When a military family faces PCS moves, arranging timely special education evaluations becomes a collaborative effort among the parent, the receiving school district, and the current installation’s school liaison. Start by documenting existing assessments, current authorization, and any interim supports already in place. Contact the district’s special education coordinator early, ideally before move-in, to understand local timelines, eligibility criteria, and required paperwork. Maintain a master folder with consent forms, medical records, and prior testing results. Clarify who can request observation, testing, or reevaluation, and confirm whether the new district will honor previous findings or require fresh testing. A proactive approach reduces delays and preserves continuity of services.
Federal law provides protections that help military families, but local implementation varies by state and district. The Individuals with Disabilities Education Act ensures access to a free appropriate public education, including evaluations, but the process depends on residency and the district’s procedures. Create a concise summary of the child’s eligibility, services, and goals to share with new evaluators. If possible, obtain a copy of the prior IEP, evaluation reports, and eligibility determinations to minimize repeat testing. Communicate clearly that temporary housing or school changes are common due to PCS and request accommodations during the diagnostic process. Documentation and respectful persistence keep families from losing critical supports during transitions.
Clear documentation and early outreach ease school transitions.
As you prepare for a move, assemble a timeline that tracks when evaluations were completed, what areas were tested, and which professionals participated. Include contact details for the current and prospective districts, as well as any specialists involved in your child’s education. When interviewing new evaluators, ask about eligibility criteria, testing instruments, and the typical sequence of assessments. Some districts may require a multidisciplinary team to conduct a comprehensive evaluation, while others may rely on existing data. Sharing the child’s strengths, interests, and any behavioral or medical concerns helps evaluators craft a more accurate picture of needs. Establish a point person on the installation to facilitate communication with the school.
The practical challenge for many military families is aligning timelines with school calendars and medical appointments. Delays can occur if a district awaits parent consent, second opinions, or data from a previous school. To minimize gaps in services, request interim supports while full testing is underway, such as related services or accommodations under Section 504 if appropriate. Maintain a contact log with dates of outreach, responses received, and any promised documents. If a district cannot complete an evaluation before relocation, ask about interim placements or service level agreements that guarantee continuity once a new school is identified. A written plan, even during transitions, keeps expectations clear.
Documentation, collaboration, and child-centered goals guide evaluations.
Communication across districts requires careful language to avoid misunderstandings about responsibility and timelines. When you speak with school staff, frame requests in concrete terms: what assessments are needed, by when, and who will fund or authorize them. If the family has a military liaison or a base-level education office, involve them early. These offices understand district-specific requirements and can help arrange cross-jurisdictional data sharing, consent waivers, and expedited review if possible. Always confirm the preferred method for sending records, whether digital portals, secure email, or courier, and follow up with receipts. A transparent, respectful dialogue reduces friction and speeds access to evaluations and services.
In addition to formal testing, gather qualitative information from teachers, caregivers, and the child. Behavioral notes, progress reports, and samples of work over time can illuminate patterns that standardized tests might miss. Document how the child responds to different classroom environments, routines, and teaching strategies. This information becomes valuable when evaluating eligibility and planning supports. When possible, include a short summary written by a parent that highlights the child’s goals and any anticipated challenges during the transition. This parent perspective complements clinical data and helps evaluators see the full picture.
Meetings, questions, and continuity build educational stability.
Beyond testing, families should explore potential connections with private evaluators if districts require lengthy timelines or insufficient data. Some families opt for a private evaluation to provide an independent baseline before district actions begin. If choosing this route, ensure the results are compatible with the receiving district’s required instruments. Bring the private report to the new school and use it as a discussion starter rather than a substitute for district-led processes. Keep in mind that private evaluations may incur out-of-pocket costs, but they can yield useful insights and an informative starting point for IEP planning.
When the new district convenes eligibility meetings, come prepared with questions about eligibility categories, required evidence, and the anticipated services. Ask how related services such as speech therapy, occupational therapy, or counseling will be scheduled across a midyear move. Inquire about how goals are measured and updated, and whether progress will be shared with the family between meetings. Clarify who will be responsible for attending meetings from the family side, and request accommodations if transportation, work commitments, or travel fatigue might affect participation. A confident, informed presence improves collaboration and outcomes.
Portable summaries and prepared records support smooth handoffs.
The legal framework also supports records transfer. Most districts can and should transfer records promptly when a family relocates, avoiding unnecessary repetition of testing. Ensure you provide a signed release of information that covers all entities involved in your child’s education, including therapists and physicians when appropriate. Keep digital copies of consent forms and important documents in a secure cloud folder accessible from both the current and future districts. If records are slow to arrive, request a provisional evaluation plan that relies on available data while ensuring confidentiality and accuracy. Timely data transfer is essential to prevent gaps in services and to maintain progress toward IEP goals.
Families often underestimate the power of written documentation. Create a succinct one-page overview of the child’s strengths, challenges, accommodations, and preferred communication methods. This brief can travel with the student to new schools and inform evaluators who may not yet be familiar with the child. Include any medications, allergies, or medical considerations that could influence testing and service delivery. A practical, portable summary helps evaluators quickly grasp critical context and reduces the risk of misinterpretation during busy transitions.
In the longer term, plan for ongoing reassessment and goal revision as the child adapts to new environments. Even if initial evaluations establish eligibility, periodic progress reviews continue to shape supports. Work with the new district to schedule interim check-ins that track achievement, attendance, and engagement. If the child’s needs evolve with age or grade level, ensure the IEP remains responsive, with updated goals and appropriate accommodations. Proactively addressing emerging concerns prevents regression and helps families coordinate with clinicians, teachers, and administrators across settings. Sustained collaboration yields stability and sustained progress.
Finally, lean on supportive resources designed for mobile military families. Many bases offer education liaisons, parent-to-parent networks, and informational guides about state-specific procedures. Seek guidance from veteran organizations, school boards, and advocacy groups that understand PCS realities. Remember that you are not alone; the system is designed to accommodate mobility and to safeguard access to essential evaluations and services. By combining proactive planning with strong communication, families can secure timely assessments, maintain continuous supports, and help their children thrive through every new school community.
