Disproportionality in the identification of disabilities among children who are culturally and linguistically diverse is an ongoing challenge for educators. A practice that may help address issues of disproportionality is the use of universal screening and progress monitoring data for academic skills as well as English language proficiency data to better understand student growth patterns. The case study described in this manuscript illustrates how data on oral reading fluency, when examined by English language proficiency levels, may help school teams better recognize diverse students who may need additional intervention or further evaluation for possible disability. Examining data by English language proficiency level acknowledges the diversity of skills among English learners and helps counter the tendency to view English learners as a homogenous student group.