# data[].attributes.headline
Gathering Information from Other Teachers

# data[].attributes.subject
Gathering Information from Other Teachers

# data[].attributes.body
Previous teachers are the most valuable resource for gathering information about new students. Ask more about students and identify students which other teachers have identified as struggling or with special needs.

# data[].attributes.headline
Checking Students Standardized Test Scores

# data[].attributes.subject
Checking Students Standardized Test Scores

# data[].attributes.body
A student's standardized test performance often reflects their degree of general success in the classroom. Identify students whose test scores are well below average and plan to increase observation for these students.

# data[].attributes.body
Once potential struggling students have been identified, class observations can be made to further determine the factors responsible for this students struggle. At this point teachers can make a determination of if this student has a learning disability, or may be struggling with language acquisition.

# data[].attributes.attachment_link.title
Language Acquisition Difficulty or Learning Disability? How to Differentiate and Support English Language Learners with a Learning Disability - LD@school

# data[].attributes.attachment_link.description
English Language Learners and students with learning disabilities are both at risk for lower achievement in language & literacy, but for differing reasons.

# data[].attributes.body
Once you have as a group come to a decision on the root of a students struggle as well as brainstormed a few potential steps that could be taken to help this student succeed. A meeting can be had with a parent to discuss potential solutions. At this time any additional costs to the student attending ESL classes, having a shadow teacher, additional technology, or any other potential costs should be discussed with parents

# data[].attributes.attachment_link.readable_text
How should I inform a parent that their child has been diagnosed as having a language learning disability? How can I tell them in a way that they will understand and not be offended etc.? Help!!!!!!!!!!

# data[].attributes.attachment_link.title
Informing parent of a learning disability.

# data[].attributes.attachment_link.description
How should I inform a parent that their child has been diagnosed as having a language learning disability? How can I tell them in a way that they will understand and not be offended etc.? Help!!!!!!!!!!

# data[].attributes.headline
Reflect and Report to Other Stakeholders

# data[].attributes.subject
Reflect and Report to Other Stakeholders

# data[].attributes.body
After having gathered first-hand observations, make plans to reflect on your observations and report to other teachers and administration who may be involved with this student. Make a plan to communicate with the parents of the student.

# data[].attributes.body
Based on all of the available feedback and information, work with a diverse group of stake holders to create an IEP for this student. IEP should reflect this students individual needs and the ultimate root of their academic struggle.

# data[].attributes.attachment_link.readable_text
If you have recently moved from another country to the U.S., and your child's teacher thinks your child may have reading issues, the teacher may suggest testing to see if your child qualifies for an Individualized Education Program ( IEP). If your child gets an IEP, you may be wondering if it will be very different from an IEP for a native English speaker, and if there are any services that are commonly included to help with the language difference.

An IEP should be individualized. This means it should spell out the services that are needed to address your child's unique challenges. But here are a few things that are often included in IEPs for English language learners (ELLs).

English as a second language (ESL): If your child qualifies for an IEP, the plan will note how much time your child will spend each week receiving ESL instruction. The IEP will detail how much ESL help will be provided in a small group outside of the classroom and how much, if any, will be provided as push-in support inside the classroom.

special education in one or two languages: The IEP will make clear which supports and services will be provided in English and which ones will be provided in the language your child speaks at home. For example, if your child has dyslexia, the IEP will specify whether a bilingual reading specialist is required.

Testing accommodations: Talk with your child's IEP team about how to help your child show what they know on tests. Common accommodations for ELLs include things like having the directions on a math test read in the child's native language. Other types of tests, like a reading-comprehension test, may be provided in the student's first language. Be sure to discuss extended time and other testing accommodations that aren't specific to English language learners.

# data[].attributes.attachment_link.title
Are IEPs different for English language learners?

# data[].attributes.attachment_link.description
Each IEP is uniquely designed to fit a student's individual needs, but some features are commonly included in IEPs for English language learners (ELLs).