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CONSIDERATIONS FOR LANGUAGE ASSESSMENT OF
ELLS
Gorman, B.K. (2014)
ELLS in Special Education
2
Overrepresentation Underrepresentation Reliance on English measures
(Caesar & Kohler, 2007; Williams & McLeod 2012)
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).
Importance of Early Identification
70% of poor readers had a history of language deficits in kindergarten (Catts et al., 1999)
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.
IDENTIFICATION: EXPERTISE IN ASSESSMENT REQUIRES ENHANCED UNDERSTANDING ABOUT THE LANGUAGE, LITERACY, AND COGNITIVE DEVELOPMENT OF CHILDREN LEARNING MORE THAN ONE LANGUAGE
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
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)
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.
2006 IDEA Final Regulations
10
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
Consideration of what we are evaluating
≠ ≠
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
Language Input & Output
10:00
9:00
8:00
7:00
6:00
5:00
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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
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
Language Experience:Birth to 3;0: Spanish 3;0 to present: Spanish and English Cristian is considered to be a sequential bilingual learner
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%
Input Spanish: 60% , Input English: 40% Output Spanish: 63% , Output English: 37%
Average: Spanish 62%, English 38%
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?
Define the standard for comparison
Reference IDEA
Using Standardized Measures Better
Assessment Resources
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
Dynamic Assessment Methods and Research
Activity
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
www.rti4success.orgwww.rti4success.org
Effective Literacy Practices for Instructing English Language Learners Within the Response
to Intervention (RTI) Framework
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)
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.
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).
www.rti4success.orgwww.rti4success.org
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
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.
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
brenda.gorman@elmhurst.edu
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.
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.