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Observe academic, behavioral, and/or social struggles.

Track patterns over time using checklists, notes, or progress-monitoring tools.

Communicate concerns with parents/guardians early on.

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Step 2: Determine if Student is an English Learner (EL)

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Step 2: Determine if Student is an English Learner (EL)

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Review the student’s language background.

Assess English proficiency levels (e.g., WIDA or ACCESS).

Consult with ESL/ELL teacher or coordinator.

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Decision Point: Is the challenge related to language acquisition?

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Start: Teacher Observes Student Performance

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Start: Teacher Observes Student Performance

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Adapt instruction using scaffolding strategies.

Use visuals, sentence frames, native language resources.

Monitor progress within general education setting.

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"NO" If concerns persist beyond language support: Loop back to Step 4.

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"NO" If concerns persist beyond language support: Loop back to Step 4.

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Step 4: Implement Tier 1 & 2 Interventions (RTI/MTSS)

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Step 4: Implement Tier 1 & 2 Interventions (RTI/MTSS)

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Use targeted academic or behavioral strategies (e.g., small groups, peer support, tutoring).

Track student progress using data.

Duration: ~6–8 weeks.

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Step 5: Team Meeting / SST (Student Support Team)

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Step 5: Team Meeting / SST (Student Support Team)

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Collaborate with specialists (e.g., school psychologist, counselor, SPED teacher).

Review data from interventions.

Decide next steps: continue interventions, revise, or refer for special education evaluation.

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Step 6: Parental Consent & Formal Evaluation

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Step 6: Parental Consent & Formal Evaluation

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If referral is appropriate, obtain parent consent.

Multidisciplinary team conducts assessments (cognitive, academic, behavioral, etc.).

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Step 7: Eligibility Determination Meeting

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Step 7: Eligibility Determination Meeting

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Team meets to review results.

Determine if student meets criteria for a disability under IDEA.

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Decision Point: Does the student qualify for special education?

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"YES" Step 8: Develop Individualized Education Program (IEP)

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"YES" Step 8: Develop Individualized Education Program (IEP)

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Set goals, accommodations, services.

Share plan with teachers and begin implementation.

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"NO" Step 8A: Continue General Education Support

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"NO" Step 8A: Continue General Education Support

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Continue RTI/MTSS supports.

Reevaluate if concerns persist or worsen.

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Ongoing: Monitor Progress and Communicate

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Ongoing: Monitor Progress and Communicate

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Regularly review student data.

Adjust instruction and supports as needed.

Maintain collaboration with family and support staff.

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Language Needs: Struggle is mostly with English. Progress seen with ESL strategies.

Learning Disability: Struggles continue across all settings and languages. Limited progress despite targeted support.

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National Center for Learning Disabilities. (n.d.). The special education referral process. NCLD. https://www.ncld.org

U.S. Department of Education. (n.d.). A guide to the Individualized Education Program. Individuals with Disabilities Education Act (IDEA). https://sites.ed.gov/idea/parents-guide-to-the-individualized-education-program

RTI Action Network. (n.d.). What is RTI? National Center for Learning Disabilities. http://www.rtinetwork.org/learn/what/whatisrti

WIDA Consortium. (n.d.). Can Do Descriptors and English Language Development Standards. https://wida.wisc.edu

Klingner, J. K., & Eppolito, A. M. (2014). English language learners: Differentiating between language acquisition and learning disabilities. Council for Exceptional Children. https://exceptionalchildren.org