In my previous schools this was easy because those schools were 90% EL (not sure if this is the same everywhere, we've been told that "ELL" is now just "EL"). We had large sample sizes of kids with similar language backgrounds to look at within our own building, so it was easy to identify kids who weren't responding to intervention/progressing in a similar manner to the other students with similar language backgrounds. In my current school, we're only about 15% EL and we only get 1-2 students per year who literally come in day 1 speaking no English. We don't really have anything to compare the monolingual Spanish speakers too. None of our assessments are normed for EL students, and it doesn't really make sense to test in Spanish when they're not getting instruction in Spanish. These kids are also coming from high poverty homes and they're obviously significantly below grade level; sometimes by 1st or 2nd grade they are below the level of other identified SPED students in the grade level. Obviously, the gen ed teachers are pitching a huge fit about the kids getting into SPED when this happens, and obviously there are cases where a child can be EL and have a disability at the same time, but I do think we're over-identifying. I have been to several trainings on this very topic and none of them have even been a little bit helpful. We have a new EL teacher this year and she's pushing for a lot of her students to be tested. She says they should be able to memorize things, even if they don't speak English well. We have RtI meetings this week for our two 1st grade students who came in day 1 of Kinder with no English. My team and I are tired of being the "big bad meanies" who say the child needs more time, especially when the EL teacher is not backing us up. I have also found that kids are significantly more successful if I can get them when they're younger and don't want to just make them wait if they truly do have a disability. What does your school do?