DC Special Education Evaluation: What the School Must Assess and What You Can Request

The special education evaluation is the gateway to an IEP in DC — and also one of the most frequently contested parts of the process. Schools have wide discretion in what they assess, how they assess it, and what conclusions they draw. Understanding what the law requires, what you can request, and what to do when the evaluation misses something is the difference between an IEP that actually addresses your child's needs and one built on incomplete information.

What DC Law Requires of the Evaluation

Under 5-A DCMR § 3005 and IDEA's evaluation requirements, a DC special education evaluation must:

Use multiple measures. No single test or evaluation procedure can be the sole basis for eligibility. The evaluation must draw from a variety of assessments, observations, and information sources.

Assess all areas of suspected disability. If your child has documented concerns in reading, attention, and expressive language, the evaluation must assess all three — not just the area the school found most obvious. If you believe a relevant area was omitted from the school's proposed assessments, request it in writing at the AED meeting before signing consent.

Be conducted by qualified personnel. Each assessment must be administered by someone qualified in that domain. A school psychologist conducts cognitive and academic assessments. A licensed speech-language pathologist conducts language evaluations. An OT conducts fine motor and sensory processing assessments. A special education teacher conducts academic skills assessments. If you notice that an evaluation area was assessed by someone unqualified in that domain, raise it.

Be conducted in your child's native language. If English is not your child's primary language, assessments must be conducted in the language in which the child demonstrates the most competence, using interpreters or bilingual evaluators as needed. Translation errors or linguistically inappropriate assessment are a significant problem in DC given its diverse student population — if you believe your child's evaluation did not adequately account for language differences, that is a basis for requesting an IEE.

Not discriminate on the basis of disability, race, culture, or gender. Normed assessments must use appropriate comparison groups. A student from a language minority being compared to monolingual English norms is an example of inappropriate norm application.

What a Complete DC Special Education Evaluation Typically Includes

The specific components depend on the areas of suspected disability. For a student referred for academic and attentional concerns, a comprehensive evaluation typically includes:

Cognitive assessment (school psychologist): Measures of intellectual ability, processing speed, working memory, and reasoning. The specific battery varies by psychologist and district, but should give a picture of how the student learns, not just what they have learned.

Academic achievement assessment (school psychologist or special educator): Standardized tests of reading fluency, comprehension, math computation, math application, and written expression. Results should include grade equivalents, standard scores, and percentile rankings.

Speech-language assessment (SLP): If language processing, expressive language, receptive language, or articulation concerns are present. For students with suspected dyslexia, phonological processing assessment is particularly important.

Social-emotional and behavioral assessment (school psychologist): Rating scales from parents and teachers, observations, and sometimes structured interviews. Necessary when attention, behavioral, or social-emotional concerns are part of the referral.

Occupational therapy assessment (OT): When fine motor, handwriting, sensory processing, or organizational concerns are present. Not always included automatically — you may need to request it.

Functional Behavior Assessment (BCBA or qualified evaluator): When behavioral challenges are part of the referral or are documented in school records.

Assistive Technology assessment: When communication, physical access, or written expression barriers may benefit from technology solutions.

The AED Meeting: Your Chance to Shape the Evaluation

The Analysis of Existing Data (AED) meeting — held within 30 days of your written request — is the point where you can influence what the evaluation will cover. The team reviews existing data and proposes additional assessment areas. This is your opportunity to:

• Request evaluation in specific areas you believe are relevant: "I would like the evaluation to include a speech-language assessment given the communication concerns noted by [teacher/therapist]"
• Ask why specific areas are not being included: "What data did the team review to determine that an OT evaluation is not needed?"
• Provide your own written input: share medical reports, therapist letters, or notes documenting your concerns at home

If you disagree with the team's proposed evaluation scope at the AED stage, note your disagreement in writing before signing consent. You can sign consent for the proposed assessments while adding: "I note that I requested assessment in [area] which the team declined to include, and I reserve the right to request an IEE in that area if I determine the evaluation is incomplete."

When the School's Evaluation Is Inadequate

After the evaluation is complete, you receive copies of all reports before the eligibility meeting. Read them carefully before the meeting. Common inadequacies to look for:

Missing areas: The evaluation did not assess an area you specifically requested, or an area where your child's needs are visible in their daily functioning.

Technically inadequate assessment: Tests administered out of session (assessment spread over too many days with inconsistent conditions), scores interpreted without considering language background, or conclusions that don't follow from the data.

Eligibility determination that contradicts the data: The evaluation found significant weaknesses in reading, working memory, and processing speed, but the team concluded no eligibility. Ask for the specific rationale and document it.

No classroom observation: A proper evaluation includes direct observation of the student in the educational setting. An evaluation conducted entirely from test scores without any classroom observation is incomplete for most disability categories.

If you believe the school's evaluation is inadequate, you have the right to request an IEE at public expense. Send a written request stating specifically that you disagree with the school's evaluation (name the evaluation or the specific aspect you disagree with) and request an IEE. The school has a reasonable time to either fund the IEE or file a due process complaint defending its evaluation.

DC's 2025-2026 IEE rate schedule:

• Comprehensive Psychological: $2,500
• Neuropsychological: $167.12/hr, $3,843.76 total cap
• Speech-Language: $125.40/hr, $1,003.20 total cap
• OT: $131.05/hr, $786.30 total cap
• FBA: $1,200

Triennial Re-Evaluations

DC schools must re-evaluate students with disabilities at least once every 3 years (the triennial) to confirm continued eligibility and updated present levels. You can request a re-evaluation at any time before the triennial if you believe updated data is needed — for example, if your child's needs have changed significantly, if the current evaluation data is more than 2 years old, or if the school is proposing a placement change that requires updated assessment.

The school may also determine, with your agreement, that no additional assessments are needed at the triennial if existing data is sufficient to confirm continued eligibility. You have the right to decline this shortcut and request a full re-evaluation.

The District of Columbia IEP & 504 Blueprint includes a DC evaluation checklist, an AED meeting preparation guide, and a template IEE request letter with DC-specific citations.

For a general overview of special education evaluations, see our special education evaluation guide. For DC's evaluation timelines specifically, see DCPS IEP evaluation process and timelines.

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