House Bill 548 Language Acquisition 548_webinar... · 2020. 10. 15. · House Bill (HB) 548...

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

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House Bill 548: An Overview

86th Texas Legislature

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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

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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

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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

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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

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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

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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

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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

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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