Independent Educational Evaluations (IEEs): What Parents of Twice-Exceptional Students Should Know

TL;DR

• An IEE is a parent-requested second opinion when they disagree with a school evaluation.

• The school must either fund the IEE or file for due process.

• IEEs are especially important for twice-exceptional students whose needs are often masked by strong grades.

• Families are not limited to a district’s preferred evaluator list.

• Schools must consider IEE findings, even if they do not adopt every recommendation.

One of the most important protections available to families navigating special education is something called an Independent Educational Evaluation, often referred to as an IEE.

Put simply, an IEE is a second opinion from an assessor outside of the district. If a child has been evaluated by a school district and a family disagrees with that evaluation or its conclusions (e.g., parents believe the child needs services and the school district’s assessment concludes that the child does not need services; the school district recommends a change in placement and the family believes current placement is appropriate), parents have the right to request an independent evaluation at public expense. At public expense means that the school district pays for the evaluation; as long as the evaluation meets the district’s criteria and is completed under an approved agreement, the student’s family does not pay out of pocket for the assessment.

Key takeaway: An IEE is a parent-requested second opinion, paid for by the school district, when families disagree with a school evaluation.

Once a parent requests an IEE, the school district must respond without unnecessary delay. Many families choose to submit the request in writing because it creates a clear paper trail. At that point, the district has two options. They can agree to fund the independent evaluation, or they can file for due process to show that their original evaluation was appropriate. 

Key takeaway: After an IEE request, the district must either agree to fund it or file for due process to defend their evaluation.

Why IEEs Are Especially Important for Twice-Exceptional Students

In my work as a neuropsychologist independent of school districts, one of the most common patterns I see in twice-exceptional students is a gap between what traditional measures of ability or achievement show and how a student actually functions day to day at school. A child’s performance on tests or assignments does not always reflect how much effort, support, or regulation it takes for them to meet everyday academic demands.

School evaluations are designed to answer a very specific question: can this student access the curriculum as it is currently structured? To answer that question, evaluations often focus heavily on cognitive abilities and academic achievement.

For twice-exceptional students, this approach can miss important pieces. Executive functioning, emotional regulation, and social cognition are not always captured well by achievement scores alone. Strong skills in one area can mask real challenges in another, particularly for students with uneven profiles.

As a result, a twice-exceptional student may earn average or even above-average grades while expending significantly more effort, emotional energy, or compensatory strategies than their peers. When teams focus primarily on outcomes rather than process, it can be easy to overlook the cost at which those outcomes are achieved.

Key takeaway: Twice-exceptional students can appear to be doing well on paper while working far harder than peers due to executive functioning and regulation challenges.

At the heart of every IEP decision is the question of access. Access is not only about grades or test performance. It is about whether a student can reasonably engage with instruction without disproportionate effort, distress, or breakdown. For twice-exceptional students, access can appear intact on the surface while requiring unsustainably disproportionate effort underneath, especially as executive functioning demands increase with age.

Key takeaway: Access means learning without disproportionate effort or distress, not just earning acceptable grades.

For many families, the purpose of an IEE extends beyond eligibility alone. A comprehensive evaluation can help clarify how a child learns, where effort is being overextended, and which supports actually reduce cognitive load rather than simply increasing output. Even when a student does not ultimately qualify for special education, this level of understanding can meaningfully inform accommodations, instructional strategies, and advocacy.

Choosing an Independent Evaluator

If the school district agrees to fund an IEE, they typically provide families with a list of evaluators who meet the district’s criteria. What many families do not realize is that parents are not automatically limited to that list.

Families may choose any qualified evaluator, as long as that evaluator meets the school district’s established criteria and agrees to the district’s terms. These criteria can vary by district and may include licensure, professional training, geographic location, and reasonable cost.

Some districts also specify the type of professional who may complete the evaluation. For example, a district may require that the evaluation be conducted by a school psychologist, or they may permit any type of psychologist that is licensed in the state to complete the evaluation. Understanding these criteria early helps families make informed decisions and avoid unnecessary delays.

Key takeaway: Parents are not required to choose from the district’s evaluator list if other qualified options meet district criteria.

Once a family identifies their preferred evaluator, the school district typically contacts that evaluator directly to establish a contract.

What District IEE Contracts Commonly Include

IEE contracts vary by district, but many include similar expectations. These often involve a review of records, standardized testing, rating scales or questionnaires, and sometimes a classroom observation. Some districts also request that the evaluator attend an IEP meeting to explain findings and answer questions.

Many districts place a cap on what they are willing to pay for an outside evaluation. If the evaluator agrees to the scope of work, cost, and timeline, both the evaluator and a representative from the district sign the contract. Once that happens, the district has formally agreed to fund the evaluation, and families do not pay out of pocket for the assessment itself.

Timelines are often more flexible than district evaluations. While school-based assessments are tied to state-mandated timelines (e.g., 60 days in California), IEE contracts frequently allow a longer window for completion, sometimes extending to the end of the school year.

What the Evaluation Process Often Looks Like

In my clinic, the evaluation typically begins with a thorough parent interview and careful review of prior assessments and records. Reviewing the school district’s evaluation is important, not because tests can never be repeated, but because many standardized measures have retest interval guidance and practice-effect considerations. This helps the evaluator select appropriate tools and avoid unnecessary duplication.

Families are also encouraged to share relevant medical records, therapy reports, or other documentation that helps provide context and deepen understanding.

When possible, a school observation occurs before the child meets the evaluator, allowing the observation to reflect the child’s typical functioning in the classroom. Testing is usually spread across multiple sessions to reduce fatigue and support more accurate results.

After testing is complete, the evaluator generally meets with the parents first to review findings and answer questions. The final report is then shared with the school district, as district-funded IEEs typically require that the report be provided to the district as part of the funding agreement.

Even with a district-funded evaluation, evaluators still need signed releases of information to communicate with schools, teachers, or other providers. In many cases, it is helpful for evaluators to request documents such as the most recent IEP, progress reports, grades, and attendance records directly from the district to maintain clear documentation.

After the Independent Evaluation Is Submitted

Once the school district receives the IEE, the IEP team will schedule a meeting to review and consider the findings. In many cases, team members have already read the report, and the outside evaluator provides a summary of conclusions and recommendations, followed by questions from the team and the family.

The school district is required to consider the results of an IEE when making decisions about a child’s educational program, though they are not required to adopt every recommendation. Still, a well-conducted independent evaluation can play a meaningful role in shaping how a student’s needs are understood and addressed.

Key takeaway: Schools must consider IEE findings when making decisions, even if they do not adopt every recommendation.

One Final Note

Early in my career, I wish someone had told me that requesting an IEE is not about finding fault or creating conflict. The goal is to gain a clearer, more complete understanding of how a child is functioning and what they need in order to learn sustainably as they grow. In my experience, schools genuinely want a student to succeed and they appreciate collaborating with someone who can see things from a different perspective.

IEEs can help translate a student's strengths and differences into actionable insight for a student, their family, their teachers, and the individuals at school that support them. For many families, this clarity becomes a foundation for more productive conversations with school teams, more targeted supports, and a shared understanding of how to preserve both learning and well-being as expectations increase.

Ultimately, an IEE is a tool. When used thoughtfully, it can support collaboration, deepen understanding, and help ensure that a twice-exceptional student is not only performing, but truly supported in accessing their education in a way that is realistic, humane, and sustainable.

About the Author

Dr. Lethco helps parents raise capable, self-directed kids using executive functioning strategies designed for neurodivergent learners. She is a neuropsychologist and the founder of Brain Insights in Walnut Creek, California.