Why Assess in English & the Student’s Native Language? It provides comparative data to the IEP team about how the student performs in the primary language versus English. The assessor can determine if similar error patterns are seen in both the primary language and English (listening, speaking, reading or writing) in order to discern if the students is having academic difficulty due to a language difference or a disability. Many students acquire BICS level English speaking skills and are stronger in English academics but think at a CALPs level in their“native language”. Confirmation of findings in English assessment can be validated through native language assessment.
50 Assessment of ELs Best Practices 1 st Best Option – Engage in the following: 1)Administer cross cultural, non- discriminatory full or partial bilingual assessment in English and the native language using bilingual assessors 2)Use of structured interviews with parents and staff 3)Engage in observation of student in varied environments 4)Collect data from curriculum based assessment measures 5)Engage in structured interviews (staff and family) Assessment ELs Best Practice Heirarchy
51 Assessment of ELs Best Practices 2nd Best Option – Engage in the following: 1)If there is no assessor available in the native language; engage in steps # 2-5 on slide 50 and, 2)Assess in English and use an interpreter, administer the assessment in the native language under the supervision of school licensed assessors – document limitations in assessment report Assessment ELs Best Practice Heirarchy
3 rd Option – Engage in the following: 1)If there is no assessor available in the native language; engage in steps # 2-5 on slide #50 and, 2)If there are no assessment tools available in the native language, assess in English and use an interpreter who speaks the native language to provide an oral translation of assessments normed and written in English – document limitations in assessment report (do not use standard scores – this is to confirm information regarding patterns of strengths and weaknesses only) 52
Assessment ELs Best Practice Heirarchy Worse Case Scenario Option – Engage in the following: 1)If there is no assessment tool or interpreter available in the native language engage in #2-5 on slide #50 and, 2)Assess in English, to include non-verbal areas of cognition 53
73 Resource List for Possible Alternate Assessments to CELDT Cont’d. Test NameSkills Assessed Organization or Publisher Contact Information Basic Inventory of Natural Language (BINL) Listening Speaking in 30 different languages CHECpoint Systems, Inc. (800)635-1235 Norm referenced & Criterion referenced Brigance IED II (B-7yrs) Brigance CIBS II (Pre K –9) Listening & Speaking Reading & Writing literacy Curriculum & Associates http://www.curriculu massociates.com VCCALPS (adapted ALPI with Reading & Writing) Listening, Speaking, Reading & Writing Ventura County SELPA www.venturacountys elpa.com Resource List for Possible Alternate Assessments to CELDT Cont’d.