Assessment Of Dual Language Learner S (DLL S . - CASPOnline

2y ago
24 Views
2 Downloads
2.68 MB
50 Pages
Last View : Today
Last Download : 2m ago
Upload by : Averie Goad
Transcription

10/22/2019Assessment of Dual Language Learner s(DLL s): Using the Batería IV and WJ IVTests of Oral Language in Clinical PracticeDr. Pedro Olvera2019California Association of School Psychologistspolvera@apu.edu2 My Google Drive: https://bit.ly/33im9i5Olvera, P. (2019)- WESELPA3Presenter: Dr. Pedro Olvera Southern California (SanDiego/OC/LA) Associate Professor, SchoolCounseling and School PsychologyAzusa Pacific University Practitioner-Scholar Former President of the CAAssociation of School Psychologists Bilingual School Psychologist (20years)- Southern California Licensed Educational Psychologist (LEP) Private Practice- IEEs Various State Committees PublicationsOlvera (CASP) 201944Olvera (2019) CASP1

10/22/2019 Few Things: Before we start No all kids that are ELL on paper are really ELL. All kids that are ELL are bilingual. Not all bilingual kids require a bilingual assessment. You don’t have to be bilingual to conduct a bilingual assessment. Being ELL is not a bad thing nor is it a disability. The scores of ELLs on English standardized tests are a reflection of theirinability to access the language of test material rather than inability toachieve a standard. There is no home variable (i.e., SES, non-educated parents, parentsdocumentation in the US, etc) that good teaching or intervention can’tovercome.Olvera, P. (2019)- WESELPA5Agenda Look at case history related to DLL s. Discuss legal and ethical codes in assessing Dual Language Learners (DLL). English Language Development and Connection to Assessment of DLL s Difference or Disorder- What to look for. Discuss the context of cultural and linguistically valid assessment practices. Provide knowledge and an overview of Spanish Cognitive and Achievement (Pruebas deaprovechamiento) tools- Bateria Case StudiesOlvera, P. (2019) -CASP6Olvera, P. (2019) -CASP767Olvera (2019) CASP2

10/22/2019Historical Case Law andImpact of Bilingual School Psychologists: Diana v. State Board of Education (1970) &Covarrubias v. San Diego Unified (1971)Olvera, P. (2019) -CASP88Diana v. Board of Education“The EMR placement was incorrect and causedirreparable harm. Further, they complained that themanner by which the ‘EMR’ diagnosis was arrived atwas invalid. The children spoke predominatelySpanish, yet they were given an IQ test in English”(Valdés & Figueroa, 1994, p. 132).Olvera, P. (2019) -CASP99 9 Mexican American DLL children had been given theWechsler Intelligence Scale for Children (WISC) and the StanfordBinet, tests of verbal and nonverbal abilities in English. The mean Full Scale IQ (standard score) was 63 ½ for the ninechildren and ranged from 30-72 (Valencia, 2008). An EMR placement was required when a student scored below70.Olvera, P. (2019) -CASP1010Olvera (2019) CASP3

10/22/2019 The parents hired Victor Ramirez, a credentialed, bilingualschool psychologist, to retest all nine children in a bilingualmanner (English, Spanish, or both). The Peabody Picture tests were administered in English andSpanish to establish language dominance (Valencia, 2008). His findings indicated that of the nine children, seven hadscored above the cut-off of 70 (standard scores) with Full Scalescores ranging from 67-89 and in some cases some of thescores increased 22-50 points (Valencia, 2008; Rhodes, Ochoa,et al, 2005).Olvera, P. (2019) -CASP1111 The far-reaching impact of this case included, but notlimited to, mandated assessment in the primarylanguage or with sections of the tests that do not relyon language. This case highlights the importance of bilingualschool psychological services and the impact of servicedelivery.Olvera, P. (2019) -CASP1212Covarrubias v. San Diego Unified (1971): Seven Mexican American and thirteen African American families, whichwere placed in EMR classes (Valencia, 2008). The Mexican American children came from homes in which Spanish wasthe primary language and the African American children spoke “BlackEnglish” (Valencia, 2008). An unnamed bilingual school psychologist retested all the usinglinguistically and culturally appropriate testing techniques.Olvera, P. (2019) -CASP1313Olvera (2019) CASP4

10/22/2019 All the plaintiffs scored above the cut-off score of EMRplacement, and in each instance plaintiffs scored higher on theperformance section of the test, compared to the verbal section. Furthermore, none of the plaintiffs had a FSIQ below the cut offscore of 70 for EMR placement, no child had scores in the 70’s,eleven had performance scores above 95 IQ and for scored over100” (Valencia, 2008, p. 139).Olvera, P. (2019) -CASP1414The influential impact of this case included, but notlimited to, paying monetary damages to childrenmisplaced in EMR classes due to linguistic andculturally biased practices and informed consent priorto placement in this type of class (Gopaul-McNicol &Armour-Thomas, 2002).Olvera, P. (2019) -CASP1515"The complexity of the issue of bilingual assessmentincludes the lack of thoughtful theoreticalunderpinning, poor operational (practical)conceptualization of what is to be measured, andnearly empty psychological "arsenals" of tools andprocedures.”Olvera, P. (2019) -CASP1616Olvera (2019) CASP5

10/22/2019Olvera, P. (2019) -CASP1717 Sec. 300.304 Evaluation procedures (IDEA)Olvera, P. (2019) -CASP1818 Nondiscriminatory Assessment ProceduresOlvera, P. (2019) -CASP1919Olvera (2019) CASP6

10/22/2019Olvera, P. (2019) -CASP20Olvera, P. (2019) -CASP2120Dr. Sam Ortiz:21 Native Language Assessment Hierarchy1.Native Language/ Culturally Proficient – Native Language Tools2.Native Language Proficient/Not Culturally Proficient- Native Language Tools3.Interpreter (Proficient in Language and Culture)- Native Language/NonNative Tools4.Interpreter (Proficient in Language and Culture)-Native Language/NonNative Tools5.NonverbalOlvera, P. (2019) -CASP2222Olvera (2019) CASP7

10/22/2019Olvera, P. (2019) -CASP2323Exclusionary Factors Olvera, P. (2019) -CASP24Olvera, P. (2019) -CASP252425Olvera (2019) CASP8

10/22/2019Language Development Dual Language Learners (DLL) English Language Learners (DLL ) Limited English Proficient (LEP) English as a Second Language (ESL)Olvera, P. (2019) -CASP2626DLLDLL - The California Preschool Learning Foundations, Volume 1(CDE, 2008) defines English learners as “children whose firstlanguage is not English and encompasses children learningEnglish for the first time in the preschool setting as wDLL aschildren who have developed various levels of Englishproficiency” (p. 103).Olvera, P. (2019) -CASP2727DLLDLL- The Office of Head Start defines dual language learners aschildren who “acquire two or more languages simultaneously,and learn a second language while continuing to develop theirfirst language.The term "dual language learners" encompasses other termsfrequently used, such as Limited English Proficient (LEP),bilingual, English language learners (DLL ), English learners, andchildren who speak a Language Other Than English (LOTE)” (OHS2009).Olvera, P. (2019) -CASP2828Olvera (2019) CASP9

10/22/2019Olvera, P. (2019) -CASP29Olvera, P. (2019) -CASP30Olvera, P. (2019) -CASP31293031Olvera (2019) CASP10

10/22/2019Facts about Bilingual StudentsOlvera, P. (2019) -CASP3232What does state language-based assessment data say?Olvera, P. (2019) -CASP3333Home Language SurveyOlvera, P. (2019) -CASP3434Olvera (2019) CASP11

10/22/2019Olvera, P. (2019) -CASP3535Basic Interpersonal Communication Skills (BICS)Cognitive Academic Language Proficiency Skills (CALPS)Olvera, P. (2019) -CASP3636BICS & CALP Basic Interpersonal Communication Skills (BICS) Socially acquired and exercised Precursor to CALP Context embedded Face to face/playground/lunch time communication Cognitive Academic Language Proficiency (CALP) Academic in nature (Reading, writing, academic discussions, etc.) Subsequent to BICS Context ReducedOlvera, P. (2019) -CASP3737Olvera (2019) CASP12

10/22/2019CALP Language Acquisition Stages: Stage I: Pre-production (0-6 months) Stage II: Early production (6-months- 1 year) Stage III: Speech emergence (1-3 years) Stage IV: Intermediate fluency (3-5 years) Stage V: Advanced Fluency (5-7 years)Olvera, P. (2019) -CASP38Olvera, P. (2019) -CASP39Olvera, P. (2019) -CASP40383940Olvera (2019) CASP13

10/22/2019CALP Examples(Olvera & Cerrillo-Gomez, 2011)Olvera, P. (2019) -CASP41Olvera, P. (2019) -CASP424142DLLTypes of Bilinguals:1. Early bilingualism - there are two types: simultaneous early bilingualismand consecutive (or successive) early bilingualism.i.ii.Simultaneous- L1 & L2 togetherConsecutive (Successive)- L1 then L22. Late bilingualism – refers to bilingualism when the second language islearned after the age of 6 or 7; especially when it is learned inadolescence or adulthood.3. Elective Bilinguals- Choose to learn another language. Usually frommajority group.Olvera, P. (2019) -CASP4343Olvera (2019) CASP14

10/22/2019 Types of Bilinguals4. Additive bilingualism and subtractive bilingualism –I.II.The term additive bilingualism refers to the situation where a personhas acquired the two languages in a balanced manner. It is a strongbilingualism. AKA Compound Bilingualism.Subtractive bilingualism refers to the situation where a person learnsthe second language to the detriment of the first language, especially ifthe first language is a minority language. AKA Coordinate Bilingualism5. Passive bilingualism - refers to being able to understand a second language withoutbeing able to speak it.6. Semilingualism- Low vocabulary and wrong grammar in both languages.Olvera, P. (2019) -CASP44Olvera, P. (2019) -CASP45Olvera, P. (2019) -CASP46444546Olvera (2019) CASP15

10/22/2019Olvera, P. (2019) -CASP47Olvera, P. (2019) -CASP48Olvera, P. (2019) -CASP49474849Olvera (2019) CASP16

10/22/2019Olvera, P. (2019) -CASP50Olvera, P. (2019) -CASP51Olvera, P. (2019) -CASP525051DLL52Olvera (2019) CASP17

10/22/2019Olvera, P. (2019) -CASP5353Signs of DLL with Disability: The child has a history of oral language delay or disability in the native language. The child has had difficulty developing literacy skills in the native language (assumingadequate instruction in the native language). There is a family history of reading difficulties in parents, siblings, or other close relatives(again, assuming adequate opportunity to learn to read). The child has specific language weaknesses, such as poor phonemic awareness, in thenative language as wDLL as in English. (However, these difficulties may manifest somewhatdifferently in different languages, depending on the nature of the written language; forexample, Spanish is a more transparent language than English, so children withphonological weaknesses may decode words more accurately in Spanish than in English.) The child has had research-based, high-quality reading intervention designed for Englishlanguage learners, and still is not making adequate progress relative to other, similar DualLanguage Learner s.Olvera, P. (2019) -CASP54Olvera, P. (2019) -CASP555455Olvera (2019) CASP18

10/22/2019Cognitive Processing Domains and CHC TheoryOlvera, P. (2019) -CASP5656Cognitive Processing Domains and CHC TheoryOlvera, P. (2019) -CASP5757Concerning Language of AssessmentOlvera, P. (2019) -CASP5858Olvera (2019) CASP19

10/22/2019REMEMBER: Disability must be present in Primary & Second LanguagesOlvera, P. (2019) -CASP5959Most language development tests will look at the followingareas:1.2.3.4.5.Oral ExpressionListening ComprehensionReadingWritingTotalOlvera, P. (2019) -CASP6060Assessing CALP Levels in Primary and Second Language-Neurocognitive- CHC-Based-English, Spanish, and Low Language TestsOlvera, P. (2019) -CASP6161Olvera (2019) CASP20

10/22/2019Primary Language Woodcock Johnson Oral Language Test (Spanish) Bateria IV (Spanish)Second Language Woodcock Johnson Oral Language Test (English) State TestPrimary and Second Language Bilingual Verbal Abilities Test (BVAT)Olvera, P. (2019) -CASP62Olvera, P. (2019) -CASP636263CALP Levels CALP Cognitive Academic Language Proficiency Language proficiency in academic situations Develops with formal schooling Examiner may include CALP levels for clusters measuring acquired knowledge, reading, writing, ororal language by selecting option in Online Scoring and Reporting Program. One cluster in the Batería IV COG yields a CALP level if selected: Comprensión-conocimiento (Gc) Batería IV APROV Reading, Writing Clusters, Cross-Domain ClustersOlvera (CASP) 20196464Olvera (2019) CASP21

10/22/2019CALP: Six Language Proficiency LevelsCALP levels are based on how far above or below the examinee’s score falls from the average scorefor age or grade mates.The W Difference score represents this distance.Olvera (CASP) 20196565Olvera, P. (2019) -CASP6666 WJ IV Oral Language (Few Cool Things) Measurement of English and Spanish vocabulary skills. English- Oral Language, Broad Oral Language, Oral Expression, ListeningComprehension, Phonetic Coding, and Speed of Lexical Access. Spanish- Language Oral, Amplia Language Oral, Comprensíon Auditiva- OnlineAudio Comparative Language Index (CLI; Spanish compared to English) CALP Scores PSW Analysis Intra-Oral Language [Extended] Variations – Comparison with academiccorrelates. Spanish Parent Interview (preschool and school age) DyslexiaOlvera, P. (2019) -CASP6767Olvera (2019) CASP22

10/22/2019Olvera, P. (2019) -CASP6868What’s New? – Structure and RevisionGoals69Batería IV Core set of tests in each battery Age range: 2 through 90 Options to extend with Spanish WJ IV Tests of OralLanguage/Batería IIIOlvera (CASP) 20197070Olvera (2019) CASP23

10/22/2019Olvera (CASP) 20197171Revision Goals Cutting edge of practice Facilitates exploring individual strengths and weaknesses across cognitive,linguistic, and academic abilities; compliments RTI models, and reframesvariations and ability/achievement comparisons CHC 2.0 WJ III and Batería III focused primarily on broad CHC abilities; WJ IV and BateríaIV focus on the most important broad and narrow CHC abilities for describingcognitive performance and understanding the nature of learning problems Ease and flexibility of use Rich array of interpretive options to customize and enhance evaluations;provides comprehensive cognitive, achievement, and oral language batteries thatcan be used in conjunction with one another or as standalone batteriesOlvera (CASP) 201972Olvera (CASP) 2019737273Olvera (2019) CASP24

10/22/2019Pruebas de habilidades cognitiva: What’s New? One test book 14 tests, including several new or modified tests Several new or modified clusters Updated norms, co-normed with Batería IV Pruebas deaprovechamiento Web-based scoring and reportingOlvera (CASP) 20197474Pruebas de habilidades cognitiva: What’s New?6 new or modified tests: Vocabulario oralOral Vocabulary Atención verbalVerbal Attention Pareo de letras idénticasLetter-Pattern Matching Procesamiento fonéticoPhonological Processing VisualizaciónVisualization Repetición de palabras sin sentidoNonword RepetitionOlvera (CASP) 20197575Pruebas de habilidades cognitiva: What’s New?Clusters: Gf-Gc combinadoGf-Gc Composite Aptitudes académicasScholastic Aptitudes Rapidez perceptualPerceptual Speed Destreza numéricaNumber Facility Vocabulario*Vocabulary Eficiencia cognitivaCognitive Efficiency*Requires WJ IV OL test Vocabulario sobre dibujosOlvera (CASP) 20197676Olvera (2019) CASP25

10/22/2019Pruebas de habilidades cognitiva: What’s New? Emphasis on core set of tests (Tests 1–7) Gf-Gc composite cluster Revised cluster composition to increase cognitive complexity Allows select tests from Batería III and WJ IV Tests of OralLanguage to be included in the evaluationOlvera (CASP) 20197777Pruebas de habilidades cognitiva: What’s New? May include the 3 Spanish language tests from WJ IV OL– Prueba 10: Vocabulario sobre dibujos (Picture Vocabulary)– Prueba 11: Comprensión oral (Oral Comprehension)– Prueba 12: Comprensión de indicaciones (Understanding Directions) May include two Batería III tests to obtain the Glr and Gv clusters– Prueba 2: Aprendizaje visual-auditivo (Visual-Auditory Learning)– Prueba 13: Reconocimiento de dibujos (Picture Recognition) Must administer and score these optional tests within 30 days ofadministration of the Batería IV. All tests are scored using Batería IV norms.Olvera (CASP) 20197878Changes from Batería III COG to Batería IV COGBatería IV COGBatería III COG1. Comprensión verbal Modified2. Aprendizaje visual-auditivo (Use Bat III)3. Relaciones espaciales Modified4. Integración de sonidos Dropped5. Formación de conceptos6. Pareo visual Renamed7. Inversión de números8. Palabras incompletas Dropped9. Memoria de trabajo auditive Dropped10. Memoria diferida – Aprendizaje visualauditivo DroppedOlvera (CASP) 20191. Vocabulario oral(was in DS)2. Series numéricasNEW3. Atención verbalNEW4. Pareo de letras idénticasNEW5. Procesamiento fonético6. Rememoración de cuentos7. VisualizaciónNEW(movedfromAPROV)8. Información general9. Formación de conceptos10. Inversión de números7979Olvera (2019) CASP26

10/22/2019Changes from Batería III COG to Batería IV COGBatería III COGBatería IV COG11. Información general12. Fluidez de recuperación Dropped11. Pareo de números idénticos(was Visual Matching)13. Reconocimiento de dibujos (UseBAT III)12. Repetición de palabras sinNEWsentido14. Atención auditiva Dropped13. Cancelación de pares15. Análisis-Síntesis Dropped14. Rapidez en la identificación dedibujos16. Rapidez en la decisión Dropped17. Memoria para palabras Dropped18. Rapidez en la identificación dedibujos19. Planeamiento DroppedThere is noExtendedBattery inBatería IV.20. Cancelación de paresOlvera (CASP) 20198080Changes from Batería III COG to Batería IV COGBatería III COG DSBatería IV COG21. Memoria para nombres Dropped22. Integración visual Dropped23. Configuración de sonidos – Vocalizada Dropped24. Series numéricas (in BAT IV COG)25. Números matrices (in BAT IV APROV)26. Tachar Dropped27. Memoria para frases Dropped28. Rotación de bloques (in BAT IV COG)29. Configuración de sonidos – Musical Dropped30. Memoria diferida – Memoria para nombres Dropped31. Comprensión verbal bilingüe – español/inglés DroppedOlvera (CASP) 2019There is noDiagnosticSupplementin Batería IV.8181COG Selective TestingOlvera (CASP) 20198282Olvera (2019) CASP27

10/22/2019COG Clusters: CHC AbilitiesOlvera (CASP) 20198383COG Clusters: IntDLL ectual Abilities Habilidad intelectual generalPruebas 1–7 (35–40 minutes) Habilidad intelectual brevePruebas 1–3 (10–15 minutes) Gf-Gc CombinadoPruebas 1, 2, 8, & 9 (15–20 minutes)Olvera (CASP) 20198484Gf-Gc Composite Composed of 4 tests (2 Gc and 2 Gf)1: Vocabulario oral/Oral Vocabulary (Gc)2: Series numéricas/Number Series (Gf)8: Información general/General Information (Gc)9: Formación de conceptos/Concept Formation (Gf) Considered a hybrid model‒uses traditional ability/achievement methodology‒interprets discrepancies as a profile of intra-individual strengths and weaknesses Useful in gifted, SLD, and intDLL ectual disability evaluationsOlvera (CASP) 20198585Olvera (2019) CASP28

10/22/2019Gf-Gc “ByCompositecombining four of the most predictive and theoreticallyvalid Gf and Gc tests into a single composite score,theGf-Gc Composite represents, from roughly equalcontributions, both the fundamental human capacity ofreasoning via logic and the accumulation of knowledgefrom learning and experience.” (WJ IV ASB 3) “The removal of processing mechanisms from themeasure of intDLL ectual development can helpprofessionals isolate the specific cognitive limitations thatmay be related to learning difficulties and, thus, may beimportant in identifying the nature of the SLD itself.” (WJIV ASB 3)Olvera (CASP) 20198686WJ IV Assessment Service Bulletin 3Olvera (CASP) 201987Olvera (CASP) 2019888788Olvera (2019) CASP29

10/22/2019Pruebas de aprovechamiento: What’s New? One test book 13 tests, including 4 new tests Several new or modified clusters No audio-recorded tests Updated norms, co-normed with Batería IV Pruebas de habilidades cognitivas Web-based scoring and reportingOlvera (CASP) 20198989Pruebas de aprovechamiento: What’s New? Qualitative Observation checklists for Tests 1–7 and 9–11 Located in Test Record Help to document important information about how examineeperformed on the task Examiner’s Manual includes data on the percentage of age-mates innorming sample who achieved each ratingOlvera (CASP) 20199090Before You AdministerOlvera (CASP) 20199191Olvera (2019) CASP30

10/22/2019After/During AdministrationOlvera (CASP) 20199292Pruebas de aprovechamiento: What’s New?4 new tests: Lectura oralOral Reading Rememoración de lecturaReading Recall Expresión de lenguaje escritoWritten Language Expression Números matricesNumber MatricesOlvera (CASP) 20199393Pruebas de aprovechamiento: What’s New?Clusters: Lectura Fluidez en lecturaReading Fluency Lenguaje escritoWritten Language MatemáticasMathematics Aprovechamiento breveBrief AchievementReadingOlvera (CASP) 20199494Olvera (2019) CASP31

10/22/2019Changes from Batería III APROV to Batería IV APROVThree Batería III APROV tests have been replaced toenhance measurement of the academic skill:Batería III APROVBatería IV APROVConceptos cuantitativosNúmeros matrices (NumberMatrices)Expresión de lenguaje escrito(Written Language Exp)Rememoración de lectura(Reading Recall)Muestras de redacciónVocabulario de lecturaOlvera (CASP) 20199595Changes from Batería III APROV to Batería IV APROVThree Batería III APROV tests measuring oral language are located in the WJ IVTests of Oral Language.Batería IV APROVBatería III APROVComprensión de indicacionesVocabulario sobre dibujosComprensión oralUse the 3Spanishlanguage testsfrom the WJ IVOLOlvera (CASP) 20199696Batería III APROV-EstándarBatería IV APROV1. Identificación de letras y palabras1. Identificación de letras y palabras2. Fluidez en la lectura2. Problemas aplicadosRenamed3. Rememoración de cuentos4. Comprensión de indicacionesMoved to COGIn WJ IV OLRenamed8. Lectura oralRenamedNEW9. Fluidez en lectura de frases9. Comprensión de textos10. Fluidez en datos matimáticos10. Problemas aplicados11. Muestras de redacciónNEW6. Expresión de lenguaje escrito7. Análisis de palabras7. Ortografía8. Fluidez en la escritura4. Comprensión de textos5. Cálculo5. Cálculo6. Fluidez en matimáticas3. OrtografíaReplaced11. Fluidez en escritura de frases12. Rememoración de lectura12. Memoria diferida –RememoraciónDroppedde cuentos13. Números matricesOlvera (CASP) 2019NEWNEW9797Olvera (2019) CASP32

10/22/2019Batería III APROV-ExtendidaBatería IV APROV13. Análisis de palabras14. Vocabulario sobre dibujos15. Comprensión oralIn WJ IV OLIn WJ IV OL16. Corrección de textosDropped17. Vocabulario de lecturaReplaced18. Conceptos cuantitativosReplaced19. Conocimientos académicos20. Análisis de sonidosThere is noExtendedBattery inBateria IVDroppedDropped21. Discernimiento de sonidosDropped22. Puntuación y mayusculasDroppedOlvera (CASP) 20199898Reading Includes 6 tests for evaluating different aspects of reading– Identificación de letras y palabras, Comprensión de textos, Análisis depalabras, Fluidez en lectura de frases– Lectura oral, Rememoración de lectura Provides 5 clusters for a comprehensive evaluation of reading performance Lectura amplia, Destrezas básicas en lectura, Comprensión de lectura– Lectura, Fluidez en la lecturaOlvera (CASP) 20199999Mathematics Includes 4 tests measuring various aspects of math achievement:– Problemas aplicados, Cálculo, Fluidez en datos matemáticos, NúmerosmatricesProvides 4 clusters for a comprehensive evaluation of math performance:–Matemáticas, Matemáticas amplias, Destrezas en cálculos matemáticos,Resolución de problemas matemáticosOlvera (CASP) 2019100100Olvera (2019) CASP33

10/22/2019Written Expression Includes 3 tests measuring various aspects of written language: Offers a new written language expression test that simplifies scoring Provides 3 clusters for a comprehensive evaluation of writing performance:––Ortografía, Expresión de lenguaje escrito, Fluidez en escritura de frasesLenguaje escrito, Lenguaje escrito amplio, Expresión escritaOlvera (CASP) 2019101101Cross-Domain Clusters Each cluster includes tests from different academic domains (reading, writing, math). 5 cross-domain clusters are available.– Aprovechamiento breve (Brief Achievement)– Aprovechamiento amplio (Broad Achievement)– Destrezas académicas (Academic Skills)– Fluidez académica (Academic Fluency)– Aplicaciones académicas (Academic Applications)Olvera (CASP) 2019102102Overview Age range: 2 through 90 (most tests are best-suited for ages 5through 90 ) WJ IV provides blueprint for Batería IV Batería IV tests are adaptations or translations of tests in WJ IV Batería IV includes the most educationally and diagnosticallyuseful WJ IV tests Batería IV can be used in conjunction with Batería III and with WJIV Tests of Oral LanguageOlvera (CASP) 2019103103Olvera (2019) CASP34

10/22/2019Overview Provides a core set of tests in each battery Cognitive: Tests 1–7 Achievement: Tests 1–6 Adds interpretive options with each additional testadministered. Increases ease and efficiency of testingOlvera (CASP) 2019104104Overview Pinpoints cognitive correlates of learning Measures broad abilities Focuses on important narrow abilities Offers a new Gf-Gc composite Determines strengths or weaknesses between high gabilities and other abilities, including achievement Provides an alternative for GIA that is attenuated by lowerlevel processing difficulties Facilitates gifted evaluationsOlvera (CASP) 2019105105Comparison of Batería III to Batería IVBatería IIIBatería IV Batería III COG Batería IV COG Standard Battery (Tests 1–10) Extended Battery (Tests 11–20) Diagnostic Supplement (Tests 21–31) Batería III APROV Standard Battery (Tests 1–12) Extended Battery (Tests 13–22) One Test Book (Tests 1–14) Batería IV APROV One Test Book (Tests 1–13)Olvera (CASP) 2019106106Olvera (2019) CASP35

10/22/2019Comparison of WJ IV to Batería IV WJ IV includes three batteries: COG, OL, and ACH Batería IV has two batteries: COG and APROV WJ IV COG and ACH both include standard and extended test books Batería IV has one test book for COG and one test book for APROV Batería IV tests are equated to WJ IV normsOlvera (CASP) 2019107107Blueprint for Batería IV The Woodcock-Johnson IV serves as the blueprint. Batería IV tests are parallel Spanish forms of selected tests fromthe WJ IV; these tests were translated or adapted for use in BateríaIV. Batería IV and WJ IV rely on the same norming sample. Batería IV forms were equated to the WJ IV tests using calibrationdata collected from native Spanish speakers.Olvera (CASP) 2019108108Calibration and Equating Spanish item data is based on a calibration study sample of 601native Spanish speakers, ages 2 through adult. This data were used to calibrate Spanish test items and to equatethem to the normed scales underlying the WJ IV tests. Please refer to the Assessment Service Bulletin #1 Batería IVWoodcock- Muñoz Technical Abstract available online.Olvera (CASP) 2019109109Olvera (2019) CASP36

10/22/2019Olvera (CASP) 2019110Olvera (CASP) 2019111Olvera (CASP) 2019112110111112Olvera (2019) CASP37

10/22/2019 Student #1: IEE Dual Immersion (Spanish and English) 7th grade Concerns with academic progress (in Spanish and English) Home language Survey- Spanish/English Being evaluated by SLPOlvera, P. (2019) -CASP113113 Step 1: Understand Language AbilitiesOlvera, P. (2019) -CASP114Olvera, P. (2019) -CASP115114115Olvera (2019) CASP38

10/22/2019 Information Gathered: Low Language Tests (cognitive tests)/Nonverbal English & Spanish Academics The student indicated that she preferred EngOlvera, P. (2019) -CASP116116 Step 2: Select and Administer Test BatteryOlvera, P. (2019) -CASP117117Assessment WISC V WJ IV OL (English and Spanish) WJ Achievement (English and Spanish) Bateria (Cog & Ach)Olvera, P. (2019) -CASP118118Olvera (2019) CASP39

10/22/2019WISC VOlvera, P. (2019) -CASP119Olvera, P. (2019) -CASP120Olvera, P. (2019) -CASP121119120WJ IV OL121Olvera (2019) CASP40

10/22/2019Woodcock Johnson IV (Ach) and Bateria (Apr)Olvera, P. (2019) -CASP122122GORT and Bateria (Apr)Olvera, P. (2019) -CASP123Olvera, P. (2019) -CASP124123Step 3: Analyze Data124Olvera (2019) CASP41

10/22/2019 Team Agreed that she qualified for: SLD SLI (in process) Will stay in Dual ImmersionOlvera, P. (2019) -CASP125Olvera, P. (2019) -CASP126125126Case # 2 – Sammy Home Language Spanish Arrived to the US (2017) Dual Language Learner (DLL ) 2nd Grade Education Dual Language Immersion (Spanish/English) Spanish 80% English 20%Olvera, P. (2019) -CASP127127Olvera (2019) CASP42

10/22/2019 Step 1: Understand Language AbilitiesOlvera, P. (2019) -CASP128128WJ IV Oral LanguageOlvera, P. (2019) -CASP129129 Step 2: Select Assessment BatteryOlvera, P. (2019) -CASP130130Olvera (2019) CASP43

10/22/2019Assessment Bateria Cog (Spanish)- Start There and English (if necessary) Achievement (English and Spanish)- WJ IV Ach & Bateria III AprOlvera, P. (2019) -CASP131Olvera, P. (2019) -CASP132Olvera, P. (2019) -CASP133131132133Olvera (2019) CASP44

10/22/2019 Step 3: Analyze DataOlvera, P. (2019) -CASP134Olvera, P. (2019) -CASP135Olvera, P. (2019) -CASP136134 Conclusions: Language Difference Learning English135136Olvera (2019) CASP45

10/22/2019 Case #3: DLL 5th Grade Dual Program (K-3rd) SEI Program (4-5) Home Language Spanish Not focusing and distracted Oral comprehension Syntax and word production Tends to be anxious Difficulties with multiplicationOlvera, P. (2019) -CASP137137 Step #1: Understand Language AbilitiesOlvera, P. (2019) -CASP138Olvera, P. (2019) -CASP139138WJ IV OL139Olvera (2019) CASP46

10/22/2019 Step 2: Select Battery for AssessmentOlvera, P. (2019) -CASP140140 Quick IQ- School year en

DLL - The California Preschool Learning Foundations, Volume 1 (CDE, 2008) defines English learners as “children whose first language is not English and encompasses children learning English for the first time in the preschool setting as wDLL as children who have developed various levels of English proficiency” (p. 103). 27 Olvera, P. (2019 .

Related Documents:

LIFE ORIENTATION SCHOOL BASED ASSESSMENT _ LEARNER GUIDELINE 2016 NAME OF LEARNER NAME OF SCHOOL GRADE 12 . 2 _ DECLARATION OF OWNERSHIP OF LEARNER COLLECTION OF EVIDENCE NAME SCHOOL CENTRE NUMBER DISTRICT Declaration by the Teacher: I declare that all the work done in this learner collection of evidence is the sole work of this File Size: 693KB

5. English Language Learner interviews. This report concerns the English Language Learner Interviews, which were a series of qualitative interviews conducted with English language learner adults currently in classes at a variety of educational, community-based, and non-profit training organizations in San Mateo and Santa Clara Counties. From these

1.3 Reading Comprehension 1.4 Bench mark 40 40 40 5 Max 40 80 70 5 IsiXhosa Learner 1 X 2 3 0 2 IsiXhosa Learner 2 X 30 1 0 - IsiXhosa Learner3 60 70 68 5 IsiXhosa Learner 1 X 10 3 0 5 IsiXhosa Learner 2 X 12 2 0 2 IsiXhosa Learner 3 X 52 10 0 3 8

ADULT LEARNER PROGRAM. A SERVICE OF QUEENS . LIBRARY. ADULT LEARNER PROGRAM. SERVICES, RESOURCES, AND LIFE-LONG LEARNING OPPORTUNITIES FOR QUEENS COMMUNITIES. Adult Learner Program 2 FLUSHING . 41-17 Main Street 718-661-1200 Lincoln Center Local Screening: Hurray for the Riff Raff

Avionics: Honeywell 6-Tube EFIS. Enrolled on Honeywell HAPP. Dual Honeywell SPZ-8400 Digital Auto Pilot Dual Honeywell FZ-820 Flight Guidance Computers Dual Honeywell NZ-2010 LR NAV/FMS w/ 6.1 Software Dual Collins VHF-422B COMM (8.33 Spacing) Dual Collins VIR-432 NAV w/ FM Immunity Dual Collins ADF-462 Dual Collins DME-442

1.2.7 Dual monitor set-up screen*9) This page is concerning the dual monitor usage. Use the dual monitor function Check here when you wish to use dual monitor function. OS management dual monitor Select whether it is OS management dual monitor or video card management dual monitor. It is

assessment of Speaking, Listening and Communication where BSL is the learner’s normal way of communicating in the contexts described by the standards. Practical Assistants A practical assistant is required to help a learner in practical assessments, to carry out tasks at the learner’s instruction and ensure the safety of the learner. This

Gauteng Department of Education Life Orientation Gr 12 TG 2017 _ DECLARATION OF OWNERSHIP OF LEARNER COLLECTION OF EVIDENCE NAME SCHOOL CENTRE NUMBER DISTRICT Declaration by the Teacher: I declare that all the work done in this learner collection of evidence is the sole work of this learner.