Independent Educational Evaluation

An Independent Educational Evaluation (IEE) is an extended psychoeducational evaluation by a private practitioner requested by a parent when they disagree with the results of a school district assessment. 

The testing battery includes instruments such as the Wechsler Intelligence Scale for Children, 5th Edition (WISC-V), the Woodcock-Johnson Tests of Cognitive Abilities, 4th Edition (WJ-IV COG), the Comprehensive Test of Phonological Processing, 2nd Edition (CTOPP-2), A Developmental Neuropsychological Assessment (NEPSY-II), and the Autism Diagnostic Observation Schedule, 2nd Edition (ADOS-2) . Spanish bilingual IEEs also use the Batería-III Woodcock-Muñoz Normative Update. 

Rating scales such as the Behavior Rating Inventory of Executive Function, 2nd Edition (BRIEF2), Comprehensive Executive Function Inventory (CEFI), Conners Comprehensive Behavior Rating Scales (CBRS), Behavior Assessment System for Children, 3rd Edition (BASC-3), Children's Depression Inventory, 2nd Edition (CDI-2), Multidimensional Anxiety Scale for Children, 2nd Edition (MASC-2), Emotional Quotient Inventory: Youth Version (EQ-i:YV), and Autism Spectrum Rating Scales (ASRS) are included as needed to measure social-emotional functioning, behavior, and executive function.

This assessment includes:

  • Parent and teacher input
  • Review of records including background questionnaire and school cumulative file
  • Observations in school setting
  • Cognitive testing in areas such as verbal reasoning, nonverbal reasoning, short-term and working memory, long-term memory, auditory processing, visual processing, and processing speed; sensorimotor processing is included as needed
  • Neuropsychological testing in attention and executive function (e.g., cognitive flexibility, sustained attention, inhibition/impulsivity, monitoring, and planning/organization)
  • Standardized rating scales measuring social-emotional functioning, behavior, and/or executive function
  • Academic testing in reading, writing, and math; oral language is assessed as needed
  • Discussion of strengths, weaknesses, and implications for classroom functioning
  • Determination of whether or not there is a learning disability (e.g., dyslexia, dysgraphia, dyscalculia, etc.), ADHD, Autism Spectrum Disorder, mood or anxiety disorder, or giftedness
  • Recommendation of IDEA eligibility for Special Education
  • Debriefing meeting with parents to discuss results and recommendations
  • Written report
  • Attendance and advocacy services for IEP meetings
  • Attendance at meetings with attorneys and district mediations or hearings (as needed)