This study employs a hybrid research method. In particular, this paper will showcase a use of portfolio assessment to collect multiple forms of data in order to better grasp ELs unique instructional needs, thereby avoiding their over- or under-representation in special education and determining whether they need further intensive instruction. Given the pervasive concerns around the use and interpretation of assessment for ELs, the primary aims of this paper are (a) to suggest practical manners to collect data about ELs’ current performance, and (b) to support teachers in best meeting the needs of their ELs through culturally sensitive, data-driven instruction informed by ongoing, individualized, performance-based assessment. Thus, inadequate assessment has been one of the most pressing issues for students who are culturally and linguistically diverse with learning needs unique from those of their peers (Ortiz & Yates, 2001 Utley et al., 2011).
What ELs need is more enriching instruction, not less misidentifying them as having learning disabilities runs the risk of having these students spend more time in remedial instruction in resource room settings, rather then exposing them to the high quality instruction of their grade-level curriculum alongside their peers in general education classroom.
All too often ELs are overrepresented in the learning disability category of special education and underrepresented in gifted and talented programs (Ford, 2012 Rueda & Windmueller, 2006 Utley, Obiakor, & Bakken, 2011). Limited understanding of ELs as students and lack of knowledge concerning appropriate assessment by teachers may lead to erroneous referrals to special education (Artiles & Ortiz, 2002).
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