This paper describes a model for assessing English speaking students with possible learning disabilities at a Spanish language immersion magnet school in St. Paul, Minnesota. The assessment process is based on established procedures for screening and assessment of Limited English Proficient/English Language Learners. Emphasis is on: (1) attention to appropriate pre-referral interventions; (2) the use of a variety of nondiscriminatory assessment procedures, including data gathered from home and classroom; (3) intellectual assessment, using primarily nonverbal tasks to evaluate the student's learning ability and problem solving approach; and (4) curriculum-based measures to assess a student's academic achievement using local norms. The process also considers such exclusionary factors as: high degree of absenteeism, lack of schooling, and discrepancies between school and home. Use of this ecological model of assessment has resulted in the identification of fewer students as needing special education services. (Contains 12 references.) (DB)