In their book, Assessment and Instruction of Culturally and Linguistically Diverse Students with or at-risk of Learning Problems (1997), Gonzalez, Brusca-Vega, and Yawkey report that students who experience academic difficulties in school can be sorted into three general groups or types:
The first two types of students are greatly influenced by external factors, which can be addressed through changes or interventions in the classroom or through intensive literacy, English instruction, or remedial support. The third type of student may require an Individualized Education Plan through the Special Education Department.
When general education interventions are unsuccessful, the student is discussed with the school-based STAT team. The STAT process for English Learners generally includes a period of in-class observation and an academic intervention plan developed by the team and entered into PowerSchool. After a plan is implemented for a pre-determined period, the team holds a follow-up meeting to assess progress and make any necessary modifications.
English learners in Massachusetts are placed in Sheltered English Immersion classrooms in which general education teachers have obtained, or are on their way to obtaining, an SEI Endorsement. Classroom teachers work in conjunction with EL staff to make appropriate modifications available to English learners in the classroom. SEI instruction should be considered a necessary intervention in the STAT process for English learners. Other interventions might include one-on-one tutoring, remedial programs, student and family support, and counseling.
Before it is determined that an English learner requires a SPED evaluation, school-based teams follow the district protocol for Response to Intervention (RTI). It is recommended that an EL representative be present when making determinations regarding English learners. Parents and guardians can also provide key information in the STAT process regarding a student’s competence in their first language, their developmental and educational history, as well as psychological factors that might potentially affect school performance. NRSD involves parents in the evaluation and placement process.
Identification of students with special needs is based on a combination of evaluations, observations of student performance, and consideration of student progress. Evaluations are based on English language and culture-specific norms, and are not used as the sole source of data to determine a student's needs. Caution is necessary even when using translated tests and interpreters. The interpreter should be familiar with the nuances of the student’s native language and dialect. The evaluator should be aware that the testing format itself may be unfamiliar to students, and they may have trouble understanding what type of response is being asked of them. It is also important to remember that ELs may not perform better on tests in their first language (L1) if their native-language schooling was interrupted.
When an English learner does not meet the district curriculum standards held for their native-language peers, the discrepancy in progress might be perceived as a “red flag” of a learning disability, when in fact it could reflect an appropriate stage of the student's second language development.
In order to determine whether a cultural or linguistic minority student has a learning disability, it is important to consider the following factors:
The wide range of potential factors influencing the outcome of the evaluation underscores the need for a wide variety of information gathered from multiple parties, including classroom teachers, special education and EL teachers, and parents or caregivers. For more information, see Lachat (1999), What Policymakers and School Administrators Need to Know about Assessment Reform for English Language Learners.
The Nashoba Regional School District uses caution when referring EL students for SPED testing, since the nationwide trend has historically been that English learners are either under- or over-referred for special education. We believe that the role of cultural context and previous school exposure is crucial in all SPED referrals and evaluations. The ELE and SPED departments work very closely to examine each student's unique circumstances in order to make the best determination regarding the potential disabilities of English learners.
For more information, please see: Supporting English Learners and Students with Disabilities: Strategies from Turnaround Schools in Massachusetts (American Institutes for Research), Tools and Resources for Addressing English Learners with Disabilities (US Dept. of Ed.) and the Alternate English Language Learning Assessment Project (ALTELLA), which has information and research for teachers supporting ELL students with significant challenges.
Helpful publications from ALTELLA include: