Discover how K-12 schools can distinguish pandemic learning loss from a potential disability. Learn practical Multi-Tiered System of Supports (MTSS) and tele-assessment strategies to support the increased demand for special education-related evaluations—without overwhelming your school district’s team.
From an edWeb webinar featuring Dr. Jacqueline Rodriguez (NCLD), Robin Lake (CRPE), and Bonnie Contreras, Ed.S., NCSP (Presence). Moderator: Kara Arundel.
The challenge: distinguishing between learning loss and disability
COVID-19 disrupted learning for millions of students, and many schools continue to face academic gaps. Teachers, specialists, and administrators alike are asking:
Do these gaps reflect learning loss—or point to deeper disabilities?
Requests for special education evaluations are climbing even as staffing shortages, compliance deadlines, and caseloads stretch district teams thin. Getting this distinction right isn’t just procedural; it supports educational equity.
Presence partnered with edWeb to explore these questions in the webinar Learning Loss vs. Disability: Navigating Special Education Identification in the Post-Pandemic Classroom. Experts drew from their work with students with diverse needs to share data, field experience, and strategies for building sustainable evaluation systems.
Growing evaluation demand, backlogs, and complexity
Many school districts today navigate increased evaluation volume, tighter timelines, and more complex student needs. Understanding what’s driving this shift helps districts plan responsibly, protect compliance, and support students and families.
- Evaluation demand continues to rise. 7.5 million public school students received special education services in 2022-2023, up from 6.3 million before the pandemic.
- Staffing and retention remain uneven. Missed interventions and ongoing staffing gaps may lead to persistent backlogs, even as districts work to meet compliance requirements and deliver thorough evaluations.
- Student needs are more complex and layered. Academic regression, social-emotional strain, and mental health challenges often overlap. This could make it more difficult for providers to distinguish learning loss from disability, and increase the need for comprehensive data and coordinated systems that support both educators and families.
Using MTSS to navigate special education identification and manage evaluation demand
In the face of growing evaluation demand and complexity, many school districts turn to a Multi-Tiered System of Supports (MTSS) to guide thoughtful, data-informed decision-making. MTSS blends instruction, intervention, and data into one continuum of care, and can help schools respond to learning concerns while determining when an evaluation is appropriate.
The MTSS framework begins with universal supports and becomes more targeted as needs become clearer. Teachers implement Tier 1 instruction for all, try short-term Tier 2 interventions when additional support is needed, and document progress before initiating a referral for evaluation.
Comprehensive data plays a central role in MTSS. Rather than relying on a single test score, teams combine academic screeners, classroom observations, and family input to track patterns over time. The goal isn’t to rush toward labels, but to understand whether challenges reflect learning loss, a disability, or a combination of factors.
Cultural and linguistic responsiveness is also a critical factor in MTSS. A student learning English or adjusting to interrupted schooling, for example, may show gaps that are not disability-related. Evaluations should reflect a student’s dominant language and cultural context to reduce the risk of misidentification.
Finally, in implementing MTSS, quality should not be sacrificed for speed. Technology can help streamline logistics, but great care should be taken to administer thorough and compliant evaluations. When families are engaged as partners and students feel a sense of belonging, the data collected may become more meaningful—and decisions can be better informed..
Combining strong instruction and intervention to support academic recovery
Through our work with over 10,000 schools across the country, we’ve seen strong academic recovery gains at schools that focus on combining strong instruction with data-driven intervention. High-dosage tutoring, extended learning time, and precise progress monitoring are closing gaps that may have once felt insurmountable.
Attendance initiatives and consistency in Tier 1 instruction matter greatly as well. Supporting regular attendance, alongside reliable Tier 1 instruction, can help students regain confidence and allow educators to gain clearer insights into next steps.
How technology supports equitable and scalable evaluations
“Times of great challenges generate solutions we didn’t know existed. Technology is a critical piece to solving this.”
Bonnie Contreras, Ed.S., NCSP
Sr. Director of Clinical Solutions, Presence
As school districts work to restore learning and respond to more complex student needs, technology has become an important tool for managing evaluation demand. To help expand capacity and access, Presence supports school districts across the country with:
- Remote assessments to help meet timelines and compliance needs
- Teletherapy solutions to deliver speech-language therapy, occupational therapy, and mental health counseling and behavioral health services
- Kanga, an all-in-one online platform that allows providers to deliver teletherapy and remote assessments, schedule and document sessions, and track progress
For some students, virtual environments can help reduce anxiety and improve engagement. For school providers, they create flexibility—helping to shift time away from administrative tasks and toward student support.
The role of families in effective evaluations
As districts adopt new technology and approaches, progress may also depend on how families are engaged in the evaluation process. When schools and families work as partners, special education identification becomes less intimidating and more empowering.
Inviting student perspectives, engaging parents early, and sharing data clearly can help reduce uncertainty and build trust. Families who understand the process are better positioned to support interventions and advocate effectively. We’ve seen strong outcomes at school districts that make family partnership a strategy, not an afterthought.
District-level strategies that can improve evaluation capacity and access
School districts can strengthen equity and efficiency in their evaluation programs by:
- Prioritizing robust Tier 1 instruction rooted in universal design and social-emotional learning
- Running short, data-informed intervention cycles before referral
- Using remote evaluations strategically to address backlogs and maintain compliance
- Offering flexible, virtual IEP meetings that include interpreters and plain-language summaries
- Tracking student belonging and well-being alongside academic metrics
- Uniting general and special education teams under one shared mission: supporting every learner
When districts treat their evaluation strategies not as a compliance checklist but as a shared responsibility, they can grow their capacity to properly identify and respond to student needs.
Conclusion: connecting learning loss, disability identification, and district-level support
Distinguishing learning loss from disability isn’t a single test; it’s a systemic practice. When schools align MTSS, culturally responsive evaluations, and authentic partnerships with families, they can better support their students.
Presence partners with schools nationwide to deliver compliant teletherapy services—helping districts clear backlogs, stay compliant, and expand access to special education-related support.
Schedule a consultation to learn more about how we can support your evaluation strategy.
