CALIFORNIA ASSOCIATION OF SCHOOL PSYCHOLOGISTS
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School Psychology Practice during COVID Series #1 - Assessment Guidance
I. Introduction: Need for Evaluation and Relevant State and Federal Guidelines
On March 13, 2020, Governor Newsom signed Executive Order N-26-20 requiring the
California Department of Education (CDE) to issue guidance for Local Educational Agencies
(LEAs) responding to COVID-19 issues. This included ensuring students with disabilities
(SWD) receive a free appropriate public education (FAPE) consistent with their individualized
education program (IEP) and meeting other procedural requirements under the Individuals
with Disabilities Education Act (IDEA) and California law. Following that, many districts
believed that Senate Bill 117 protected them from special education timelines. However,
the bill made clear that “it is not waiving requirements imposed by federal law.” CDE has
since posted frequent Special Education guidance updates for COVID-19.
What is the impact of school site closures on special education monitoring timelines and
processes?
As of July 2020, the federal government has not waived the federal requirements under the
IDEA [which includes Child Find 20 US Code 1412]. The CDE and State Board of Education
(SBE) are working with the US Department of Education (USDOE) to determine what
flexibilities or waivers may be issued in light of the extraordinary circumstances. At this time,
Congress has not passed any additional waiver authority concerning the FAPE and Least
Restrictive Environment (LRE) requirements of IDEA, reiterating that learning must continue
for all students during the COVID-19 national emergency. USDOE continues to provide
updates and Special Education guidance for COVID-19.
Given this information, CASP understands that school psychologists feel the pressure of a
tsunami building. Assessments not completed during school closure and regularly scheduled
assessments will all need to be completed whether doors open physically or virtually. During
the time of distance learning, some schools are taking the opportunity to do assessments in
one on one settings using safety precautions determined by their given county, as allowed
under Executive Order N-33-20:
“In some exceptional situations, LEAs may need to provide certain supports
and services to individual students in-person in order to maintain students’
mental/physical health and safety for the purpose of supporting the student
in accessing the alternative options for learning being offered (e.g. distance
learning). With that said, alternative service delivery options should seek to
comply with federal, state, and local health official’s guidance related to
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physical distancing, with the goal of keeping students, teachers and service
providers safe and healthy as the primary consideration.” 04-09-2020
In such cases, service providers may be considered “Essential Critical Infrastructure
Workers” under Executive Order N-33-20. “Workers supporting public and private childcare
establishments, pre-K establishments, K-12 schools, colleges, and universities for purposes
of distance learning, provision of school meals, or care and supervision of minors to support
essential workforce across all sectors” are on this list. To review the list of “Essential Critical
Infrastructure Workers”, see the California Coronavirus (COVID-19) Response.
The purpose of this paper is to provide resources for school psychologists during this unique
time. It provides a summary of methods required for evaluations, both in-person and virtual
assessment considerations, and a reminder of the legal and ethical guidelines mandated by
both our state and national professional organizations.
II. Methods that are Required for Assessment
As LEAs and school psychologists grapple with determining if a student meets and/or
continues to meet eligibility for SPED, a clear understanding of the legal language related to
evaluation and reevaluation is helpful. Federal laws (e.g. 20US Code 1414[1]) and
interpretation by the Federal Register (i.e. 34CFR 300.304) both use the term “evaluation”
to describe the overriding responsibility of LEAs to determine initial and continued eligibility
for special education services.
Prior to COVID, many LEAs and school psychologists used the terms “evaluation”,
“assessment”, and “testing” interchangeably in practice, even though they are in fact
related but not identical practices. In published literature, evaluation, assessment, and
testing have all been described separately indicating not synonymous practices following the
distinction in the law. This means that “evaluation” and “assessment” are both broader
activities and that both can be conducted without “testing”.
This attention to the three (3) terms is not mere semantics but serves to support LEAs and
school psychologists to meet the letter and spirit of the law and to exercise best practice.
Prior to COVID, interchanging the 3 terms was common and typically without consequence
(i.e. the requirement for an evaluation typically meant a battery of tests). However, given the
validity concerns with both virtual and in-person testing, it is critical to consider alternative
ways to ‘evaluate’ children. In particular, “evaluation” and “assessment” are possible
practices even if “testing” cannot and should not occur. The following chart summarizes the
explanations of the 3 terms and their implication for practice.
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Term
Appear in
Law1
Explanation
Practice
Evaluation
Yes
The process of systematically
reviewing data within a team
process to make determination
about SPED services.
LEA convene an IEP meeting and
review data related to SPED
services. Can be face to face or
virtual.
Assessment
Yes
Qualified personnel collect data
(quantitative and/or
qualitative) using different
methods which will be used in
the team process to make
determination about SPED
services.
Multi-disciplinary team members
use both quantitative and
qualitative data collection methods
to provide best data for team
decision.
Testing
No
Qualified personnel using
psychometric instruments to
collect quantitative data as part
of an assessment to be used in
the team evaluation process.
SP using norm-referenced
standardized tests.
[1] It is beyond the scope of this paper to fully describe laws and their interpretations. Readers are
encouraged to consult IDEA for detailed wording.
III. What Can Be Done: Assessment Considerations
Triennial Evaluations
Re-evaluations for students in special education occur at a minimum every 3 years. As you
are planning for the backlog of re-evaluations from the 2019-2020 school year as well as
the triennials due in fall 2020, consider the following:
● Do you have enough data through qualitative data means (review of records,
interviews, etc.) to document continued presence of a disability and the need for
specialized academic services to access the core curriculum?
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○ Example: You have a student with an eligibility classification of Intellectual
Disabilities. Your student was identified for special education in preschool
and this is the second triennial for the student. You may have enough
previous standardized data and align with current informal data to continue
the eligibility.
● Are there any new concerns that have been brought up for the student that need to
be addressed? These concerns may have been documented prior to school
shutdowns or during distance learning in spring 2020. If so, all new concerns need
to be addressed in the assessment.
○ Example: You have a student with an eligibility classification of Other Health
Impairment due to attentional concerns. Before the school closures, teachers
were concerned about a lack of engagement and withdrawal from friends.
During distance learning in spring 2020, teachers indicated that he did not
show up consistently. Parents are concerned about anxious and depressed
comments from the student. Additional assessment (extensive record review,
multiple interviews, use of appropriate rating scales, etc.) may be warranted
to examine social-emotional concerns and possible consideration under the
classification of Emotional Disturbance.
Initial Evaluations
Many school districts are focusing on the backlog of initial assessment referrals from spring
2020. In addition, new referrals are likely to occur in fall 2020 and, due to child find, need
to be addressed.
● For backlogged assessments, determine what data was gathered before and during
school closure. What additional information is needed to determine if a disability
exists?
● New requests for assessment that were either obtained during school closure or at
the beginning of fall 2020 cannot be ignored. Follow your district’s guidelines and
procedures. Best practices would include gathering the important people either
virtually or in-person to discuss the concerns, examine previous data, document
previous interventions and accommodations, and determine if an assessment for
special education consideration is needed.
● The National Association of School Psychologists (NASP) published, “The Pandemic’s
Impact on Special Education Evaluations and SLD Identification” during summer
2020. This paper promotes the use of Response to Instruction and Intervention (RtI)
for purposes of SLD identification. While there is merit to examining student needs
including benchmark assessments, good teaching, and the use of evidence-based
intervention programs, most school districts were not using RtI with fidelity prior to
school closures. Some school districts may be looking at ways to implement the
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systems required to do RtI with fidelity for this fall; however, these systems take
much time to implement. Most school districts have backlogged assessments and
assessments due within the first semester of school. It would be unreasonable and
illegal to put off assessments to wait until RtI practices are put into place.
Assessment
Some school districts are providing in-person instruction to students while other districts are
providing distance learning and still others are providing a hybrid. In addition to knowing
how instruction will be delivered, it is important to determine the school district’s current
policies on in-person testing and/or virtual assessments for special education consideration.
Some schools, even though they are providing 100% distance learning, are allowing in-
person assessments through “appointments.”
As with best practice in assessment pre-COVID, data collection should encompass all
available data sources and not just from tests in order to draw the defensible conclusions
about student strengths and potential disabilities. With COVID restrictions in place where
test data might not be available or have questionable validity with modified administration
procedures, data from extensive record review and carefully structured interviews will be
vital to obtain. Some general guidance related to data gathering from records, interviews,
and observations is as follows:
● An extensive review of records can yield useful data about the student’s previous and
current functioning levels (e.g. as comparison). Electronic school records should be
readily available for review which can identify the student’s functioning prior to
school closure and can establish if the student’s difficulties are “chronic” in nature
and/or establish the rate of growth. More current records since school closure,
including student grades and written assignments along with teacher notes regarding
participation in online instruction, will yield insights about student performance and
quality of thinking abilities. Reviewing records from outside service providers, if any,
will also help to determine performance and/or progress and identify the amount and
type of intervention as well as reveal the student’s response to these interventions.
● Interview as a source of data during COVID restrictions should be formal and
structured (e.g., use an interview guide or a published instrument) in order to gain
the best insights from informed respondents such as teachers, parents, and/or
caretakers. Questions should be tailored to the “assessment questions” to be
answered about the student. For example, if it is an initial SPED assessment,
questions should be directed (or instrument selected) to seek evidence of difficulties
that reflect a psychological process deficit or adaptive behavior or social-emotional
behaviors, etc. With older students, interviewing them could identify useful
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information for cross validation. As always, to counter confirmatory bias, it is best
practice to also inquire about situations where the student is successful.
● Observation data collected during COVID restrictions that can convey meaningful
information will be challenging. A possible setting for observation data is to drop into
virtual classrooms to observe student participation and/or interaction with others.
Even more so than in pre-COVID times, understanding the teacher expectations of
the class session before observing in order to properly interpret such observation
data is crucial. Multiple observations in different subject areas (e.g. in both
successful and unsuccessful subjects) will likely yield the most reliable set of data.
This observation data will be further enhanced if the teacher is asked to comment on
the data for accuracy.
If your district has decided to do in-person testing with students, here are suggestions for
proper preparation & safety procedures. However, always check and adhere to your
district’s and county’s guidelines which should be referencing the state and CDC guidelines.
● BEFORE:
○ Consider scheduling assessment appointments when other students are not
receiving instruction on the same area of campus.
○ Identify a large office space or classroom to allow for appropriate social
distancing between school psychologist/assessor and student - with open
door(s) and/or windows for ventilation/air circulation.
○ Maintain a student contact log for contact tracing purposes.
○ Consider additional informed consent procedures for parents to acknowledge
risk of in-person testing (see references for sample).
○ Consider temperature checks prior to entering school.
○ Ensure all testing material is thoroughly cleaned.
○ Designate a safe waiting area for parents or ask them to wait outside or in
car.
● DURING:
○ Consider use of an air purifier with HEPA filter and UV light sanitizer to
minimize germs only if you can close doors and windows of office.
○ Student and school psychologist/assessor to hand sanitize at start and end of
session.
○ Provide face coverings for school psychologist/assessor and student during
sessions (use transparent mask for students with hearing impairments or
other needs).
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○ Consider use of a plexiglass divider or clear barrier in between student and
assessor.
○ Provide new/cleaned writing utensils for each student in a Ziploc bag and
have student put all used utensils and materials in the bag at end of testing.
○ Adhere to safe distancing protocol in testing room (i.e. only sit on designated
chair and no moving furniture, no shaking hands, try not to touch face &
sanitize immediately after if so).
○ Develop plans for breaks (have a designated place for snacks and/or water, a
designated area where student can walk/move, and where to use the
restroom).
○ Consider the use of clear film on each testing flip book/paper materials to
allow for cleaning after each student’s use.
○ If appropriate, consider use of test material with limited hands-on
materials/manipulatives.
● AFTER:
○ Follow district/state cleaning protocols after every test session for the room,
the test manipulatives and restroom, waiting, and hallway areas. See
‘Disinfecting testing materials’ resource for helpful tips.
○ School psychologist/assessor can consider wearing gloves when scoring the
individual protocols.
○ If student or family member tests positive for the virus, parent agrees to
immediately inform school psychologist/assessor as well as school
psychologist/assessor to immediately inform family if staff tests positive for
the virus.
○ Document in your testing section the safety precautions that were used
(masks, plexiglass, etc.) and include a validity statement if you believe any of
the safety procedures may have an impact on the interpretation of results
(using a mask during phonological processing tasks, for example).
If your school district is requiring all assessments to be completed virtually:
● There are some assessment tools that have been used virtually (WJ series, RAIT,
TOGRA, RIAS and RIST, as examples). Consider:
○ Does the student have the correct technology to participate?
○ Will the home’s internet/WiFi service be consistent for the entire testing
session?
○ Can the student be in a room free from distractions and other people?
○ Some previous studies and uses of these tools were primarily for students in
remote areas. In those situations, students were often still in a school setting
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and a trained paraprofessional was seated near the student. Since this is not
possible, please determine the feasibility of using remote assessments while
the student is in the home setting.
○ Some remote assessments require screen share capability. Does your district
allow for screen sharing?
○ Other remote tools require training prior to use. Please make sure to
determine if this is required.
● Review the information from the American Psychological Assessment (APA) “How to
do psychological testing via telehealth.”
● Document in the testing section how all assessments were completed. Include a
validity statement if you believe any results and/or interpretation of the results were
impacted by the virtual assessment.
● Remember that you will need to defend your report if questions are raised. Make
sure that you can.
Frequently Asked Questions
What do we do about interrupted evaluations?
● Many of us were part-way through an assessment when the school closures began
and worry about being interrupted again if a second closure is necessary.
● Others may be inheriting partial evaluations from last year.
● Answers may vary for this question by publisher, district, etc.
o One publishing company suggested that if you were in the middle of giving a
cognitive test in mid-March, it is reasonable to score the subtests already
given based on the age of the student at the time, and then administer the
rest of the test upon return, scoring those sections based on current age
norms.
o If your subtests that create composite scores were administered at different
times (March and then the fall), do not score/report composite scores.
o It may also be reasonable to believe that if a student had average skills in a
processing area prior to quarantine, it is most likely that he/she would still be
in the average range upon return. Cross-validating with current interview
information may be helpful to confirm skill levels.
o Academically, this question becomes a little more complicated.
• If your academic test has an alternate form (KTEA Form A and B or WJ-
ACH Form A and B) it may be appropriate to start again with a new
academic battery (alternative form). As students will likely have lost
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some academic skills based on time away from school/instruction,
gathering updated information will be needed.
• Review any updated resources regarding “COVID Slide” to know how
much this may apply to the student. Parents and teachers can confirm
the student’s motivation and participation level during school closure
and available distance education.
o Rating scales and observations likely need to be updated upon return as well.
How do we determine eligibility for students during this time? How do we rule out lack of
appropriate instruction as an exclusionary factor?
● DATA.
o Use all the data you can collect from both before the school closure and during as
well.
● If you are testing a student beyond Kindergarten, you have over a
years’ worth of data before the school closure. For those that work
with middle school and high school students, you have a plethora of
data to help you make decisions.
● What did universal screening and progress monitoring data tell you
about the student’s performance before the school closure?
● Consider the contribution of both qualitative and quantitative data
available to you. Help consumers understand the value and limitations
of both.
o Consult with the general education or special education teacher to learn about
how the student did during distance education.
● Did the student participate consistently during distance learning?
● What did distance learning look like for your school?
● What were the expectations for the students during distance learning?
● All of this will be important to document in the psychoeducational
report.
o Consult with the parent/caretaker to learn about how the student did during
distance education.
● What was the student motivation during distance learning?
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● Did student participate consistently, including completing homework
as required?
● How were other siblings (if any) doing academically during distance
learning?
● How does the parent/caretaker compare the student’s overall
academic achievement before and during distance learning?
● Were either parent or a caretaker available to help student if needed?
o The team needs to consider all data available when moving ahead with eligibility
determinations.
o Gather information about what it was like for the family during the school closures
in spring 2020.
o Remember that “lack of appropriate instruction” as an exclusionary factor (as
with ALL exclusionary factors) is an exclusionary factor if it is the PRIMARY reason
for the profile. For all students, distance learning is contributing to their present
levels. The question to answer is whether it is the primary reason.
How can we trust the validity of the results of tests given after school closure?
Test scores are always data pieces that need to be taken into consideration along with other
data sources. This was true before school closures and is true currently. Just because
schools were closed does not automatically indicate that all data is invalid. It is the
responsibility of the IEP team to examine all data to make decisions.
IV. What Should Not Be Done: State and National Professional Guidelines
It is necessary for school psychologists and Licensed Educational Psychologists (LEPs) to
adhere to Family Educational Rights and Privacy Act (FERPA) and Health Insurance
Portability and Accountability Act (HIPAA), as well as the ethical guidelines provided by our
associations when considering options for tele-assessment and testing. According to NASP
Principles for Professional Ethics (2010), the Foundations of School Psychologists’ Service
Delivery includes Legal, Ethical, and Professional Practice.
While test makers are actively conducting research to increase the validity and reliability of
tele-assessments, we must continue to conduct our assessments in ethical ways that are
consistent with well documented and valid empirical research for the assessments we are
currently utilizing.
CASP has provided answers to questions regarding the appropriateness of certain methods
of delivery of an assessment provided remotely. The questions and answers have been
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grouped into two categories; 1) Ethical Testing Practices and Test Security and 2)
Confidentiality
Ethical Testing Practices and Test Security
In attempts to think beyond traditional methods of testing students in a 1-on-1 setting, many
have asked if they can:
o Use phone cameras to: present hard copies of protocols and stimulus books,
conduct tele-assessments, and see students working with manipulatives.
o Leave test protocols and stimulus books at doorsteps of the client and watch
them retrieve the testing materials from a distance, have parents/clients promise
to shred unused protocol and stimulus pages, and mail the blocks for the Block
Design on the WISC-V to families/clients to use for tele-assessments.
Still, additional questions included whether or not to use test publishers’ recommendations
to conduct tele-assessments and if parents can serve as the proctor during remote
assessments.
The answer to these questions is No. Below are the relevant rationales and guidelines from
both our state and national school psychology associations:
The California Association of School Psychologists Code of Ethics: Licensed Educational
Psychologists (CASP, October 2015), section III. Professional Practice-Pubic Settings, section
D (7), focuses on upholding copyright laws for publications and reproduction of materials.
California Association of School Psychologist Code of Ethics for LEPs.
National Association of School Psychologists: Principles for Professional Ethics (NASP,
2010), the overarching theme of Principle II is Professional Competency and Responsibility.
o Principle II.3 stresses maintaining the highest standard for responsible practice in
educational and psychological assessment, with Standards II.3.2 and II.3.5 both
focusing on using assessment techniques and practices that are research-based and
meet professional standards for accuracy and validity.
o Principle II.5 emphasizes the school psychologists’ responsibility to use the materials
while respecting the intellectual property rights of the test makers. Standard II.5.1
explicitly states that it is the school psychologist who must maintain test security,
preventing the release of its specific content as it would consequently invalidate the
use of the instrument. Meaning, the burden of test security lies with the school
psychologist, not parents, students, or adult clients.
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Board of Behavioral Sciences Statutes and Regulation of Relating to The Practice of
Educational Psychology (BBS, January 2020), Chapter 13.5, Article 5, section 4989.54.
Unprofessional Conduct, subsection (s) highlights the inappropriateness of reproducing,
describing, or providing access to any psychological test to anyone other than those with
professional interests who are expected to safeguard the use of the instrument.
Test publishers, such as Pearson, have provided information for psychologists to make
informed decisions when conducting tele-assessment. However, Pearson explicitly states,
“It should not be interpreted as a requirement or recommendations to conduct assessment
via tele practice” (Pearson. (n.d.).
Administering the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) via tele
practice)
Currently, Pearson has explicitly stated that the WISC-V materials may only be used with Q-
global and Q-interactive. Any other tele-assessment use of the WISC-V is not recommended.
“This includes, but not limited to, scanning the paper stimulus books, digitizing the paper
record forms, holding the stimulus books physically up in the camera’s viewing area, or
uploading a manual onto a shared drive or site” (Pearson. (n.d.).
Administering the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) via tele
practice)
According to the Pearson website on the use of blocks for the WISC-V Block Design, “It is not
recommended to allow a parent/guardian/caretaker to present blocks for Block Design, nor
to attempt to have the examinee scramble or present their own blocks” (Pearson. (n.d.).
Administering the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) via tele
practice)
Confidentiality
In the spirit of gathering information and communicating with families, many have
questioned whether they can:
o Use regular, unencrypted, email to send observation videos, copies of the
protocols and stimulus book pages to and receive completed intakes from
parents/clients, and have parents/clients promise to shred the materials.
o Use social media platforms or unprotected video methods to complete tele-
assessments.
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The answer to these questions is No. Below are the relevant rationales and guidelines from
both our state and national school psychology associations:
School psychologists must continue to maintain client confidentiality even through a
pandemic. If your school district has directed you to use tele-assessment, then the platform
you use must be specifically used for tele-assessment purposes, be HIPAA compliant, and
must provide you with a Business Associate Agreement (BAA). A BAA, part of the HIPAA
Privacy Rule, is a written arrangement that specifies each party’s responsibility when it
comes to Protected Health Information (PHI) of the student.
Business Associates
Dropbox will provide a BAA; however, you must obtain the BAA before any file containing PHI
is uploaded to a Dropbox account.
Best practices are to use encrypted emails for communication with clients when using PHI if
you are using email outside of a school district provided email platform.
The Board of Behavioral Sciences Statutes and Regulation of Relating to The Practice of
Educational Psychology (BBS, January 2020), Chapter 13.5, Article 5, section 4989.54.
Unprofessional Conduct, subsection (q), emphasizes the need to maintain confidentiality of
all information that has been received from a client in confidence during treatment and
testing.
The California Association of School Psychologists Code of Ethics: Licensed Educational
Psychologists (CASP, October 2015), section III. Professional Practice-Pubic Settings, section
D (6), stresses the need to ensure confidentiality by using secure fax locations and
encrypted email.
Disclaimer
Currently school psychologists in California are using the best available practices in an
unprecedented time. New information being released may supersede the information here
and it is up to the practitioner to stay informed. It is incumbent on the school psychologist to
regularly review guidance from state and national organizations, CDC, and district specific
resources. This document does not contain legal advice and should not be relied upon to
establish the regulatory provision of services by public or privately licensed and/or certifiable
practitioners in any jurisdiction.
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V. References & Resources
APA Sample Consent Form
Disinfecting Testing Materials from Pearson
Remote Administration of WJ Cognitive
Tips for Remote Assessment Using Riverside Insights Clinical Products
Pearson’s Tele practice and the WISC-V
Tele-autism assessment: University of Washington Consultation Group
Vanderbilt Kennedy Center Tele-ASD Peds Materials
APA-Understanding psychological testing and assessment
20 U.S. Code § 1414 - Evaluations, eligibility determinations, individualized
education programs, and educational placements
34 CFR § 300.304 - Evaluation procedures. | CFR | US Law | LII / Legal
Information Institute
Hass, M. & Leung, B. (in review). When you can’t R.I.O.T, R.I.O: Tele-
assessment for School Psychologist.
California Association of School Psychologists. (August 2020). CASP School Psychology
Practice during COVID Series - #1: Assessment Guidance. Sacramento, CA.
Resource Paper Writing Group Members:
James Hiramoto, Ph.D. - Writing Team Chair
Gina Beaman, Psy.D.
Danielle Christy, M.A.
Brian Leung, Ph.D.
Jenny Ponzuric, M.A.
