Students in tier 3 may need many tests done to see if they qualify for special education services. It may look similar to this example:
Mr. Johnson, the school psychologist at Rosa Parks, met with Jack to begin an abbreviated evaluation. First, hearing and vision screenings were conducted. Because the results of these screenings were normal, Mr. Johnson administered several subscales of an intelligence test along with adaptive behavior scales. He also referred Jack for a speech and language evaluation. At the same time, Mr. Johnson asked Mrs. Hernandez and Jack’s parents to complete a behavior checklist.
The results of the intelligence test and adaptive behavior scales indicated that Jack has average intellectual ability, ruling out intellectual disabilities (ID) as the reason for his struggles with reading. The results of the behavior checklist indicated that Jack’s behavior is within normal limits, ruling out an emotional or behavior disorder as the reason for his inadequate reading progress. The speech and language evaluation revealed no difficulties for Jack. The IEP team reviewed Mr. Johnson’s report and Jack’s progress monitoring data and determined that Jack has a learning disability and qualifies for special education services.