Schools
We provide fast, reliable psychoeducational evaluations to protect your 90-day compliance timelines.
Overwhelmed Staff? Evaluation Backlogs?
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MTSS & Pre-Referral Consultation
Specialized advice on Multi-Tiered System of Supports (MTSS), tiered interventions, data-driven progress monitoring, and seamless alignment with the special education referral process.
Traumatic Brain Injury Evaluations
Exclusive to TBI evaluations for students under IDEA consideration within NC’s public schools.
Flexible Contracting
Services are available at transparent hourly rates or fixed per-evaluation fees to fit your school’s budget and needs.
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Independent Educational Evaluations (IEEs)
Defensible, unbiased, and comprehensive IEEs conducted by qualified professionals to inform programming and resolve disputes.
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EC Compliance & IDEA Support
Minimize legal risk with expert guidance on full adherence to NCDPI and federal IDEA standards, IEP development, Least Restrictive Environment (LRE) placement, and procedural safeguards.
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Comprehensive Psychoeducational Evaluations
Unbiased, thorough assessments (cognitive, academic, social-emotional, adaptive, and behavioral) to accurately identify student strengths, needs and aid in determining eligibility for special education services in strict alignment with federal IDEA and NCDPI guidelines.
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Multidisciplinary Team & Eligibility Support
Expert consultation and active collaboration with school teams. We help interpret evaluation data, determine eligibility, facilitate consensus, and guide compliant programming. Virtual or in-person IEP meeting attendance is available.
Research and professional guidance from the National Association of School Psychologists (NASP), the American Psychological Association (APA), and major test publishers support the use of remote psychoeducational assessment as a viable alternative to in-person testing, provided it is conducted by qualified professionals using approved telepractice procedures. Studies demonstrate that when strict environmental controls and technology standards are met, many assessments yield results comparable to traditional testing. However, practitioners must exercise heightened professional judgment to ensure validity, reliability, confidentiality, and to explicitly document any limitations introduced by the remote format.
Hamner, T., Salorio, C. F., Kalb, L., & Jacobson, L. A. (2022). Equivalency of in-person versus remote assessment: WISC-V and KTEA-3 performance in clinically referred children and adolescents. Journal of the International Neuropsychological Society, 28(8), 835–844.
National Association of School Psychologists. (2017). Guidance for delivery of school psychological telehealth services [Brief]. Bethesda, MD: Author.
American Psychological Association. (2020). Guidance on psychological tele-assessment during the COVID-19 crisis.
National Association of School Psychologists. (2020). Telehealth: Virtual service delivery updated recommendations [Brief]. Bethesda, MD: Author.
Pearson Clinical Assessment. (2020). Telepractice: Norms and validity of performance-based tests [Technical report]. NCS Pearson.
Wright, A. J. (2020). Essentials of psychological tele-assessment. John Wiley & Sons.
