MISSISSIPPI DEPARTMENT OF EDUCATION OFFICE OF SPECIAL EDUCATION
Revised 7/8/16 EE.D
emotional assessments according to standardized practices specified in the manual and
professional best practices. In addition, examiners must have the following proficiencies:
1. Knowledge of appropriate methods of measure selection based on characteristics including
the (a) purposes of the measure; (b) age and sex norms, including proportional representation
of the population on key demographics; and (c) test reliability and validity data;
2. Knowledge of statistical methods and ability to interpret (a) means, medians, and modes; (b)
standard deviations and confidence intervals; and (c) typical scores including Z scores, T
scores, percentiles, percentile ranks, and stanines;
3. Ability to interpret behavioral, social, or emotional strengths and weaknesses and their
educational impact to determine eligibility and to inform program planning;
4. Knowledge of typical/atypical development and specific behavioral, social, or emotional
disabilities, including their characteristics, prevalence, causes, correlates, treatments, and
life-course outcomes; and
5. Ability to write a coherent report for school personnel and parents.
This may include MDE-licensed Special Educators (206), Psychometrists (213), School
Psychologists (451), School Guidance Counselors (436), Psychologists licensed by the Board of
Psychological Examiners, Psychiatrists, and other examiners who meet the qualifications
specified by the assessment manual or publisher of the measure. NOTE: Refer to eligibility
requirements when selecting an appropriate examiner.
Developmental Assessments
Examiners who administer and interpret developmental assessments must (a) have the required
background, experience, and/or specialized training specified in the manual, including
specialized training in assessing young children, and (b) be able to administer and interpret the
achievement assessments according to standardized practices specified in the manual and
professional best practices. In addition, examiners must have the following proficiencies:
1. Knowledge of appropriate methods of measure selection based on characteristics including
the (a) purposes of the measure; (b) age and sex norms, including proportional representation
of the population on key demographics; and (c) test reliability and validity data;
2. Knowledge of statistical methods and ability to interpret (a) means, medians, and modes; (b)
standard deviations and confidence intervals; and (c) typical scores including Z scores, T
scores, normal curve equivalents, age equivalents, percentiles, percentile ranks, and stanines;
3. Ability to interpret developmental strengths and weaknesses and their educational impact to
determine eligibility and to inform program planning;
4. Knowledge of typical/atypical development and specific developmental disabilities,
including their characteristics, prevalence, causes, correlates, treatments, and life-course
outcomes; and
5. Ability to write a coherent report for school personnel and parents.