NYCDOE Initial Guidance Document for Speech and Language Evaluators
This document is based upon the requirements of the federal, state, and city law, regulations, and policies.
Test Review: CELF-5
Parts of the CELF-5 can be used to probe for information and language samples, but its limitations prevent it from being used to identify disorder or disability.
Test Review: CELF-P2 Spanish
The CELF-P2 is designed to assess the presence of a language disorder or delay in Spanish speaking students and only be used to probe for information and not to identify a disorder or disability.
Test Review: CELF-4
The Clinical Evaluation of Language Fundamentals-Fourth Edition (CELF-4) is a standardized test designed to assess the presence of a language disorder or delay and should only be used to probe for information and not to identify a disorder or disability.
NYCDOE and NYSED Policy Regarding Preschool Disability Evaluations (PDE: Module 03)
This module reviews what the law says regarding disability evaluations of preschoolers, especially for those preschoolers who are culturally and linguistically diverse.
Dynamic Assessment: Cognitive Assessment (PDE: Module 28)
This module explains what dynamic assessment is through an example for viewers.
(Spaulding, Plante, & Farinella, 2006) Eligibility Criteria for Language Impairment: Is the Low End of Normal Always Appropriate?
This article demonstrates how many standardized tests do not even provide information about validity and reliability.
(Harry & Klingner, 2006) Why Are So Many Minority Students in Special Education? Understanding Race and Disability in Schools
This book addresses the constellation of factors that have contributed to the misidentification of minority/culturally and linguistically diverse children as needing special education services and provides suggestions for improving the special education referral process.
(Barac & Bialystok, 2011) Cognitive Development of Bilingual Children
This article examines the benefits and differences of bilingual children’s linguistic and cognitive development.
Understanding Assessment: Problems with Percentile Rank and Age Equivalency
The percentile rank of a score is percentage of total scores from the normative sample that were equal or lesser than the value of the score and can be plotted on the bell curve of a normal distribution.
