Bilingual Special Education Evaluation

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Bilingual Special Education Evaluation

• Criselda Guajarado Alvarado

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Correcting Some Myths

• Bilingual special education evaluation means
  testing in two languages.
• Bilingual special education evaluation is not
  only for students identified as LEP (EL). There
  will be many referred students who are considered
  English fluent, who need a bilingual special
  education evaluation.

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Definitions

• Dominant Languagethe language spoken by the
  student most effectively and productively
  relative to his/her other language(s)
• Oral Language Proficiencylevel of the students
  ability to comprehend and speak a language.
• Primary languagelanguage the person first
  learned, or the language which is spoken in the
  persons home 5 CCR 3001 Definitions

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Definitions, continued

• Native LanguageThe term native language, when
  used with respect to an individual who is limited
  English proficient, means the language normally
  used by the individual or, in the case of a
  child, the language normally used by the parents
  of the child. IDEA 04

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Agenda

• Four components of a bilingual psycho-educational
  evaluation
• Available tests in languages other than English
• Case study Juan

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Four Components of a Bilingual Special Education
Evaluation
Test Results
Affective Factors
Language of Instruction

• Gathering of information for referral
• Oral language proficiency and dominance testing
  in the students two or more languages
• Academic testing
• Cognitive/IQ testing

Parents Language
Quality of Language Models
Students Dominant Language
Students Level of Proficiency
Social vs. Academic Language
Socio-Economic Factors
Kind of Educational Programming
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Gathering Information for Referral to Special
Education Testing
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Getting to Know Your Student Educational
Background

• Previous School Information
• Track down where student has attended school
  since he first started.
• Current previous educational programs,
  identifying all programming since student started
  school (especially alternative language
  programming).
• Language proficiency testing (over time if
  avail.)
• Attendance
• Testing done by school

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Getting to Know Your Student Oral Language
Environment

• Home Language Survey
• Current language spoken at home
• Language spoken with friends
• Language spoken in community
• Language spoken in the classroom

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Getting to Know Your Student Socio-Economic
Other Factors

• Pertinent cultural and lifestyle information
• Parent information
• Developmental milestones
• Family history
• Comparison to siblings
• Significant family events
• Significant medical event
• Any other pertinent information

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Getting to Know Your StudentTeacher Input

• Teacher input on students language ability in
  both languages
• Teacher input on this students classroom
  performance
• Referral concern
• Other information

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30 EC 56441.11Special Education Eligibility
Criteria for Preschool Children

• A child is not eligible for special education and
  services if the child does not otherwise meet the
  eligibility criteria and his or her educational
  needs are due primarily to
• Unfamiliarity with the English language.
• Social maladjustment.
• Environmental, cultural, or economic factors.
• Temporary physical disabilities.

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30 EC 56337Specific Learning Disability
Discrepancies

• (a) A severe discrepancy exists between the
  intellectual ability and achievements in one or
  more of the following academic areas.
• Oral expression Basic reading skills Math
  calculation
• Listening comprehension Reading comprehension
• Written expressions Math reasoning
• (b) The discrepancy is due to a disorder in one
  or more of the basic psychological processes and
  is not the result of environmental, cultural, or
  economic disadvantages.
• (c) The discrepancy cannot be corrected through
  other regular or categorical services offered
  within the regular instructional program.

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• IDEA 04SPECIFIC LEARNING DISABILITY
• (A) IN GENERAL.The term specific learning
  disability means a disorder in 1 or more of the
  basic psychological processes involved in
  understanding or in using language, spoken or
  written, which disorder may manifest itself in
  the imperfect ability to listen, think, speak,
  read, write, spell, or do mathematical
  calculations.
• (B) DISORDERS INCLUDED.Such term includes such
  conditions as perceptual disabilities, brain
  injury, minimal brain dysfunction, dyslexia, and
  developmental aphasia.
• (C) DISORDERS NOT INCLUDED.Such term does not
  include a learning problem that is primarily the
  result of visual, hearing, or motor disabilities,
  of mental retardation, of emotional disturbance,
  or of environmental, cultural, or economic
  disadvantage.

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Case Study Juan

• Student is 8 years old in the 2nd grade.
• Student went to school in Mexico for PK and
  Kinder
• Family moved to the U.S. and Juan was enrolled in
  1st grade. He was retained and attended 1st grade
  again.
• Parents denied bil. ed. and ESL services when
  Juan initially entered the 1st grade in the U.S.
• Spanish is primary language of home. Mom knows
  very little English. Dad knows a little, enough
  to roughly communicate.
• Student speaks Spanish w/ friends neighbors.
  Seems more comfortable speaking Spanish.
• English has been language of instruction for last
  3 years.

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IDEA 2004, Additional Requirements

• (3) Each local educational agency shall ensure
  that(A) assessments and other evaluation
  materials used to assess a child under this
  section
• (i) are selected and administered so as not to be
  discriminatory on a racial or cultural basis
• (ii) are 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 or
  administer
• (iii) are used for purposes for which the
  assessment or measures are valid and reliable
• (iv) are administered by trained and
  knowledgeable personnel and (v) are administered
  in accordance with any instructions provided by
  the producer of such assessments . . .

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Oral Language Proficiency and Dominance Testing
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Oral Language Proficiency Dominance Testing

• Formal oral language testing should never be the
  only information used to determine oral language
  proficiency and dominance. Other information that
  may used include
• Home Language Survey
• Teacher checklist
• Previous and current language proficiency testing
• Parent information on childs language skills
• Student interview on language use and exposure

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Oral Language Proficiency Dominance Testing

• Oral language testing should usually be conducted
  in both languages of the student.
• Strive for parallel oral language testing because
  test results in the two languages will usually be
  compared to determine dominance.
• Be aware that oral language tests may measure
  different aspects of language. Some oral language
  tests may measure social/conversational language,
  while others may measure cognitive/academic
  language.
• SLPs usually test functional language, while
  school psychologists test for academic language
  (different perspective on language).

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Oral Language Proficiency Dominance Testing

• Interpret results based on amount and quality of
  students exposure to the language being tested.
• Determine dominance by comparing oral language
  totals in English and other language. Administer
  cognitive/IQ test in dominant/stronger language.
• If dominance is unclear, analyze tasks by level
  of language complexity. Determine if on the more
  complex aspects of language, a dominant language
  is indicated.
• If unclear dominance even after comparing the
  total scores looking at task complexity,
  consider administering the cognitive/IQ test in
  students native language
• Be knowledgeable about the second language
  acquisition process. Interpret results in light
  of what is known about second language learning.

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OCR v. Denver Public Schools

• In order to account for the effect of language on
  test results, staff persons at some school
  districts consider students dominant language
  or primary language, often using the terms
  interchangeably. However, determining that a
  student is dominant in English is not equivalent
  to determining that the student is proficient in
  the language skills required to produce valid,
  reliable results on a special education
  evaluation instrument.

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• OCR received several forms used in the
  pre-referral, referral, and placement process,
  some of which are specifically for use with
  language-minority students. One example, the
  Pre-Referral Background Information and Language
  Survey for Limited English Proficient Children
  form, is used to determine "language dominance."
  Like the other forms furnished to OCR, the
  instructions on this form limit its use to
  students who have already been identified as LEP,
  and includes no space to record objective
  assessment of proficiency in English or any other
  language. The determination of "language
  dominance" is not based on a comparison of
  objective assessment of proficiency in two or
  more languages. Rather, staff persons are invited
  to draw a judgment of language dominance based on
  subjective information regarding the students
  language use and background. The person
  completing the form, who is not necessarily
  qualified to administer special education testing
  instruments, may suggest the language to be used
  for testing. OCR v. Denver
  Public Schools

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Oral Language Proficiency and Dominance Testing
Tests Available in Languages Other than English

• PLS 4 English Spanish
• WMLS-NU English Spanish
• WMLS-R English Spanish
• WLPB-R English Spanish
• Oral Language Cluster in WJ III and Batería III
• CELF 4 English CELF 3 Spanish
• ____________________
• ____________________
• Use with caution. Can be used for proficiency
  testing, but not to determine dominance

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Oral Lang. Proficiency Dominance Testing Case
Study Juan

• Spanish Oral Language
• Batería III APROV
• Pic. Voc 85 7-9
• Verb Analogies 90 7-11
• Story Recall 102 8-4
• Understanding Dir. 98 8-0
• LISTENING COMP. 96 8-2
• ORAL EXPRES. 93 8-5
• TOTAL 94 8-6

• English Oral Language
• WJ III ACH
• Pic. Voc 75 6-0
• Verb Analogies 82 7-8
• Story Recall 85 7-9
• Understanding Dir. 76 6-0
• LISTENING COMP. 83 6-8
• ORAL EXPRESS. 72 6-0
• TOTAL 75 6-1

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Oral Language Proficiency Dominance Testing

• Once a determination and interpretation of oral
  language proficiency and dominance has been made,
  other aspects of the evaluation can be addressed,
  including
• the selection of appropriate tests and assessment
  strategies to use in the evaluation process,
• language(s) to use with the student, and
• qualified personnel to conduct the procedures.

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Academic Testing
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Academic Testing

• English academic testing is almost always done
  unless student is newly immigrated within the
  last few months.
• Academic testing in the other language is usually
  conducted if student has been exposed to academic
  instruction for one year or more.
• If tests in the other language are not available
  or if amount of instruction in the other language
  was negligible, informal academic testing may be
  necessary.
• Be aware that academic instruction can be
  received in other settings besides school. So
  even if student has not received instruction in
  that language at school, he/she may have received
  instruction elsewhere like home or church.

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Interpretation of Academic Testing

• Results from the academic testing are interpreted
  in light of the amount and quality of academic
  exposure in that language.
• Be aware of the effects of different
  instructional programming on performance.

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Oral Language Proficiency and Dominance Testing
Tests Available in Languages Other than English

• Spanish
• Batería-R ACH
• Batería-III APROV
• ________________________
• ________________________

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Academic Testing Case Study Juan

• English Academic Testing
• WJ III
• BRS 78 6-4
• RC 77 6-6
• MC 99 8-6
• MR 89 7-8
• WE 72 6-0

• Spanish Academic Testing
• Batería III
• BRS 75 6-2
• RC 70 5-11
• MC 99 8-5
• MR 95 8-5
• WE 65 5-9

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Cognitive/IQ Testing
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Cognitive/IQ Testing

• Administer cognitive/IQ test in dominant language
  of the student.
• If cognitive/IQ testing is limited to nonverbal
  only, be sure that this was because of a student
  centered reason and not because it was easier and
  faster.
• Be aware of the impact of the second language
  acquisition process on test results

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Cognitive/IQ Testing Tests Available in
Languages Other than English

• Spanish
• Batería III COG
• Standard Scale Tests 1-7 for very Spanish
  monolingual students
• Early Development Scale for Spanish speaking 2
  3 year old students or those who function on a 2
  3 year old level
• Bilingual Scale for Spanish dominant students who
  also speak English
• Low Verbal Scale for Spanish dominant students w/
  documented significant language delays
• Extended Scale (Tests 1-7 11-17) for more
  in-depth testing
• Spanish Wechsler IV

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IDEA 2004, Additional Requirements

• (3) Each local educational agency shall ensure
  that(A) assessments and other evaluation
  materials used to assess a child under this
  section
• (i) are selected and administered so as not to be
  discriminatory on a racial or cultural basis
• (ii) are 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 or
  administer
• (iii) are used for purposes for which the
  assessment or measures are valid and reliable
• (iv) are administered by trained and
  knowledgeable personnel and (v) are administered
  in accordance with any instructions provided by
  the producer of such assessments . . .

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• for a non-native speaker and for a speaker of
  some dialects of English, every test given in
  English becomes, in part, a language or literacy
  test. Test results may not reflect accurately the
  abilities and competencies being measured if test
  performance depends on these test takers
  knowledge of English.
• Standards for Educational and Psychological
  Testing
• American Psychological Association
• American Educational Research Association
• National Council on Measurement in Education

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Cognitive/IQ Testing Tests Appropriate for
Bilingual, English Dominant Students

• WJ III
• Bilingual Scale for English dominant students who
  also speak Spanish or one of the 16 languages in
  the BVAT
• K-ABC II
• Allows translation of instructions sample items
  (if necessary) and acceptance of responses in
  another language

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Cognitive/IQ Testing Case Study Juan

• Batería III Cognitiva,
• Bilingual Scale 106

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Evaluation Personnel
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• Best Practice dictates that the evaluation
  professional is fluent and literate in the two or
  more languages of the student being tested. The
  evaluation professional should also be
  knowledgeable of cultural and linguistic issues
  that can impact test results and have training on
  evaluation materials and practices appropriate
  for the culturally and linguistically diverse
  student. The evaluation materials should be in
  the language and form most likely to yield
  accurate information.

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IDEA 04, Personnel Qualifications.

• (A) In general.The State educational agency has
  established and maintains qualifications to ensue
  that personnel necessary to carry out this part
  are appropriately and adequately prepared and
  trained, including that those personnel have the
  content knowledge and skills to serve children
  with disabilities.

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30 EC 56362.7 Bilingual-Crosscultural Certificate
of Assessment Competence

• (a) The Legislature recognizes the need for
  specially trained professionals to assess and
  serve pupils of limited-English proficiency. This
  is particularly true of pupils with exceptional
  needs or pupils with suspected handicaps.
• (b) The commission shall develop a
  bilingual-crosscultural certificate of assessment
  competence for those professional who may
  participate in assessments for placements in
  special education programs. The certificate shall
  be issued to holders of appropriate credentials,
  certificates, or authorizations who demonstrate,
  by written and oral examination, all of the
  following
• (1) That the person is competent in both the
  oral and written skills of a language other than
  English.
• (2) That the person has both the knowledge and
  understanding of the cultural and historical
  heritage of the limited-English-proficient
  individuals to be served.
• (3) That the person has the ability to perform
  the assessment functions that candidate is
  certified or authorized to perform in English and
  in a language other than English.
• (4) That the person has knowledge of the use of
  instruments and other assessment techniques
  appropriate to evaluate limited-English-proficient
  individuals with exceptional needs and ability
  to develop appropriate data, instructional
  strategies, individual educational plans, and
  evaluations.

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APA Standard 9.11

• When an interpreter is used in testing, the
  interpreter should be fluent in both the language
  of the test and the examinees native language,
  should have expertise in translating, and should
  have a basic understanding of the assessment
  process.
• Comment Although individuals with limited
  proficiency in the language of the test should
  ideally be tested by professionally trained
  bilingual examiners, the use of an interpreter
  may be necessary in some situations. If an
  interpreter is required, the professional
  examiner is responsible for ensuring that the
  interpreter has the appropriate qualifications,
  experience, and preparation to assist
  appropriately in the administration of the test.
  It is necessary for the interpreter to understand
  the importance of following standardized
  procedures, how testing is conducted typically,
  the importance of accurately conveying to the
  examiner an examinees actual responses, and the
  role and responsibilities of the interpreter in
  testing. p. 100

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Evaluation Report
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• Report
• Results of the Home Language Survey
• Teacher information
• Language proficiency testing
• Parent Information
• Information from student interviews
• Educational history
• Previous schooling in another country, including
  any interruptions
• Previous and current educational programming,
  especially alternative language programming
• Relevant sociological/cultural information
• Document
• Qualifications of evaluation personnel
• Language(s) of the test
• Evaluation practices utilized
• Deviation from standardized administration
• Consideration of the effects of environmental,
  cultural, and economic disadvantage, if
  appropriate.

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30 EC 56327, Assessment Results Reports

• The personnel who assess the pupil shall prepare
  a written report, or reports, as appropriate, of
  the results of each assessment. The report shall
  include, but not be limited to, all the
  following
• (a) Whether the pupil may need special education
  and related services.
• (b) The basis for making the determination.
• (c) The relevant behavior noted during the
  observation of the pupil in an appropriate
  setting.
• (d) The relationship of that behavior to the
  pupils academic and social functioning.
• (e) The educationally relevant health and
  development, and medical findings, if any.
• (f) For pupils with learning disabilities whether
  there is such a discrepancy between achievement
  and ability that it cannot be corrected without
  special education and related services.
• (g) A determination concerning the effects of
  environmental, cultural, or economic
  disadvantage, where appropriate.
• (h) The need for specialized services, materials,
  and equipment for pupils with low incidence
  disabilities, consistent with guidelines
  established pursuant to Section 56136.

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Reevaluations
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• Some additional issues to consider
• Students who are in the second language
  acquisition process can experience dramatic
  changes between initial evaluation and
  reevaluation.
• Testing practices may have significantly changed
  from the initial evaluation.
• More appropriate and equitable standardized tests
  may now be available that were previously not
  available.

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