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Identifying a struggling student takes data, observation, and compassion — to stop, spy, and support their success.

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1st Collect the data

In my classroom, I use a variety of assessments to identify students who may need additional support early in the year. Beginning-of-the-Year (BOY) assessments are essential because they give me a clear starting point to understand where each student is academically. This data helps me group students by their current skill levels and tailor instruction to meet their individual needs.

Some of the key tools I use include:

DIBELS (Dynamic Indicators of Basic Early Literacy Skills): This assessment helps me quickly identify students who are struggling with foundational reading skills, so I can implement timely and targeted interventions.
DIBELS Parent Guide – University of Oregon

NWEA MAP (Measures of Academic Progress): This online, adaptive assessment provides detailed insight into student growth across reading, math, and more. It helps me monitor progress over time and make data-driven instructional decisions.
MAP FAQ – Twinsburg City Schools

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2nd Observe

After I’ve collected and reviewed assessment data, my next step is observation. While data gives me a solid foundation, it doesn’t always capture the full picture of a student’s experience. That’s why I intentionally observe students throughout the day to look for signs that numbers alone can’t reveal.

I pay close attention to both academic behaviors and social-emotional cues. Some red flags I watch for include (but are not limited to):

Academic behaviors: Avoiding classwork, minimal progress despite consistent effort, difficulty focusing or staying on task.

Social-emotional behaviors: Withdrawal from peers, noticeable changes in mood, difficulty managing emotions or self-regulation. Ng, G. (n.d.). How to spot a student who is struggling.

Gorick Ng. https://www.gorick.com/blog/how-to-spot-a-student-who-is-struggling#:~:text=from%20normal%20behavior.-,Rarely%20turning%20in%20or%20completing%20assignments,One%20option

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3rd Compassion

While data and observation are critical first steps in identifying a struggling student, the third step, compassion,is what truly defines us as educators. Having compassion for a student’s learning journey means seeing the child beyond the academic scores and behaviors.

Compassion can take many forms, including:

Creating a safe, judgment-free classroom environment

Listening actively and validating a student’s feelings

Holding one-on-one check-ins to build trust and connection

Offering encouraging language consistently

Modeling empathy and respect in every interaction

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Language Barrier or Learning Disability

Let’s take a deeper look at step two observation because this is where we gather critical information that assessments alone may not reveal. In my classroom, I could have students whose second language is English. Through careful observation, I might notice that some academic or behavioral challenges aren’t necessarily signs of a learning disability—they could also stem from language barriers.

Trying to distinguish between the two can be challenging, but it’s essential in order to provide the right kind of support for each student

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During classroom observation, I will use a checklist along with fun and engaging activities to help determine whether a student is struggling to access the content due to a language barrier or a learning disability.

Rather than limiting my observations to one subject, I will use the checklist across multiple content areas to ensure a more complete understanding of the student’s needs.

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Klingner, J. (n.d.). Distinguishing language acquisition from learning disabilities. NYC Office of English Language Learners. https://whenl.weebly.com/uploads/4/9/5/2/49524833/language_acquisition_vs_learning_disability.pdf West Hempstead English as a New Language

Martínez‑Álvarez, P. (2015). English language learners: Differentiating between language acquisition and learning disabilities [Book review]. Journal of Multilingual Education Research, 6(Article 9). Fordham University. https://research.library.fordham.edu/jmer/vol6/iss1/9/ Fordham University Repository

National Institute of Child Health and Human Development. (n.d.). Learning disabilities: Signs. U.S. Department of Health and Human Services. Retrieved from https://www.nichd.nih.gov/health/topics/learning/conditioninfo/signs NICHD+1

Resources for chart

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Observation Through Engagement

Small Group Games: These will focus on key skills such as listening, sequencing, memory, and vocabulary. While students are actively engaged, I’ll observe and take notes on how they process information, respond to prompts, and interact with language.

Learning Centers with Purposeful Tasks: For example, using story sequencing cards can help reveal a student’s grasp of language processing and comprehension. These tasks are not only fun but also allow for natural language use in context.

Journaling or Morning Work: A simple drawing prompt paired with student explanation provides a window into both cognitive and language development. It gives students space to use imagination while offering insight into their expressive language and thought organization.

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Supporting English Language Learners

Visual aids

Simplifying language

Providing multilingual resources

Fostering a collaborative learning environment.

Technology integration

Targeted Language Support ( ELs- WIDA screener used to determine accommodations for testing and pull out services)

Buddy System

Alandis Travel. (2024, June). Addressing language barriers in a multicultural classroom. https://alandistravel.com/multicultural-classroom/language-barriers/

North Carolina Department of Public Instruction. (2022, August 23). Guidelines for testing students identified as English learners. Testing and School Accountability Division. https://www.dpi.nc.gov/guidelines-testing-students-identified-english-learners/open

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Strategies to use in the classroom for students with a Learning Disability

Visual support

Assistive Technologies

Classroom accommodations

Regular feed back

Parent training and involvement

Modeling

Chunk learning into small steps

IEP or 504 Plan

Do2Learn. (n.d.). Strategies for specific learning disability. Retrieved from https://do2learn.com/disabilities/CharacteristicsAndStrategies/SpecificLearningDisability_Strategies.html Do2Learn

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Implementing targeted interventions is key to effectively supporting students facing language barriers or learning disabilities.

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Referral for an IEP or 504 Plan

IEP (Individualized Education Program): A customized plan developed for students who qualify for special education services under IDEA. It outlines specific goals, accommodations, and services to meet their unique learning needs.

504 Plan: A formal plan that outlines how the school will provide accommodations and support for students with disabilities, ensuring equal access to learning under Section 504 of the Rehabilitation Act.

North Carolina Department of Public Instruction. (n.d.). Special education process guide: Referral/initial meeting. Retrieved from North Carolina Department of Public Instruction website
NC DPI

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A Day in Our Shoes. (2025, April). IEP vs 504: What’s the same? And which is better to have? Retrieved from https://adayinourshoes.com/difference-504-iep/

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With the right interventions, a collaborative team, and a sense of compassion, your students will be well on their way to success!