English Learner or Specific Learning Disability?
Sofia is an 8-year-old second grader who moved from Guatemala two years ago and speaks Spanish at home. Her English proficiency is level 2 on the state's four-level scale. She receives 30 minutes of English as a second language daily and Tier 2 reading intervention four times per week for 20 minutes, which began 12 weeks ago. Her fall and winter DIBELS composite scores are below benchmark, and progress monitoring shows a slope of 0.5 words correct per week compared with an expected 1.5. Attendance is 92%; vision and hearing screening are normal. She has had no formal Spanish literacy instruction, and her parents report she struggles to read notes sent home in Spanish. Her teacher believes a 'processing disorder' is the cause and has asked for a special education evaluation. Her parents have signed consent but worry about labeling. The school's student support team meets next week.
1. Should the team evaluate Sofia for a specific learning disability? Analyze the exclusionary factors and the evidence for and against evaluation.
Read the worked answer
The team should not base the decision on the teacher's belief in a processing disorder. It must rule out lack of appropriate instruction, limited English proficiency, and other exclusionary factors. Evidence for evaluation: 12 weeks of Tier 2 intervention with a flat slope of 0.5 words per week versus 1.5 expected despite 92% attendance; difficulty reading notes in Spanish, which suggests the problem may not be purely English acquisition; and a two-year history of English instruction. Evidence against: she is an English learner at level 2, has had no formal Spanish literacy instruction, and 12 weeks may be insufficient to distinguish language acquisition from disability. The team should first ensure the intervention was implemented with fidelity and that instruction was culturally and linguistically appropriate. It should gather work samples in Spanish and English, a language proficiency assessment, classroom observations, and a developmental history. If the data show low achievement in both languages and inadequate response to evidence-based intervention, evaluation is warranted. If the only data are English-only measures, evaluation would be premature. The team can also use a bilingual assessment plan and a native-language reading measure. The decision should be documented, and the parent's consent should be honored if the team proceeds.
2. What additional data and assessment procedures should the team use to differentiate language acquisition from a learning disability?
Read the worked answer
The team needs a bilingual assessment, not just English tests. Procedures should include a native-language and English language proficiency assessment; reading measures in Spanish and English, with a bilingual examiner or an interpreter trained in assessment; a review of the student's educational history, including prior schooling in Guatemala; classroom observations in both ESL and general education; teacher and parent interviews about first-language development; and a comparison of her progress to similar English learners, not only monolingual norms. The team should also examine whether the Tier 2 intervention was culturally responsive and delivered with fidelity. A criterion-referenced measure of Spanish decoding and a dynamic assessment of learning potential can help. If she has weak phonological awareness in both languages and does not respond to explicit instruction, that supports a specific learning disability. If her Spanish skills are age-appropriate and only English is low, that supports language acquisition. The team must not use a severe discrepancy based on English-only IQ and achievement tests. It should also consider whether the home literacy environment and interrupted schooling explain the gap. The assessment report should explicitly address exclusionary factors and use multiple sources.
3. If Sofia is found eligible, write one measurable reading goal, two accommodations, and a plan for monitoring progress that respects her language needs.
Read the worked answer
Goal: 'Given explicit instruction in Spanish and English phonological awareness and decodable text, Sofia will read grade-level connected text in Spanish at 60 words correct per minute with 95% accuracy and answer three literal comprehension questions in English with 80% accuracy across three consecutive probes.' This goal is measurable and addresses both languages without assuming English-only benchmarks. Accommodations: (1) a bilingual glossary and visual vocabulary cards for content-area reading; (2) extended time and oral response options for assessments, with directions clarified in Spanish. The team should also provide ESL services and not replace them with special education. Progress monitoring: weekly Spanish and English curriculum-based measures, monthly oral reading fluency in both languages, and quarterly review of English proficiency. The team should set a goal of a positive slope and adjust instruction if the slope is flat after six weeks. It should also train the general education teacher to distinguish language errors from decoding errors. Parent communication should be in Spanish, and the IEP should state that the student's language needs are addressed. Eligibility should be reviewed annually, and the team should avoid labeling language difference as a disability.