Special Learning Disability (SLD) evaluations require more than collecting scores. They require thoughtful interpretation, collaboration, and a clear connection to educational impact. Whether you’re new to the field or refining long-established practices, small shifts in how we approach evaluations can significantly improve their quality and usefulness.
Below are two core principles that strengthen SLD evaluations and support more meaningful eligibility decisions.
1. Know the Academic Tools—Even If You Don’t Administer Them
School psychologists are often expected to synthesize academic, cognitive, and social-emotional data, even when academic testing is completed by another team member. To do this well, it’s essential to understand what each academic subtest measures and how it measures it.
Skills like reading comprehension, written expression, and math reasoning can be assessed very differently across tools. Without a clear understanding of task demands, it can become difficult to interpret results accurately or explain why a student performed the way they did.
2. Connect Standardized Testing to Classroom Expectations
Standardized academic tests are not always designed to measure specific grade-level standards, which can create a disconnect between test results and daily classroom demands. Strong evaluation teams can acknowledge this gap rather than ignoring it when appropriate.
Interpreting academic data means placing it in context—connecting scores to instructional expectations, classroom performance, and curriculum-based measures. This helps teams and families better understand the relevance and limitations of standardized testing data.
Want to Know a Third Tip?
Check out my podcast episode on this topic. It is a quick listen, and you can find it by clicking the button below!
