Bilingual School Services Certificate

Admission Criteria

Admissions requirements include:

1. Bilingual proficiency in both English and Spanish indicated by one of the following:
   • Achievement of a passing score on a recognized proficiency exam (e.g., PASEO, Praxis Spanish, ACTFL OPI/OPIc) at a level demonstrating fluency on that exam; Or,
   • Completion of advanced university coursework in Spanish relevant to professional practice (e.g., linguistics, advanced grammar, Spanish for health/education professions). Courses must be passed with a B or higher, and program faculty will review transcripts for exam waiver.
2. One of the following:
   • Enrollment in either CSUMB’s School Psychology Ed.S. or CSUMB’s Speech Language Pathology M.S. Program; Or
   • Possession of a graduate degree in School Psychology or Speech Language Pathology; Or
   • Possession of a current license in School Psychology or Speech Language Pathology.

Required Courses

• Complete the following courses:

• ED 629 - Culture and Education of Latino Students Units: 3
• SPSY 615 - Culturally and Linguistically Valid Assessment and Ethical Service Delivery Units: 3
• SLP 610 - Collaborative Intervention, Consultation, and Advocacy for Systemic Change Units: 3
• SPSY 620 - Bilingual Coaching and Professional Portfolio Units: 3  OR  SLP 620 - Bilingual Coaching and Professional Portfolio  Units: 3

Learning Outcomes

Learning Outcome 1 - Asset-Based, Culturally Responsive, and Ethical Service Delivery

By the end of the certificate program, candidates will demonstrate the ability to integrate asset-based perspectives into assessment, intervention, and consultation with multilingual learners (MLs) by:

• Accurately articulating the cognitive, cultural, and social strengths of bilingualism and heritage language maintenance;
• Applying culturally responsive practices in at least two case studies that reflect diverse linguistic and cultural backgrounds; and
• Documenting adherence to state and federal regulations for ML service provision in all assessment and intervention plans.

Learning Outcome 2 - Social Justice, Advocacy, and Systemic Change

By the end of the program, candidates will design and present a culturally responsive systems-change project that:

• Analyzes historical and sociopolitical factors affecting ML students in the candidate’s placement context;
• Proposes at least three advocacy actions addressing inequities in policy or practice; and
• Demonstrates collaborative engagement with at least two stakeholder groups (e.g., families, educators, policymakers) to promote inclusive instructional models.

Learning Outcome 3 - Evidence-Based Assessment, Intervention, and Consultation for MLs

By the end of the program, candidates will conduct and defend a comprehensive bilingual assessment and service plan for an ML student that:

• Differentiates language acquisition from a speech-language or learning disorder using multiple data sources;
• Incorporates at least two evidence-based instructional or intervention strategies tailored to the student’s linguistic and cultural profile; and
• Includes a family engagement component that demonstrates culturally and linguistically responsive communication and support.