A Model of Bilingual Speech-Language Assessment Teresa M. Gillespie, M.S., C.C.C., Bilingual Speech-Language Pathologist Carla Dominguez, M.A., C.C.C., Bilingual Speech-Language Pathologist Special Education Assessment Services (SEAS) Denver Public Schools January 31, 2015 Metro Speech-Language Symposium

Disclosure: Financial – Received free registration to the Metro Speech-Language Symposium. Non-Financial – No relevant nonfinancial relationship exists.

The Power Point for this presentation is located at: http://teresa-gillespie.wikispaces.dpsk12.org

Learner Outcomes To promote increased understanding of the following: The rationale for the development of the assessment model The research behind the development of the assessment model The state and federal laws, and professional organization guidelines, that support the assessment model Denver Public School administrative and Speech-Language Pathology Department support for the assessment model The definition and collection of a sufficient speech-language body of evidence (BOE), and examples of a sufficient BOE The analysis of a BOE to determine the necessity of assessment in Spanish The conditions under which assessment in Spanish is conducted

Rationale Limited norm-referenced and standardized assessments for monolingual Spanish and bilingual Spanish-English speakers from a variety of dialectical backgrounds Cultural, linguistic, and content biases in available norm-referenced and standardized assessments for monolingual Spanish and bilingual Spanish- English speakers Differences in language acquisition trajectories between simultaneous versus sequential bilingual Spanish-English speakers can affect performance on norm-referenced and standardized assessments Limitations of standardized assessments, in general In Denver Public Schools, high volume of referrals for assessment in Spanish with a limited number of Bilingual Speech-Language Pathologists (SLPs)/Diagnosticians to conduct assessments

Research Research conducted to determine the following: The English language proficiency test domain that provided the most useful information regarding speech-language skills The English language proficiency test domain scores that indicated formal/informal assessment in Spanish, informal assessment in English, or both, may be necessary The standardized assessment tool that provided corresponding results in either Spanish or English at specific English language proficiency levels The accuracy of the bilingual assessment model in identifying those students who benefit from assessment in Spanish

State and Federal Laws and Professional Organization Guidelines Section §300.304 of the Individuals with Disabilities Education Act (IDEA) states that the public agency must “use a variety of assessment tools and strategies to gather relevant functional, developmental, and academic information about a child, including information provided by the parent . . . ” Section §300.304 of IDEA further states to “not use any single measure or assessment as the sole criterion for determining whether a child is a child with a disability . . . “

State and Federal Laws and Professional Organization Guidelines (continued) Section §300.305 of IDEA states that “as part of an initial evaluation (if appropriate) and as part of any reevaluation under this part, the IEP Team and other qualified professionals, as appropriate, must review existing evaluation data on the child, including evaluations and information provided by the parents of the child; current classroom-based, local, or State assessments, and classroom-based observations; and observations by teachers and related service providers . . . “ Section 4.02 of Exceptional Children’s Educational Act (ECEA) states that “The requirements and procedures for initial evaluations shall be in accordance with . . . §300.304 and §300.305 (IDEA) . . . “

State and Federal Laws and Professional Organization Guidelines (continued) Per the Preferred Practice Patterns for the Profession of Speech-Language Pathology (November 2004), Comprehensive Speech-Language Assessment, issued by the American Speech-Language-Hearing Association (ASHA), “Assessment . . . includes the following: . . . Standardized and/or nonstandardized measures of specific aspects of speech, spoken and nonspoken language, cognitive-communication, and swallowing function . . . ” Per the same document, Speech-Language Assessment for Individuals Who Are Bilingual and/or Learning English as an Additional Language, “Assessment . . . includes the following: . . . “Selection, administration, and interpretation of standardized assessment tools and/or nonstandardized sampling (e.g., interviews and observation in varied settings and multiple activities) conducted with recognition of the unique characteristics of the individual’s linguistic community . . . ”

Denver Public School Administrative and Speech-Language Pathology Department Support Presented the following research to our Team Supervisor, the Department Director, the Speech-Language Supervisor, and the school-based SLPs: State and federal laws and regulations, and professional national association guidelines, regarding the use of standardized/non- standardized assessments and alternative assessment strategies to identify students with a speech-language disability The results of our research studies regarding the level where a native Spanish-speaking student’s English language proficiency skills need to cluster in order to receive informal assessment in English, and which published standardized assessment can be reliably used to generate valid and corresponding results in either Spanish or English

Denver Public School Administrative and Speech-Language Pathology Department Support (continued) Completed the following training: Administration and scoring of the State of Colorado English language proficiency test in order to increase knowledge of the construct/content of the test and determine at what possible level a native Spanish-speaking student’s English language proficiency is adequate enough to receive informal assessment in English, and which section of the test provides sufficient information regarding vocabulary, grammar, and language comprehension skills

Denver Public School Administrative and Speech-Language Pathology Department Support (continued) Received approval from our Team Supervisor and the Department Director Developed guiding documents to help the school-based SLPs to collect a sufficient BOE Developed a flow chart to demonstrate which native Spanish- speaking students, and under what conditions, the Team Bilingual SLPs would assess in Spanish, and which students, and under what conditions, the school-based SLPs would informally assess in English

Denver Public School Administrative and Speech-Language Pathology Department Support (continued) Site visits with the school-based SLPs to answer additional individual questions about the guiding documents and the new assessment model, and address concerns/complaints Side-by-side training with school-based SLPs who requested additional help with the guiding documents and the new assessment model Developed a district-approved Wikispace to serve as a resource for SLPs working with native Spanish-speaking English Learners

Speech-Language Body of Evidence Definition: Information collected from a variety of sources (i.e., parental report, teacher report, in-classroom observations, medical records, student records, results from previous assessments, completed questionnaires/checklists, collected language samples, literature review, results of current informal/formal assessments, speech-language therapeutic progress monitoring data, etc.) that describes the current speech and language skills of a student, any progression/regression of those skills over time, and the possible causes of any observed speech and/or language difficulties (i.e., Autism, traumatic brain injury, Down Syndrome, hearing loss, verbal apraxia, etc.). Gillespie, 2014

Speech-Language Body of Evidence (continued) Collection of a sufficient speech-language BOE: Is completed by the school-based SLP There are five guiding documents

Speech-Language Body of Evidence (continued) Examples of a sufficient speech-language BOE: There are three examples

Speech-Language Body of Evidence (continued) Example #1: “Fulana is a five-year-old native Spanish speaker in an ELA-S classroom at It’s a Small World Elementary School. She was initially staffed, following testing in her native language, for a severe articulation, mild receptive, and moderate expressive language impairment. At this time, Fulana is judged to be 100% intelligible in continuous speech and no articulation concerns are present. Her current speech/language goals target expressive language abilities, particularly sequencing her thoughts and words to express ideas/messages clearly. Fulana has met this goal and is able to tell a four-part story, in sequence, with appropriate transitions, given visual pictures, with minimal prompts from the SLP on +4/5 trials. She also has demonstrated progress toward her goal of taking conversational turns and maintaining a topic of conversation. It seems as though Fulana is a young student, with limited exposure to pre-academic curricula/material, who was initially unfamiliar with the structure of the school environment, but she is now quickly adapting and progressing in all areas. Her teacher reports no further concerns regarding communication.”

Speech-Language Body of Evidence (continued) Example # 2: “Fulano was referred for an observation/screening by his general education teacher. His teacher reported that his current communication skills are impacting Fulano's ability to participate in the classroom because he often does not speak and when he does listeners rarely understand what he is trying to orally communicate. Fulano's articulation was informally screened in Spanish and English at the word level. Commonly observed errors heard in Fulano's native language of Spanish and in his secondary language of English were as follows: final consonant deletion e.g., /n/, cluster reduction, syllable deletion of both weak and strong stressed syllables, bilabial errors, inconsistent /l/ productions, /s/ deletion or /h/ substitution. Fulano was most accurate in producing CVCV independently, and repeating CVC words. Volume of voice and range of motion used when independently naming pictures was limited. He also had some difficulties in labeling pictures in Spanish and English as well. Over six sessions, Fulano's progress has been limited with respect to increasing his overall speech intelligibility. Most growth has been achieved in increasing volume with prompting and vocabulary although Fulano continues to primarily produce limited vocabulary with shorter utterances. In sessions, he is able to label some basic categories with picture representations (e.g., la ropa) and receptively he is able to sort and add on to groupings. He follows directions and novel activities with appropriate sheltered English content instructional strategies. No receptive language concerns have been reported in Fulano's native language by the classroom teacher during academic instruction in Spanish.”

Speech-Language Body of Evidence (continued) Example # 3: “Fulano transferred to DPS this year. Records from initial evaluation report student was first assessed for a disability in Kindergarten and results were he did not qualify. Then, in first grade, he was tested again using standardized scores from formal English language testing - CELF, GF-2, and EOWPVT, with "disclaimers," and he was identified with a severe language impairment. A bilingual questionnaire form was filled out by the teacher and responses indicated "social language" peer behavior difficulty. Specific problems listed were - slower to respond (yes, that is typical when processing information and speaking in your 2nd language), paying attention, remembering things, and staying on topic. I do not feel that the school's body of evidence for language is strong enough to accept the IEP given limited information on how the student performs in his native language. Struggles in English are clearly documented but questionable in differentiating a language difference from a disorder.”

Analysis of a Speech-Language Body of Evidence The SEAS Bilingual SLP determines if the BOE is sufficient. It is considered to be sufficient if it contains: The last reported ACCESS (Assessing Comprehension and Communication in English State-to-State for English Language Learners) Speaking Subtest score Information about receptive and expressive language, and articulation, skills in Spanish, based on information gained from a speech-language probe in Spanish, collection of a language sample in Spanish, parent interview, teacher report, results from previous speech-language assessment in Spanish, etc. Information about receptive and expressive language, and articulation, skills in English, if the student is bilingual, based on observation, informal speech- language assessment in English, speech-language therapeutic progress monitoring data, completed checklist, parent interview, teacher report, etc. Information about pragmatic language skills Information about fluency and voice skills

Analysis of a Speech-Language Body of Evidence (continued) The SEAS Bilingual SLP analyzes the BOE by comparing the student’s current speech-language skills with what is known in the research literature about: Spanish language development Simultaneous/Sequential bilingualism Spanish speech sound development Speech-language disorders in the bilingual population Stages of Second Language Acquisition Second Language Acquisition Processes BICS - Basic Interpersonal Communication Skills CALP - Cognitive Academic Language Proficiency The SEAS Bilingual SLP also researches information about the student’s: subject grades performance on various district and state assessments inclusion in any special academic programs, etc. in various district databases, to which the school-based SLPs may not have access

Analysis of a Speech-Language Body of Evidence (continued) If the student has previously been identified with a Speech-Language Impairment (SLI), then the SEAS Bilingual SLP analyzes: the student’s progress on the current speech-language objectives with respect to the appropriateness of the objectives the rate of progress the results of previous speech-language assessments the mobility of the student between schools/countries the student’s involvement with any private speech-language therapeutic services history of language of literacy/content instruction, etc. The SEAS Bilingual SLP also consults with other professionals on SEAS who may have evaluated the student in additional areas, e.g., education, cognition, social-emotional, and/or health

Analysis of a Speech-Language Body of Evidence (continued) If the speech-language BOE is insufficient, then the SEAS Bilingual SLP consults with the school-based SLP to determine if additional information can be obtained. If the school-based SLP can obtain additional information, then the SEAS Bilingual SLP specifies the additional information that is needed.

Speech-Language Skills Matrix for Native Spanish Speakers Speech-Language Skills Matrix for Native Spanish Speakers © Gillespie & Dominguez, 2015

Conditions Under Which Speech-Language Assessment in Spanish Is Completed If the analysis of the sufficient BOE reveals that there are no speech- language concerns, then assessment in Spanish is unwarranted Any discrepancies or gaps in, or any unanswered questions about, the BOE or information gathered that cannot be resolved or answered through the collection of additional evidence or information, result in the need for additional speech-language assessment in Spanish There is a specific parent request for assessment by a Spanish- speaking diagnostician

Conditions Under Which Speech-Language Assessment in Spanish Is Completed (continued) Articulation only concerns: Initial Eligibility Students receive speech assessment in Spanish Re-Evaluation Eligibility Students receive informal speech re-evaluation in English by the school-based SLP

Conditions Under Which Speech-Language Assessment in Spanish Is Completed (continued) Receptive and/or expressive language concerns: Initial Eligibility Students receive assessment in Spanish if: The concerns have been verified – sufficient BOE Their ACCESS Speaking Subtest scores are Level 1 or 2 Re-Evaluation Eligibility Students receive assessment in Spanish if : There are discrepancies or gaps in, or unanswered questions about, the BOE or information gathered

Conditions Under Which Speech-Language Assessment in Spanish Is Completed (continued) Receptive and/or expressive language concerns: Initial Eligibility Students first receive informal assessment in English by the school-based SLP if their ACCESS Speaking Subtest scores are Level 3, 4, or 5: If the results of the informal assessment in English indicate speech-language skills within the low-average-to-average range, then assessment in Spanish is NOT completed If the results of the informal assessment in English indicate speech-language skills below the low-average range, then assessment in Spanish IS warranted

Conditions Under Which Speech-Language Assessment in Spanish Is Completed (continued) Receptive and/or expressive language concerns: Re-Evaluation Eligibility Students receive informal assessment in English by the school-based SLP if their ACCESS Speaking Subtest Scores are Level 3, 4, or 5: If the results of the informal assessment in English indicate speech-language skills below the low-average range, then assessment in Spanish IS warranted If there are discrepancies or gaps in, or unanswered questions about, the BOE or information gathered

Conditions Under Which Speech-Language Assessment in Spanish Is Completed (continued) Receptive and/or expressive language concerns: Speech-language re-evaluation in Spanish is not completed for students at any ACCESS Speaking Subtest score level if a review of the sufficient BOE indicates that: The student continues to benefit from speech-language therapeutic services The student can be exited from speech-language therapeutic services without prejudice, pending parental and Special Education Team input/discussion at the IEP (Individualized Education Program) meeting

Conditions Under Which Speech-Language Assessment in Spanish Is Completed (continued) Transfers: If a student has received previous comprehensive speech-language assessment in Spanish, and has been identified as presenting with SLI: AND . . . there are no discrepancies or gaps in, or any unanswered questions about, the BOE or information gathered, then additional speech-language assessment in Spanish is NOT warranted BUT . . . there are discrepancies or gaps in, or any unanswered questions about, the BOE or information gathered, then additional speech-language assessment in Spanish needs to be completed BUT . . . has not received previous comprehensive assessment in Spanish, then additional speech-language assessment in Spanish needs to be completed

Conditions Under Which Speech-Language Assessment in Spanish Is Completed (continued) SEAS Bilingual Speech-Language Referrals Flow Chart:

Speech-Language Assessment in Spanish Types of assessment: Formal Informal Comprehensive Targeted

Speech-Language Assessment in Spanish (continued) SEAS Bilingual SLPs conduct: Formal assessment when: The student is monolingual Spanish-speaking An appropriate assessment exists that has been norm-referenced and standardized on a monolingual Spanish-speaking population The student is not exposed to the English language in the home environment or enrolled in content and literacy instruction in English Informal assessment when: The student is bilingual Spanish/English-speaking An appropriate assessment that has been norm-referenced and standardized on a bilingual Spanish/English-speaking population does not exist the student benefits from re- administration in English of test items initially administered in Spanish and failed

Speech-Language Assessment in Spanish (continued) SEAS Bilingual SLPs conduct: Comprehensive assessment when the BOE demonstrates that the student would benefit from assessment in most or all speech-language areas Targeted assessment when the BOE demonstrates that the student would benefit from assessment in only one or two speech-language areas

Speech-Language Assessment in Spanish (continued) SEAS Bilingual SLPs: Utilize conceptual scoring when conducting assessment with bilingual Spanish/English-speaking students in an effort to grant them credit for appropriate responses to test items administered regardless of the language used when responding Do not record converted or derived scores when conducting informal assessment Record the student’s current Stage of Second Language Acquisition, and any demonstrated Second Language Acquisition Processes, as evidenced during the assessment