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House Bill 548 Language Acquisition
September 1, 2020
Special Education Technical Assistance WebinarHouse Bill (HB) 548 Language Acquisition
▪ Overview of HB 548 Language Acquisition
▪ Requirements for Data Collection
▪ Annual Process
▪ Language Assessment Team▪ List of approved assessments
4
House Bill 548: An Overview
86th Texas Legislature
6
September 1, 2019
Encoded as Texas Education Code §29.316
June 14, 2019
HB 548 signed by Governor Abbott
December 18, 2018
Original bill was filed by Rep. Canales
May 20, 2019
House concurred with Senate amendment
May 23, 2019
Bill passed the Senate (with amendment)
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Overview of HB 548: To generate and monitor data and determine a need of timely interventions for Deaf or Hard of Hearing (DHH) and deafblind (DB) students ages 0-8.
What has been done so far?
Assessment Results
Data Generated+ = Improved Student Outcomes
What has been done so far?
Input and support from stakeholders in the community of DHH/DB students:
▪ Created a committee of deaf education experts from across the state to develop a list of assessments/tools to measure language acquisition
▪ Finalized Memorandum of Understanding (MOU) with TEA, Health and Human Service Commission (HHSC), and Texas School for the Deaf (TSD) to continue to support the agencies roles in HB 548.
Special Education Language Acquisition (SELA) data collection system:
▪ Established a platform to generate data in Texas Student Data System (TSDS).
▪ Provided training to Education Service Center (ESC) Public Education Information Management System (PEIMS) Champions to assist in gathering data.
▪ Utilized ESC PEIMS Champions to train others in the Local Education Agencies (LEAs) on the data collection.
+ Data Monitoring and Recommendations
Data Collection: Required Elements
8
Required Elements for the Annual Data Collection
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Demographic Information for ages 0-8 who are DHH or DB
Preferred unique mode of communication used by the child at home
a unique identification number
Demographic Information for ages 0-8 who are DHH or DB
▪ Demographic Information for ages 0-8 who are DHH or DB▪ Age▪ Gender▪ Race/ethnicity▪ Limited English Proficiency (LEP) status▪ Primary Disability▪ Federal Educational Setting
▪ Instructional arrangement ▪ Specific language acquisition services provided▪ Hearing amplification
▪ Period of time of access▪ Average time wearing amplification
▪ Preferred unique mode of communication used by the child at home
▪ Assessments/Tools used to assess language acquisition ▪ Can chose more than one type of
assessment ▪ If multiple results obtained for one type of
assessment, the highest score will be recorded for each student
▪ Identifiable information will be redacted to comply with state and federal law
▪ Children will be assigned a unique identification number
Annual Process10
86th Texas Legislature: House Bill 548SELA report for data collection with TSDS
11
September 2020
May2021
June 2021
July 2021
August2021
TSDS will make data collection
system live.
TSDS closes window for
LEAs to mark their data as “complete.”
LEAs can begin assessing
children and submitting
data.
LEAs begin marking their
data as “complete.”
TEA will analyze data
and draft report.
TEA, HHSC, and TSD will upload
new annual report on their
respective websites of current data
gathered.
December 2020
TEA, HHSC, and TSD will upload
initial report on their
respective websites
on action up to this point.
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Language Acquisition Data Collection and Reporting
Annual Process
Assess
Collect
Report and
Monitor
1. Conduct assessments on DHH/DB students year round▪ Obtain parental consent to conduct
assessments on language acquisition
▪ Choose from the list of approved assessments (can assess using multiple assessments/tools)
2. Submit results collected in SELA data collection▪ LEAs work with ESC PEIMS
Champions year-round to input demographic information and assessment results
3. TEA, HHSC and TSD upload annual report:▪ Annual report will include
results and potential recommendations for timely interventions
For School Year 2020 – 2021: estimated potential language assessments to be conducted on DHH and DB students.
DHH and DB Students Ages 0-8
LEAs RDSPDs State Schools
10,509
1,944
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Language Assessment Team
Process for Assembling the HB 548 Language Assessment Team
▪ Recommendations from various state agencies on possible panel of experts
▪ Criteria developed to obtain diverse panel of experts based on qualifications and background
▪ Two Google forms (from TSD and ESC Region 11) sent to individuals gauging their interest to be on the language assessment team
▪ Created a recommended list of individuals
Qualifications of Language Assessment Team
▪ Knowledgeable about teaching and using both American Sign Language (ASL) and English
▪ Teacher of the deaf, expertise using spoken English with or without visuals
▪ Linguistic background, Individuals with Disabilities Education Act (IDEA) research on language outcomes
▪ Teacher of the deaf, expertise in curriculum development and instruction of ASL and English
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▪ Speech Language Pathologist, experience with ages 0-8
▪ Early Intervention, expertise with students ages 0-3
▪ Early Education, expertise with students ages 3-5
▪ Assessing Language Development in ASL and English, expertise with students ages 3-8
HB 548 Language Assessment Team
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Brianne WeberLicensed Specialist in School Psychology, TSD
Carrie NormanCommunication Specialist/SLP, Dallas RDSPD – LSL/AVEd/ASL
Jennifer PriggeRDSPD Specialist, Brazoria-Fort Bend RDSPD
Susie TiggsState Lead – Deaf/Hard of Hearing Services – ESC Region 11
Stella EgbertDirector of Instruction, TSD
Dr. Oscar OcutoFormer Teacher of the Deaf – ASL/English
Rebecca MowellLicensed Specialist in School Psychology, TSD
Cindy EscobedoDirector of Educational Services, Sunshine Cottage – LSL/Spoken English
Dr. David Quinto-PozosAssociate Professor of Linguistics, University of Texas
Kathy RobertsonCoordinator of Tyler RDSPD and Services for Visually Impaired
HB 548 Language Assessment Team: Tasks
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Exploration of possible
assessments and tools
Selection of assessments and or tools
Approved List of
Assessments
List of Approved Assessments
Approved Assessments for Language Acquisition
▪ Category of Ages:▪ Birth to Three Years Old
▪ Three to Five Years Old
▪ Five to Eight Years Old
▪Types of Assessments:▪Diagnostic (Norm-Referenced)
▪Proficiency (Criterion-Referenced)
▪Achievement (Developmental Milestones)
Virtual Administration Considerations:
▪ Mental/emotional wellness of family
▪ Private/quiet space available for assessment
▪ Access to technology
Visual Communication Sign Language (VCSL) Checklist
MacArthur Bates Communicative Development Inventory
Preschool Language Scales 5 (PLS 5)Receptive-Expressive Emergent Language Test-Fourth Edition (REEL-4)
Birth to Three Assessment and Intervention System (BTAIS-2) Screening Test of Developmental Abilities (STDA)
Birth to Three: Approved Assessments/Tools
21
DiagnosticNorm-Referenced
AchievementDevelopmental Milestones
Proficiency Criterion-Referenced
Global Development
Vocabulary
Global Language
Sign Language Skills
Communication Matrix
Cottage Acquisition Scales for Listening, Language, and Speech (CASLLS)
Birth to Three Assessment and Intervention System (BTAIS-2) Comprehensive Test of Developmental Abilities (CTDA)
Birth to Three: Approved Assessments/Tools
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DiagnosticNorm-Referenced
AchievementDevelopmental Milestones
Proficiency Criterion-Referenced
Global Development
Deaf + other disabilities
Global Language
Rosetti Infant-Toddler Language Scale
Birth to Three: Approved Assessments/Tools
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DiagnosticNorm-Referenced
AchievementDevelopmental Milestones
Proficiency Criterion-Referenced
Global Development
Visual Communication Sign Language (VCSL) Checklist
Receptive One Word Picture Vocabulary Test (ROWPVT-4)
Oral and Written Language Scales (OWLS II)
Expressive One Word Picture Vocabulary Test (EOWPVT-4)
Bracken Basic Concept Scale Expressive (BBCS:E)Bracken Basic Concept Scale Receptive (BBCS-3:R)
Clinical Evaluation of Language Fundamentals® Preschool-2 (CELF® Preschool-2) Comprehensive Assessment of Spoken Language 2 (CASL-2)
American Sign Language Receptive Skills Test (ASL RST)
Three to Five: Approved Assessments/Tools
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DiagnosticNorm-Referenced
AchievementDevelopmental Milestones
Proficiency Criterion-Referenced
ASL Grammar
Concepts
Specific Language
Expressive Vocabulary
Global Language
Receptive Vocabulary
Sign Language Skills
Communication Matrix
Cottage Acquisition Scales for Listening, Language, and Speech (CASLLS)
Three to Five: Approved Assessments/Tools
25
DiagnosticNorm-Referenced
AchievementDevelopmental Milestones
Proficiency Criterion-Referenced
Deaf + Other Disabilities
Global Language
Central Institute for the Deaf: Teacher Assessment of Grammatical Structures (CID:TAGS)
Three to Five: Approved Assessments/Tools
26
DiagnosticNorm-Referenced
AchievementDevelopmental Milestones
Proficiency Criterion-Referenced
Global Language
Receptive One Word Picture Vocabulary Test (ROWPVT-4)
Oral and Written Language Scales (OWLS II)
Expressive One Word Picture Vocabulary Test (EOWPVT-4)
Bracken Basic Concept Scale Expressive (BBCS:E)Bracken Basic Concept Scale Receptive (BBCS-3:R)
Clinical Evaluation of Language Fundamentals (CELF 5)Comprehensive Assessment of Spoken Language 2 (CASL-2)
American Sign Language Receptive Skills Test (ASL RST)
Five to Eight: Approved Assessments/Tools
27
DiagnosticNorm-Referenced
AchievementDevelopmental Milestones
Proficiency Criterion-Referenced
ASL Grammar
Concepts
Specific Language
Expressive Vocabulary
Global Language
Receptive Vocabulary
Visual Communication Sign Language (VCSL) Checklist
Communication Matrix
Cottage Acquisition Scales for Listening, Language, and Speech (CASLLS)
American Sign Language Vocabulary Test (ASL-VT) (Form 1 and 3 expressive and Form 2 and 4 receptive)
Five to Eight: Approved Assessments/Tools
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DiagnosticNorm-Referenced
AchievementDevelopmental Milestones
Proficiency Criterion-Referenced
Sign Vocabulary
Deaf + Other Disabilities
Global Language
Sign Language Skills
Central Institute for the Deaf Teacher Assessment of Grammatical Structures(CID:TAGS)
Five to Eight: Approved Assessments/Tools
29
DiagnosticNorm-Referenced
AchievementDevelopmental Milestones
Proficiency Criterion-Referenced
Global Language
Resources
▪ TEA Sensory Impairments▪ List of approved assessments with links
▪ Spreadsheet of detailed information on each assessment
▪ Rubric on scoring
**Coming Soon annual report**
▪ To the Administrator Addressed (TAA) Correspondence ▪ On HB 548 Language Acquisition for Deaf or Hard of Hearing Children Ages 0-8
▪ Texas Sensory Support Network▪ Supports for infants, toddlers and youth with sensory needs
▪ Child Find, Evaluation, and ARD Supports Network▪ More information on how to administer evaluations during COVID-19
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Thank you!
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Emily RobinsonDepartment of Special Educationemily.robinson@tea.texas.gov512-463-9414
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