We have had so many incredible conversations with three of this field’s experts on evaluations. 60 seconds each. Take your pick.
What are the key things practitioners can do to avoid, reduce, or eliminate disproportionality?
What do we have to think about when we are testing bilingual kids?
How important is understanding socio-economic status (SES) when testing?
To what degree is vocabulary development affected by low socio-economic status (SES)?
What do we do if we think low SES is impacting our testing scores?
Speaking as a consultant of the DELV, how can we use it to better assess children who speak AAE?
What are the key things practitioners can do to avoid, eliminate, or reduce overidentification of children who speak AAE for Special Education?
Written by: Scott Prath