At Texas Center for Education Testing, we provide our clients with an In-Person, comprehensive evaluation based on referral concerns. All evaluations include a full cognitive assessment, including verbal comprehension, fluid reasoning, visual-spatial processing, working memory, and processing speed abilities. We often evaluate other areas of cognition based on referral needs.
Unless the referral is for ADHD only, your assessment will also include individualized academic testing. See service costs/testing prices below.
Academic areas evaluated may include some of the following based on referral:
There are 2 pathways you can take: Wait or Evaluate
Waiting to evaluate leads to lost potential, missed opportunities, and continued feelings of low self-esteem. When individuals muddle through school with a learning disability or ADHD, attempting to compensate with no accommodations, they learn to dislike learning, education, and ultimately, themselves. HOWEVER, on
Path #2, an individual who receives a proper diagnosis is on the road to receiving evidence-based interventions and accommodations leading to academic success, self-awareness, empowerment, and success. This individual now can realize their potential-- the sky is the limit!
Updated 2023 STRONG INTEREST INVENTORY ® ASSESSMENT
Certified Evaluator through the Myers-Briggs® Company
The Strong assessment supports:
The Strong Interest Assessment helps clear the fog off the path of choosing your:
So many questions can come up when choosing your college major or career.
Contact us for more information on how the Strong Interest Inventory® Assessment can help guide you in determining the next crucial steps of your future!
High School Profile: most helpful for first and second year high school students and older high school students not planning on college
College Profile: most helpful to high school juniors and seniors who are planning on college and college students who are exploring majors
Career Profile: most helpful for adults already in the workplace, just starting out, or trying to reenter the workplace.after a period of absence.
(group rates available)
In most cases, testing to diagnose learning disabilities is FSA-eligible, as learning disabilities fall under a wide range of conditions and treatments. Some administrators may need a call from you to approve the service cost before the funds are released. Occasionally, they request a doctor's letter of medical necessity (LMN) before granting eligibility.
We specialize in one-on-one, in-person evaluations. Our assessments focus on the client's individual needs, which involve establishing a rapport, collecting observation data, and error analysis. While we could perform evaluations virtually, but we find they yield less information open the evaluation to error and invalidity.
Plan on testing taking 3-3.5 hours. Clients can bring a drink and snack if they wish and we can take breaks as needed. Most testing is done interactively with the evaluator through the iPad so it will probably be more engaging than most testing experiences you have had. Additionally, each task is relatively short, ranging from 30 seconds to 20 minutes.
Results will be emailed to you in 2.5 weeks. We ask you read over your report and then let us know how you would like to go over the report. The reports are very thorough and range from 20-60 pages. We are ready to assist you in understanding the report in the manner that works for you. Some clients like to go over word by word and some prefer to read it on their own without a follow up explanation. You let us know how we can best meet your preferences.
We evaluate clients of all ages with varying diagnostic deterinations. We have provided documentation of need for accommodations for clients in private schools, public schools, major universities. We have also provided the necessary diagnosis and documentation for work place accommodations and for accommodations on high stakes testing such as the SAT, ACT, MCAT, LSAT, and various professional certification and licensing exams.
For the this assessment, the client is sent a link to take the assessment online. Once the evaluation is complete, the results come back to TxCet and are complied into a report. An appointment is then scheduled to review the report. This appointment typically lasts 1-2 hours, depending on the client's level of interaction. See more about the Strong Interest Inventory below.
An Independent School District (ISD) is not required to immediately accept an outside evaluation, but they must consider the evaluation through the ARD or IEP committee, which you the parent are a member.
If an ISD decides to conduct additional testing or to not accept an outside evaluation, then the parent has the right to be provided with a REED: Review of Existing Data. A REED must be done by the ARD/ IEP Team when an outside evaluation is brought into the public school. If the district has decided to conduct additional testing or informs the parent, The REED document must show
· What additional data the district needs that is not in the report
· Why that data is necessary to determine if a disability exists and an educational need
34 CFR, §300.305 Additional requirements for evaluations and reevaluations
a. (a) Review of existing evaluation data. As part of an initial evaluation (if appropriate) and as part of any reevaluation under this part, the IEP Team and other qualified professionals, as appropriate, must—
1. Review existing evaluation data on the child, including—
i. Evaluations and information provided by the parents of the child;
ii. Current classroom-based, local, or State assessments, and classroom-based observations; and
iii. Observations by teachers and related services providers; and
2. On the basis of that review, and input from the child's parents, identify what additional data, if any, are needed to determine—
i. A. Whether the child is a child with a disability, as defined in §300.8, and the educational needs of the child; or
B. In case of a reevaluation of a child, whether the child continues to have such a disability, and the educational needs of the child;
ii. The present levels of academic achievement and related developmental needs of the child;
iii. A. Whether the child needs special education and related services; or
B. In the case of a reevaluation of a child, whether the child continues to need special education and related services; and
iv. Whether any additions or modifications to the special education and related services are needed to enable the child to meet the measurable annual goals set out in the IEP of the child and to participate, as appropriate, in the general education curriculum.
b. Conduct of review. The group described in paragraph (a) of this section may conduct its review without a meeting.
c. Source of data. The public agency must administer such assessments and other evaluation measures as may be needed to produce the data identified under paragraph (a) of this section.
d. Requirements if additional data are not needed.
1. If the IEP Team and other qualified professionals, as appropriate, determine that no additional data are needed to determine whether the child continues to be a child with a disability, and to determine the child's educational needs, the public agency must notify the child's parents of—
i. That determination and the reasons for the determination; and
ii. The right of the parents to request an assessment to determine whether the child continues to be a child with a disability, and to determine the child's educational needs.
2. The public agency is not required to conduct the assessment described in paragraph (d)(1)(ii) of this section unless requested to do so by the child's parents.
e. Evaluations before change in eligibility.
1. Except as provided in paragraph (e)(2) of this section, a public agency must evaluate a child with a disability in accordance with §§300.304 through 300.311 before determining that the child is no longer a child with a disability.
2. The evaluation described in paragraph (e)(1) of this section is not required before the termination of a child's eligibility under this part due to graduation from secondary school with a regular diploma, or due to exceeding the age eligibility for FAPE under State law.
3. For a child whose eligibility terminates under circumstances described in paragraph (e)(2) of this section, a public agency must provide the child with a summary of the child's academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the child's postsecondary goals.
IEE is an Independent Educational Evaluation. If an ISD is saying they must evaluate your student regardless of your IEE (especially if they have not looked at any information you have provided yet), then they may not be considering the information you are bringing in, which is a denial of your rights. See below:
What is an IEE?
Federal regulations state unequivocally that parents of a child with a disability have a right to obtain an IEE. 34 C.F.R. 300.502(a)(1). An IEE is broadly defined as "an evaluation conducted by a qualified examiner who is not employed by the public agency responsible for the education of the child in question." 34 C.F.R. 300.502(a)(3)(i). An IEE may be obtained by parents at their own expense or at public expense as explained later in this article.
An IEE is not limited to evaluating only a child's academic or cognitive skills but may include the evaluation of any skill related to the child's educational needs. Evaluations of neurological functioning, adapted physical education, sensory needs, behavior, aquatics, even music therapy, are but a few examples of the types of IEEs covered under the IDEA. Parents may obtain an IEE, for virtually any purpose if it impacts the child's education.
What is the Value of an IEE?
In amending the IDEA in 2004, Congress noted that the education of children with disabilities can be made more effective, in part, by strengthening the role of parents in the educational decision-making process. 20 U.S.C. §1400(c)(5)(B). An IEE provides parents added authority at the IEP meeting.
One court held:
"[T]he failure to receive and consider parental information, including evaluations they may obtain, directly denies parents the pivotal role they should enjoy in the development of their child's placement. This role includes not only providing evaluations or other information but discussing such information. Consideration of such outside information also ensures that a program is individualized and provides a check on the judgments being made by school officials regarding the child."
Community Consolidated Sch. Dist. No. 180, 27 IDELR 1004, 1005-06.
Parent participation in the decision-making process is mandated by the Act. It constitutes a denial of a free appropriate public education if a school system significantly impedes the parents’ participation in the decision-making process. 34 C.F.R. §300.513(a)(2)(ii). In many cases, independent evaluations provide support for the parents' opinions and requests. When a school district refuses to consider an independent evaluation, it not only denies equal and meaningful input from the parents, but it also prevents important information from being considered by the IEP team that develops the IEP.
Parents are not the only ones to find IEEs valuable. Sometimes, school districts request IEEs when they lack the personnel or expertise to conduct a particular type of evaluation. A school district may seek an IEE to assuage parental concerns about the fairness or accuracy of an evaluation.
What is Required of School Districts?
The federal regulations direct school districts to inform parents of their right to obtain an IEE, where they may obtain an IEE and the agency criteria applicable to the IEE. 34 C.F.R §300.502(a)(2).
Consideration of parentally obtained evaluations by the IEP team is not discretionary, it is mandatory. 34 C.F.R. 300.503(c). ("If the parent obtains an independent educational evaluation at private expense, the results of the evaluation (1) Must be considered by the public agency in any decision made with respect to the provision of a [free appropriate public education] to the child.") (Emphasis added.)
This does not mean that the school district must accept the findings or recommendations in the IEE. It means that the IEP team must review the IEE and discuss it as appropriate.
(NOTE: ask the district for a REED document stating what additional data the district is needing that is not in the report and why it is necessary to determine the disability and educational need)
Who is Financially Responsible for an IEE?
Parents may obtain an IEE at their own expense and as noted above, the school district must consider it in making decisions regarding the child’s educational needs. However, the IDEA also has procedures which allow parents to obtain at IEE at public expense.
If the school district does not have the personnel or resources to conduct an evaluation that an IEP team has identified as needed, the school district must obtain a private evaluation at its own expense. Or, if the school district determines that an IEE is needed or should be conducted for any reason, in most situations, the school district has to pay for the evaluation. A hearing officer may also order an IEE in which case it will be at public expense. 34 C.F.R §300.502(d).
Who is Financially Responsible for an IEE When Parents & School Staff Disagree?
When the student’s parents disagree with the school district’s evaluation and request an IEE at public expense, the school district must pay for the IEE or request a due process hearing. 34 C.F.R §300.502(b)(2). In other words, the school district cannot simply refuse or ignore the parents' request for an independent evaluation. If the school district decides to request a due process hearing, it must do so “without unnecessary delay.” 34 C.F.R §300.502(b)(2). Failure to request a due process hearing in a timely manner, may result in a waiver by the school district to challenge the parents’ request for an IEE. See Pajaro Valley Unified School District v. J.S., 2006 U.S. Dist. LEXIS 90840 (N.D. Cal. 2006).
If the school district requests a due process hearing, it has the burden of proof and must prove to a hearing officer that the school evaluation was sufficient. Even if the school district does not conduct an evaluation, the student’s parents may be entitled to an IEE at public expense if the school district refused to conduct evaluations. Haddon Township Sch. Dist. v. New Jersey Dept. of Edu., 67 IDELR 44 (N.J.S.C. 2006).
Finally, if a hearing officer orders an IEE during the course of a due process hearing, it will be conducted at public expense. Id.
Who Can Conduct an IEE?
The criteria under which an IEE is conducted, including the qualifications of the examiner, must be the same as the criteria that the school district uses for its evaluations. 34 C.F.R. §300.502(e). However, a school district cannot impose requirements for the private evaluator that could deny the parents’ right to the IEE. See OSEP Letter to Petska, 35 IDELR 191 (OSEP 2001). A school district may provide a list of qualified examiners to parents, but the parents are not restricted to that list. See Letter To Parker, 41 IDELR 155 (OSEP, 2004).
Independent educational evaluations can be a valuable tool for parents and school staff when used to determine a child's educational needs. The burden placed on school systems to consider a parentally obtained IEE is not severe. But failure to give due consideration to a parentally obtained IEE can result in an invalid IEP.
One way that parents can act as equal participants in educational decision-making for their child is to obtain additional information from an IEE. School districts that welcome a parentally obtained IEE, rather than viewing it with suspicion or hostility, will benefit from the additional information the IEE provides. When parents and school personnel work together, this is always in the child's best interest.
Learn what the primary characteristics of dyslexia are and how to recognize the red flags of dyslexia at each age/grade level. What are the underlying causes of dyslexia and how do they manifest in students in the classroom? How does it affect them long term? What does an evaluation look like and how can that help them?
Ever wondered: "What is dysgraphia?" "How is it identified and how does it affect students in the classroom?" " How can they be helped?"
We will help you work through these questions and gain an understanding of what dysgraphia is and is not, how we evaluate for it and how students with dysgraphia can be helped.
Did you know that ADHD is part of a much bigger system called "Excecutive Functions?" Learn how the frontal lobes of your brain control so much more than just attention. Learn all the aspect of ADHD and how to address this issue that seems to plague so many students and adults.
Learn the difference between Accommodations and Modifications and how to help your students in your classroom. Learn when you can accommodate and how to seamlessly. Working with students who have different learning needs does not have to be challenging when you understand how they learn and how to help them have equal access to the curriculum.
Learn how section 504 of the American with Disabilities Act and the Individuals with Disabilities Education Act (IDEA) are different when looking at evaluations and services through public schools--especially in terms of Dyslexia.
Learn the correct way to teach print and cursive handwriting. Fun and interactive!
Let us know what training or class you need, and we can create it for you (full or half-day available). Service costs vary based on audience and topic.
Let us know what service you are interested in!
3300 Sundown Boulevard, Denton, Texas 76210, United States
Note: Our office faces Teasley Drive so when you pull into the parking lot, pull around to the right and follow the sidewalk to the front entrance 940-209-0010- voicemail
09:00 am – 05:00 pm
Open Monday-Friday 9-5 by appointment and some Saturdays. Mobile testing available upon request.