The following explanation is part of the UCSF Multitudes Administration Manual, Chapter 1 "Getting Started with Multitudes". To download the UCSF Multitudes Administration Manual, navigate to the Resources tab > Getting Started tab > Multitudes Administration Manuals.
Deciding the language(s) to screen a child in is important and nuanced. First, consider the language(s) used in their instructional program. Then, consider the child’s primary language(s), sometimes referred to as native, home or dominant languages.
Using the Screener Language Matrix below, find the child’s language of instruction. Draw a line down from their language of instruction to their primary language. Where the lines meet shows the recommended language(s) for screening with Multitudes.
Next, answer these two questions:
(1) Does this child have the minimum language proficiency needed to be screened in this language(s)? If you’re unsure, see the next section, Checking for Minimum Language Proficiency.
(2) Is there a trained and qualified test administrator available to give the screener in that language(s)? If you’re unsure, see the previous section, Test Administrator Qualifications. Multitudes Screener Language Matrix (located in the UCSF Multitudes Administration Manual, Chapter 1 "Getting Started with Multitudes").
Checking for Minimum Language Proficiency
After using the Screener Language Matrix, a test administrator might be unsure whether a child has enough language proficiency to be screened in that language.
Check the child’s results on the English Language Proficiency Assessments for California (ELPAC), if available. Based on our research in California schools and associated student data, we caution against screening kindergarteners in English with an Initial ELPAC Level 1 result until they have received foundational instruction between when they took the Initial ELPAC and when they are screened. If you don’t have ELPAC results, our team developed a brief activity that can be used and is correlated with ELPAC scores.