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Identifying a learning disability in a child involves observing persistent signs that suggest difficulty in acquiring academic skills despite adequate effort and instruction. Common indicators include:

1. Difficulty with Reading, Writing, or Math

Struggles to read fluently, understand written text, or recognize words.

Has trouble with spelling, forming letters, or writing coherent sentences.

Struggles with basic math concepts, such as counting, addition, subtraction, or recognizing numbers.

2. Memory and Retention Issues

Difficulty remembering instructions, retaining new information, or recalling facts learned in previous lessons.

Often forgets assignments, daily routines, or previously mastered skills.

3. Difficulty Following Instructions

Has trouble understanding and following multi-step directions or organizing thoughts and tasks.

4. Inconsistent Performance

The child may perform well one day and poorly the next, showing inconsistent results even with familiar tasks or subjects.

5. Poor Focus and Attention

Struggles to stay focused during lessons or tasks, often gets easily distracted, or appears inattentive during important explanations.

6. Problems with Coordination

Exhibits difficulty with fine or gross motor skills, such as holding a pencil, cutting with scissors, or participating in physical activities like sports.

7. Avoidance of Schoolwork

Shows frustration, avoidance, or reluctance to engage in academic activities or complete assignments, often complaining that tasks are too hard.

8. Low Self-Esteem or Anxiety

Expresses negative feelings about school or learning, such as “I’m not smart” or “I can’t do this,” which may lead to emotional outbursts, anxiety, or a lack of confidence in academic settings.

9. Discrepancy Between Intelligence and Academic Achievement

The child may have normal or above-average intelligence but significantly underperforms in academic tasks, which is a hallmark of a learning disability.

10. Problems with Organization and Time Management

Has difficulty organizing work, managing time effectively, or completing assignments on schedule.

11. Frequent Need for Help or Repetition

The child frequently needs instructions repeated, asks for help more than peers, or seems confused by concepts that other students grasp.

To learn more about identifying possible learning differences/disabilities visit the website below.

https://www.nichd.nih.gov/health/topics/learning/conditioninfo/signs

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To determine if a student may be an English Language Learner (ELL), it's important to ask parents questions that explore the child’s language background, home environment, and experiences with English. Questions may include:

1- What are the primary languages spoken at home?

2-At what age did your child begin speaking? In what language?

3-Has your child had any formal instruction in English?

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The Child May Be an English Language Learner

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The Child May Be an English Language Learner

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If the child has been exposed to little or no English they may be an English Language Learner.

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When a student is struggling the School District uses Response to Intervention (RTI). Students are referred to the Student Support Team. This team collaborates to begin the RTI process with the struggling student.

Learn more about RTI by viewing the video below.

https://www.youtube.com/watch?v=BHOaQcX5gX0

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The student support team will work together to identify the area(s) that the student has deficits. This could be one academic area or multiple. The team will them determine the lowest deficit within the academic area and identify the intervention that will target the deficit. The student will then be placed into the intervention(s).

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The Child is Not an English Language Learner

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The Child is Not an English Language Learner

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If English is the primary language spoken at home and the child had always spoken English then the child is not ELL.

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The English Language Learning Teacher will administer the District's Language proficiency assessments to confirm if the student qualifies for ELL support.

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Qualifies as an English Language Learner

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Qualifies as an English Language Learner

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The School District's language proficiency assessments determine the child falls under the category of English Language Learner they will qualify to receive ELL services.

To learn more about English Language Learners visit the website below.

https://www.colorincolorado.org/ell-basics

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Does Not Qualify as an English Language Learner

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Does Not Qualify as an English Language Learner

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The School District's language proficiency assessments determine the child does not falls under the category of English Language Learner they will not qualify to receive ELL services.

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Possible Interventions offer by School District:

-Imagine Learning

-Language for Learning

-U-FLI

Ways to Support ELL Students:

1. Differentiated Instruction

Tailor lessons to meet the language proficiency level of ELL students. This can include simplifying language, using visuals, providing sentence frames, and offering bilingual resources.

2. Scaffolding

Gradually build up language skills by breaking tasks into smaller, manageable parts. Teachers can use modeling, visual aids, graphic organizers, and guided practice to support ELL students in understanding concepts.

3. Visual Supports

Use pictures, diagrams, charts, and real-life objects to help ELL students understand new vocabulary and concepts. This makes abstract ideas more concrete and relatable.

4. Language-Rich Environment

Create a classroom environment where language learning is integrated throughout the day. This can involve interactive word walls, labeling objects in the classroom, and providing access to bilingual books or resources.

5. Small Group Instruction

Providing targeted, small-group instruction allows for more focused language practice and personalized feedback. These groups can focus on specific areas like vocabulary building, reading comprehension, or oral language skills.

6. Explicit Vocabulary Instruction

Teach key vocabulary explicitly before reading or introducing new material. Use repetition, visuals, and context-based examples to help students internalize and use new words in context.

7. Culturally Responsive Teaching

Incorporate students’ cultural backgrounds and experiences into lessons to make learning more relevant and engaging. Acknowledging and valuing their cultural identity fosters a supportive and inclusive learning environment.

8. Oral Language Practice

Provide regular opportunities for ELL students to practice speaking English in low-pressure situations. Role-playing, presentations, and structured conversations can help students develop their oral language skills.

To learn more 10 strategies to support English Language Learners click on the video link below.

https://www.youtube.com/watch?v=1NLmZ1DwF9E&list=PLjwtK5OOazww1wfUQPG31MbMKhSMiTeEz

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Tier 2 language interventions are targeted, small-group interventions designed for students who need additional language support beyond Tier 1 instruction. These interventions focus on building language skills in students. Students should be placed in Tier 2 language interventions based upon their lowest language deficit. These interventions could include:

-Explicit Vocabulary Instruction

-Oral Language Practice

-Modeling and Guided Practice

-Language Games

-Phonological Awareness Activities

-Focus on Academic Language

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Students should be frequently progressed monitored in some form every to week. This is to ensure that the tier 2 language intervention is meeting their needs and language progress is being made.

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Student shows adequate progress through their progress monitoring. This data shows that the tier 2 language interventions is effective. Continue the intervention and progress monitoring.

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Student does not show adequate progress through their progress monitoring. This data shows that the tier 2 language intervention is not meeting their needs. Intervention needs to be adjusted or changed.

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The student is progressed monitored every week for six weeks. This is to ensure that the intervention(s) is meeting their needs and adequate progress is being made.

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Student shows adequate growth over the 6 week time frame. This data shows that the intervention(s) is effective. It also shows that the student is able to achieve adequate growth with the proper instruction and interventions which determines they do not need to be evaluated for Special Education. Continue the intervention and progress monitoring.

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Student does not show adequate progress over the 6 week time period. This data shows that the intervention(s) is not meeting their specific needs. The intervention needs to be modified or changed. The student support team would meet to determine the modification or change of the intervention(s).

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The student is progressed monitored every week for six weeks. This is to ensure that the intervention(s) is meeting their needs and adequate progress is being made.

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Student shows adequate growth over the 6 week time frame. This data shows that the intervention(s) is effective. It also shows that the student is able to achieve adequate growth with the proper instruction and interventions which determines they do not need to be evaluated for Special Education. Continue the intervention and progress monitoring.

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Over a 12 week period the student has received two interventions designed to target their lowest deficit and still does not show adequate growth through progress monitoring. This indicates that the student may have a learning difference/disability and may need Special Education.

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Refer Student for a Special Education Evaluation 

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Refer Student for a Special Education Evaluation 

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Once the student has shown inadequate growth through a 12 week period in the RTI model they can be referred to have a Special Education evaluation.

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Under IDEA schools must obtain parent's written consent to complete an evaluation for Special Education

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Once parent's written consent has been obtained the student will undergo a comprehensive evaluation. A multi-disciplinary team of professionals will conduct a thorough evaluation to assess the child's academic, cognitive, and social-emotional skills.

The evaluation typically includes:

-Academic Assessments: To evaluate reading, writing, math, and other subject-specific skills.

-Cognitive Testing: Intelligence or cognitive ability tests to measure the student’s thinking and problem-solving skills (e.g., IQ tests).

-Observations: Teachers and specialists observe the child in the classroom to gather information about their academic performance, behavior, and interactions with peers.

-Parent and Teacher Input: Parents and teachers provide important background information on the student’s development, behavior, and performance in school and at home.

If needed the evaluation could also include:

-Speech and Language Evaluation: To assess communication skills, if necessary.

-Behavioral Assessments: To evaluate social and behavioral development and how it may impact learning.

-Medical Evaluation: Medical assessments are conducted to rule out hearing, vision, or other physical issues that may affect learning.

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Once the evaluation is complete, a meeting is held with the school’s special education team, parents, and other professionals (such as a psychologist, speech therapist, or occupational therapist). The team reviews the results of the assessments and determines if the student meets the criteria for one or more of the disability categories under IDEA. The student must have a disability that adversely affects their academic performance to be eligible for special education services.

To learn more about the disability categories under IDEA visit the link below.

https://www.understood.org/en/articles/conditions-covered-under-idea

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If the team determines that the student falls under one of the 13 disability categories under IDEA they qualify for Special Education.

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If the team determines that the student does not fall under one of the 13 disability categories under IDEA they do not qualify for Special Education.

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Create Individualized Education Plan (IEP)

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Create Individualized Education Plan (IEP)

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When the student is found eligible for special education, the next step is developing an Individualized Education Program (IEP). This is a legal document that outlines the child’s specific educational needs, goals, services, and supports. The IEP includes details on accommodations, modifications, and any related services (e.g., speech therapy, occupational therapy) the student will receive.

View the video below to learn more about an IEP.

https://www.youtube.com/watch?v=usFuT2DAhw8

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IEP Implementation and Progress Monitoring

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IEP Implementation and Progress Monitoring

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Once the IEP is in place, special education services will begin. The child’s progress is monitored regularly, and adjustments to the IEP are made based on the student’s needs and progress.

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An Annual IEP Meeting is a required yearly review of a student’s Individualized Education Program (IEP) to assess their progress, update goals, and ensure that the educational plan continues to meet their needs. This meeting involves a team of professionals and the student’s parents to discuss how the child is responding to their special education services and if any changes are necessary.

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A Three-Year IEP Reevaluation is a legally required process in which a student receiving special education services is reassessed to determine if they continue to qualify for special education and related services. This comprehensive reevaluation happens every three years, or more often if requested by the parent or school.

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1. Caruso, C. (2022, March 11). Assessing English language learners: Difference vs. disability. Assessing English Language Learners: Difference Vs. Disability. https://www.sunnydays.com/blog/english-language-learners-difference-disability

2. How to spot a student who is struggling. Gorick. (n.d.). https://www.gorick.com/blog/how-to-spot-a-student-who-is-struggling

3. Hudson, M. (n.d.). 16 – distinguishing between a language acquisition problem and learning challenges in ell students. Sharing Our Knowledge Best Practices for Supporting English Language Learners in Schools. https://openpress.usask.ca/ealbestpractices/chapter/16-distinguishing-between-a-language-acquisition-problem-and-learning-challenges-in-ell-students/

4. Informed consent in the Special Education Process: What You Need To Know. Understood. (n.d.). https://www.understood.org/en/articles/informed-consent-what-it-is-and-how-it-works

5. Lbreiseth. (2019, December 4). Ell Basics. Colorín Colorado. https://www.colorincolorado.org/ell-basics

6. Page, L. (n.d.). RTI: Response to Intervention. YouTube. https://www.youtube.com/watch?v=BHOaQcX5gX0

7. Rawe, J. (n.d.). Idea disability categories. Understood. https://www.understood.org/en/articles/conditions-covered-under-idea

8. Special education assessments: What schools need to know. (n.d.). https://educationadvanced.com/blog/special-education-assessments-what-schools-need-to-know

9. YouTube. (n.d.-b). ESL Teaching Strategies 1-10. YouTube. https://www.youtube.com/watch?v=1NLmZ1DwF9E&list=PLjwtK5OOazww1wfUQPG31MbMKhSMiTeEz

10. YouTube. (n.d.). Principles of IDEA: The IEP. YouTube. https://www.youtube.com/watch?v=usFuT2DAhw8

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When a student does not qualify for Special Education the student support teams meet to determine the best next steps for the child. Through the RTI model, they still receive tier 2 and tier 3 interventions. The data and information collected from the Special Education Evaluation should be utilized to help place the student into proper intervention(s). The student should be closely monitored.

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Students struggling academically in primary grades may show signs such as difficulty with reading, writing, or basic math concepts, as well as slower task completion and trouble focusing in class. They may also have poor memory retention, avoid schoolwork, or participate less in classroom activities. Emotional signs, like frequent frustration or negative self-perception, can also indicate struggles with learning. Inconsistent academic progress and reluctance to engage with schoolwork are further indicators that a student may be falling behind and in need of additional support.

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Identifying a language barrier in a child's learning involves observing specific signs that indicate difficulty in understanding or using the language of instruction. Key indicators include:

1. Limited Vocabulary: The child may struggle to understand or use age-appropriate words and phrases, leading to difficulty expressing themselves or following conversations.

2. Frequent Misunderstanding of Instructions: A child with a language barrier may consistently have trouble following spoken instructions, directions, or classroom discussions, often requiring repeated explanations.

3. Slow Response Time: The child may take longer than peers to respond to questions or participate in conversations, indicating difficulty processing the language.

4. Difficulty with Reading and Writing: Struggles with recognizing letters, decoding words, or understanding written text can be signs of a language barrier, as these skills rely heavily on language comprehension.

5. Reliance on Non-Verbal Communication: The child may use gestures, facial expressions, or body language more than their peers to communicate, compensating for a lack of language proficiency.

6. Avoidance of Speaking: A child with a language barrier may hesitate or avoid speaking in class, participate less in discussions, or seem shy or withdrawn when it comes to verbal activities.

7. Mixing Languages: If the child is bilingual or speaks another language at home, they might frequently mix words from their native language with the language of instruction, indicating that they are still developing proficiency.

8. Difficulty with Social Interaction: The child may have trouble making friends or participating in group activities due to challenges understanding or communicating with peers.

9. Frustration or Anxiety: Frequent frustration, emotional outbursts, or signs of anxiety during language-related tasks can indicate that the child is struggling with comprehension and communication.

To learn more about identifying possible language difference deficits visit the website below.

https://www.sunnydays.com/blog/english-language-learners-difference-disability