This four-part series will provide comprehensive training in all aspects of CSEP, which will prepare evaluators for initial implementation in the 25/26 school year. Teams should engage in follow-up discussions and train others to build organizational capacity. This 4-day series comprises a one-day overview and then three sessions to develop the necessary implementation skills.


Day 1: This session will introduce CSEP and provide a strong rationale for its use, especially in this era of change. CSEP has been successfully implemented in numerous districts across Texas; success stories will be shared as well as barriers to implementation. Basic steps in CSEP, principles, and best practices will be explained and illustrated with case studies. Linking best practices to current policy will also be emphasized. (Overview)


Day 2: This session will build on Part 1 and will use case studies to help the evaluator increase their skills in a) core-test selection, b) selective testing, c) interpreting norm-referenced data beyond standard scores (RPI, Task Demands, Conditional Analysis), and d) test publisher recommendations for most used tests (e.g., WISC-5, WIAT-4, WJV, etc.). This session will also update current thinking regarding the CHC model to gain more insight into the learner and increase diagnostic precision. (Advanced Interpretation)


Day 3: This session will go beyond norm-referenced data, as SLD identification requires the use of multiple sources of data. Evaluators will learn how to collect, analyze, and integrate this data and “anchor” this information to norm-referenced testing data. Understanding “what” the students struggle with using informal data (including instructional response) combined with norm-referenced testing explaining “why” the student is struggling will lead to a better understanding of learning and help the evaluator develop impact statements. (Informal data integration)


Day 4: This session will summarize all the learning in days 1-3 by focusing on communicating results in written and oral communication. When using CSEP, written reports go beyond test descriptions and test scores to fully explain how a pattern of strengths and weaknesses in “intellectual development” may explain why a student is not meeting grade-level standards. Multiple examples will be used, including reports of students who do not qualify (DNQ) for special education. We will also discuss DNQs, actual cases, and issues concerning “slow learners” (Communication and Report Writing)

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Diagnostician
Director of Special Education
LSSP (Licensed Specialist in School Psychology)
Special Education

Special Education 25-26 ($100)