Forest Grove School District v. T.A. Supreme Court Case: Implications for School Psychology Practice
Bibliographic record
Abstract
The 2009 Forest Grove School District v. T.A. United States Supreme Court case could have significant implications for school psychology practice. The Court ruled that the parents of a student with a disability were entitled to private school tuition reimbursement even though T.A. had not been identified with a disability or previously provided with special education services. The district multidisciplinary team had not identified T.A.’s disability in part because of a limited psychoeducational evaluation that did not assess him in “all areas of suspected disability” which is a requirement of the Individuals with Disabilities Education Act (IDEA; 20 U.S.C. § 1414(b)(3)(B)). Dissatisfied with the team’s decision, the parents sought an independent comprehensive evaluation of T.A.’s psychological processes which revealed the full nature of his disability and needs. Although T.A. had been unresponsive to interventions in his home school, this comprehensive psychoeducational evaluation led to more targeted interventions in his private school placement and likely contributed to T.A.’s subsequent academic and behavioral success. This Supreme Court case highlights the need for school-based teams to conduct comprehensive evaluations in all areas of suspected disability, including psychological processes such as attention, memory, and executive function. The relevant IDEA 2004 and governing 2006 federal regulations are presented, followed by recommendations for school psychologist assessment practices to ensure compliance with IDEA statutory and regulatory requirements.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.017 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.022 | 0.008 |
| Scholarly communication | 0.010 | 0.004 |
| Open science | 0.003 | 0.003 |
| Research integrity | 0.026 | 0.019 |
| Insufficient payload (model declined to judge) | 0.013 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".