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Notice Signs of Struggle: Observe Student Performance

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Notice Signs of Struggle: Observe Student Performance

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Monitor during science labs, class discussions, and class activities. Look for academic or behavioral indicators such as missed assignments, difficulty explaining concepts/topics, or difficulty with using course vocabulary. Record specific instances for reference.

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Have a private, supportive conversation with the student. Ask open-ended questions about their progress within the class. Ask how you can better support them. Avoid assumptions. Document their responses. Provide the necessary support.

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Examine the student's lab reports, assignments, quizzes, and science journal entries to spot patterns of struggle. Note if struggles are more with reading instructions or about understanding concepts. Also consider any possible recent changes in classroom performance.

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Review records to confirm whether the student is an English Language Learner (ELL). Check their English proficiency assessment scores, if available.

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If possible, consult with ESL or bilingual staff: Is the student struggling in their native language as well? If not, language need is likely. If yes, continue to monitor other causes.

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Implement language scaffolds (e.g., visuals, sentence frames, glossaries). If performance improves, the student likely has a language need rather than a learning disability.

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After providing language supports, watch for improvement. If difficulties persist (especially in native language), consider a possible learning disability.

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Ask the student's other teachers (including ELA and ESL teachers) for input. Are similar struggles present in other subjects or just in science? Is the student having difficulty with understanding instructions, any trouble with remembering content, or inability to organize experiments in steps.

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Reach out to parents or guardians to discuss your observations. Ask about external factors and history (e.g., family moves, illnesses). Collaborate to support the student.

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Bring the student to the attention of the school's Student Support Team or use the MTSS/RTI process. Implement targeted interventions and gather more data over a set time.

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If the student shows minimal progress after interventions, refer them for formal evaluation for special education services. Ensure documentation is thorough.