes your child's IEP, ensuring their services and goals truly match who they are today.]]>

This post was inspired by a follower asking the following question: my son's IEP goals have been carried over from year to year, although in 7th grade, all assessments are from first and 2nd grade. I disagree that these are his baselines. How can I get them to update this information?

To answer this question, we'll dive into what a triennial evaluation is. A triennial is different from an initial evaluation because it doesn't need to be specifically requested. According to IDEA, the school or district is required to reevaluate students at least every three years.


IDEA 2004 states a student must be reevaluated at least every three years. This is known as a triennial review; the purpose of a triennial is to:

  • Find out if the student continues to be eligible as a student with a disability as defined by IDEA
  • To find out if the student has educational needs

The triennial reevaluation is much like the initial evaluation to determine eligibility. First, the school or assessors collect readily available information about the student. Then, if more information is needed, they will seek sources to collect it. If the IEP team decides that additional information is needed and additional assessments should be given, then the parents of the child must provide their consent for the school to assess.

Although IDEA states that students with disabilities should be reevaluated every three years, if the parents, teachers, or school believe that a more frequent evaluation is necessary, it can be done with parental consent.

(a) General. A public agency must ensure that a reevaluation of each student with a disability is conducted in accordance with Sec. Sec.

300.304 through 300.311—

(1) If the public agency determines that the educational or related services needs, including improved academic achievement and functional performance, of the student warrant a reevaluation; or

(2) If the student's parent/guardian or teacher requests a reevaluation.

(b) Limitation. A reevaluation conducted under paragraph (a) of this section

(1) May occur not more than once a year, unless the parent/guardian and the public agency agree otherwise; and

(2) Must occur at least once every 3 years, unless the parent/guardian and the public agency agree that a reevaluation is unnecessary.(Authority: 20 U.S.C. 1414(a)(2))

Depending on information already available through previous evaluations and observations, the team that will reevaluate your child may differ from the original assessment team. Assessments also may vary according to the age of your child and state guidelines.

When the triennial evaluation has been completed, the assessment team will meet with the IEP team, including the parents, to review the results. In some states, this may happen in an annual review IEP meeting. In others, it may be a freestanding eligibility meeting.

My clients often ask me if it's necessary to do a triennial evaluation. If, after reviewing the records of the student, the IEP team decides that they have sufficient data to support the need for continued services, a reevaluation may not be needed. If the parents and the school agree in writing that they do not want to do a triennial reevaluation because there is sufficient data, it can be foregone.


However, even if it is crystal clear that a student is still eligible for services, it is possible after three years that, their needs and abilities have changed. A reevaluation could provide a more in-depth insight into the child's needs. You may have a new area of concern to add to the IEP that could be discovered through a reevaluation. Additionally, this is an opportunity to ask for assessments in specific areas that may had been ill-addressed in the previous evaluation.

Parents should also note that if they disagree with the results after the triennial evaluation is completed, they can request an IEE or independent testing at public expense.

So, dear follower, if your child's data hasn't been updated for years, you are legally not only entitled, but the school is required to provide you with an updated triennial assessment.

Using baseline data that does not represent a child's present levels is not in best practice or providing your child with a free and appropriate education.


Contact information
​Get in touch with us

Is your child’s IEP still relying on test scores and baselines from years ago?  We're here to help!

Contact us for expert advocacy support. Our team is ready to assist you with your special education needs and concerns.

Book a Consultation with Lisa

Support

support@advocating4faireducation.com

]]>Fri, 17 Jul 2026 14:01:48 +0000<![CDATA[DISAGREEING WITH A SCHOOL EVALUATION AND REQUESTING AN INDEPENDENT EDUCATIONAL EVALUATION (IEE) FOR YOUR CHILD]]>https://www.advocating4faireducation.com/blogs/post/disagreeing-with-a-school-evaluation-and-requesting-an-independent-educational-evaluation-iee-for-yoAs a parent, you always want the best for your child, especially regarding their education. So, when a school evaluation does not accurately reflect your child's needs or abilities, it can be frustrating and worrisome.]]>

As a parent, you always want the best for your child, especially regarding their education. So, when a school evaluation does not accurately reflect your child's needs or abilities, it can be frustrating and worrisome. If you are in this situation, knowing your rights and the steps you can take to ensure your child receives the support they need and is appropriate is essential. One of the most powerful tools at your disposal is requesting an Independent Educational Evaluation (IEE). In this post, we'll discuss why you disagree with a school evaluation, how to request an IEE, and what new data you might obtain in the process.

Reasons You Might Disagree with a School Evaluation

There are several reasons why you might disagree with a school evaluation. These can include:

Inadequate assessment: The evaluation may not have sufficiently assessed your child's needs or overlooked certain areas of concern or suspected disability. For example, the evaluation may not have considered your child's learning style or failed to identify a specific learning disability.

Bias or discrimination: Sometimes, a school evaluation may be influenced by bias or discrimination, leading to an inaccurate assessment. This bias can occur if the evaluator has preconceived notions about your child's abilities based on race, gender, socioeconomic status, or reputation.

Inaccurate interpretation of results: The evaluator may have misinterpreted the assessment results or drawn incorrect conclusions from the data.

Inconsistency with your observations: As a parent, you have unique insight into your child's abilities and struggles. If the school evaluation doesn't align with what you see at home or in other settings, it may be worth exploring further.

Inconsistency with teacher-provided data: Sometimes, the data or observations provided by the classroom teacher, homework or tests that come home, or standardized tests might conflict with the testing completed by the school psychologist.

Incomplete testing: It is not your job to know what tests the school should provide, but they are often not completing a FULL AND COMPREHENSIVE evaluation. If they have not provided a psychological evaluation, it is not complete. It is incomplete if they have not included suggestions for support and accommodations. If they have not done academic or behavioral testing, if that is a concern, it is incomplete.

Requesting an Independent Educational Evaluation (IEE)

If you disagree with the school evaluation, you have the right to request an IEE. An IEE is an evaluation conducted by a qualified professional not employed by the school district. It serves as an impartial assessment of your child's needs and abilities. Here are some steps to follow when requesting an IEE:

Review the school evaluation: Before requesting an IEE, it's crucial to thoroughly review the evaluation and ask questions to ensure you understand the results.

Research your rights: Familiarize yourself with the procedural safeguards under the Individuals with Disabilities Education Act (IDEA), which guarantees your right to request an IEE at public expense if you disagree with the school's evaluation.

Write a formal letter: Write a formal letter to the school district stating your disagreement with the school evaluation and your request for an IEE. This should be a simple letter and not overly specific. For example, your disagreement could simply be that the testing results do not reflect or address the suspected disability.

Keep records: Keep copies of all correspondence with the school district, including your letter requesting the IEE and any responses you receive.

Be prepared to negotiate: In some cases, the school district may want to discuss your concerns and try to resolve the disagreement without proceeding to an IEE. Negotiation is a good collaborative step, but don't agree to anything in the meeting. Request time to do the research and ensure that what they offer is the right move for your child and will provide the data you are looking for.

Know your options: If the school district denies your request for an IEE, you have the right to file a complaint with your state's Department of Education or request a due process hearing.

Do I have to use the providers on the district list?

No, you do not. If you choose a provider not on the district list let the district know who you have chosen. Cost may be a factor if the provider you choose is more costly than others, so have that conversation up front with the provider and district.

What New Data You Might Get from an IEE

An IEE can provide valuable new information and insights into your child's needs and abilities. Some of the new data you might obtain from an IEE include:

Identification of previously undiagnosed learning disabilities or conditions: The IEE may uncover specific learning disabilities, attention issues, or other needs or disabilities that the school evaluation did not identify.

Updated or more comprehensive testing: The IEE may involve more thorough or up-to-date testing that can provide a deeper understanding of your child's strengths and weaknesses.

Recommendations for accommodations or interventions: The IEE may provide specific recommendations for accommodations or interventions that can help your child succeed in school. These recommendations can be used to advocate for the support your child needs.

Is it too late to get an IEE?

Is it too late to get an IEE? No, suppose you feel like your child's IEP is not working. In that case, you can request the school conduct a new evaluation for added information (if it has been more than a year) or ask for an IEE for additional data points.

You may want to start with an IEP team conversation about what is and isn't working to address your concerns. But an IEE is a great way to collect more data.

In conclusion, if you disagree with a school evaluation, it's essential to know your rights and the steps you can take to ensure your child receives the support they require. Requesting an Independent Educational Evaluation (IEE) can be an invaluable tool in obtaining new data and insights into your child's needs, ultimately helping them thrive in their educational journey.

If you need support with eligibility for your child, understanding test results, or addressing their specific needs outlined in the data in your child's IEP, and are looking to add an advocate or educational consultant to your team, make an appointment to talk to me and let's see if I can help.

Contact information
​Get in touch with us

Does your child’s school evaluation feel incomplete, biased, or flat-out wrong? We're here to help!

Contact us for expert advocacy support. Our team is ready to assist you with your special education needs and concerns.

Book a Consultation with Lisa

Support

support@advocating4faireducation.com

]]>Thu, 16 Jul 2026 20:59:15 +0000