School administrators examined state reading assessment data. Administrators identified a group of ELL students, including ELLs with disabilities, who scored at basic levels in reading. Given that all students in the group had received ELL services for one year or more, administrators believed that the students should have been proficient on the reading test. Administrators recommended that each student who scored at the basic level be evaluated for a possible learning disability.
Results from state content tests are not the only data that should be considered when placing a referral for special education. Information should be collected from several individuals familiar with the student, and should include other assessment information (for example, grades, classroom performance, classroom and formative assessments, teacher observations, screening assessments, and changes in students’ knowledge and skills after participating in particular classroom interventions).