A special education evaluation is the process used to determine whether a student has a disability and needs special education services. In New York State, a student may be referred for evaluation by a parent, school district staff member, or other appropriate source. If a parent believes their child is struggling academically, socially, behaviorally, physically, developmentally, or emotionally, the parent may submit a written request for evaluation to the school district.
The request should be in writing. Families should send it to the school principal, CSE chairperson, CPSE chairperson, or district special education office. The letter should include the student’s name, date of birth, school, grade, parent contact information, the concerns that led to the request, and a clear statement asking the district to evaluate the child for special education eligibility. Parents should keep a copy of the letter and proof that it was sent.
A parent does not need to know the exact disability category before requesting an evaluation. The parent may simply explain what they are seeing. For example, the child may be far behind in reading, struggling to understand directions, having frequent meltdowns, avoiding school, showing speech or language delays, having difficulty writing, struggling with attention, experiencing social difficulties, or showing behavior that interferes with learning.
Under New York regulations, districts must follow procedures for referral, evaluation, IEP development, placement, and review. NYSED’s regulations state that a school district must initiate a referral and promptly request parental consent to evaluate when a student has not made adequate progress after receiving appropriate instruction and interventions.
After a referral is made, the district must request parental consent before conducting the initial evaluation. The evaluation should be comprehensive enough to identify the student’s needs. It may include psychological testing, educational testing, classroom observations, speech-language evaluation, occupational therapy evaluation, physical therapy evaluation, social history, medical information, behavior assessments, or other assessments depending on the concerns.
Parents should ask what evaluations will be completed and why. If the child has needs in several areas, the evaluation should not focus only on academics. For example, a child who is reading below grade level and also having major anxiety, behavior, or communication concerns may need assessments that look at emotional, social, language, and behavioral functioning.
After the evaluations are completed, the CSE or CPSE meets to review the results and determine eligibility. If the student is eligible, the committee develops an IEP. If the student is not eligible, the school should explain why and discuss other supports that may be available, such as academic intervention services, counseling supports, a 504 Plan, or building-level supports.
Parents should request copies of evaluation reports before the meeting, review them carefully, write down questions, and bring someone they trust if they need support. If parents disagree with the evaluation, they may have rights to request an independent educational evaluation under certain circumstances. Families should review NYSED’s Procedural Safeguards Notice for rights related to evaluations, consent, disagreement, mediation, and due process.