Educational Speech and Language Evaluation: What Can I Expect?

While I was prepping for the new school year to begin yesterday, I decided to put together a single-page handout for parents and teachers that lays out the general process of an educational speech and language evaluation and also share it here for all of you. 

During the school season, I continue to see private clients, however I also contract with two separate school districts in Northern Michigan serving their EarlyOn (0-3) and Preschool programs. Each year I strive to find ways to make the processes smoother through block scheduling, organizational sheets and finding ways to communicate better and more frequently with parents and teachers.

In my college years, I learned how valuable communication truly was in any relationship including working relationships. I waitressed for a time (I promise this will come full circle) and when communication was good, my customers were great and understanding; even when things weren't going as smoothly as we'd have liked. On the flip side, when communication was lacking, customers weren't as happy. 

As a speech-language pathologist (really any professional for that matter), I've found this same thing. When communication is intact, things are much less likely to go sideways and people are generally happier. When people are happier, my job is more fun.

This even extends to our children. When they aren't able to communicate with us, they become frustrated. When we don't understand what they need or want, we become frustrated with them.

Communication is key. Always.

It is important to note that speech-language services and the other therapy services offered through the local school districts look different compared with medical and private settings; this includes evaluations, sources of funding, scheduling, etc. They can look very similar, however they are not. The school district is managed by whichever state the school district is in, as well as federal rules and regulations.

This is how the process generally works in the schools. It does not include every little detail and may look slightly different in your local school system. However, it gives you a general expectation going into an educational evaluation, starting with a screening.

Screening

A screening will typically occur if a child is referred by a teacher or staff member in the school. Some schools will screen at different times throughout the school year and many times, a school will screen children for speech and language difficulties at "Kindergarten Round-Up's" prior to entering kindergarten. 

A screening is not a formal, in-depth evaluation and is used to determine whether a full evaluation must take place. The screening will happen in the classroom throughout the day and may include questions using a screening assessment, parent and teacher input, as well as observations throughout the daily routine.

Once the screening has taken place, the parent/guardian and teacher will be contacted to discuss whether an evaluation is deemed necessary or not.

Consent to Evaluation

In Michigan, this is called the Review of Existing Evaluation Data (REED). If the child shows signs that he or she may be having difficulty with communication throughout the screening, or, if a parent has requested an evaluation, the parent/guardian will be contacted to sign paperwork agreeing to a speech and language evaluation. In some cases, depending on the school district and situation, a meeting may be scheduled to review and sign the paperwork.

Evaluation

Once paperwork has been signed and the parent/guardian agrees to an evaluation. The therapist will find time during the next 30 school days to evaluate the child while he or she is in school. An evaluation is an in-depth, comprehensive look at a child's communication skills and will be a combination of the following over the course of days or weeks:

• Formal Assessments (often include pulling child from classroom to quiet location).
• Observation in the classroom
• Speech & Language Sample Collected During Conversation
• Parent Input through Interview or Form
• Other Assessments for: Vocal Quality, Fluency, Pragmatics (Social Language), Oral-Motor

Multidisciplinary Education Team Meeting & Individualized Education Program

Within 30 school days of the parental consent to evaluate, a meeting will be scheduled to discuss the results of the evaluation, determine whether the student qualifies for special education services and if necessary, develop an Individualized Education Program for that student. 

In short, during this meeting the team will discuss the student's strengths, challenges, present level of communication, how the child's difficulty communicating negatively impacts his or her educational performance, goals and objectives, need for accommodations, and the frequency of therapy services that will be offered.

Intervention Services After the MET/IEP

Once the MET and IEP have been signed and finalized by the parent and educational professionals, therapy services will begin immediately. Therapists will meet with the student during the school day for the amount of time determined by the IEP and will focus on the goals and objectives. Throughout the school year you will receive progress notes. 

A new IEP is developed annually to update intervention results and plans.

Re-evaluations take place every three years.

As the parent or guardian, you are considered a part of the IEP team. This means that everyone is working together to develop the plan and advocating for your child. It's not always fun, there will be disagreements along the way, however at the end of the day everyone is working to provide the best possible services for your child throughout the school day.

Feel free to comment below with questions or email me at mstaubin@funfirsttherapy.com and I'll do my very best to help!

Michelle St. Aubin MS CCC-SLP
Fun First Therapy
funfirsttherapy.blogspot.com