I received my B.A. (Honours) in Psychology from the University of Manitoba. I then earned a M.A. and Ph.D. at the University of Minnesota in Educational Psychology (School Psychology Track), as well as a Certificate in Disability Policy. I have applied experience in public schools in suburban (Stillwater Area High School) and urban (Brooklyn Center School District, Minneapolis Public Schools) areas. I also received training in clinical settings, such as the Autism Spectrum and Neurodevelopmental Disorders Clinic at the University of Minnesota. During my graduate studies, I worked for over 4 years as a graduate research assistant for the National Center on Educational Outcomes (NCEO), a center funded by the U.S. Department of Education housed at the University of Minnesota. During my time at NCEO, I worked across several projects and contributed to a number of reports, peer-reviewed publications, and conference presentations. Areas of research included issues in large-scale assessment for students with disabilities, instruction and assessment accommodations, and educational policy. I have also worked as a Research Associate with Renaissance Learning Inc., a multi-national corporation that provides technology-based student academic assessment and intervention programs for grades kindergarten through 12.
My research interests are broadly defined as being focused on the area of assessment and measurement. I have collaborated with a number of researchers on projects related to curriculum-based measures, computer-adaptive assessments in reading and math, and measures of cognitive abilities. Two of my current research lines are related to best practices in assessing diverse learners and assessment for effective intervention. Under the umbrella of assessing diverse learners, I continue to conduct research that examines the influences of culture and language when conducting psycho-educational assessments with students from culturally and linguistically diverse (CLD) backgrounds. Related areas of interest include the disproportionate representation of CLD students receiving special education services and the assessment of cognitive abilities. Under the umbrella of assessment for effective intervention, I have begun to examine models used to identify learning disabilities, as well as psycho-educational assessment training and practice. Related areas of interest include the misidentification of learning disabilities and Response to Intervention.
Representative Publications & Presentations
Cormier, D.C., & Offrey, L.D.* (2013). Empirical Evidence to Support Practices in Assessing Culturally and Linguistically Diverse Students. Poster presented at the 2013 Annual Conference of the Canadian Psychological Association, Quebec, QC.
Cormier, D.C., Radil, A.*, Janzen, T., & Hegerat, B.* (2013). Comparisons across Three Models Used to Diagnose Learning Disabilities. Poster presented at the 2013 Annual Conference of the Canadian Psychological Association, Quebec, QC.
Ardoin, S. P., Christ, T.J., Morena, L. Cormier, D.C., & Klingeil, D.A. (2013). A systematic review and summarization of the recommendations and research surrounding Curriculum-Based Measurement of oral reading fluency (CBM-R) decision rules. Journal of School Psychology, 51, 1-18. DOI: 10.1016/j.jsp.2012.09.004
Cormier, D.C. (2013). Towards a Unified Understanding of Assessment and Intervention. Keynote Speaker at the 2013 Annual G.M. Dunlop Colloquium, Faculty of Education, University of Alberta. Edmonton, Alberta, Canada.
McGrew, K.S., Schneider, J., Keith, T., Reynolds, M.R., & Cormier, D.C. (2013). Intelligent Advances in CHC Assessment Methods and Measures. Symposium presented at the 2013 Annual Conference of the National Association of School Psychologists, Seattle, WA.
Ysseldyke, J., Lekwa, A.J., Klingbeil, D., & Cormier, D.C. (2012). Assessment of ecological factors as an integral part of academic and mental health consultation. Journal of Educational and Psychological Consultation, 22(1-2), 21-42. DOI:10.1080/10474412.2011.649641
Cormier, D.C., McGrew, K.S., Evans, J.J. (2011). Quantifying the “degree of linguistic demand” in spoken intelligence test directions. Journal of Psychoeducational Assessment, 29(6), 515-533. DOI: 10.1177/0734282911405962
Christ, T. J., Silberglitt, B., Yeo, S., & Cormier, D. (2010). Curriculum Based Measurement of oral Reading (CBM-R): An evaluation of linear expectations for growth. School Psychology Review, 39(3), 447-462.
*Indicates student co-author
EDPY 404: Adolescent Development
EDPY 521: Foundations of Psychological Assessment
EDPY 545: Individual Psychological Assessment