BEYOND THE SCORE TRAININGS
C-SEP 2.0: Is it Core-Selective or Selective Core? It’s Both! – Instructor(s): Edward K. Schultz, Ph.D. & Tammy L. Stephens, Ph.D.
This complimentary 2-hour BTS will provide policy updates and the alignment with C-SEP. The development of new test batteries, and policy updates require slight tweaks to our use of norm-referenced tests. In this session, C-SEP authors will discuss the updated tests and policy, while sharing best practices when selecting the tests integrated within the comprehensive assessment and testing plans.
Date: April 3, 2025 (12:00 – 2:00 pm CST) Registration Link
Integrating Curriculum-Based Measurements (CBM) Into a Comprehensive Assessment
Instructor(s): Tammy L. Stephens, Ph.D. & Georgene Moon, M.Ed.
CBMs are cost effective, efficient, and easy to administer and obtain important performance data. A basic overview of CBMs will be provided, along with discussions for integrating them into a comprehensive assessment.
Date: April 17, 2025. (12:00 – 1:00 pm CST) Registration Link
Honoring the Grief Process: Supporting Families When a Child is Identified with a Disability
Instructor(s): Cassie Scott & Julissa Romero
This training is designed to support professionals, caregivers, and educators in understanding and navigating the emotional journey that families experience when a child is identified with a disability. Participants will explore the stages of grief, the unique challenges families face, and how to offer compassionate support throughout the process. Through this session, attendees will gain practical tools to foster empathy, create a supportive environment, and promote resilience as families adjust to new realities while honoring their grief.
Date: April 25, 2025 (12:00 – 1:00 pm CST) Registration Link
Learning Response Assessment (LRA)
Instructor: Tammy L. Stephens, Ph.D
Evaluators are getting more referrals without key RTI (Response to Intervention) data. Without this information, it’s hard for evaluators to tell if a student’s struggles are due to a true learning disability or just a learning gap. Missing details about interventions and progress tracking can create legal and ethical challenges, making it tough for evaluators to decide if poor instruction is the main reason for the student’s difficulties.
This session will introduce Learning-Based Assessment Practices, a type of hands-on and flexible assessment. The presenter will explain what learning-based assessment is, share its benefits, and discuss how it can be used as part of a full evaluation.
Date:
May 2, 2025 (12:00 – 1:00 pm CST) Registration Link
Recordings of Previous Lunch and Learn Sessions
October 23, 2024
FBA’s & BIP’s: Collaborating for Student Success
Dr. Lisa McClearly, LP, LSSP, BCBA-D, NCSP
Recording can be viewed here:
https://us02web.zoom.us/rec/share/I7uGy69-P6131eYlwquhGYov9e6TBvLqX12I5lw3hHbBd7t5-hVib4QFgybNAjSB.fiK2Wb1W4JGaMIL-
Passcode: uD4Y@dKq
June 26, 2024
12:00 pm – 1:00 pm
Understanding Exclusionary Factors: All Things Considered
Presenter: Georgene Moon, NCED
This session covers the role of Exclusionary Factors and their impact on SLD identification, while also considering the continued impact from Covid-19 on education and the importance of documentation in our reports. Included in the presentation is a brief review of the Exclusionary Factors required by federal and state law and the impact of societal changes: social, economic, cultural and technology related. The updated Exclusionary Factors Checklist is presented, as well as additional forms that can be used as documentation during your data gathering and evaluation process. In addition, the possible impact of Covid-19, both short and long term, on our students’ education and the ethical implications of disregarding Exclusionary Factors is reviewed.
Recording can be viewed here:
https://drive.google.com/file/d/1paEtnwpZBXIG9sHujACn0N8GHVVX3bML/view
Re
You
June 18, 2024
12:00 pm – 1:00 pm
Navigating Support for d/Deaf Students: Insights and Strategies for the ARD/IEP Committee
Dr. J. Lindsey Kennon
As we have progressed toward inclusive education for diverse learners, it is essential for IEP committee to equip themselves with the knowledge and tools necessary to support students with diverse needs. One such group is students who are d/Deaf, whose educational journey can be significantly enhanced when their team is prepared to support their unique needs as a micro-population within Special Education. This session aims to empower educators with the knowledge and resources needed to effectively support d/Deaf students in their classrooms. Join us for a lunch-and-learn discussion, outlining the challenges educators may encounter when working with d/Deaf students. The focus of this session will be to share knowledge related to language acquisition and development in students who are d/Deaf or hard-of-hearing and their unique and varied linguistic landscape, including variations in signed languages, communication preferences, and the impact of hearing loss on language acquisition. We will also discuss assessment considerations, as well as actionable strategies for effective support related to LRE, accommodations, modifications, and support services.
Recording available here:
Video Player
May Lunch and Learn Series
May 29, 2024
12:00 pm – 1:00 pm
Best Practices in Evaluating Emergent Bilinguals for Special Education
Presenter: 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.
Video Player
Norm-Referenced Test Interpretations: Ensuring Ecological Validity
Presenter(s): Dr. Edward Schultz, NCED
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.
Recording Available Here. Enter the following passcode to view recording: jkmS6&EZ
https://us02web.zoom.us/meeting/register/tZElc-mhrzovEt2UuibD8lLFRdp_E63sPPPq
Video Player
April Lunch and Learn Series
Assistive Technology Assessment: Running Each Student’s Race Before Passing the Baton
Presenter(s): Dr. Kathleen Sheriff
Imagine running a race in your mind before you ever even get to the track. What can we do to support students in their individual races toward successful school participation? Suppose we plan from the locker room to the finish line for each student in need of assistive technology (AT)? Let’s talk, walk and then run through some steps necessary from supporting foundational skills to carrying a baton across successful barrier lines. Bring your imaginations along with your lunch for our AT Lunch & Learn Time Together!
Recording Available Here. Enter the following passcode to view recording: *&hD$db0 https://us02web.zoom.us/meeting/register/tZcldeGqrT8rE9ZFLWpEUlvqlC9Zf1kFSzMr
Video Player
Integrative Training for Educational Diagnosticians: Determining PSW for SLD or Educational Diagnostician Detective
Presenter(s): Dr. Marjason
Training for educational diagnosticians aiming to determine a Pattern of Strengths and Weaknesses (PSW) for Specific Learning Disabilities (SLD) involves a comprehensive understanding of assessment tools, data interpretation, and collaborative decision-making. The primary goal of this training is to equip educational diagnosticians with the knowledge and skills necessary to effectively assess students for Specific Learning Disabilities (SLD) by identifying their Pattern of Strengths and Weaknesses. The theoretical frameworks, practical assessment techniques, and collaborative problem-solving strategies to guide diagnosticians in determining PSW for SLD. Participants will engage in being a ” detective” and working though a case study for determining SLD using PSW.
Recording Available Here. Enter the following passcode to view recording :
Video Player
Disclaimers
NCED does not promote any one company, methodology, assessment tool/battery, or theory. We are simply providing an opportunity for professional growth which may be of interest to you. Please note NCED does not take responsibility for the material presented or the presenters. We only share the information to you as a resource.
If you are viewing PD opportunities that have been recorded and do not receive an email confirmation denoting your attendance, you will be responsible for emailing the presenter to obtain confirmation of your attendance.
If you are unsure of whether or not the topic is applicable for PD hours, please contact the Professional Growth Chair at: profgrowth@ncedonline.org