Cheryl Y. Wilkinson

English Language Learners With Reading-Related LD Linking Data From Multiple Sources to Make Eligibility Determinations

Results are reported for an exploratory study of eligibility decisions made for 21 Spanish-speaking English language learners (ELLs) with learning disabilities (LD) and no secondary disabilities who received special education support in reading. Eligibility determinations by an expert panel resulted in decisions that differed significantly from those of school multidisciplinary teams. The panel agreed that some students appeared to have reading-related LD (n = 5) but also identified students that they believed had disabilities, but not necessarily reading-related LD (n = 6). Another group of students (n = 10) had learning problems that the panel believed could be attributed to factors other than LD or for whom substantive additional data would be required to validate eligibility. Issues associated with referral, assessment, and eligibility determinations for ELLs are discussed, and recommendations for improving practice are offered, with an emphasis on the importance of linking data from multiple sources when deciding whether ELLs qualify for special education.

The Role of Bilingual Education Teachers in Preventing Inappropriate Referrals of ELLs to Special Education: Implications for Response to Intervention

Data from three interrelated studies of English Language Learners who were identified as having reading-related learning disabilities suggest that the majority of participants were misclassified. Bilingual education teachers and other educational professionals had difficulty distinguishing students for whom special education referral was appropriate from those whose learning problems could be explained by factors such as inconsistent schooling or failure to provide timely interventions to address their learning needs. The role of bilingual education teachers in screening, assessment, and progress monitoring; the delivery of tiered instruction; and the documentation of results over time is discussed, along with guidance for deciding whether a student should be referred to special education. Implications for the design and implementation of Response to Intervention for ELLs are also discussed along with the corresponding professional development needs.

Assessment and Intervention Model for the Bilingual Exceptional Student (AIM for the BESt)

The Assessment and Intervention Model for the Bilingual Exceptional Student (AIM for the BESt) suggests a service delivery system designed to (a) improve the academic performance of limited English proficient students in regular and special education programs, (b) reduce the inappropriate referral of LEP students to special education, and (c) ensure that assessment procedures are nonbiased The model involves the use of three interventions: campus-based problem-solving teams, criterion-referenced or curriculum-based assessment, and effective instructional practices, with a focus on reciprocal interaction teaching. This article describes the model and suggests the type of inservice training needed by regular and special educators who serve language-minority studetns.

Stability of the Sompa's Health History Inventory

Interest in and use of the System of Multicultural Pluralistic Assessments Health History Inventories (HHI) has been intensive despite the unavailability of psychometric data estimating its stability. This article reports the results of a longitudinal study designed to provide data on the stability of the HHI over a 4-year period. The children studied were drawn from middle- and lower-class Anglo, black, and Mexican American families. Variance in scores is observed between the two administrations of HHI; means change somewhat, and test-retest correlations generally are moderate. Although some variance may be attributable to health incidents that occurred between the two administrations, some variance is also attributable to respondent inconsistency as noted on questions that should receive the same answer across administrations. Despite this variation, at-risk and not-at-risk classifications made from each HHI are generally stable.

Addressing Language Variety in Educational Settings Toward a Policy and Research Agenda

Improving minority academic achievement is a primary goal for education policy makers. Despite resource allocations, gaps in minority accomplishments persist. Emerging research suggests language variety may hinder minority students, thereby slowing academic progress. This article synthesizes suggestions from a panel composed of experts in the field of language dialect education and findings from a literature review of best practices for addressing language variation in educational instruction. Unique findings from the research were presented to the Texas legislature to be used in shaping policy and practice for students who are standard English learners.