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Look for signs of struggle: Is the student having difficulty with behavior, communication, or learning tasks?

Document specific areas of concern: Social interactions, following instructions, completing tasks, language skills, etc.

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Gather background information: Ask parents about the child’s developmental history, language exposure at home, and any previous assessments or concerns.

Explore home language: Is the child exposed to more than one language? Does the child speak or understand their home language well?

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general classroom accommodations: Use visual aids, simplified language, gestures, and increased repetition. Observe the child’s response to these strategies: Does the child show improvement with these simple adjustments?

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Is the child demonstrating language difficulties (e.g., limited vocabulary, difficulty understanding or speaking in full sentences)?

Consult with a speech-language pathologist (SLP) to determine if the issue is related to language development.

Focus on whether the child is struggling in both their home language and English.

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Targeted Interventions (Tier 2 Support)

If no progress with general strategies, implement more targeted interventions, such as small-group activities or one-on-one support.

Continue to track progress and make adjustments based on the child's response.

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If language need is identified: Continue language-focused strategies (e.g., language-rich activities, more one-on-one interaction).

If no progress in either language or learning: Consider further evaluation for possible learning disabilities.

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Involve specialists such as an SLP, occupational therapist, or behavioral expert to gather additional input on the child’s difficulties.

Look for patterns of behavior or development that may point toward a disability (e.g., persistent difficulty with basic concepts or fine motor skills).

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Differentiate Between Language Need vs. Learning Disability

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Differentiate Between Language Need vs. Learning Disability

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Determine if the struggles are language-based (e.g., difficulty understanding/using language in multiple contexts) or learning-based (e.g., cognitive or processing difficulties in areas unrelated to language).

Use the specialist's feedback to assess this distinction.

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If language strategies do not yield progress and learning difficulties persist, initiate a referral for a formal special education evaluation.

Complete necessary paperwork and involve parents in the process

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The child undergoes a formal evaluation for special education services.

Determine if the child qualifies for services under an Individualized Education Program (IEP) or 504 Plan.

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Continuously monitor the child’s progress toward IEP goals.

Make adjustments to strategies and interventions as necessary to ensure progress.

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6 Effective Techniques for Monitoring & Adjusting Student Progress | STEAMspirations – STEAMspiration

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As a teacher, you play a vital role in ensuring that your students are learning effectively. Monitoring their progress and adjusting your instruction accordingly is a key part of your responsibility. To help you achieve this goal, we’ve compiled a list of six useful techniques to monitor student pro…