# data[].attributes.body
Teacher notices things like:

-Student isn't turning in or completing assignments.

-Student isn't performing well on assessments.

-Student is showing signs of frustration.

-Student is misbehaving.

# data[].attributes.attachment_link.readable_text
How do you know when a student is struggling? Better yet, what are ways that we as educators can support them? In this article, we'll dive into some of the common - and uncommon! - signs that a student might need an extra hand, as well as some potential ways to navigate these situations.

Does any of this sound familiar? A student is consistently struggling to receive good grades. In the classroom, they often act out or get easily irritated with your or their peers. Or, a normally straight-A student suddenly has a drop in performance that continues without improvement. They don't seem like their normal, bubbly self in class, and they don't seem to talk to their friends as much like they used to.

So what does it mean? There can be a myriad of reasons for this kind of behavior - not understanding material, problems at home or in social life, mental health challenges - but it's important to learn the signs so you can recognize, and intervene, before it escalates.

Have suggestions, comments, or questions to improve this post or others? Please use this Google Form!

Academically, a struggling student might exhibit the following signs:

1. Rarely turning in or completing assignments

2. Poor quiz/test results

3. Might work longer than others on material but still make very little progress

4. Is easily frustrated by material

5. Avoids being called on if they don't understand the material

6. They don't take good notes or have trouble keeping things organized

7. Distracting others, or the teacher, to get out of doing the work

8. Does a good job on specific problem-sets or pieces of material but often stays there to avoid moving onto material they don't understand

9. Irritation and anger (towards teacher, students, even friends)

10. Using the bathroom for extended periods of time (to get out of whatever the work is)

Emotionally, or in regards to mental health, a struggling student might exhibit the following signs:

These signs should be seen as a change from normal behavior.

1. Rarely turning in or completing assignments

2. Skips class, or is routinely late

3. Puts hoodie on, sleeps in class, or has head down on desk

4. Significant apathy or tiredness, even when material previously interested them

5. Exiting the classroom abruptly and coming back later

6. Anxious behaviors (tapping feet, biting nails, playing with hands, hair, or clothes, not from boredom)

7. Change in tone and affect (monotone voice, flat facial expressions)

8. Wearing the same clothes repeatedly, unwashed or unkempt hair

9. Irritation and anger (towards teacher, students, even friends)

10. Using the bathroom for extended periods of time (avoiding socializing, having trouble with emotion regulation, etc.)

More often than not, students don't tell their teachers they're struggling. They might feel like the teacher doesn't care, they're afraid they're going to be pitied (or bullied), or maybe they worry about putting pressure on friends and family about their struggles. They might not want to seem uncool or vulnerable in front of their teacher or others. That's why it is so important to recognize early signs of struggling, before there are escalations that can lead to more intense disciplinary actions or expulsion.

What can you do as an educator?

One option? Ask your student to meet with you privately after class, or during a time when you're both available to chat. Start the conversation off with an ice-breaker: how their week is going, if they saw the football game, if they're excited for an upcoming event.

Next, you'll want to gently ask them about what's been going on.

You might want to use statements like the following:

I noticed you hadn't turned in your homework on Wednesday. You're usually on top of those kinds of things. Is everything okay?

I saw that you've been getting into more arguments with your classmates. This isn't behavior I would expect from you. Is there something going on we should talk about?

I haven't gotten my assignments back from you, and I noticed you weren't too interested in answering questions today in class. Is there something about the material that isn't making sense to you?

You want to give the student room to feel safe and heard if something is going on. If the student does open up to you about something going on - maybe they're going through a break-up, or they are really lost in the current academic unit - this is your opportunity to be empathic, and to potentially offer solutions.

Solutions depend on what the problem is. For example, if it's an academic issue and the student isn't grasping particular material, or gets confused with a new unit, this might be the time to offer one-on-one guidance, refer to a tutor, or ask for another, older student to tutor them. Remind them kindly of your expectations: completed, quality, on-time material - and remind them that they can come to you at any time if they struggle in the future.

Utilizing the counselor's office, or offering one-on-one chats, would be appropriate for individuals who are suffering with mental health concerns. Just remember that it isn't your job to fix what they're going through, but to be a support and figure they can turn to for guidance - somebody who is on "their side." Usually, mental health problems are bigger than one person, and that's when using discretion and informing parents/guardians as well as higher level faculty members can be important.

Ideally, having "check-in" times with these students, even when they seem to be doing better, is helpful to remind them of their goals and that they have you as a support figure. Stay cognizant, be compassionate, and don't be afraid to pull somebody aside to say, "Hey, what's going on?" as a means to help them in the moment, and as a way to prevent things from escalating down the road.

Sources:

Bates, A. (2022, March 10). Spotting the signs that pupils are struggling. Optimus Education. Retrieved October 7, 2022, from https://my.optimus-education.com/spotting-signs-pupils-are-struggling

# data[].attributes.attachment_link.title
How To Spot A Student Who Is Struggling | Gorick

# data[].attributes.attachment_link.description
In this article, we'll dive into some of the common - and uncommon! - signs that a student might need an extra hand.

# data[].attributes.body
Teacher documents and maintains records of student behaviors, academic performance, and any other challenges.

# data[].attributes.body
Contact the student's parents so they are aware of the student's struggles and can do their part to provide support to the student.

# data[].attributes.body
Gather information about the student's educational history, home language environment, previous interventions, and cultural background.

# data[].attributes.body
-Begin with research-based targeted interventions appropriate for identified needs.

-For language learners: provide language scaffolds, visual supports, and native language resources.

-For potential learning difficulties: implement specific skill-building strategies.

# data[].attributes.body
-Track student response to interventions using data collection tools.

-Set specific, measurable goals and regularly assess progress.

-Adjust interventions based on student response over 4-8 weeks.

# data[].attributes.attachment_link.readable_text
As the use of a multi-tiered system of support (MTSS) has become widespread in schools, terms such as tiers, benchmarks, universal instruction, and intensive intervention have become familiar to many teachers.

These concepts may also be known by other names. For example, an MTSS might be known by terms such as Response to Intervention (RTI) or Positive Behavior Interventions and Supports (PBIS) in some districts. How are these terms intertwined?

All of these terms refer to a system of providing all students with the instruction they need at the moment they need it. Most versions of an MTSS include three tiers, or levels, of support. In this blog, I'll discuss the unique features of each tier and answer common questions about them.

What are Tier 1, Tier 2, and Tier 3 in education?

Tier one, tier two, and tier three are terms used in education to describe different levels of intervention and support that students may need to achieve academic success. But what are the differences-and who are these different tiers meant for?

Before we discuss each tier in depth, it's important to get a basic overview of each tier and the different terminology that may be used to describe each one.

The Center on Multi-Tiered System of Supports (MTSS Center) has a number of helpful resources. In the publication Essential Components of RTI, the overall framework is described in relation to how tiers of support are also levels of prevention. Specifically, each tier is matched to a different level of prevention as follows:

Tier 1: Primary-efforts applied universally across all students to create optimal learning outcomes

Tier 2: Secondary-efforts applied for selected students in a targeted manner to reduce or eliminate learning difficulties as soon as they are identified

Tier 3: Tertiary-efforts applied in response to significant and chronic learning problems to improve student success as much as possible

The terms primary, secondary, and tertiary prevention come from the field of public health and might not be as clear or appropriate in K-12 schools and districts. For this reason, school-specific terms for these levels of support were developed:

Tier 1 = Universal or core instruction

Tier 2 = Targeted or strategic instruction/intervention

Tier 3 = Intensive instruction/intervention

These three tiers are often represented in the form of a pyramid:

This leads us back to the question, what exactly is the difference between universal instruction, targeted/strategic interventions, and intensive interventions?

Let's explore this point.

Tier 1: Core instruction

Think of Tier 1 instruction as the anchor of all tiered instruction. It is the universal tier and is provided to all students every day. During Tier 1 instruction, teachers use scientifically researched programs and evidence-based practices, curricula, and strategies that have been proven to be effective for the majority of students.

Generally, Tier 1 instruction aligns with the curriculum that each state requires. The goal of Tier 1 instruction is to provide high-quality instruction and support to all students, regardless of their learning needs or background.

When using Tier 1 instruction, educators work to create a positive and supportive learning environment that promotes:

Academic achievement

Social-emotional development

Behavior management

This may include providing explicit instruction in academic content areas, using differentiated instruction to meet the needs of diverse learners, and implementing classroom management strategies that support positive behavior.

Tier 1 in MTSS also emphasizes the use of data and ongoing progress monitoring to inform instruction and identify students who may require additional support.

To sum up, Tier 1 includes the adopted curricula and related instructional methods and materials. Tier 1 is usually easy to understand, but Tiers 2 and 3 might be more confusing because they require providing specific subtypes of instruction to certain students.

Tier 2: Strategic instruction/intervention

The MTSS Center provides the following definition of Tier 2 (secondary) intervention:
"Secondary prevention typically involves small-group instruction that relies on evidence-based interventions that specify the instructional procedures, duration (typically 10 to 15 weeks of 20- to 40-minute sessions), and frequency (3 or 4 times per week) of instruction. Secondary prevention has at least three distinguishing characteristics: it is evidence-based (rather than research-based); it relies entirely on adult-led small-group instruction rather than whole-class instruction; and it involves a clearly articulated, validated intervention, which should be adhered to with fidelity."
This definition provides three distinguishing characteristics of Tier 2 intervention. It needs to be:

Evidence-based

Provided in small groups

Implemented with fidelity

Additionally, the MTSS Center's definition suggests that Tier 2 interventions are typically about 20-40 minutes in length and occur at least three to four times per week.

In other words, Tier 2 is likely to involve small groups of students with similar learning needs who work daily with a teacher using a specific instructional practice or program. Tier 2 instructional materials and methods are often similar to those used for Tier 1 core instruction.

It is important to note that Tier 2 intervention is always in addition to Tier 1 universal (core) instruction. Tier 2 needs to supplement Tier 1 because students who have not yet met learning goals need more time to learn, practice, and review knowledge and skills.

The good news is that when evidence-based Tier 2 interventions are used with fidelity, the majority of students who participate will make the improvements needed to reach grade-level learning goals. Nonetheless, not all Tier 2 interventions will be effective for all students who participate. In order to know whether a Tier 2 intervention is working, the teacher needs to conduct regular progress monitoring.

Renaissance recommends that Tier 2 progress monitoring occur at least bi-weekly. Both FastBridge and Star Assessments include valid and reliable progress monitoring tools for reading and mathematics.

Tier 3: Intensive instruction/intervention

What about the students who do not make expected progress with Tier 1 plus Tier 2? It might be tempting to assume that such students have a disability and should be referred for a special education evaluation.

However, research indicates that not all students who fail to make adequate progress with the combination of Tiers 1 and 2 have disabilities. In fact, these students often make gains when provided with instruction that is more direct, systematic, and intensive than what has been used at Tiers 1 and 2. The MTSS Center's definition of Tier 3 intensive intervention emphasizes this point:
"Tertiary prevention, the third level of the RTI prevention framework, is the most intensive of the three levels and is individualized to target each student's area(s) of need. "At the tertiary level, the teacher begins with a more intensive version of the intervention program used in secondary prevention (e.g., longer sessions, smaller group size, more frequent sessions). However, the teacher does not presume it will meet the student's needs. Instead, the teacher conducts frequent progress monitoring (i.e., at least weekly) with each student."
Note that the MTSS Center recommends that Tier 3 materials and methods start with those used at Tier 2 but in longer, more frequent sessions with fewer students. For this reason, Tier 3 interventions typically occur five days a week. Using methods and materials that are already familiar to the student has the benefit of fostering a student's ease of recognition and engagement.

Intensive intervention often requires a significant amount of time, and there are only so many minutes in each school day. When Tier 3 intervention involves replacing Tier 1 and Tier 2 methods and materials, this is often referred to as a "replacement core" program.

If a replacement core program is considered, it is essential that the school contact the student's parents or guardians and obtain permission for the student to participate in alternate instruction.

With parental approval in place, the school can then arrange a schedule for the Tier 3 intensive intervention. Often, Tier 3 intervention is provided during the same block of time as Tier 1 core instruction, as well as the additional time for Tier 2 intervention.

Tier 3 intervention is substantially more intensive and might require additional staff and material resources. For this reason, it should be reserved for those few students whose progress monitoring data indicate that prior intervention has not been successful.

How should teachers use MTSS (and tiered supports) with their students?

An MTSS offers teachers an organized way to support the learning needs of all their students.

Tiered supports are provided along a continuum of teaching methods and materials, with Tier 1 serving as the foundation for all students. For students who do not meet learning goals with Tier 1 alone, adding Tier 2 strategic intervention often leads to success.

Nonetheless, a very small number of students will need more intensive intervention in order to meet their learning goals. Tiers 2 and 3 differ in regard to the length and duration of lessons, as well as how many students participate in a group. With multiple tiers of instruction available, schools can successfully meet the learning needs of most students.

Renaissance: Providing tools to support Tier 1, Tier 2, and Tier 3

Renaissance screening and progress monitoring assessments provide you with the essential data needed for your MTSS, giving you visibility into the needs of each student at each tier.

By deeply understanding whole child needs and aligning targeted interventions with Tier 1, Tier 2, and Tier 3 instruction, you can provide targeted and effective interventions to support each learner.

# data[].attributes.attachment_link.title
What are Tier 1, Tier 2, and Tier 3 in education? | Renaissance

# data[].attributes.attachment_link.description
As the use of a multi-tiered system of support (MTSS) has become widespread in schools, terms such as tiers, benchmarks, universal instruction, and intensive intervention have become familiar to many teachers. These concepts may also be known by other names.

# data[].attributes.headline
7. Differentiate Between a Learning Disability or Language Need

# data[].attributes.subject
7. Differentiate Between a Learning Disability or Language Need

# data[].attributes.body
Observe and breakdown behaviors to determine whether the student has a learning disability or a language need.

# data[].attributes.attachment_link.title
IRIS | Page 2: Distinguishing Between Disability and Language Difference

# data[].attributes.attachment_link.description
Delays in social and communication development might occur when children are learning two or more languages. Because such delays can be red flags for further developmental problems in the areas of social-emotional development and cognition, early childhood educators must determine their cause: langu…

# 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
-Meet with grade-level team, ESL specialists, special education teachers, and other relevant staff.

-Share data and observations.

-Develop collaborative support strategies.

# data[].attributes.body
-Schedule meeting with family to discuss concerns, gather additional information about home environment and development.

-Develop home-school communication plan.

# data[].attributes.body
-Conduct a formal assessment to determine whether or not the student has a learning disability or a language need.

-Use cognitive and academic testing along with language proficiency evaluations.

-Review all collected data, intervention results, and team input.

-Develop individualized support plan.

-If primarily language needs: continue ESL support and language-focused interventions.

-If learning disability suspected: initiate special education referral process.

# data[].attributes.body
-Create an Individualized Education Plan (IEP) or 504 plan for student outlining specific goals, accommodations, and services.

# data[].attributes.body
-ESL support

-Specialized instruction

-Accommodations like small groups, visual supports, extra in class support, extended time, assignments in both English and student's home language.

# data[].attributes.headline
9. Continued Progress Monitoring and Support

# data[].attributes.subject
9. Continued Progress Monitoring and Support

# data[].attributes.body
-Regularly review student's progress and adjust goals/support as necessary.

-Consistent communication between teachers, support staff, and parents.

-Annual IEP/504 Plan review.

# data[].attributes.body
Brown, R. (2016, November 3). What are Tier 1, Tier 2, and Tier 3 in education? Renaissance. https://www.renaissance.com/2016/11/03/blog-what-are-tier-1-tier-2-and-tier-3-interventions-in-education/

Iris Center. (2023). IRIS | Page 2: Distinguishing Between Disability and Language Difference. Iris.peabody.vanderbilt.edu. https://iris.peabody.vanderbilt.edu/module/dll/cresource/q1/p02/

Ng, G. (2024, October 5). How To Spot A Student Who Is Struggling | Gorick. Www.gorick.com. https://www.gorick.com/blog/how-to-spot-a-student-who-is-struggling

Perras, C. (2017, September 18). Language Acquisition Difficulty or Learning Disability? How to Differentiate and Support English Language Learners with a Learning Disability - LD@school. LD@School. https://www.ldatschool.ca/language-acquisition-difficulty-or-learning-disability/