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Silvia Soderberg, Ed.S.Bryn Harris, Ph.D.Angela Restrepo, Ed.S.Margarita Cordero, Ed.S.Special Education Considerations for Evaluation of English Language Learners by Monolingual School PsychologistsWorking with Culturally and Linguistically diverse Students2Stages of Language Acquisition

L1 influence L2, code switching, language loss, what influence learning the second lang.? Time in the USA, SES, family educ level, health motivation, DONT BE FOOL LACK OF ACCENT DOES NO = TO LANGUAGE FLUENT LASS----

3Stages of Language Acquisition

4Colorado language proficiency standards and assessment

WIDA (World Class Instructional Design and Assessment) www.wida.us

ACCESS (Assessing Comprehension and Communication in English State to State for English Language Learners)

5ACCESS for ELLs Scores

Whole Number = Proficiency Level Decimal = How far, in tenths, a student is progressing toward the next level

Composite scores are weighted because research shows that literacy skills are better predictors of academic success than oral language skills alone.

Overall composite score summarizes global language proficiency

6Examples of Parent & Teacher Reports

Parent: Teacher:Demographic Information Demographic Data Proficiency Levels by Domain Language Proficiency Level by Domain Comprehension Score Oral Language Score Overall Score Literacy Score Comprehension Score Overall Score Raw Scores for: Comprehension, Speaking, Writing

Parent Guardian report: Set goals with student, Identify areas of focus for content teachers Teacher Report: Starting point for assessing needs in: Curriculum Instruction Assessment

Individual components of a report offer a starting point for differentiating instruction and assessment.

Domain scores allow for examination of strengths and weaknesses by domain

Other reports: Student Roster Report School Frequency District Frequency

7WIDA Can do Descriptors

Use Caution with Access ScoresNo single score or proficiency level should be used as the sole criteria for decision making. Student scores should be shared with all educators who work with them. Data in the reports need to be contextualized to be meaningful (both historical and demographic information can inform assessment results) Each domain has its own scale and cannot be compared to another using scale scores.

For more information, contact the WIDA help desk 1-866-276-7735 or help@wida.us

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Working with InterpretersParent-Teacher Conference

Teacher:Your child is getting FsParent:Que es F?(What is an F?)Son:Fantastico(Great)Real example of a coworker from CDE that was used as a translator in her parent teacher conference.Talk about Best practices

11Community InterpretersThe Community Interpreter: Professional Interpreter Training for Bilingual Staff and Community Interpreters by Marjory A. Bancroft, Lourdes Rubio-Fitzpatrick

Interpreters working in the schools are considered Community Interpreters and these are some of the different types.

CONTRACT INTERPRETERS: Paid by the hour (min.1-2)Work for community serviceOften work in courts, schools, motor vehicle agenciesMay or may not be trained to interpret

VOLUNTEER INTERPRETERS:May get an orientationWork in a variety of settingsRarely get professional training to interpretInterpret part time/ occasionallyMay be part of a community language bank

STAFF INTERPRETERS:Work as full-time interpretersHave a job title as interpreterMay be trained and skilledOften work for larger organizationsMay work full time for interpreter services as agency interpreters

BILINGUAL STAFF:Are hired for any job positionUsually interpret as only one part of the jobMay no see interpreter in the job descriptionAre often not trained to interpretMay not get extra time to interpretSome are part of an employee language bank

12Interpreter Code of EthicsACCURACY: Interpreters shall always thoroughly and faithfully render the source language message, omitting or adding nothing, giving consideration to linguistic variations in both source and target languages, conserving the tone and spirit of the source language message.CULTURAL SENSITIVITY (Courstesy): Interpreters shall be culturally competent, sensitive, and respectful of the individuals they serve.CONFIDENTIALITY: Interpreters shall not divulge any information obtained through their assignments, including but not limited to information gained through access to documents or other written material.DISCLOSURE: Interpreters shall not publicly discuss, report, or offer an opinion concerning matters in which they are or have been engaged, even when that information is not privileged by law to be confidential.PROFICIENCY: Interpreters shall meet the minimum proficiency standard set by DSHS by passing the required certification examination or screening evaluation.COMPENSATION: The fee schedule agreed to between the contracted language service providers and the department shall be the maximum compensation accepted. Interpreters shall not accept additional money, compensation, or favor for services reimbursed by the department. Interpreters shall not use for private or others gain or advantage the departments time, facilities, equipment, or supplies, nor shall they use or attempt to use their position to secure privileges or exemptions.NONDISCRIMINATION: Interpreters shall always be neutral, impartial, and unbiased. They shall not discriminate on the basis of gender, disability, race, color, national origin, age, socioeconomic or educational statur, or religious or political beliefs.SELF-EVALUATION: Interpreters shall accurately and completely represent their certifications, training, and experience.IMPARTIALITY (Conflict of Interest): Interpreters shall disclose any real or perceived conflict of interest which would affect their objectivity in the delivery of service. Providing interpreting or translation services for family members or friends may violate the individuals right to confidentiality, or constitute a conflict of interest.PROFESSIONAL DEMEANOR: Interpreters shall be punctual, prepared, and dressed in a manner appropriate and not distracting for the situation.SCOPE OF PRACTICE: Interpreters shall not counsel, refer, give advice, or express personal opinions to individuals for whom they are interpreting, or engage in any other activities that may be construed to constitute a service other than interpreting. Interpreters are prohibited from having unsupervised access to clients, including but not limited to phoning clients directly unless requested by DSHS staff.REPORTING OBSTACLES TO PRACTICE: Interpreters shall assess at all times their ability to interpret. Should interpreters have any reservations about their competency, they must immediately notify the parties and offer to withdraw without threat of retaliation. Interpreter may remain until more appropriate interpreters can be secured.ETHICAL VIOLATIONS: Interpreters shall immediately withdraw from encounters they perceive as violations of this Code. Any violation of the Code of Professional Conduct may cause termination of the contract.PROFESSIONAL DEVELOPMENT: Interpreters shall develop their skills and knowledge through professional training, continuing education, and interaction with colleagues and specialists in related fields.13Awareness of Cultural DifferencesAcculturation assumes American cultural attributes (language, norms, behaviors, and values) Assimilation incorporation into social and cultural networks of host society by giving up native culture

14Awareness of Cultural DifferencesAwareness of Cultural DifferencesAwareness of Cultural DifferencesPart IIBuilding a Body of Evidence Before a Referral for Evaluation of Special Education Eligibility

Possible reasons for initiating building a body of evidenceThe ELL is exhibiting the academic/behavioral difficulties. The ELL teacher supports the position that the ELL is performing differently from his/her cultural peers. The ELL displays very little or no academic progress resulting from appropriate instructional strategies, alternative instruction, or academic interventions. Parents confirm the academic/behavioral difficulties seen in the school setting. School personnel such as tutors and aides confirm the academic/behavioral difficulties seen in the classroom setting.

Instructional issueAssume there is nothing wrong with the student and that environmental factors are the primary reason for the learning difficulties.Determine if there has been appropriate instruction/intervention at all levels of the RtI process.Analyze data for progress/lack of overtime (RtI, District assessments etc.).MUST involve ESL teacher/coach. Ensure that the ESL staff serve on the instructional decision-making team. Focus on RATE OF LEARNING.Compare the students performance to true peers (students with the same native language and culture and similar educational histories). Attendance, history of mobility, environmental factors.

Has the student received consistent and appropriate ESL services? We need to be honest. RtI interventions and progress monitoring show student in different from other ELL peers.20 English LearningLanguage developmentESL history: Consider the amount and type of ESL instruction the student received in the past and is currently receiving. Consider the impact of language and culture on instruction and learning. Determine language dominance and language proficiency.Consider the amount and type of native language instruction the student received in the past and is currently receiving. Assessment of L1 and L2 Accent versus ProficiencyDirect: standardized language test, conversational sample, observation, informal assessments (e.g. SOLOM, LAS).Indirect: parent interview, parent report, student report, observation.

IS IT TYPICAL? depends. 5th grader who is a NEP 2 after 6 years of ESL- not typical. A 5th grader who has been in the USA for one year typical; 5th grader who has been in the USA with a history of inconsistent education/ lack of ESL maybe.21 Student BackgroundContact the family to receive feedback and information regarding the students background, strengths, interests and needs. Who lives in the homeLanguage use at homeEarly developmental milestones L1 developmentLiteracy level in the homeHistory of difficulties learning

To Avoid Misdiagnosis/ Disproportionality Involve parents in the pre-referral and in the evaluation process.Collaboration among regular education, ESL, parents and special education staff is critical.Follow RtI model. Compare the students performance to true peers (students with the same native language and culture and similar educational histories). Gather information from multiple sources (formal and informal) and give equal weight to each of them.Rule out vision and hearing or any other physical condition.Make sure that the student has received an adequate opportunity to learn. When children have not had sufficient opportunity to learn, the determination cannot be made that they have a disability.

Know your numbers Is there an under-representation or over-representation of ELLs in Sped in your school?

23Determine EligibilityReview data beginning with native language, family background and school history.

Score and interpret results of formal assessments with students background information in mind.

Give equal weight to all data sources.

Include descriptive data, family data, observations, supplemental testing, and classroom and ESL teacher information as data points to support your results

Determine Eligibility5. Use professional judgment in reporting scores

6. Rule out English as PRIMARY cause

7. Rule out instruction as the PRIMARY cause

Bryn will now talk about the processes when moving forward with an IEP evaluation25Unethical Assessment PracticesWaiting 5 years until a child learns English before referring them for an evaluationPutting a child in special education for more support with English language acquisition Just because a child is receiving support from special education or ELA does not mean they wont qualify for the otherAsking the child what language they prefer to be evaluated in get this in a more formal wayRTI as a sole method of identification formal assessment is still best practiceJust because you may be bilingual, does not mean you have enough competencies to provide best practice services

Ethical Assessment PracticesTaking culture and language into account when designing interventions and servicesIncluding parents in all decision making and data collectionAssisting newcomers and parents provide information regarding the educational system and provide mentorship opportunities for newcomersUsing lots of data when decision makingCollaborating with school staff including ESL teachers and SLPs who often have more training in this areaKnowing your limitations, continual self-reflection

Nondiscriminatory Evaluation Procedures per IDEATests and other materials:Are selected and administered so as not to discriminate on a racial or cultural biasAre provided and administered in the child's native language or other mode of communication unless it is clearly not feasible to do soAre selected and administered to ensure that they measure the extent to which an LEP child has a disability and needs special education rather than measuring the child's English language skills

Problematic Assessment PracticesHuge variability of practices, limited consistency as well as standards in the fieldGiving WISC-IV (English) to NEP or LEPNo mention of language acquisition or abilities even if child is an ELLLimited to no parental involvement in the evaluationNonverbal/Performance subtests of assessments are used as a nonverbal assessment (actually it is an assessment of nonverbal abilities)No evaluation of acculturationLimited involvement of the school psychUsing translated tests that have not been standardized that way

Promising and Strong Assessment PracticesProgress monitoring tools that are translated and standardizedKABC-2 -Especially for lower SES groupsDAS-2 - Reduced discrepancy between diverse groupsWISC-IV Spanish - Normed on ELLs, ability to compare two groupsNonverbal assessments such as the UNIT, Leiter 3 (new), and the Wechsler NonverbalMeasuring acculturation (i.e. AQS or interview)Collecting data that is already there (especially academic achievement data)Developing strong local normsTraining programs focused on preparing practitioners for diverse population

What assessment practices do you use with culturally and linguistically diverse children?If you could redesign the assessment practices and processes in your district, what would you do to make them more culturally and linguistically responsive?

30What your ELL reports should include1) Cultural, experiential, and language-based factors

2) Incorporation of linguistic information (i.e. language acquisition) and language proficiency

3) The limitations of standardized instruments disclaimers regarding interpretation

4) The use of translated tests and their pitfalls and questionable validity (you shouldnt be doing this but might need to comment on another evaluation)

Legally Mandated IEP Process for ELL StudentsTeam shall consider Language abilitiesWhether the child needs specific interventions, accommodations, programming depending on language needs (statement in IEP about this)Comparison between student and ELL peersIEP must stress:acquiring proficiency in EnglishProviding them with meaningful access to the content of the educational curriculum available to all students

IDEA Requirements For Nondiscriminatory AssessmentSection 614Was a single measure used as the sole criterion for determining whether a child has a disability or determining the appropriate educational program?Were a variety of assessment tools and strategies used in this assessment?Were technically sound instruments used that may assess the relative contribution of cognitive and behavioral factors, in addition to physical or developmental factors?Were assessments and evaluation materials selected so as not to be discriminatory on a racial or cultural bias?Were assessments provided and administered in the language and form most likely to yield accurate information on what the child knows and can do academically, developmentally, and functionally, unless it is not feasible to so provide this?Are the measures used for purposes for which the assessments or measures are valid and reliable?Are the assessments administered by trained and knowledgeable personnel?Are the assessments administered in accordance with any instructions provided by the producer of such assessments?Has the team considered limited English proficiency before determining if the child has a disability?Has the team considered the language needs of the child as such needs relate to the child's IEP?References & ResourcesBooks:Marjory A. Bancroft, Lourdes Rubio-Fitzpatrick (2011), The Community Interpreter: Professional Interpreter Training for Bilingual Staff and Community Interpreters Culture and Language Press.Rhodes, R., Ochoa, S. H. & Ortiz, S. O. (2005). Assessment of Culturally and Linguistically Diverse Students: A practical guide. New York: Guilford Press.. Networks: CoP Bilingual School Mental Health Network of ColoradoWebsites:Colorin Colorado Website, particularly this article:www.colorincolorado.org/article/26751/ Center for Applied Linguisticswww.cal.orgERIC Clearinghouse on Languages and Linguistics www.cal.org/ericcll National Association for Bilingual Education (NABE) www.nabe.org National Association of School Psychologists, Culturally Competent Practice www.nasponline.org

QUESTIONS ?Remember:It takes time to learn English and adjust to a new culture!!!

If you would like a copy of this presentation please email Bryn Harris (bryn.harris@ucdenver.edu)