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  • Interpreting Psychoeducational Assessment Reports: The Essentials for Counselors



Course Title

Interpreting Psychoeducational Assessment Reports: The Essentials for Counselors


previously named:

Interpreting Ed Psych Reports: What Every School Counselor Needs to Know & Where to Find It!

Course Number

ISCA 601

Course Overview

Do you often receive psychoeducational evaluations for students in your school that leave you wondering what to actually do with the information? Even worse, do some reports leave you feeling more confused about what the author is trying to say than before you even started reading it?

While the assessment tools and writing styles of evaluators will always vary, This course will lead you through a "common sense" interpretation of many frequently-used assessments and their scores, as well as what information to zero in on to take away to help focus your work with students. We will also consider the impact of diverse educational practices, acculturative stress, and multilingualism on students' learning journeys.


This course will support you in providing strategies for your students to be able to:

  • SE:A1:9 Identify long- and short-term goals
  • A:A1:2 Identify and apply attitudes, behaviors and strategies which lead to successful learning
  • A:A1:3 Articulate self-efficacy as a learner
  • A:A1:6 Use self-awareness to build on personal strengths and take steps to meet challenges
  • A:B2:2 Use assessment tools to guide goal setting and educational planning
  • A:B2:3 Establish attainable long- and short-term goals
  • A:B2:4 Choose and implement specific strategies that will lead to goal attainment
  • A:B2:6 Reflect on learning and self-assess areas of strengths and areas for growth



A.3. Comprehensive Data-Informed Program 

School counselors: 

d. Use data to determine needed interventions, which are then delivered to help close the information, attainment, achievement and opportunity gaps. (ASCA Ethical Standards for School Counselors, 2016) 

B.2. Responsibilities to the School 

School counselors: 

q. Collaborate as needed to provide optimum services with other professionals such as special educators, school nurses, school social workers, school psychologists, college counselors/ admissions officers, physical therapists, occupational therapists, speech pathologists, administrators. (ASCA Ethical Standards for School Counselors, 2016)

Intended Audience

This course is suited to participants who have limited experience with psychoeducational reports, or who would like to expand their knowledge of how to interpret said reports.

Essential Questions

  • What do I need to know in order to understand  psychoeducational reports?

  • How can I use psychoeducational reports to support my students, teachers, and families?

Knowledge

Skills

Participants will have knowledge about:

Participants will be able to:

  • The purpose and scope of  psychoeducational reports
  • What various tests measure and how to interpret the scores 
  • What to consider when reading a report about a student who has lived in multiple countries, learned multiple languages, and been exposed to different educational systems

  • Get the most out of reading a  psychoeducational report and know what to focus on 

    ● Collaborate with teachers and parents to support classroom performance, based on assessment results 

    ● Understand how to help the Student Support team implement recommendations



About the Facilitator

Dr. Christina Limbird has over 20 years of experience in educational psychology. Her career highlights include building an exemplary comprehensive program of inclusion at an International Baccalaureate school in Germany, creating an award winning non-profit organization that initiated peace and community building programs for teenagers in post-conflict Croatia, and launching Girls Gearing Up International Leadership Academy, with hubs in Germany, Malawi, and India.

Underpinning her work with schools and young people is Dr. Limbird's extensive research background in bilingualism and her firm belief in informing work in education with empirically sound evidence. She has published several articles and book chapters on the effects of bilingualism on literacy acquisition and school performance

Dates and times of offerings

March 20, 2025 - 10:00AM to 1:00PM UTC

Contact hours

3 hours

Time commitment between sessions

NA

Required Resource(s)

NA

References


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