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The first phase involves observation and comprehensive data collection. According to research from TeachThought, understanding a student's learning profile is crucial for effective differentiation (TeachThought, n.d.). This includes analyzing:

Academic history and standardized test results

Diagnostic assessments targeting specific skill areas

Behavioral observations and learning profile analysis

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Review Academic History & Standardized Test Results

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Review Academic History & Standardized Test Results

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Document Observed Behaviors & Learning Profile Analysis (TeachThought, n.d.)

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Document Observed Behaviors & Learning Profile Analysis (TeachThought, n.d.)

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Continue Regular Instruction with Monitoring (if no)

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Continue Regular Instruction with Monitoring (if no)

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Tier 1: Differentiated Classroom Instruction

Adjustments based on learning profiles and multiple intelligences (TeachThought, n.d.)

Modifications to content, process, product, and learning environment

Culturally and linguistically responsive teaching methods (IRIS Center, n.d.)

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Adjust for Learning Profile & Multiple Intelligences (TeachThought, n.d.)

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Adjust for Learning Profile & Multiple Intelligences (TeachThought, n.d.)

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Modify Content, Process, Product & Environment

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Modify Content, Process, Product & Environment

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Implement Cultural & Linguistic Responsive Teaching (IRIS Center, n.d.)

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Implement Cultural & Linguistic Responsive Teaching (IRIS Center, n.d.)

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Language Need vs. Learning Disability Differentiation

This critical component is informed by research from the IRIS Center at Vanderbilt University (IRIS Center, n.d.). The process includes:

1. Assessing both Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP)

2. Evaluating cultural and environmental factors that may impact learning

3. Comparing performance across languages and contexts

4. Screening for processing disorders that may indicate learning disabilities

The Learning Disabilities Association of America notes that eligibility for special education requires evidence that the learning difficulty is not primarily due to cultural factors, environmental or economic disadvantage, or English language acquisition (Learning Disabilities Association of America, n.d.).

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Language vs. Learning Disability Differentiation

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Language vs. Learning Disability Differentiation

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Assess L1/L2 Proficiency & Academic Language

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Assess L1/L2 Proficiency & Academic Language

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Evaluate Cultural & Environmental Factors

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Evaluate Cultural & Environmental Factors

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Analyze CALP vs BICS Performance (IRIS Center, n.d.)

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Analyze CALP vs BICS Performance (IRIS Center, n.d.)

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Begin Parent Partnership & Contact SST (Reading Rockets, n.d.)

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Begin Parent Partnership & Contact SST (Reading Rockets, n.d.)

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Research emphasizes the importance of parent-teacher relationships in supporting struggling students. According to Reading Rockets, "When parents and teachers work together, students win" (Reading Rockets, n.d.). The flowchart integrates parent involvement at key decision points:

Early communication about classroom observations

Parent-teacher conferences to share concerns and strategies

Collaborative planning during SST meetings

Shared decision-making regarding evaluations and interventions

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Special Education Evaluation for Severe Discrepancy/RTI Evidence (LDA, n.d.)

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Special Education Evaluation for Severe Discrepancy/RTI Evidence (LDA, n.d.)

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Special Education Eligibility Determination

When a learning disability is suspected, the flowchart follows guidelines from the Learning Disabilities Association of America, which states that eligibility requires:

1. Evidence of a severe discrepancy between achievement and intellectual ability, or

2. Documentation that the child has not responded to scientific, research-based intervention (RTI)

3. Determination that the learning difficulty is not primarily due to other factors such as visual/hearing impairment, intellectual disability, emotional disturbance, or environmental/cultural factors (Learning Disabilities Association of America, n.d.).

The American Psychiatric Association's definition of intellectual disability, which involves "significant limitations in both intellectual functioning and adaptive behavior," is also considered during evaluations (American Psychiatric Association, n.d.).

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IEP Development If Eligibility Criteria Me

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IEP Development If Eligibility Criteria Me

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Early Identification Considerations

Edutopia research on early signs of learning disabilities informs the observation and assessment portions of the flowchart. Early warning signs may include difficulties with:

Rhyming or sound manipulation

Letter recognition and sound-symbol correspondence

Basic vocabulary acquisition

Following simple directions

Fine motor skills for writing (Edutopia, n.d.)

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American Psychiatric Association. (n.d.). What is intellectual disability? https://www.psychiatry.org/patients-families/intellectual-disability/what-is-intellectual-disability

Edutopia. (n.d.). Recognizing signs of potential learning disabilities in preschool. https://www.edutopia.org/article/recognizing-signs-potential-learning-disabilities-preschool/

IRIS Center. (n.d.). Differentiated instruction for English language learners. https://iris.peabody.vanderbilt.edu/module/dll/cresource/q1/p02/

Learning Disabilities Association of America. (n.d.). Eligibility: Determining whether a child is eligible for special education services. https://ldaamerica.org/info/eligibility-determining-whether-a-child-is-eligible-for-special-education-services/

National Center for Learning Disabilities. (n.d.). https://ncld.org/

Reading Rockets. (n.d.). Building parent-teacher relationships. https://www.readingrockets.org/topics/parent-engagement/articles/building-parent-teacher-relationships

TeachThought. (n.d.). What is a learning profile? https://www.teachthought.com/pedagogy/learning-profiles/