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PUBLIC SCHOOLS
Parents or schools often seek our services in order to obtain in independent assessment
of a student’s cognitive, neuropsychological, academic and emotional functioning. We
see many students each year who qualify for supports or accommodations at school (e.g.,
IEP or 504). While a CORE evaluation with some testing is often available through the
school system, our assessment model is considerably more comprehensive and may have
the advantage of being “objective” or outside the system at school. Typically, the school-
based assessment provided by a local school district does not aim so much at accurate
diagnosis as determining whether or not a student qualifies for support services. In contrast,
a comprehensive, independent assessment aims at developing a complete understanding of
the student, including an accurate diagnosis, when appropriate.
Typical referral questions for this type of assessment are: Does my child have ADHD or
LD? Should we seek out extra help for our child at school? What type of supports might be
most helpful? The school says we don’t qualify for support services, but we feel that our
child needs more. How can we tell what really is needed at this time? I don’t think my child’s learning plan is working; what can I do?
Often this type of assessment involves having the psychologist attend a school staffing to
assist in supporting the school staff and parents in working together on behalf of the student.
Having a solid, user-friendly assessment in place can provide an informed foundation for the
student’s learning and growth.
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