# data[].attributes.body
Student is provided intensive, individualized instruction, often by a dedicated interventionist (S. Benner, personal communication, March 4, 2025).

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Continue appropriate supports until student catches up with class

# data[].attributes.subject
Continue appropriate supports until student catches up with class

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In the Multi-Tiered Systems of Support (MTSS) meeting, move student to Tier 2

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In the Multi-Tiered Systems of Support (MTSS) meeting, move student to Tier 2

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They will receive small group interventions tailored to their specific learning needs. Continue with frequent progress monitoring and data gathering to see whether this is sufficient or if they need a higher level of intervention (S. Benner, personal communication, March 4, 2025).

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Use small groups, hands-on activities, and scaffolded support, like breaking tasks into smaller steps, to assist the student in catching up to their peers. (S. Benner, personal communication, March 4, 2025)

Provide specialized instruction specific to their current level to give them the building blocks to continue learning in class instead of just getting overwhelmed (J. Scherba & E. Flynn, personal communication, March 4, 2025).

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Challenges may be a normal part of learning English as a second language

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Challenges may be a normal part of learning English as a second language

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Check the Home Language Survey, which is a part of registering for school

(S. Benner, personal communication, March 4, 2025).

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Add the agreed upon IEP to your student's learner profile. Use it and other information that you know about their strengths, challenges, home life, personality, motivations, and habits to help personalize instruction and move towards their next goal

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Add the agreed upon IEP to your student's learner profile. Use it and other information that you know about their strengths, challenges, home life, personality, motivations, and habits to help personalize instruction and move towards their next goal

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Meet with IEP team which should include the special education teacher, administrators, diagnostician, other experts like physical or speech therapist when relevant, parents, and you-the classroom teacher.

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Meet with IEP team which should include the special education teacher, administrators, diagnostician, other experts like physical or speech therapist when relevant, parents, and you-the classroom teacher.

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https://www.youtube.com/watch?v=q2XlAWcMAUk

(National Center for Learning Disabilities (NCLD), 2012)

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Work with evaluation team and "certify in writing whether the report reflects [your] conclusion" (Eligibility, n.d.)

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Work with evaluation team and "certify in writing whether the report reflects [your] conclusion" (Eligibility, n.d.)

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https://ldaamerica.org/info/eligibility-determining-whether-a-child-is-eligible-for-special-education-services/#:~:text=The%20child%20has%20a%20severe,presented%20portfolio%2C%20and%2For%20teacher

(Eligibility, n.d.)

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Contact administration about referral process for special education services evaluation

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Contact administration about referral process for special education services evaluation

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https://www.projectidealonline.org/v/special-education-referral-process/

(Special Education Referral Process, 2013)

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You may be seeing language differences rather than potential signs of disability. Check with parents whether language difficulties happen in both languages or just in English before referring for evaluation.

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You may be seeing language differences rather than potential signs of disability. Check with parents whether language difficulties happen in both languages or just in English before referring for evaluation.

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https://iris.peabody.vanderbilt.edu/module/dll/cresource/q1/p02/

(IRIS | Page 2: Distinguishing Between Disability and Language Difference, 2025)

Do difficulties become worse on English heavy assignments or are they consistent throughout? Do they improve over time or do they continue even as conversational skills improve? (S. Benner, personal communication, March 4, 2025)

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(Independent Educational Evaluation (IEE), 2024)

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If difficulties persist, contact parents about what you see, whether the same things are present at home, and how intervention services might be able to help

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If difficulties persist, contact parents about what you see, whether the same things are present at home, and how intervention services might be able to help

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https://www.readingrockets.org/topics/parent-engagement/articles/building-parent-teacher-relationships

(American Federation of Teachers, 2025)

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https://www.mytaptrack.com/

(Mytaptrack | Simplified Behavior Tracking, n.d.)

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https://www.edutopia.org/article/recognizing-signs-potential-learning-disabilities-preschool/

(Morin, 2021)

You may notice a student feeling frequent frustration and failure to grasp concepts. Some students may also have trouble especially around times of transition (J. Scherba & E. Flynn, personal communication, March 4, 2025). Signs of a struggling student may also include failing to meet benchmarks despite instruction and interventions, consistent challenges with foundational skills like computation and reading, and regression of previously learned skills (S. Benner, personal communication, March 4, 2025).