ERIC Number: ED341194
Record Type: Non-Journal
Publication Date: 1991-Sep
Reference Count: N/A
AIM for the BESt: Assessment and Intervention Model for the Bilingual Exceptional Student. A Technical Report form the Innovative Approaches Research Project.
Ortiz, Alba A.; And Others
The Assessment and Intervention Model for the Bilingual Exceptional Student (AIM for the BESt) was designed as a comprehensive service delivery system to help school districts address the educational needs of language minority students. The model incorporates prereferral intervention, assessment, and intervention strategies. Implementation of the model aims to improve the academic performance of limited English proficient (LEP) students in regular and special education programs, reduce inappropriate referrals of LEP students to special education, ensure that assessment procedures are non-biased, and ensure that special education instruction is appropriate for language minority students with disabilities. The model was implemented in a central Texas school district serving approximately 6,000 students in grades K-12. Results of implementation of the model are evaluated in terms of effective instructional practices (as indicated through use of Shared Literature and the Graves Writing Workshop), campus-based problem-solving student and teacher assistance teams, and curriculum-based informal assessment. Results suggest that the model holds promise for improving educational services provided to limited English-proficient students. (33 tables, 4 figures, 30 references) (JDD)
Descriptors: Bilingual Students, Consultation Programs, Delivery Systems, Disabilities, Elementary Secondary Education, Hispanic Americans, Instructional Effectiveness, Intervention, Limited English Speaking, Models, Program Evaluation, Program Implementation, Referral, Student Evaluation, Teaching Methods, Teamwork, Test Bias
Publication Type: Guides - Non-Classroom; Reports - Descriptive
Education Level: N/A
Sponsor: Office of Bilingual Education and Minority Languages Affairs (ED), Washington, DC.
Authoring Institution: Texas Univ., Austin. Dept. of Special Education.; Development Associates, Inc., Arlington, VA.
Identifiers - Location: Texas