CONSIDERATIONS FOR LANGUAGE ASSESSMENT OF ELLS Gorman, B.K. (2014)

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CONSIDERATIONS FOR LANGUAGE ASSESSMENT OF ELLS Gorman, B.K. (2014)

Transcript of CONSIDERATIONS FOR LANGUAGE ASSESSMENT OF ELLS Gorman, B.K. (2014)

Page 1: CONSIDERATIONS FOR LANGUAGE ASSESSMENT OF ELLS Gorman, B.K. (2014)

CONSIDERATIONS FOR LANGUAGE ASSESSMENT OF

ELLS

Gorman, B.K. (2014)

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ELLS in Special Education

2

Overrepresentation Underrepresentation Reliance on English measures

(Caesar & Kohler, 2007; Williams & McLeod 2012)

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ELLS in Special Education

English speakers generally identified as having reading disabilities in 2nd or 3rd grade

ELLs often not until 4th or 5th (Donovan & Cross, 2002)

Overreliance on teacher ratings for identifying struggling readers have been shown to have low sensitivity, with overreliance on English proficiency as an indicator of ability (Limbos & Geva, 2001).

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Importance of Early Identification

70% of poor readers had a history of language deficits in kindergarten (Catts et al., 1999)

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Cross-disciplinary collaboration Importance of SLP-Teacher

communication ELLs with reading disabilities may previously

have been identified and served by SLP.

Importance of early identification and awareness of likelihood for concomitant reading difficulties.

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IDENTIFICATION: EXPERTISE IN ASSESSMENT REQUIRES ENHANCED UNDERSTANDING ABOUT THE LANGUAGE, LITERACY, AND COGNITIVE DEVELOPMENT OF CHILDREN LEARNING MORE THAN ONE LANGUAGE

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While at Baskin-Robbins

Older: How many scoops are in a double?

Younger: Two.

Older: How many are in a triple?

Younger: Three.

Me: How about in a quadruple?

Younger: Cuatro.

Understanding bilinguals

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A beneficial resource

Early bilingual exposure (0-3 years) appears to have a positive impact that may actually ameliorate the negative effect of low SES on literacy (Kovelman, Baker, & Petitto,

2008)

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IDEA 2004

ADDITIONAL PROCEDURAL SAFEGUARDS.—Procedures to ensure that testing and evaluation materials and procedures utilized for the purposes of evaluation and placement of children with disabilities for services under this title will be selected and administered so as not to be racially or culturally discriminatory. Such materials or procedures shall be provided and administered in the child’s native language or mode of communication, unless it clearly is not feasible to do so, and no single procedure shall be the sole criterion for determining an appropriate educational program for a child.

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2006 IDEA Final Regulations

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Requires that assessment and other evaluation materials are administered “in the form most likely to yield accurate information on what the child knows and can do academically, developmentally, and functionally.” i.e., variance from standard testing

procedures, when necessary

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Consideration of what we are evaluating

≠ ≠

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Language experience classification (Peña, Gillam, Bedore, & Bohman, 2011)

Functional monolingual English (FME) 80% or more English input-output

Bilingual English dominant (BED) 60%–80% English input-output)

Balanced bilingual (BL) 40%–60% input-output in each language

Bilingual Spanish dominant (BSD) 60%–80% Spanish input-output)

Functional monolingual Spanish (FMS) 80% or more Spanish input-output..

Consideration of who we are evaluating

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Language Input & Output

10:00

9:00

8:00

7:00

6:00

5:00

4:00

3:00

2:00

1:00

12:00

11:00

10:00

9:00

8:00

7:00

6:00

SundaySaturdayFridayThursdayWednesdayTuesdayMonday

10:00

9:00

8:00

7:00

6:00

5:00

4:00

3:00

2:00

1:00

12:00

11:00

10:00

9:00

8:00

7:00

6:00

SundaySaturdayFridayThursdayWednesdayTuesdayMonday

hrs hear L1

hrs hear L1

% input

hrs speak L1

hrs speak L2

% output

Average to calculate total

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Example: CristianExample: Cristian

A Spanish-English male, 5;3A Spanish-English male, 5;3 Mexican Spanish in the home, all-English Mexican Spanish in the home, all-English

at school (2 years) at school (2 years) Parents concerned that his language was Parents concerned that his language was

developing more slowly than his siblings’. developing more slowly than his siblings’. Teacher notes difficulty and attributes it Teacher notes difficulty and attributes it

to ELL statusto ELL status

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Language Experience:Birth to 3;0: Spanish 3;0 to present: Spanish and English Cristian is considered to be a sequential bilingual learner

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InputInput: : Wakes up 6am, Bedtime at 8pm (13 hour days)Wakes up 6am, Bedtime at 8pm (13 hour days)7 hours/day Monday-Friday: Spanish 7 hours/day Monday-Friday: Spanish 6 hours/day Monday-Friday: English 6 hours/day Monday-Friday: English 10 hours/day Weekends: Spanish10 hours/day Weekends: Spanish3 hours/day Weekends: English3 hours/day Weekends: English Input Spanish: 60% , Input English: 40% Input Spanish: 60% , Input English: 40%   OutputOutput6 hours/day Monday-Friday: English 6 hours/day Monday-Friday: English 7 hours/day Monday-Friday: Spanish 7 hours/day Monday-Friday: Spanish 11 hours/day Weekends: Spanish11 hours/day Weekends: Spanish2 hours/day Weekends: English2 hours/day Weekends: EnglishOutput Spanish: 63% , Output English: 37% Output Spanish: 63% , Output English: 37%

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Input Spanish: 60% , Input English: 40% Output Spanish: 63% , Output English: 37%

Average: Spanish 62%, English 38%

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Discussion

What are the three tests you most often use with your bilingual learners?

What is the language experience of the majority of the normative sample?

Are the norms representative of a child like Cristian?

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Define the standard for comparison

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Reference IDEA

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Using Standardized Measures Better

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Assessment Resources

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Assessment Framework (R. Gillam)

ParticipationParticipation

PortfoliosPortfolios

Naturalistic Observations Naturalistic Observations (home, school)(home, school)

ContextualContextual

Curriculum-BasedCurriculum-Based

DecontextualDecontextual

Standardized TestsStandardized Tests

Functions & ActivitiesFunctions & Activities

InterviewsInterviews

Language SamplesLanguage Samples

Dynamic AssessmentDynamic Assessment

ObservationObservation

MeasurementMeasurement

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Dynamic Assessment Methods and Research

Activity

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Look for:Look for:

Converging EvidenceConverging Evidence

-Parent/Family -Parent/Family

-Teacher -Teacher

-Clinician -Clinician

ParticipationParticipation

PortfoliosPortfolios

Naturalistic Observations Naturalistic Observations (home, school)(home, school)

ContextualContextual

Curriculum-BasedCurriculum-Based

DecontextualDecontextual

Standardized TestsStandardized Tests

Functions & ActivitiesFunctions & Activities

InterviewsInterviews

Language SamplesLanguage Samples

Dynamic AssessmentDynamic Assessment

ObservationObservation

MeasurementMeasurement

DiagnosisDiagnosis

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www.rti4success.orgwww.rti4success.org

Effective Literacy Practices for Instructing English Language Learners Within the Response

to Intervention (RTI) Framework

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Traditional models of special education: children referred after they experience failure

RtI: Major paradigm shift in assessment and intervention practices for struggling learners triggered by the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA)

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Key principles (see Fuchs, Mock, Key principles (see Fuchs, Mock, Morgan & Young, 2003, for a review) Morgan & Young, 2003, for a review) identify and intervene with at-risk children identify and intervene with at-risk children

before they fail. before they fail. measurement of childrenmeasurement of children’’s response to s response to

targeted instruction effectively targeted instruction effectively distinguishes students with true disabilities distinguishes students with true disabilities from those whose low achievement is due from those whose low achievement is due to inadequate previous instruction.to inadequate previous instruction.

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RtI and CLD StudentsRtI and CLD Students

May be particularly useful for identifying and May be particularly useful for identifying and meeting the needs of children from diverse meeting the needs of children from diverse backgrounds including ELLs backgrounds including ELLs (Vaughn et al., (Vaughn et al., 2006a, 2006b). 2006a, 2006b).

ELLs with RD often identified ELLs with RD often identified afterafter being exited being exited from ELL programs (Zehler et al., 2003). from ELL programs (Zehler et al., 2003).

Teacher ratings overreliance on English proficiency Teacher ratings overreliance on English proficiency as an indicator of ability (Limbos & Geva, 2001). as an indicator of ability (Limbos & Geva, 2001).

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www.rti4success.orgwww.rti4success.org

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Data-Based Decision MakingData-Based Decision Making

Communication and collaborationCommunication and collaboration Instructional effectiveness Instructional effectiveness Intervention effectivenessIntervention effectiveness Student response dataStudent response data Movement within tiersMovement within tiers Identification of disability (Disability Identification of disability (Disability

identification (in accordance with state identification (in accordance with state law)law)

Adapted from www.rti4success.orgAdapted from www.rti4success.org

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SummarySummary

Sufficient background knowledge about dual Sufficient background knowledge about dual language learninglanguage learning

Use assessment measures appropriatelyUse assessment measures appropriately Examine all four quadrants with multiple Examine all four quadrants with multiple

sources of datasources of data e.g., Dynamic Assessment, RtIe.g., Dynamic Assessment, RtI

Look for converging evidenceLook for converging evidence Imperative that early signs of language and Imperative that early signs of language and

literacy disability are identified as early as literacy disability are identified as early as possible. possible.

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Helpful Resources

www.asha.org/public/speech/www.asha.org/public/speech/development/bilingualchildren.htmdevelopment/bilingualchildren.htm

www.rti4success.org www.rti4success.org

www.ideapartnership.orgwww.ideapartnership.org

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Zehler, A. M., Fleischman, H. L., Hopstock, P. J., Pendzick, M. L., & Stephenson, T. G. (2003). Descriptive study of services to LEP students and LEP students with disabilities. Arlington, VA: Development Associates, Inc.

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Kovelman, I., Baker, S.A., & Petitto, L.A. (2008). Age of bilingual language exposure as a new window into bilingual reading development. Bilingualism: Language & Cognition, 11(2), 203–223.

Peña, E. D., Gillam, R. B., Bedore, L. M., & Bohman, T. M. (2011). Risk for poor performance on a language screening measure for bilingual preschoolers and kindergarteners. American Journal of Speech Language Pathology, 20, 302–314.

Williams, C.J., & McLeod, S. (2012). Speech-language pathologists’ assessment and intervention practices with multilingual children. International Journal of Speech-Language Pathology, 14(3), 292-305.