School Psychology Services for Indiana School Districts

Psychoeducational Evaluations

I conduct individualized evaluations based on the student’s history, existing information, educational needs, and specific referral questions. Depending on the suspected area of disability, an evaluation may examine:

• Cognitive abilities and learning processes
• Academic achievement
• Attention and executive functioning
• Social-emotional and behavioral functioning
• Adaptive functioning
• Developmental needs
• Autism-related characteristics
• Response to instruction and intervention

Evaluations may help school teams consider eligibility involving Specific Learning Disability, Other Health Impairment, Emotional Disability, Autism Spectrum Disorder, Intellectual Disability, and other areas within the scope of school psychological practice.

Clear, Comprehensive Reports

Each report integrates assessment results with educational history, observations, intervention data, rating scales, interviews, and other available information. Reports are written to be understandable to families and useful to educators.

Findings are connected to practical recommendations for:

• Instruction and academic intervention
• Classroom accommodations
• Behavioral and emotional support
• Executive-functioning needs
• Progress monitoring
• Educational programming
• Additional services or assessment, when appropriate

Multidisciplinary and IEP Team Participation

I participate in multidisciplinary and IEP meetings to explain evaluation findings, answer questions, and assist teams in understanding the educational implications of the results. My role is to provide objective information that supports collaborative and well-informed decision-making.

Final eligibility, placement, and programming decisions remain with the student’s educational team.

Consultation With Educators and Administrators

Consultation may address evaluation planning, appropriate assessment methods, intervention needs, interpretation of existing data, complex referrals, and special education procedures. I work collaboratively with teachers, interventionists, related-service providers, school psychologists, administrators, and families.

An Individualized Approach

Students referred for evaluation do not all need the same tests or procedures. Assessment tools are selected according to the suspected areas of disability, existing information, and questions the educational team needs answered.

This individualized approach helps avoid unnecessary testing while ensuring that relevant areas are examined thoroughly. It also allows the evaluation to distinguish among overlapping concerns. For example, poor academic performance may be related to a learning disability, attention difficulties, emotional distress, inconsistent instruction, or a combination of factors.