School-Based Evaluation Support
Educational evaluations for complex student needs
GPS supports schools and districts when a student’s needs require careful assessment, independent review, or culturally and linguistically responsive evaluation. Each evaluation is completed with attention to the referral question, educational impact, and the decisions school teams need to make.
Testimonials
Feedback from school professionals who have worked with GPS.
“Thank you so much. We appreciate you working hard to meet our tight timeline. You were a pleasure to work with.”
Mrs. Marissa Hill
Assistant Director of Student Support Services · Mahomet-Seymour CUSD #3
“I was impressed by your ability to put the data in layman’s terms for the parents and explain how the deficits present themselves during the school day.”
Mrs. Colleen Pariso
8th Grade Reading and Writing · Roosevelt Middle School
“We are extremely grateful for your expertise and partnership. The report was very thorough and beneficial in helping us determine the next steps for our student.”
Eric Gulley
Assistant Director of Pupil Services, EL Program · Olentangy Administrative Offices
“You were easily reachable, responsive to our questions, and very quick in your turnaround given our timeline with the end of the school year.”
Emma Perkins, Ed.S., NCSP
School Psychologist · Walnut Creek Elementary School, Olentangy Schools
“We had the pleasure of working with GPS during the school year. Rosemichelle Gourdet was delightful to collaborate with on an initial evaluation.”
Dr. Tiffany Voight
School Psychologist · John Middleton Elementary School, Skokie School District 73.5
When additional review is needed
Some evaluations require more than routine testing.
In these cases, the work requires more than completing a test battery. It requires careful clinical judgment, attention to nuance, and the ability to translate complex information into clear educational guidance.
An IEE has been requested
An independent educational evaluation can provide an objective review when additional clinical perspective is needed to clarify a student’s learning profile and educational needs.
A bilingual evaluation is needed
Bilingual cases require careful consideration of language history, educational background, cultural context, and the limits of translated or English-only data.
The referral question is complex
Some evaluations require deeper integration of cognitive, academic, behavioral, developmental, and records-based information to support clear educational planning.
Internal capacity is limited
Schools may need additional support during vacancies, leaves, increased referral volume, tight timelines, or periods when the internal team is already at capacity.
All required testing materials are provided.
Available Support
School-based evaluations
Evaluation support is available on a case-by-case basis, with each referral approached carefully and aligned to the decisions schools need to make.
Psychoeducational evaluations
Initial evaluations and reevaluations for academic, cognitive, processing, attention, executive functioning, or related school-based concerns.
Independent educational evaluations
Independent evaluations for IEE requests or cases where additional review may help clarify a student’s learning profile and educational needs.
Bilingual and Haitian Creole evaluations
Evaluation support for students whose language history, English development, cultural background, or schooling experience should be considered when interpreting assessment data.
District evaluation support
Temporary evaluation capacity when referrals increase, timelines are tight, staff are unavailable, or internal teams need additional support moving cases forward.
Clinical Approach
Evaluation should lead to clarity.
Each evaluation is designed to clarify the student’s learning profile, educational history, current needs, and the decisions that should follow from the data.
Our guiding commitment
To understand the child carefully enough that the data become useful, humane, and defensible.
What districts can expect
A comprehensive evaluation process
- Review of available records
- Parent and school team input
- Standardized assessment measures
- Rating scales, when appropriate
- Behavioral observations during testing
- Integration of multiple data sources
- Clinical interpretation of findings
- Educationally relevant recommendations
- Feedback to support team understanding
- School-based written report
Assessment inventory
Explore our assessment library.
GPS maintains access to digital, online, and traditional assessment tools used to support psychoeducational evaluations.
Search inventory
This inventory is representative, not exhaustive. Available tools can be confirmed during case consultation.
No matching tools are shown here. GPS can confirm available tools during case consultation.
How it works
A clear process from request to report.
Simply begin with a conversation.
Contact usThe district identifies an evaluation need and contacts GPS to determine whether outside support is appropriate.
Our team confirms the referral question, scope, timeline, records, testing plan, and any language or scheduling considerations.
A credentialed school psychologist completes the agreed evaluation activities and provides a school-based report for district review and team decision-making.
Typical report turnaround is two weeks after testing, depending on records availability, scheduling, and evaluation scope.
Evaluation support should be available when schools need it, and careful enough to support the decisions that matter.
Rosemichelle Gourdet, Ed.S., NCSP
Founder, Global Psychoeducational Solutions
District support
Start with a conversation.
Share the evaluation need, approximate timeline, and the type of support your district is considering. Prefer email? admin@globalpsychsolutions.com