Welcome Back !

SAT Team Members

CLD◦ Siria Rector – Bilingual/SpEd/ELL - Assessment

Specialist◦ Tim Sanford – Bilingual SLP◦ Melissa Thompson – School Psychologist◦ Rosa Castorena – Interpreter/Family

Liaison/Translator◦ Griselda Guzman – Interpreter/ Family Liasion

ASD ◦ Holly Danielson – School Psychologist/Autism

Specialist ◦ Angela Heffernan – Special Ed. Teacher/Autism

Specialist

2012-2013 Referral Summary - Age

0-3 year-olds

80 15%

3-5 year-olds

63 12%

K 77 15%

1 46 9%

2 39 7%

3 40 8%

4 49 9%

5 32 6%

6 30 6%

7 16 3%

8 12 2%

9 16 3%

10 8 2%

11 10 2%

12 4 1%

2012-2013 Referral Summary – Assessment Requested

SLD 116 22%

SLI 96 18%

SLD+SLI 40 8%

ASD 131 25%

SLIC 4 1%

SIED 3 1%

Physical 9 2%

Cognitive/Adaptive

2 0%

Multiple 5 1%

Child Find 109 21%

Lang. Dominanc

e2 0%

Other 12 2%

2012-2013 Referral Summary – Types of Referral

TypesTota

l%

Initials

Re-eval

s

Transitioning (Part

C)

CLD 26851%

111

157  

ASD 11822%

55

63  

CLD+ASD

8 2%    

CF+CLD 12724%

95

21

11

CF+ASD 6 1%      

CF+CLD+ASD

2 0%

     

CLD Responsibilities • Rule out CLD factors as primary causes of

difficulties• Language dominance testing• Home interviews/parent communication • Develop an evaluation plan that accounts for cultural

and/or linguistic differences• Secure the PWN for monolingual Spanish speaking

families • Carry out Spanish testing • Interpretation of English evaluation data• Interpreting IEP meetings (Spanish):o Rosa Castorena (east side schools) – Ext# 57839 o Griselda Guzman (west side schools) – Ext# 57826 Contact them BEFORE scheduling your meeting to ensure they

are available. o For languages other than Spanish, contact Tracy Dabney at

57879

• Translation of IEP paperwork – Send request to Martha Bustillos at Student Services.

Who Needs a SAT/CLD Referral:

Initial - Any student who hears and/or speaks a language other than English at home and has significant educational concerns.

• Sources of language information:oStudent Language Survey in the CUM folderoCELA/ACCESS scores

oParent information

The chart on the CLD blog can help with that.

Who Needs a SAT/CLD Referral:

Re-evaluations - Any student who hears and/or speaks a language other than English at home and for whom CLD has◦ not determined that home language and

cultural background do NOT significantly impact choices in language of assessment

◦ conducted previous evaluation(s) in Spanish• CELF Spanish• Woodcock Munoz/BATERIA• EOWPVT – Bilingual• UNIT, WISC Spanish • IPT Oral

If still in doubt, contact the CLD office at 57849

Referrals – Topics Needing Attention“How does this student’s performance compare

with peers from similar bilingual, cultural, and educational backgrounds?”◦ H:\12-13 SAT-CLD Forms and Procedures\CLD page 3-4

of Initial - Printable.docx

◦ Narrative form◦ ALPINE Portfolio – No need to repeat the

information found there

“Type of Assessment(s)/ Consultation Requested (i.e. SLD, SLI, Adaptive/Cognitive for SLIC or Multiple, etc.)”◦ H:\12-13 SAT-CLD Forms and Procedures\First page of in

itial referral.docx

◦ Be specific

Coherence

Referrals – Topics Needing Attention

Quality, not quantity. Work samples must include: ◦ date ◦ description of the task ◦ conditions of performance ◦ time on taskH:\12-13 SAT-CLD Forms and Procedures\Checklist.docx

Previous assessment by SAT (question #2 of CLD questionnaire) – Check assessment tools (CELF Spanish, Woodcock Munoz/BATERIA, EOWPVT – Bilingual, UNIT, WISC Spanish, IPT Oral)

From the CLD report to the IEP - Cutting and pasting responses related to language.◦ “No need to be referred to CLD again” doesn't go in the

IEP◦ Make sure report flows well

Odds and Ends

Interpreter - Do not use children to interpret and do not engage in direct interpretation

2011 OCR evaluations – Spring of 2014◦ Start to collect information now ◦ Stagger submission ◦ You do not need to change the date of the re-

evaluation.

Continue to send ALL referrals, including ASD referrals, to the CLD office

Acknowledgment notification

Use district “snailmail” for anything over 10 pages when submitting referrals and supporting documents

Flow Charts

H:\SVVSD-CLD Tool Kit\CLD Pre-Referral flow chart K-5 grades.docx

H:\SVVSD-CLD Tool Kit\CLD Pre-Referral flow chart 6-12 grades.docx

Preschoolers Attending District Schools

Enrich profile shows them as non-ELL – not trueoELL status : Home language survey,

statement by parents.

Consultation with CLD - Same as school-age children plusoCLD Preschool Referral (CLD Blog)oGOLD Reporto Parent Input

- Home language- Health and Develop. History - Parent concerns

Enrich/ELLs

Enrich/ELLs

Audit Excerpt* “79% of the evaluation reports reviewed lacked sufficient

documentation regarding the impact of English language acquisition on learning and academic skills. Based on the data provided, the CDE cannot ascertain whether the evaluation team engaged in its due diligence to differentiate between a language difference and a true disability.”

“64% of the files reviewed contained a statement documenting the concerns of the parent which would support the evaluation team in the distinction of a true disability from a language difference.”

“The body of evidence in making an eligibility determination should include (but not be limited to) the following:

◦ Home Language Questionnaire (HLQ)

◦ Assessing Comprehension and Communication for English Language Learners (ACCESS) if indicated by HLQ; scores should be reported in a consistent manner that facilitates easy interpretation of the data presented.

◦ Progress monitoring of interventions being implemented under the framework of RtI in the general education classroom for students suspected of having a Specific Learning Disability; and

◦ Multiple data points from the progress monitoring data and the triangulation of the data.

*Bold added for emphasis

Enrich/ELLs

 English Language status/Examples of Enrich Issues

Profile information (Pre K)◦Language Spoken in home English◦English Proficiency Not Applicable

Page 1 of IEP (School Age-Kindergarten)◦Primary Language Spoken in Home? Spanish

◦Student’s Primary Language. Spanish◦Does the student have Limited English

Proficiency? No◦Is an interpreter needed for meetings? No

Addressing CLD Issues in the IEPPresent Levels Student Needs/Impact of Disability Parent/Student Input

◦ H:\Presentation\Prsent Levels Impact Curriculum.pdf

◦ H:\Presentation\Present Levels Impact Curriculum2.pdf

Evaluation Report◦ H:\Presentation\Evaluation report Sample 5th grade.docx

◦ H:\Presentation\Evaluation Summary Sample 5th grade.docx

◦ H:\CAN_DOs PreK-12.pdf

CLD and RtI

CLD and RtIOn-site Training:

◦By invitation

On-site consultation with CLD at the beginning stages of the RtI process:◦“Live” collaboration between teams◦CLD pre-referral flowchart◦Discuss language and cultural impact◦Language dominance screening (if needed)◦Choose appropriate culturally sensitive

interventions ◦Decide next steps

RtI for ELLs Training• Two half-days with Dr. Hoover – Sept 10 and 19

from 8:30 to11:30.

• OPD Classes: • Response to Intervention 101: What are my

responsibilities as a general educator?• Implementing RtI at the School Level: Support

for School Level Team Members

• CLD/RtI training at the schools for teachers and support personnel (per bldg request)

• BTL/RtI Liaison meetings

• ELA meetings

CLD BLOG CDE CLD 101 Forms

◦ CLD/ASD referrals

◦ PWN wording in Spanish

Lang. Acquisition Issues From the CDE CLD Toolkit:

◦ Creating a Body of Evidence◦ Culturally Sensitive Procedures◦ Intervention Analyses ◦ ESL Strategies

RtI for ELLs WIDA

◦ ACCESS Level Performance Definition◦ CAN DO Descriptors◦ WIDA’s RtI for ELLs -

Powerpoints Resource for Parents

Autism Spectrum Disorder - ASD

Who Needs a SAT/ASD Referral?

1. Initial Identification - Any student who is suspected of having an autism disability but has never been educationally identified or medically diagnosed with an autism disability/autism spectrum disorder

This does not necessarily mean it is the initial eligibility for the student; he/she may be

identified with another disability

2. Previously Identified - Any student who has been educationally identified and/or medically diagnosed with an autism disability/autism spectrum disorder

Initial Identification

Use this process if the student has never been educationally identified or medically diagnosed

with an Autism Disability/Autism Spectrum Disorder - even if this is not the student’s

initial evaluation for special education services

Complete SAT/ASD Referral Packet◦ Referral and student information page◦ Summary Referral Worksheet for the Initial

Educational Identification of an Autism Spectrum Disorder

◦ Parent Partnership Form - Seeking permission to administer Autism Diagnostic Observation

Schedule (ADOS/ADOS-2)

Initial Identification

The SAT referral should occur before a PWN (consent for evaluation) is written and subsequently signed by parent

If the referral is for a student who is due for a re-evaluation, the SAT referral MUST be received at least 90 days before the date of the eligibility meeting

Send referral to CLD office

Initial IdentificationAfter receipt of referral:

◦ Autism specialist reviews referral then schedules and conducts ADOS/ADOS-2

◦ Implications of ADOS/ADOS-2 discussed with BTL

If results do not indicate need for assessment related to an autism disability o Autism specialist summarizes the ADOS/ADOS-2

resultso Autism specialist and BTL meet with student’s

parent(s) to review assessment (ADOS/ADOS-2) results o School special education team may decide to proceed

with an assessment in other areas/suspected disabilities

Initial Identification If results do indicate need for assessment

related to an autism disability

o Autism specialist consults with BTL (and other team members if available) on evaluation plan; consultation should occur prior to the PWN (consent for evaluation) being signed by parent(s)

o Autism specialist sends evaluation plan to BTLo BTL is responsible for sharing and discussing the

evaluation plan with building special education team members; if team members have questions about assessments identified in the evaluation plan and/or if team members would like to discuss assessment alternatives, collaboration/consultation with autism specialist should occur before the PWN is signed

o Referring school team seeks consent from student’s parent(s); BTL notifies autism specialist when PWN is signed and provides the tentative date for the eligibility staffing

Initial Identificationo Autism specialist and building special

education team conduct assessments, and provide data to the BTL to incorporate into the narrative evaluation report A minimum of two observations of the student in

his/her natural environment must be conducted by the building special education team members. Summaries of the observations are required to be included in the narrative evaluation report.

ALL assessments identified in the evaluation plan must be completed prior to the eligibility staffing. Failure to do so may result in a delayed staffing or second meeting to complete the eligibility determination.

o Autism specialist attends and participates in the eligibility staffing

Initial Identificationo Observations of student 

Focused on behavior indicative of autism and not indicative of autism

Note behavior related to core deficits (social, communication, repetitive behavior/restricted interests) and related deficits (cognition, sensory/motor, academics, behavior) of autism

Use of Summary Referral Worksheet for the Initial Educational Identification of an Autism Spectrum Disorder can help structure observation

Observations should be conducted in different settings/environments

Minute-by-minute description of events not necessary

Initial Identification Odds and Endso By necessity, assessments for students

suspected of having an autism disability are comprehensive in scope• All core and related deficit areas must be

assessed• CDE Feedback

o Because of the complexity of autism assessments and autism disability identifications, all assessment data must be available to the autism specialist at least two days before the eligibility meeting; additionally, pre-meeting discussion is highly preferred (not to pre-determine but to fully consider data)

Previously Identified/Diagnosed

Use this process if the student has already been educationally identified and/or medically diagnosed with an Autism

Disability/Autism Spectrum Disorder (ASD) and is in need of an eligibility staffing – the eligibility staffing may be either an initial

staffing or a re-evaluation

Complete SAT/ASD Referral Packet◦ Referral and student information page◦ Summary Referral Worksheet

The SAT referral should occur before a PWN (consent for evaluation) is written and signed by parent

If the student has been evaluated and received a medical diagnosis, please include a copy of the evaluation results with the SAT referral

Previously Identified/Diagnosed

Autism specialist reviews the referral packetAutism specialist meets with referring school’s BTL

and (when possible) special education team to consult on the development of the PWN Consent for Evaluation. This meeting should occur prior to consent being obtained.

Autism specialist sends the evaluation plan to the BTL; BTL is responsible for sharing and discussing the evaluation plan with building special education team members If team members have questions about assessments identified in

the evaluation plan and/or if team members would like to discuss assessment alternatives, collaboration/consultation with autism specialist should occur before PWN is signed

Autism specialist is available for consultation regarding assessment findings and/or potential programming

Preschoolers Attending District Schools

Follow process used for school-aged

students

Initial Identification

Previously Identified

Questions?