Problem:
I currently have two ELL students on my caseload. With one student in particular, during the MTSS process and the initial evaluation process, there was a question as to whether the assessment was showing a true picture of his knowledge. There were obvious discrepancies in the testing. As a team, we had to file an extension to find a Spanish speaker to administer the test in Spanish, which was the best way to get information and data on the initial evaluation.
This issue could have led to misidentification, a delay in services, or inappropriate instruction. When you test a student in their native language, you will get more valid information. When a student is showing language and communication disorders, the challenge can be that language acquisition can produce similar errors. When a student's native language is not English, you may find mistakes in speech syntax, which could cause difficulty in English proficiency.
Valid assessment of ELs with possible mild-moderate exceptionalities requires language-appropriate testing, culturally responsive practices, and careful differential diagnosis that uses evidence from both languages, dynamic measures, family input, and classroom behavior. Failing to assess in the native language or to account for bilingual development risks misidentification and inappropriate services; careful, multimodal evaluation protects students' rights and leads to accurate supports.
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