May 16, 2024
12:00 pm – 1:00 pm
Norm-Referenced Test Interpretations: Ensuring Ecological Validity
Dr. Edward Shultz
Norm-referenced tests are a helpful tool in identifying learning disabilities. However, evaluators often rely too much on standard score interpretation. To ensure that the tests accurately describe classroom performance, they must be analyzed beyond the standard score level. This session will focus on three other types of analysis to make your tests more generalizable – task demand analysis, contextual analysis, and integrated data analysis. Dr. Edward Schultz is a full professor at Midwestern State University. He is responsible for training future special educators and educational diagnosticians. He also offers professional development and consultations to many school districts across the state and state departments. Dr. Schultz is the co-creator of the Core-Selective Evaluation Process (CSEP) and has an interest in SLD/Dyslexia identification, multi-tiered systems of support, and school improvement.
Register in advance for this meeting:
https://us02web.zoom.us/meeting/register/tZElc-mhrzovEt2UuibD8lLFRdp_E63sPPPq
May 29, 2024
12:00 pm – 1:00 pm
Best Practices in Evaluating Emergent Bilinguals for Special Education
Dr. Cristina Rodríguez Chen, RPED, NCED
Emergent Bilinguals (EBs) represent one of the fastest-growing groups of school-age students in the United States, having increased by 60% in the last decade and now encompassing over 400 languages, with approximately 80% speaking Spanish. Public schools are more racially, ethnically, and linguistically diverse than ever before, a trend expected to persist. By the year 2030, it is estimated that second language learners will make up approximately 40% of the school-age population. This increasing diversity underscores the urgent need to address the longstanding issue of appropriately identifying and providing educational services for diverse students. However, the future for students identified as EBs is uncertain. They exhibit some of the highest dropout and retention rates among all youth, influenced by societal factors that affect their educational experiences. These include the availability of adequate language supports and limited understanding among educators and evaluation staff regarding how to differentiate cultural/language differences from true disabilities.
Register in advance for this meeting:
https://us02web.zoom.us/meeting/register/tZ0rdOChqD4iGNAtqNZleqCqLatbaME14p6K
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