An Independent Educational Evaluation (IEE) is an assessment conducted by a qualified professional like us who is not employed by the school district responsible for the child’s education. Families often seek an IEE evaluation when they disagree with the results or conclusions of an evaluation conducted by the school district regarding their child’s special education needs or want a deeper and more comprehensive look. We conduct special education IEE assessments for children and adolescents from pre-K through high school.
What is an Independent Educational Evaluation? 
- Legal Basis: Under the Individuals with Disabilities Education Act (IDEA), parents have the right to request an IEE evaluation if they disagree with the school’s evaluation.
- Who Pays for It:
- If the request is deemed reasonable, the school district may be required to pay for the special education IEE evaluation.
- Parents can also pay for it privately if the school refuses funding.
- Purpose: An Independent educational evaluation can provide a second opinion on areas such as:
- Assessing for Learning disabilities
- Testing for needed ADHD accommodations
- Assessing Autism Spectrum Disorder (ASD)
- Emotional dysregulation, behavioral challenges, or mental health testing.
- Speech and language needs
- Occupational therapy requirements
- Qualified Evaluator: The evaluator must meet the same professional standards required by the school district, which we do.
- Using the Results: The school is legally required to consider the IEE evaluation results when making decisions about the child’s Individualized Education Program (IEP) or 504 Plan, though it is not obligated to agree with or implement all recommendations.
- Request Process:
- Submit a written request to the school district specifying the disagreement with the initial evaluation.
- The district must respond promptly, either agreeing to fund the Independent educational evaluation or initiating a due process hearing to defend their original evaluation.
When Should You Request an IEE Evaluation?
- If you believe the school’s evaluation was incomplete or inaccurate.
- If your child was denied eligibility for special education services, and you believe that is an error.
- If you suspect overlooked learning disabilities, ADHD, autism, or another factor that interferes with their ability to learn.
How Much Does an Independent Educational Evaluation Cost?
The cost of an Independent Educational Evaluation (IEE) can vary widely based on factors such as the type of assessment, the evaluator’s expertise, and your location. Here’s a general breakdown:
Average Costs of an IEE Evaluation by Type
- Psychoeducational Evaluation: $1,200 – $3,000 (Usually at the low end, since we do not have to repeat the testing the school did.)
- Neuropsychological Evaluation: $2,500 – $6,000+ (These are more expensive because we often do a battery of tests the school did not do.)
- Speech and Language Evaluation: $500 – $2,500 (We do not do these, but we can help you find someone who does)
- Occupational Therapy Evaluation: $500 – $2,000 (We do not do these,e but we can help you find someone who does)
- Behavioral or Functional Behavior Assessment (FBA): $1,000 – $3,000 (Again, usually on the lower end because we do not need to repeat much of what the school did.)
Factors Affecting IEE Evaluation Cost:
- Type of Evaluation: Comprehensive assessments (e.g., neuropsychological evaluations) are more expensive since we would be doing many tests the school did not do.
- Evaluator Qualifications: Specialists with advanced credentials or extensive experience may charge higher fees.
- Location: Costs are typically higher in urban areas or regions with a higher cost of living. Our costs are often lower than others because we do some or all of the testing virtually, keeping our expenses low.
- Scope of Evaluation: A broader assessment with multiple focus areas will increase costs.
Who Pays for the IEE?
- If you request a special education IEE in writing and the school district agrees, they must cover the cost.
- If the school district denies funding, they must initiate a due process hearing to prove their evaluation was appropriate.
- Parents can also choose to pay privately if they prefer a specific evaluator.
Independent Educational Evaluation Case Example: Elementary School
Here is an example of an Independent Educational Evaluation (IEE) report outline to give you an idea of what such an evaluation might include. This example focuses on a Psychoeducational Evaluation for a student with suspected ADHD and learning differences.
Independent Educational Evaluation (IEE) Overview
Student Information:
- Name: Alex
- Age: 11
- Grade: 5th Grade
Reason for IEE Evaluation Referral:
Alex was referred for an Independent Educational Evaluation by their parents due to disagreements with the school district’s recent psychoeducational assessment. Parents expressed concerns regarding Alex’s attention, academic struggles, and emotional regulation.
Assessment Methods:
- Parent and teacher interviews
- Classroom observation
- Review Cognitive Assessments that were done by the school (WISC-V – Wechsler Intelligence Scale for Children)
- Add additional cognitive testing using the Reynolds Intellectual Assessment Test
- Review Academic Achievement Testing that was done by the school (WIAT-III – Wechsler Individual Achievement Test)
- Add Behavioral Rating Scales (e.g., BASC-3 – Behavior Assessment System for Children)
- Add Attention/Executive Functioning Testing (e.g., Conners-4) and Behavioral Rating Inventory of Executive Functioning.
Background Information:
- Medical History: Diagnosed with ADHD, combined presentation.
- Educational History: History of academic struggles, particularly in reading comprehension and math reasoning.
- Social/Emotional Functioning: Occasional anxiety in classroom settings.
Independent Educational Evaluation Results:
1. Cognitive Abilities:
- Verbal Comprehension: Average
- Perceptual Reasoning: Above Average
- Working Memory: Below Average
- Processing Speed: Low Average
Summary: Alex demonstrates strengths in verbal and perceptual reasoning but struggles with working memory and processing speed, which may impact academic performance.
2. Academic Achievement:
- Reading Comprehension: Below Grade Level
- Math Reasoning: Below Grade Level
- Written Expression: Average
Summary: Alex shows significant difficulties in reading comprehension and math reasoning, which align with ADHD and executive functioning challenges.
3. Behavioral and Emotional Functioning:
- Attention Problems: Clinically Significant
- Hyperactivity: Clinically Significant
- Anxiety: At-Risk
Summary: Alex displays significant attention and hyperactivity concerns, which interfere with classroom focus and task completion.
4. Classroom Observation:
- Alex was observed in a 5th-grade math class.
- Frequent fidgeting and off-task behavior.
- Needed repeated prompts to stay focused.
Diagnosis (if applicable):
- ADHD, Combined Presentation
- Specific Learning Disability (SLD) in Reading Comprehension and Math Reasoning
Special Education IEE Recommendations:
- Educational Accommodations:
- Extended time on tests and assignments
- Preferential seating to reduce distractions
- Access to audiobooks and visual aids
- Intervention Strategies:
- Small group instruction for reading and math
- Regular check-ins with a resource teacher
- Behavioral Support:
- Positive behavior support plan (PBSP)
- Structured routines and clear expectations
- Therapeutic Support:
- School counseling for anxiety management
Alex’s academic and behavioral challenges are consistent with ADHD and specific learning disabilities. The above recommendations are incorporated into an updated IEP (Individualized Education Program) to support Alex’s educational success.
Independent Educational Evaluation Case Example: Pre-K
Pre-K Independent Educational Evaluation (IEE) Overview
Student Information:
- Name: Emma Rivera
- Age: 4 years, 3 months
Reason for IEE Evaluation Referral:
Emma’s parents requested an Independent Educational Evaluation (IEE) after disagreeing with the results of the school district’s initial evaluation. Concerns include limited verbal communication, difficulty following multi-step instructions, sensory sensitivities, and challenges with peer interactions.
Assessment Methods:
- Parent interview
- Teacher interview
- Classroom observation
- Add new Developmental Assessment (Battelle Developmental Inventory – BDI-2)
- Review Speech and Language Assessment that was done (Preschool Language Scales done by the school – PLS-5)
- Review Social-Emotional and Behavioral Screening that was done by the school (BASC-3, Parent and Teacher Forms)
- Add new Sensory Profile (Sensory Processing Measure – SPM-P)
Background Information:
- Medical History: No significant medical history reported; normal pregnancy and delivery.
- Developmental Milestones: Delayed speech and language milestones; sensory sensitivities noted since infancy.
- Educational History: Attending a pre-K inclusion program; teacher reports difficulties with group activities, transitions, and verbal expression.
IEE Evaluation Results:
1. Developmental Assessment (BDI-2):
- Communication Skills: Below Average
- Adaptive Skills: Below Average
- Social-Emotional Skills: Below Average
- Cognitive Development: Above Average
- Motor Skills: Above Average
Summary: Emma demonstrates strengths in motor and cognitive development but has delays in communication, adaptive, and social-emotional skills.
2. Speech and Language Assessment (PLS-5):
- Expressive Language: Significantly Delayed
- Receptive Language: Moderately Delayed
- Speech Clarity: Poor
Summary: Emma struggles with both understanding and expressing language, which impacts her ability to participate in classroom activities and communicate her needs.
3. Psychosocial Assessment and Behavioral Screening (BASC-3):
- Attention Problems: At-Risk
- Social Skills: Below Average
- Anxiety: Elevated
- Adaptability: Below Average
Summary: Emma struggles with attention, emotional regulation, and social interactions. Her anxiety may contribute to her difficulties adapting to transitions and group activities.
4. Sensory Processing (SPM-P):
- Auditory Sensitivity: Elevated
- Tactile Sensitivity: Elevated
- Movement Sensitivity: Average
Summary: Emma displays significant sensory processing difficulties, especially with auditory and tactile input, which may cause discomfort or distress in classroom environments.
Diagnosis (if applicable):
- Language Disorder
- Sensory Processing Disorder (SPD)
- Social Communication Challenges
Pre-K Special Education IEE Recommendations:
1. Educational Supports:
- Small group speech therapy twice a week
- Visual schedules and picture exchange communication system (PECS)
- Preferential seating away from high-noise areas
2. Sensory Accommodations:
- Access to sensory breaks throughout the day
- Use of noise-canceling headphones in loud environments
- Integration of sensory-friendly tools (e.g., fidget toys, textured materials)
3. Social-Emotional Supports:
- Social skills group sessions
- Structured transitions with visual and verbal cues
4. Classroom Strategies:
- Reduced verbal instructions; use of simple, direct language
- Repetition and reinforcement of instructions with visuals
5. Further Assessments:
- Follow-up occupational therapy assessment
Pre-K Independent Educational Evaluation Conclusion
Emma presents with developmental delays in communication, social-emotional functioning, and sensory processing. These challenges significantly impact her participation and success in the pre-K classroom environment. The recommendations provided guide the development of an updated Individualized Education Program (IEP) to address her unique needs
Independent Educational Evaluation Case Example: High School Student
High School Special Education IEE Overview
Student Information:
- Name: Joshua
- Age: 16
- Grade: 10th Grade
Reason for Referral:
Joshua’s parents requested a special education IEE after expressing concerns regarding his academic difficulties and inconsistent behavior in school. Despite receiving support through a 504 Plan for ADHD, Joshua has continued to struggle with completing assignments on time, maintaining focus in class, and managing stress, especially during testing. The family also noted social challenges and anxiety symptoms that were not addressed in his previous evaluations.
Special Education IEE Assessment Methods:
- Parent and Teacher Interviews
- Classroom Observations
- Review Cognitive Assessment done by the school (WISC-V – Wechsler Intelligence Scale for Children)
- Review Academic Achievement Testing done by the school (WIAT-III – Wechsler Individual Achievement Test)
- Review Behavioral and Emotional Screening done by the school (BASC-3, Conners-4)
- New Personality Testing using the Personality Assessment Inventory to understand other symptoms
- New Social-Emotional and Anxiety Assessments (Screen for Child Anxiety-Related Disorders and Symptom Checklist-90)
- New Executive Functioning Assessment (BRIEF-2 – Behavior Rating Inventory of Executive Function)
Background Information:
- Medical History: Diagnosed with ADHD (inattentive type) at age 7. No significant medical issues.
- Educational History: History of inconsistent academic performance, particularly in mathematics and reading comprehension. Previously received accommodations through a 504 Plan.
- Social History: Social difficulties with peers; reports feeling anxious in group settings. Struggles with public speaking and group projects.
High School Special Education IEE Results:
1. Cognitive Abilities (WISC-V):
- Verbal Comprehension: Average
- Perceptual Reasoning: High Average
- Working Memory: Below Average
- Processing Speed: Low Average
Summary: Joshua demonstrates strength in reasoning abilities, but his working memory and processing speed are areas of concern. These weaknesses may contribute to difficulties with completing tasks and remembering instructions.
2. Academic Achievement (WIAT-III):
- Reading Comprehension: Below Grade Level
- Math Reasoning: Below Grade Level
- Written Expression: Average
- Math Calculation: Below Grade Level
Summary: Joshua’s academic performance, particularly in math and reading comprehension, is below grade level, which may reflect both cognitive processing issues and difficulty focusing due to ADHD.
3. Behavioral and Emotional:
- Attention Problems: Clinically Significant
- Hyperactivity: Elevated
- Anxiety: Elevated
- Depression: At-Risk
- Social Skills: Below Average
Summary: Joshua shows significant attention issues, hyperactivity, and anxiety, which interfere with classroom performance and social interactions. His anxiety may be contributing to his academic struggles and avoidance behaviors.
4. Social-Emotional and Anxiety Assessment:
- Overall Anxiety Score: High (indicating clinically significant levels of anxiety)
- Social Phobia: Moderate
- Generalized Anxiety: High
Summary: Joshua experiences significant anxiety, particularly in social situations and during academic performance tasks. This anxiety may exacerbate his academic difficulties and peer relationship challenges.
5. Executive Functioning Assessment:
- Inhibit: Elevated
- Shift: Elevated
- Emotional Control: Elevated
- Working Memory: Elevated
- Plan/Organize: Elevated
Summary: Joshua’s executive functioning difficulties, particularly in areas of inhibition, emotional control, and organization, contribute to his challenges in managing time, staying focused, and completing tasks.
Diagnosis (if applicable):
- Attention-Deficit/Hyperactivity Disorder (ADHD), Inattentive Type
- Generalized Anxiety Disorder (GAD)
- Specific Learning Disabilities (SLD) in Reading Comprehension and Mathematics
High School Independent Educational Evaluation Recommendations:
1. Academic Accommodations:
- Extended time on tests and assignments
- Preferential seating in low-distraction areas
- Use of a calculator for math tasks and audiobooks for reading assignments
- Regular check-ins with a resource teacher or special education staff
2. Emotional and Behavioral Support:
- Individual therapy for anxiety management (Cognitive-behavioral therapy, social skills training)
- Use of relaxation and mindfulness techniques during high-stress periods (e.g., testing, presentations)
- Access to a quiet space for breaks during long class periods
3. Executive Functioning Support:
- Use of organizational tools, such as planners or apps
- Structured routines to support time management and task completion
- Frequent prompts and reminders for long-term assignments
4. Social Support:
- Participation in social skills groups or clubs to build peer relationships
- Support for group projects or presentations to reduce anxiety
High School IEE Evaluation Conclusion:
Joshua exhibits challenges related to ADHD, anxiety, and specific learning disabilities that interfere with his academic success and social-emotional well-being. The recommendations provided are incorporated into an updated Individualized Education Program (IEP) or 504 Plan to address these needs and support his academic and emotional growth.
Our Special Education IEE Services
We can provide a special education IEE when a parent feels that a school assessment did not provide effective or adequate suggestions to help their child achieve academically. We always start by reviewing the existing testing to ensure that we feel we can help. We cannot advise whether you should ask the school to pay since that decision is often legal, but we can tell you what additional insights we may be able to provide. If warranted, we can do additional testing as part of a comprehensive child psychological testing battery.
If you have any questions about the special education IEE process or would like a free consultation about our services, please contact us or schedule a consultation anytime.
