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2018 CEDS Member of the Year, James Poteet Awardee, and Article of the Year Honorable Mention

CEDS 2018 Conference Keynote Speakers

Tammy L. Stephens-Pisecco

Tammy L. Stephens-Pisecco, Ph.D. is a Clinical Account Executive with Houghton Mifflin Harcourt.  She is an educational diagnostician and has worked as a special education teacher and a university professor.  Dr. Stephens-Pisecco is the coauthor of the Core-Selective Evaluation Process (C-SEP), a PSW model for SLD identification.  Research interests include:  Assessment practices, early intervention and RTI, and the impact of resilience on student academic and behavioral performance.

Virginia Gonzalez

Virginia Gonzalez, M. Ed., CALT, is currently a dyslexia specialist in Pharr-San Juan-Alamo ISD. Virginia has served as the diagnostician for dyslexia in McAllen ISD for seven years assessing both monolingual and bilingual students. As a Certified Academic Language Therapist, she also provided teacher support for the district dyslexia programs for both English and Spanish speaking students. Virginia spent 5 years as the state dyslexia consultant where she coordinated the state project development for the “Texas Dyslexia Identification Academy.

Policy Insider: Legislative Update

  • The Making ESSA’s Equity Promise Real report provides information on state’s Every Student Succeeds Act (ESSA) accountability plans and school improvement efforts. The report, a follow-up to the Learning Policy Institute’s 2017 report Advancing Educational Equity for Underserved Youth, describes which have made advancements in these five indicators: suspension rates, school climate, chronic absenteeism, extended-year graduation rates, and access to a college- and career-ready curriculum. A substantial number of states have begun to incorporate key indicators that can support greater equity in their statewide reporting systems. Some states are using equity indicators to identify schools for comprehensive support and improvement...

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The Council for Educational Diagnostic Services (CEDS) ensures the highest quality of diagnostic and prescriptive procedures involved in the education of individuals with disabilities and/or who are gifted. Members receive Assessment for Effective Intervention and the CEDS Communique newsletter.

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