Frequently Asked Questions

Families/Individuals often seek an evaluation when there are ongoing concerns about learning, attention, or academic performance. This may include difficulty with reading, writing, or math, challenges with focus or organization, or a sense that a student is not reaching their full potential.

If you’re unsure, you’re welcome to reach out to discuss your concerns and determine whether an evaluation may be helpful.

The process typically includes an initial consultation, background information gathering, testing sessions, scoring and interpretation, a written report, and a feedback meeting to review results and recommendations.

Yes. Depending on the referral concerns and assessment findings, evaluations may identify conditions such as ADHD, Specific Learning Disorder (including dyslexia, dysgraphia, or dyscalculia), anxiety, or other conditions when appropriate. Not every evaluation results in a diagnosis, but when diagnostic criteria are met, findings and supporting documentation will be clearly explained in the report.

Evaluations may provide information and recommendations that support conversations regarding school accommodations and services. Decisions regarding eligibility for special education, Section 504 plans, or other school-based supports are ultimately made by the school team according to applicable laws and policies.

School evaluations are conducted to determine educational eligibility for special education and/or Section 504 plans and focus on how a student’s learning impacts their access to the curriculum. 

Private evaluations are not tied to educational eligibility and may use clinical frameworks, such as the Diagnostic Service Manual (DSM), to provide diagnostic clarification and recommendations that extend beyond the school setting. 

Both types of evaluations provide valuable information and can be complementary.

Nope! The terms are often used interchangeably.