House Bill 548 - PDF document

1 House Bill 548 Language Acquisition Sep
House Bill 548 Language Acquisition September 1, 2020 Special Education Technical Assistance Webinar House 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 86 th Texas Legislature 6 Septe

2 mber 1, 2019 Encoded as Texas Education
mber 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) 7 Overview of HB 548: To generate and monitor data and determine a need of timely interventions

3 for Deaf or Hard of Hearing (DHH) and d
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 assess

4 ments/tools to measure language acquisi
ments/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 Studen

5 t Data System (TSDS). ▪ Provided train
t 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 Requir

6 ed Elements for the Annual Data Collecti
ed Elements for the Annual Data Collection 9 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

7 English Proficiency (LEP) status ▪ Pri
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 asses

8 s language acquisition ▪ Can chose m
s 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 Process 10 86 th Texas Legi

9 slature: House Bill 548 SELA report for
slature: House Bill 548 SELA report for data collection with TSDS 11 September 2020 May 2021 June 2021 July 2021 August 2021 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 analy

10 ze data and draft report. TEA, HHSC, a
ze 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. 12 Language Acquisition Data Collection and Reporting Annual Process Assess Collect Report and Monitor

11 1. Conduct assessments on DHH/DB stude
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

12 and assessment results 3. TEA, HHSC an
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 1,944 123 Language Assess

13 ment Team Process for Assembling the HB
ment 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 ass

14 essment team ▪ Created a recommended l
essment 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 lan

15 guage outcomes ▪ Teacher of the deaf,
guage outcomes ▪ Teacher of the deaf, expertise in curriculum development and instruction of ASL and English 16 ▪ 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 stu

16 dents ages 3 - 8 HB 548 Language Assessm
dents ages 3 - 8 HB 548 Language Assessment Team 17 Brianne Weber Licensed Specialist in School Psychology, TSD Carrie Norman Communication Specialist/SLP, Dallas RDSPD – LSL/ AVEd /ASL Jennifer Prigge RDSPD Specialist, Brazoria - Fort Bend RDSPD Susie Tiggs State Lead – Deaf/Hard of Hearing Services – ESC Region 11 Stella Egbert Director of Instruction,

17 TSD Dr. Oscar Ocuto Former Teacher of
TSD Dr. Oscar Ocuto Former Teacher of the Deaf – ASL/English Rebecca Mowell Licensed Specialist in School Psychology, TSD Cindy Escobedo Director of Educational Services, Sunshine Cottage – LSL/Spoken English Dr. David Quinto - Pozos Associate Professor of Linguistics, University of Texas Kathy Robertson Coordinator of Tyler RDSPD and Services for Vis

18 ually Impaired HB 548 Language Assessmen
ually Impaired HB 548 Language Assessment Team: Tasks 18 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 ▪ Typ

19 es of Assessments: ▪ Diagnostic (Norm
es 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 Communi

20 cative Development Inventory Preschool L
cative 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 Diagnostic Norm - Referenced Achievement Developmental Milestones Profici

21 ency Criterion - Referenced Global Dev
ency 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 22 Diagnostic Norm -

22 Referenced Achievement Developmental Mi
Referenced Achievement Developmental Milestones Proficiency Criterion - Referenced Global Development Deaf + other disabilities Global Language Rosetti Infant - Toddler Language Scale Birth to Three: Approved Assessments/Tools 23 Diagnostic Norm - Referenced Achievement Developmental Milestones Proficiency Criterion - Referenced Global Development Visual Commun

23 ication Sign Language (VCSL) Checklist R
ication 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

24 - 2) Comprehensive Assessment of Spoke
- 2) Comprehensive Assessment of Spoken Language 2 (CASL - 2) American Sign Language Receptive Skills Test (ASL RST) Three to Five: Approved Assessments/Tools 24 Diagnostic Norm - Referenced Achievement Developmental Milestones Proficiency Criterion - Referenced ASL Grammar Concepts Specific Language Expressive Vocabulary Global Language Receptive Vocabulary Sign L

25 anguage Skills Communication Matrix Cott
anguage Skills Communication Matrix Cottage Acquisition Scales for Listening, Language, and Speech (CASLLS) Three to Five: Approved Assessments/Tools 25 Diagnostic Norm - Referenced Achievement Developmental Milestones Proficiency Criterion - Referenced Deaf + Other Disabilities Global Language Central Institute for the Deaf: Teacher Assessment of Grammatical Struc

26 tures (CID:TAGS) Three to Five: Approve
tures (CID:TAGS) Three to Five: Approved Assessments/Tools 26 Diagnostic Norm - Referenced Achievement Developmental 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 Expr

27 essive (BBCS:E) Bracken Basic Concept Sc
essive (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 Diagnostic Norm - Referenced Achievement Developmental Milestones Proficiency Criterion - R

28 eferenced ASL Grammar Concepts Specific
eferenced 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

29 : Approved Assessments/Tools 28 Diagnost
: Approved Assessments/Tools 28 Diagnostic Norm - Referenced Achievement Developmental 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 Diagnostic Norm - Refe

30 renced Achievement Developmental Milesto
renced Achievement Developmental Milestones Proficiency Criterion - Referenced Global Language Resources ▪ TEA Sensory Impairment s ▪ 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 Langua

31 ge Acquisition for Deaf or Hard of Heari
ge 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 30 Thank you! 31 Emily Robinson Department of Special Education emily.robinson@tea.