If the answer is yes, and the child struggles in multiple context and in both languages, further action should be taken, as it is more likely to be a learning disability, rather than a language acquisition issue.

ELLs are disproportionately placed in special education programs, so it is important to try and find a certified interpreter to help at this stage to avoid miscommunication and unnecessary evaluations

The child should then be referred to screening, to better pinpoint what exactly the issue is.

The Severe Discrepancy Model (SDM) is a norm-referenced model, but it is not exactly like this film depiction. Though, it can be slightly similar. SDM uses measures of IQ (WISC) in tandem with other academic tasks and performances to see if there is a gap between intelligence and performance. If there is a gap, the child may be diagnosed with a learning disability, as they are not achieving their full potential, and may need additional assistance to get there.

And like the method used to evaluate Forrest, SDM is becoming outdated, with 11 states banning its use in schools for evaluation purposes. Lastly, the SDM model is not good for early prevention.

Though, once RTI is put in place, observations should not be the only way to see if a student is succeeding. The evidence and the data should speak for itself, and adaptions to teaching methods and lesson plans should be made accordingly.

If a student goes through the 3 Tiers of support: universal, targeted, and intensive (individual support) and data shows that expected progress was not made -- the student will need additional evaluation

This assessment will determine if the child has a particular category of disability, their developmental needs, if the child does in fact need special education services and has a disability as listed in law, and what an IEP would look like.

If a child does not fulfill the above qualifications, the child cannot be considered for special education services, but may require more assistance and intentional, individual instruction in the classroom.

For students hailing from non-native English speaking homes, a misdiagnosis may have been prevented, as ELLs are often placed in Special education courses unnecessarily. While frustrating, this process has better provided data and information that can help the student get to where they need to be.

This doesn't necessarily mean that a child isn't an ELL, or that additional language acquisition methods must be put in place for students. Some children have both -- a learning disability and a language acquisition issue. Adopting models such as the SIOP lesson plan in addition to addressing a student's need as brought up in their IEPs can help students make improvements in areas they were previously struggling in.

Tests such as the:

-WIDA Screener

-ELPA21 Exam

-AAPPL Test

can be used to determine language proficiency based on grade level and state requirements.

"it is normal for ELLs to have lower scores on verbal tasks than on tasks that do not require as much verbal processing"

- Schools have limited resources for ELLs

- Does not address diverse cultural and linguistic background

- Some ELLs have limited or interrupted prior schooling