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Five Powerful Tools #1 – The Right to Request Assessments

“Child Find” is the term used to define the obligation of public schools to look for struggling students that might have a learning disability. Despite that obligation, most school assessments are initiated due to parental requests. If you suspect your child’s struggles with school, anxiety, depression, or school refusal may stem from an undiagnosed learning disability, you should request your school conduct assessments. From the time you request assessments your school has fifteen days to prepare an “assessment plan.” The plan is a simple one-page document that identifies the areas for assessment and the classification of who will conduct the assessments. The assessor has the right to choose what “instruments” they will utilize. Most initial assessments will include some or all of the following:

Health – Hearing and Vision testing conducted by a school nurse (If there are more substantial health issues providing diagnoses and supporting medical records is appropriate)

Cognitive – Measures of cognitive ability, commonly referred to as intelligence. While we commonly think of IQ as a single measure, there are several different components of cognitive ability. Discrepancies between these components, like visual/special, fluid reasoning, verbal, working memory, and processing speed can tell a lot about how a student learns and challenges they may face. These tests are usually required to be performed by a School Psychologist at a minimum.

Academic – Tests measuring the basic areas of learning, reading, writing, math, oral expression, general knowledge. Discrepancies between academic levels and cognitive abilities can be an indicator of a learning disability. This testing is typically conducted by a special education or resource teacher.

Speech and Language – Tests that can range from articulation issues, expressive and receptive language problems, to pragmatics and social communications. Common disorders like autism, PDD-NOS, and dyslexia often can be identified by assessments falling under speech and language. These tests should be conducted by a Speech and Language Pathologist.

Motor Development – Gross and fine motor issues which can impact balance, coordination, object manipulation, writing, and perception. These assessments will be conducted by an Occupational Therapist.

Social/Emotional – These assessments are often in the form of questionnaires filled out by parents, teachers, and the student and evaluated by a psychologist or school psychologist. They are designed to identify emotional issues like anxiety and depression as well as social issues like aggression and withdrawal.

Adaptive/Behavioral – Tests of functional abilities and behavior problems that may impact a student’s learning and development. J May be conducted by a psychologist, school psychologist, or a board-certified behavior analyst (BCBA)

Transition – Assessments that target a student’s level of preparation for transitioning from K-12 school to post-secondary education, jobs, and independent living. Typically used after a student turns 14-16 to draft a transition plan to support these important areas.

Once you approve and return the signed assessment plan, the school has sixty days to complete the assessments and hold an IEP meeting to consider the assessments and determine eligibility for services, supports, and accommodations under the IDEA or section 504. A school may not conduct assessments without a parent’s approval. Once eligibility is established under the IDEA, schools are legally required to assess students with IEPs every three years. This “triennial” pattern of assessments mandated by the law. However, parents are empowered to request assessments “not more often” than annually. It is important to realize that the law requires the school assess in every known or suspected area of disability. Many different areas are commonly tested, and you can specify the areas you want to be evaluated. But, you don’t have to be an expert in assessments, just lay out your area of concern. Use examples of deficits or challenges that are impacting your child at school, or while doing homework to place the school on notice of the type of issues that require further examination.

Good, thorough assessments are the key to crafting appropriate services and supports to allow a student with a learning disability to succeed in school.

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David Tollner's avatar

About David Tollner

David brings his trial experience as a litigator, unique knowledge of special education process and services, and formidable passion to his special education practice. David has served as Executive Director of Pacific Autism Center for Education (PACE) and Rebekah Children's Services. David opened Tollner Law Offices in 2007 and has since built it into one of the largest disability law firms in Northern California, serving children and adults with special needs.

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If you are tired of being pushed around by a district and your kid is suffering, David’s your guy. I could have said this in a more eloquent and less abrupt fashion, we have been through so much with SJUSD and were relieved that we were able to come to a satisfactory ending. Thanks again David!

San Jose, CA

SARC agreed to pay for UCLA Pathway for 2 years. Approx $35,000 a year. Marc and Emily were responsive and very helpful. I would recommend them.

Eastside UnionSan Jose

We found this office through a parent group that we trust a great deal. Wd’d never needed representation for an IEP and so didn’t know what to expect. We were very pleased with the process and outcome. Our attorney, Amanda O’Neil was all the things you want: professional, thorough and friendly. The thing we appreciated most was how easy it was to reach her and how quickly she responded to any/all of our questions. Her involvement in our IEP process is THE reason we were able to get the placement… Read more

Santa Cruz CitySanta Cruz

David Tollner has assisted us over the past 8 years as we have untangled many issues with two different school districts in San Mateo County. He is flexible, open minded, professional, efficient and direct while respecting the values and opinions of all parties involved. Highly recommend him if you are dealing with a contentious situation.

San Mateo, CA

David was very knowledgeable and professional from day one. His knowledge of the nuances of the legal process and the investment he made in understanding the specifics of our case was exemplary. Throughout the process, we felt that he had the best interest of our child in mind. Our early sense was that we were in safe hands when we signed up with him and this was confirmed through all our interactions and, ultimately, when we got the desired outcome for our child in the case.

CUSDcupertino

Amanda was an excellent guide down an intimidating path to secure an appropriate level of educational support for our child.
We could not have navigated this process without her.
Amanda was patient, thorough, and we always knew that she had our best interest as her top priority.
We are so grateful.

Burlingame School DistrictBurlingame, CA

Sarah and her team ” brought the sledge.” They were not only efficient and economical in their use of our time , but they brought results much sooner and more positively than expected. We were guided every step of the way by Sarah especially have very warm demeanor, who I mostly would speak with on the phone or zoom. I felt very supported and informed.

Pacifica School District.California

Attorney Amanda O’Neal goes above and beyond! She helped me resolve my complicated child special needs issues with the school district, or with any questions, I might have. She is extremely patient and thorough, updates were always available.
She helped keep me calm through the whole process. I was truly blessed to have had the opportunity to work with Amanda O’Neal, she is awesome!!
I wouldn’t think twice about recommending Attorney Amanda O’Neal, extremely knowledgeable and easy to work wi… Read more

Belmont-Redwoodshores DistrictBelmont, CA

I had been battling with the school district for years as things progressively got worse over time. I started the journey with a special ed advocate but soon realized I needed to have someone who knew more about the legal aspects of special ed as well as my child’s rights. I was recommended to Tollner by a friend and decided to meet with Amanda O’Neal to discuss our situation. After meeting with her I knew I had to take the next step and work with them. Amanda was the best, she listened with emp… Read more

CabrilloHalf Moon Bay

David Tollner has helped us tremendously in the past couple of years to get services from school district for our Autistic daughter!!! He is very knowledgeable, professional and efficient. He is very compassionate in defending families Rights.

I highly recommend him to anyone who has a hard time dealing with school district to get services for their child.

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