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.
Use of Standardized Scores for Culturally and Linguistically Diverse Children ages 3-21
This is a special education field advisory that was released in December, 2014. It details the use of standardized scores with culturally and linguistically diverse children.
Real World Applications in Disability Evaluations (Grammar Fundamentals: Module 06)
Module 6 in this series discusses real world applications in disability evaluations.
Phrases, Clauses and Sentences (Grammar Fundamentals: Module 05)
Module 5 in this series outlines some morphosyntactic features of American English dialects relating to the use of phrases, clauses and sentences.
Adjectives, Adverbs, Prepositions and Contractions (Grammar Fundamentals: Module 04)
Module 4 in this series outlines some morphosyntactic features of American English dialects relating to the use of adjectives, adverbs, prepositions and conjunctions.
The Achievement Gap (ILS: Module 01)
In this first module, Stephanie Downey Toledo defines the achievement gap and its importance in our society.
Strategies to Support Emergent Literacy (ILS: Module 03)
Stephanie provides strategies that providers and parents alike can use with children from low income backgrounds to support emergent literacy.
Bilingual Considerations (Reading Development: Module 08)
In this module, Stephanie Downey Toledo explores considerations for students who are bilingual in regards to reading development.
What does it mean to know a language? (Reading Development: Module 01)
This module examines the implicit knowledge that proficient/native speakers have about their language through a linguistic task.
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.
