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Michele Montgomery- Kelleher

= = Students who are Culturally and Linguistically Diverse (CLD) = = =Introduction = Students who are **culturally and linguistically diverse (CLD) ** have **a learning need **, and range in ages from "...early childhood to grade 12 and represent inter- and intradiversity in cultural or ethnic minority groups, including language backgrounds other than English" (Castellano, Diaz, 2002). For the most part, these students learn English as their second language (Castellano, Diaz, 2002). Students for whom English is not their native language are referred to as English learners (EL), or English language learners (ELL) (Castellano, Diaz, 2002), (Peregoy, 2006). Other terms commonly found in conjunction with students who are culturally and linguistically diverse (CLD) include students of language minority (LMS), students who are limited English proficient (LEP), and students who have English as a second language (ESL) (Peregoy, 2006). It has been projected that by the year 2030, students who are Limited English Proficient (LEP) will constitute 40% of students in public education (Thomas and Collier, 2003). = = =**Overview: Needs, Considerations, Evaluations, and Accommodations **= When preparing to serve the needs of students who are CDL, educators must be familiar with research based-instruction, culturally responsive instructional guidelines, and assessment practices that will promote academic success for these students (Western Oregon University, 2007) . The Teaching Research Institute of Western Oregon University's policy states that, "Meeting the academic needs of our nation’s school age population that is culturally and/or linguistically diverse (CLD) has been a struggle for past and current education personnel. Second language acquisition and acculturation theories explain that many individuals who are taught in a language other than their native language and/or undergoing acculturation may experience academic, learning, behavioral or emotional difficulties" (Western Oregon University, 2007) . The adjustment to a second culture, learning English, and the expectation of the mastery of academic skills are all challenges faced by students who are CLD. When instruction is provided to students who are CLD by teachers who may not understand the student’s native culture and/or who do not speak the student’s native language these difficulties are more acute and academic and behavioral difficulties may be misinterpreted by an educator or special education professional who lacks knowledge about second language acquisition, acculturation theory, and culturally responsive instructional practices as reasons to refer a student for special education eligibility <span style="font-family: 'Times New Roman',Times,serif; font-size: 17px;">(Western Oregon University, 2007) <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">. Determining whether academic learning difficulties are caused by second language acquisition process, acculturation or a condition considered a learning disorder/disability is a complex challenge. Traditional assessment and evaluation practices often do not provide adequate estimates of actual skills and knowledge of students who are CLD. "One reason this can occur is because many standardized tests are based on culture specific information or knowledge from the Anglo-European perspective. Most students who are CLD have not been exposed sufficiently to this information to attain success on traditional assessment measures" <span style="font-family: 'Times New Roman',Times,serif; font-size: 17px;">(Western Oregon University, 2007). <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Additionally, a student’s social and cultural background must be considered during the <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;"> assessment so that the normative behavior of that student’s culture is used as a starting point. Finally, the educational exposure, a student who is CLD has experienced, must also be evaluated(Western Oregon University, 2007). Only by carefully assessing a student’s opportunity to learn can the existence of a disability be accurately determined. Although we do not know the patterns, beliefs, and nuances of all the cultures or languages in our schools, as school professionals and educators we are responsible for informing ourselves and becoming aware of their existence, and treating them with sensitivity and respect while interacting with students, parents and/or conducting an evaluation of a given student. Since traditional evaluation tools have limited utility for students who are CLD, an integration of current legal, ethical, and empirical mandates as well as theory and best practices, provide specific assessment procedures that challenge traditional assessment techniques and incorporate a thorough evaluation of the student’s social and educational contexts and their impact on educational performance (Western Oregon University, 2007). An eclectic theoretical model integrating an ecological/ functional assessment approach with culturally responsive instructional and assessment practices allows school based teams the opportunity to assure equity and diversity in the evaluation of a student who is culturally or linguistically different (Western Oregon University, 2007).



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=<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Related Vocabulary and Terms: =

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">**Culturally Responsive Practices** are practices that respond to the needs of CLD students. These practices take into account the socio-cultural-historical contexts that influence students' functioning and interactions (Western Oregon University, 2007).

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">**Culture**: Edwards, Ellis, Ko, Saifer, and Stuczynski, 2004 define culture as, "A way of life." Culture isespecially related to the socially transmitted habits, customs, traditions, and beliefs thatcharacterize a particular group of people at a particular time. It includes the behaviors, actions, practices, attitudes, norms, values, language patterns, traits, etiquette, spirituality and superstitions, of a racial, ethnic, religious, or social group. Culture influences how we process learning, solve problems, and teach. "Culture is the lens through which we look at the world. It is the context within which we operate and make sense of the world" (Baruth and Manning, 2000) The language and culture relationship explains how individuals acquire language through socialization, and how, in turn, language exerts a significant role in their perceptions of their physical and social world. In order to address linguistic differences appropriately, acknowledging and respecting cultural differences is crucial (Baruth and Manning, 2000).

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">**Multicultural Assessment** is the determination of intellectual, academic,communication, social/emotional, and behavioral capabilities of a student who is culturally and linguistically diverse. The student's strengths and weaknesses are described by utilizing assessment techniques that can measure student aptitudes and abilities in light of linguistic and socio-cultural factors in a non-biased and nondiscriminatory manner (Western Oregon University, 2007).

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">**Acculturation** is the process of adapting to the cultural worldviews, customs, and traditions of mainstream western society (Western Oregon University, 2007). Acculturation occurs with individuals and with groups of people. It influences all aspects of human behavior and functioning including: cognition, emotion, behavior, perceptions, ideologies, beliefs, values and language (Cuellar and Paniagua, 2000).


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Bi **<span style="font-family: Times New Roman,Times,serif; font-size: 17px; line-height: 24px;">**culturalism** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">is the successful integration of new cultural patterns into the cognitive and behavioral patterns of the first culture and language (Cuellar and Paniagua, 2000).

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">**Bilingual Education** refers to approaches in the classroom that use the native languages ofstudents who are English language learners (ELLs) for instruction. Goals include: teaching English,fostering academic achievement,assisting immigrants in the process of acculturation, preserving a minority group's linguistic and cultural heritage, enabling English speakers to learn a second language, developing national language resources, or any combination of the above (Cuellar and Paniagua, 2000).


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Exclusionary Factors **<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">are factors, external to the student, that exist which can partially or fully explain a student's academic or behavioral struggles, but are not suggestive of a disability. These exclusionary factors may include socio-cultural differences, economic disadvantage, lack of instruction or inconsistent schooling, inappropriate instruction, ecological/environmental issues in the classroom, and typical second language acquisition stages (Western Oregon University, 2007).

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">An **interpreter** is an individual who facilitates communication between speakers who do not speak the same language. Interpreters assist in parent/school meetings and they may assist during the assessment process. The interpreter conveys information verbally from one language to another guided by the knowledge and familiarity of the appropriate methods of expression. The interpreter is fluent and literate in the target language (Harris county Department of Education Bilingual Assessment Leadership Group, Texas. 1997).

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">**Native or First Language**: As described by IDEA (2004), the native language is the primary language of the parents of a child. **<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">L1 **<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;"> is the native, primary or first language of the second language learner's parents (Western Oregon University, 2007).

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">**Second Language Acquisition Process**: The second language acquisition process is a complex, and lifelong process similar to first language acquisition. Second language acquisition is best developed by exposure to meaningful activities that focus on language use. (Collier, 1998). **<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">L2 **<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;"> is the second language a person acquires after learning their native language (for the purposes of this wiki, L2 refers to English) (Western Oregon University, 2007).

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">**Language Dominance**: The dominant language is usually the language that a person: <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">learns first; has the greatest ease using; Special Education Assessment Process for Culturally and Linguistically Diverse Students <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;"> prefers to use; consistently chooses to use when speaking with bilingual individuals or with individuals who <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">speak the same dialect (Western Oregon University, 2007). <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">**Language Proficiency**: A student's language proficiency refers to the level of skill they have attained in understanding <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">and using a language in both formal and informal settings. Language proficiency levels range <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">from limited to advanced. Some characteristics a proficient language user has include: 1) the ability to understand distorted messages, 2) the ability to express messages effectively, 3) the knowledge of linguistic rules, 4) the use of language fluently across a variety of contexts (Ortiz, 1997).

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">others. Examples of BICS may include: playground conversations between children and informal verbal interactions with a parent, a friend or a neighbor. Second language learners need an average of one to three years of exposure to the second language to reach appropriate levels of conversational proficiency with peers (Peregoy, 2006).
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Basic Interpersonal Communication Skills (BICS) **<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;"> are skills used in day to day interactions with

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">academic areas taught in a second language (Peregoy, 2006).
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Cognitive Academic Language Proficiency (CALP) **<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;"> is the ability to use and understand complex linguistic meaning in verbal or written communication. CALP illustrations may include engaging in sophisticated, intellectual conversations or writing school essays. CALP development varies, and it may take five to seven years, on average, to reach peer-appropriate grade norm levels in

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">academic performance in both languages. Information learned in the native language facilitates the learning of the same concept in the second language (Western Oregon University, 2007).
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Common Underlying Proficiency (CUP) **<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;"> refers to cognitive/academic proficiency that underliesmedia type="youtube" key="JOTYrBCQzxM" height="315" width="420" align="right"
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Response to Intervention (RTI) **<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">is the practice of providing high quality instruction/intervention matched to students' needs. Additionally, the learning rate and performance level is measured over time to make important educational decisions (National Association of State Directors of Special Education, 2005). Decision rules and exit criteria are an integral part of RTI and are developed by local school districts to determine the appropriate course of action at given transition points (Western Oregon University, 2007).

=<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Identification Process and Assessment = =<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">The Law = <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">The Individuals with Disabilities Education Improvement Act (IDEIA 2004), the standards for educational psychological testing from the American Psychological Association (APA, 1985) and No Child Left Behind (NCLB, 2002) provide guidance in the planning and implementation of assessment procedures for all students, including CLD students who may have a disability. Therefore, cultural and linguistic differences must be taken into consideration and provisions made to ensure a nondiscriminatory assessment process. For determining eligibility for special education, the IDEA 2004 summarizes those provisions in section 300.304 Evaluation Procedures as follows: <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">“Each public agency must ensure that-- <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">(1) Assessments and other evaluation materials used to assess a child under this part-- <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">(i) Are selected and administered so as not to be discriminatory on a racial or cultural basis; <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">(ii) Are provided and administered in the child’s native language or other mode of <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">communication and in the form most likely to yield accurate information on what the child <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">knows and can do academically, developmentally, and functionally, unless it is clearly not <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">feasible to so provide or administer; <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">(iii) Are used for the purposes for which the assessments or measures are valid and <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">reliable: <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">(iv) Are administered by trained and knowledgeable personnel; and <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">(v) Are administered in accordance with any instructions provided by the producer of the <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">assessments. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">(2) Assessments and other evaluation materials include those tailored to assess specific areas of educational need and not merely those that are designed to provide a single general intelligence quotient. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">(3) Assessments are selected and administered so as best to ensure that if an assessment is administered to a child with impaired sensory, manual, or speaking skills, the assessment results accurately reflect the child’s aptitude or achievement level or whatever other factors <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">the test purports to measure, rather than reflecting the child’s impaired sensory, manual, or speaking skills (unless those skills are the factors that the test purports to measure). <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">(4) The child is assessed in all areas related to the suspected disability, including, if appropriate, health, vision, hearing, social and emotional status, general intelligence, academic performance, communicative status, and motor abilities. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">(5) Assessments of children with disabilities who transfer from one public agency to another public agency in the same school year are coordinated with those children’s prior and subsequent schools, as necessary and as expeditiously as possible…to ensure prompt <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">completion of full evaluations. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">(6) In evaluating each child with a disability…the evaluation is sufficiently comprehensive to identify all of the child’s special education needs, whether or not commonly linked to the disability category in which the child has been classified. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">(7) Assessment tools and strategies that provide relevant information that directly assists persons in determining the educational needs of the child are provided (Federal Register, August 14, 2006, p 46785).

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">**Key factors to remember** regarding a CLD assessment for special education eligibility are: <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">1) For an initial referral, a comprehensive assessment should be conducted no matter what the referral question(s) so that the student is viewed holistically. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">2) The evaluator(s) should be knowledgeable regarding cultural and linguistic differences. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">3) Formal and informal assessment of language proficiency and dominance must be established. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">4) All assessments should be conducted in the proficient language and English unless English is clearly the most proficient language. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">5) Determine the parent’s native language and language(s) spoken at home the majority of the time. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">6) If English is marginally the proficient language then both L1 and L2 should be assessed. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">7)Assess the student’s educational program and language of instruction. Assessment of CLD students will typically take two to three times the amount of time required for monolingual English speakers (Western Oregon University, 2007). <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">media type="youtube" key="3irqd73SPe4" height="282" width="504" align="left"

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Team Development and Goals
<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Parents of students referred for evaluation for special education eligibility are to be full partners in the process, participating and contributing every step of the way. Therefore, the parents should be encouraged to continue their participation as members of the assessment team and the Individual Education Plan (IEP) team. In cases where a student who is CLD is being considered for special education eligibility this process, although extremely helpful, can be confusing and daunting to parents. The entire process may require substantial extra time. This is necessary because requesting parental consent, discussing parental rights and the Special Education process, and the child’s educational needs is time consuming. In some situations, it may also be necessary to spend time explaining IDEA’s eligibility criteria since disabilities are not the norm in many other countries. If parents have been properly informed and fully involved at the pre-referral RTI stage, the entire process will be smoother. The assessment/IEP team is comprised of the parents, the child’s general education teacher, a person knowledgeable about the student’s culture, language, and second language acquisition, and qualified professionals who administer the test instruments such as special education specialists, literacy specialists (Western Oregon University, 2007).

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Best Practice (Most Desirable)
<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">A bilingual special education assessment professional fluent in the student’s native language uses <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">standardized and alternative assessment in the student’s L1 and L2 languages. School districts should conduct a dual language assessment conducted by a bilingual examiner fluent in English and the student’s native language (Adapted from: Harris County Department of Education Bilingual Assessment Leadership Group, 1997). =<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Indicators of Language Difference Not Disorder = <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Language proficiency, often the central issue in question, has far reaching effects on the success of a student who is CLD, in the classroom. It is important for all educators to become aware of the second language acquisition process and the normal transitions a person learning a second language experiences. A language related disorder must be present in both L1 and L2 and not be a result of language loss to be considered disordered rather than different (Goldstein, 2004).

<span style="font-family: 'Times New Roman',Times,serif;">Tips for General Education Teachers of Students who are CLD/EL:
<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Students who are CLD and/or speak English as a non-native language are known as English learners. Teachers can get to know their English learners, even when their language and culture are now to them, through a gradual process of trial and error, which include fact finding, combined with observation and interpretation of each student’s behavior. There are three initial steps. The first is to find out the basics, such as what country does the student has come from, with whom is the student living, what language is being spoken in the student’s home, and if applicable, what are the circumstances of the student’s immigration (Peregoy, 4). Secondly, teachers should obtain as much information about their student’s prior school experience, as possible (Peregoy, 4). It is important that they find out if their student is literate in their home language. If they are, teachers may want to encourage their student to keep a journal in their native language, and perhaps provide them with native language books, magazines, and/or newspapers to validate the student’s language culture, and academic competence, while providing a natural bridge to English reading (Peregoy, 5). Thirdly, it is suggested that teachers become aware of the basic features of their student’s home culture, such as religious beliefs and customs, food preferences and restrictions, and the roles and responsibilities of children and adults in their student’s native culture (Peregoy, 6). Cultural differences affect the way students who are CLD/EL respond to their teachers and their efforts to reach them. For example, teachers may learn what to avoid asking their student things that may be prohibited, or frowned upon in their home culture. Such things may include celebrating birthdays, pledging allegiance to the flag, or eating hotdogs (Peregoy, 6). Current policy trends affect students who are CLD/EL, and they are also subject to policies specific to their English proficiency status. Federal law requires schools to identify and serve students in need of educational support, based on English language proficiency (Peregoy, 7). The purpose of educational support is two-fold: (1) to promote English language development, and (2) to provide meaningful instruction so that students may learn academic content appropriate to their grade level (Peregoy, 7). Also, federal law requires that the student is provided with access to the core curriculum, and opportunities for English language development (Peregoy, 23). The following programs exist to help meet the needs of students who are CLD/EL: (1) Bilingual Education Programs and (2) English language Instructional Programs (Peregoy, 23, 26). Bilingual Education Programs are defined as educational programs that use two languages, one being English for teaching purposes(Peregoy, 23). The common goals of all of the Bilingual Education Programs are first, to teach English, and second, to provide access to the core curriculum through the home language while students’ are gaining English language proficiency (Peregoy, 23). English Language Instructional Programs are instructional programs that make use of only one language, English, for teaching; because in today’s classrooms it is not uncommon to have students who are CLD/EL from several language groups (Peregoy, 26).



<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Works Cited
<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Baker, Colin. Foundations of Bilingual Education and Bilingualism. Multilingual Matters,, 2011. Print.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Baruth, Leroy G., and M. Lee Manning. Multicultural education of children and adolescents. 2000. Print.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Collier, Catherine. Rti for Diverse Learners: More Than 200 Instructional Interventions. 1998. Print.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Goldstein, Brian. Multilingual Aspects of Speech Sound Disorders in Children. 2004. Print.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Harris county Department of Education Bilingual Assessment Leadership Group. Texas: 1997. Print.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">"IDEA." . Web. 3 Jun 2012. <http://www.ncld.org>.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Paniagua, Freddy A. Assessing And Treating Culturally Diverse Clients: A Practical Guide. 2000. Print.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Peregoy, Suzanne, and Owen F. Boyle. Reading, Writing And Learning In ESL. 5th. Pearson Education, 2008. Print.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Rhoades, Robert L., Salvador Hector Ochoa, and Samuael O. Ortiz. Assessing Culturally And Linguistically Diverse Students: A Practical Guide. New York: Guilford Press, 2005. Print.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">"Special Education Assessment Process for Culturally and Linguistically Diverse (CLD) Students." Education Evaluation Center The Teaching Research Institute Western Oregon University. (2007): n. page. Print.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">For More Information:
<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Teaching Diverse Learners <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">@http://www.alliance.brown.edu/tdl <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">National Association for Bilingual Education <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">@http://www.nabe.org <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">National Center for Culturally Responsive Educational Practices <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">@http://www.nccrest.org <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Northwest Regional Educational Laboratory <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">@http://www.nwrel.org <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">National Clearinghouse for English Language Acquisition & Language Instruction Educational <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Programs <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">@http://www.ncela.gwu.edu <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">The Council for Exceptional Children <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">@http://www.cec.sped.org <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">The International Reading Association <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">@http://www.reading.org <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Office of English Language Acquisition <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">@http://ed.gov./about/offices/list/oela <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">CrossCultural Developmental Education Services (Catherine Collier) <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">@http://www.crosscultured.com <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Center for Research on Education, Diversity, and Excellence <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">http://crede.berkeley.eu

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Assessment Tools in Spanish--Be aware that some English/Spanish versions of a test are Spanish translations of an English test and may use English norms. As much as possible be sure the norms fit the student you are assessing. Otherwise caution is recommended when interpreting results. Included in this listing are informal assessment tools (such as criterion referenced tests), rating scales and interview/observation forms as well as tests available in other languages.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Language Proficiency/Dominance <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Bilingual Language Proficiency Questionnaire (1985) <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Parent Interview <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Academic Communication Associates, Inc. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Educational Book division, Bldg. 102 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">4001 Avenida de la Plata <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">P.O. Box 4279 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Oceanside, CA 92052-4279 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">1-888-758-9558 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">www.acadcom.com

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Language Assessments Scales (1990) <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Speaking, listening, reading, writing <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Grades Pre-K through 12 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">CTB/McGraw Hill Book Co. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">20 Ryan Ranch Rd <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Monterey, CA 93940 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">1-800-538-9547 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">www.ctb.com

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Bilingual Verbal Ability Test (BVAT) Normative Update (2005) <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Ages 5a to adult <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Riverside Publishing <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">3800 Golf Rd., Suite 100 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Rolling Meadows, IL 60008 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">1-800-323-9540 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">www.riverpub.com

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Woodcock-Munoz Language Survey Revised (WMLS-R) (2005) <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Ages 2 to 90+ <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Riverside Publishing <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">3800 Golf Rd., Suite 100 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Rolling Meadows, IL 60008 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">1-800-323-9540 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">www.riverpub.com

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Special Education Assessment Process for Culturally and Linguistically Diverse Students <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Guidelines and Resources for the Oregon Department of Education - 2007 Revisions Appendix G, Page 9 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Speech <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Spanish Articulation Measures, Revised Edition (1995) <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Academic Communication Associates, Inc. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Educational Book division, bldg. 102 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">4001 Avenida de la Plata <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">P.O. Box 4279 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Oceanside, CA 92052-4279 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">1-888-758-9558 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">www.acadcom.com

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Test of Phonological Awareness in Spanish (TPAS) (2004) <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Ages 4-10 through 10-11 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">American Guidance Service (Pearson <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Assessments) <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">5601 Green Valley Dr. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Bloomington, MN 55437-1187 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">1-800-627-7271 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">http://ags.pearsonassessments.com

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Language Test De Vocabulario en Imagenes Peabody (TVIP) (1986) <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Ages 2-6 to 17-11 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">American Guidance Service (Pearson Assessments) <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">5601 Green Valley Dr. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Bloomington, MN 55437-1187 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">1-800-627-7271 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">http://ags.pearsonassessments.com

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Clinical Evaluation of Language Fundamentals, Fourth Edition (CELF-4) (2006) <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Ages 6 to 21 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Harcourt Assessment <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">19500 Bulverde Rd <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">San Antonio, TX 78259 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">1-800-211-8378 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">www.harcourtassessment.com

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Medida de Sintaxis Bilingue (Bilingual Syntax Measure I and II) (1978) <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Grades preschool to grade 12 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Harcourt Assessment <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">19500 Bulverde Rd <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">San Antonio, TX 78259 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">1-800-211-8378 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">www.harcourtassessment.com

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Special Education Assessment Process for Culturally and Linguistically Diverse Students <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Guidelines and Resources for the Oregon Department of Education - 2007 Revisions Appendix G, Page 10 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Boehm Test of Basic Concepts, Third Edition (2000) <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Ages 5-0 through 7-11 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Harcourt Assessment <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">19500 Bulverde Rd <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">San Antonio, TX 78259 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">1-800-211-8378 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">www.harcourtassessment.com

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Cognitive <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Bateria III Woodcock-Munoz (Bateria III) (2001) <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Ages 2 to 90+

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<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Riverside Publishing <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">3800 Golf Rd., Suite 100 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Rolling Meadows, IL 60008 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">1-800-323-9540 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">www.riverpub.com

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Behavior/Adaptive Behavior <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Behavior Assessment System for Children (BASC-2) (2004) <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Ages 2 through college age <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">American Guidance Service (Pearson Assessments) <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">5601 Green Valley Dr. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Bloomington, MN 55437-1187 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">1-800-627-7271 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">http://ags.pearsonassessments.com

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Vineland Adaptive Behavior Scales, Second Edition (Vineland-II) (2004) <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Ages 0 to 90 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Survey Interview Form <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">American Guidance Service (Pearson Assessments) <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">5601 Green Valley Dr. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Bloomington, MN 55437-1187 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">1-800-627-7271 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">http://ags.pearsonassessments.com

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Adaptive Behavior Assessment Scales – Second Edition (ABAS-Second Edition) (2003) <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Ages 0 – 89 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Harcourt Assessment <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">19500 Bulverde Rd <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">San Antonio, TX 78259 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">1-800-211-8378 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">www.harcourtassessment.com

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Special Education Assessment Process for Culturally and Linguistically Diverse Students <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Guidelines and Resources for the Oregon Department of Education - 2007 Revisions Appendix G, Page 11 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Beck Depression Inventory II (BDI-II) (1996) <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Ages 13 to 80 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Harcourt Assessment <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">19500 Bulverde Rd <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">San Antonio, TX 78259 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">1-800-211-8378 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">www.harcourtassessment.com

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Academic <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Bateria III Woodcock-Munoz (Bateria III) (2001) <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Ages 2 to 90+ <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Riverside Publishing <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">3800 Golf Rd., Suite 100 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Rolling Meadows, IL 60008 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">1-800-323-9540

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Brigance Assessment of Basic Skills, Revised Spanish Edition (ABS-R) (2007) <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Grades Pre K to 9 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Curriculum Associates, Inc. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">P.O. Box 2001 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">North Billerica, MA 01862-9914 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">1-800-225-0248 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">www.curriculumassociates.com

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Vocational <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">CDM: Harrington-O’Shea Career Decision Making System, Revised (2000) <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Grades middle school to adult <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">American Guidance Service (Pearson Assessments) <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">5601 Green Valley Dr. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Bloomington, MN 55437-1187 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">1-800-627-7271 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">http://ags.pearsonassessments.com

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Preschool <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Battelle Developmental Inventory, Second Edition Spanish (DBI-2 Spanish) (2005) <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Birth to age 7-11 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Riverside Publishing <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">3800 Golf Rd., Suite 100 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Rolling Meadows, IL 60008 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">1-800-323-9540 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">www.riverpub.com

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Special Education Assessment Process for Culturally and Linguistically Diverse Students <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Guidelines and Resources for the Oregon Department of Education - 2007 Revisions Appendix G, Page 12 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Preschool Language Scale, Fourth Edition (2002) <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Birth to age 6-11 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Harcourt Assessment <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">19500 Bulverde Rd <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">San Antonio, TX 782591-800-211-8378 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">www.harcourtassessment.com

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Assessment Tools in Other Languages <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Bilingual Language Proficiency Questionnaire English/Vietnamese (1985) <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Parent Interview <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Academic Communication Associates <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Educational Book division, Bldg. 102 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">4001 Avenida de la Plata <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">P.O. Box 4279 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Oceanside, CA 92052-4279 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">1-888-758-9558 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">www.acadcom.com <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Bilingual Vocabulary Assessment Measure (1995) <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Record forms in English, Spanish, French, Italian, and Vietnamese <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Ages 3 and up <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Academic Communication Associates, Inc. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Educational Book division, Bldg. 102 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">4001 Avenida de la Plata <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">P.O. Box 4279 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Oceanside, CA 92052-4279 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">1-888-758-9558 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">www.acadcom.com

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Bilingual Verbal Ability Test (BVAT) Normative Update (2005) <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">in 17 languages plus English <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Ages 5 to adult <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Riverside Publishing <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">3800 Golf Rd., Suite 100 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Rolling Meadows, IL 60008 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">1-800-323-9540 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">www.riverpub.com

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Special Education Assessment Process for Culturally and Linguistically Diverse Students <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Guidelines and Resources for the Oregon Department of Education - 2007 Revisions Appendix G, Page 13 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Nonverbal Cognitive Tests <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Kaufman Assessment Battery for Children, Second Edition (KABC-II) (2004) <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Nonverbal scale <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Ages 3 to 18 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">American Guidance Service (Pearson Assessments) <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">5601 Green Valley Dr. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Bloomington, MN 55437-1187 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">1-800-627-7271 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">http://ags.pearsonassessments.com

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Universal Nonverbal Intelligence Test (UNIT) (1998) <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Ages 5-0 to 17-11 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Riverside Publishing <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">3800 Golf Rd., Suite 100 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Rolling Meadows, IL 60008 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">1-800-323-9540 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">www.riverpub.com

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Wechsler Nonverbal Scale of Ability (WNV) (2006) <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">Prek – college Harcourt Assessment <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">19500 Bulverde Rd <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">San Antonio, TX 78259 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">1-800-211-8378 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16.5px;">www.harcourtassessment.com