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Observe students during instruction, independent work, assessments, and class discussions. Look for not just failing grades, but also signs like inconsistent performance, low engagement, or frustration. I’ll use a class journal to track behavior and academic patterns.

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How to Identify & Help Struggling Students

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Sometimes struggling students aren’t noticed until their grades and attendance are already diminishing. What are some signs to help with early intervention to help them get on track?

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After identifying the student(s), take a closer look at the student’s work samples and classroom behavior. Talk with past teachers or review their comments on the student’s personalized learning plan.

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Provide Targeted Support (Whole Class/Small Group or Individualized)

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Provide Targeted Support (Whole Class/Small Group or Individualized)

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Use graphic organizers, sentence stems, movement breaks, or small-group reteaching. Document how long the support lasts and whether the student responds positively.

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For multilingual learners, use the WIDA English Language Development Standards or consult with your school’s ESOL/ELL team to determine if the student’s challenges stem from English proficiency.

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Big Ideas

Four Big Ideas anchor the standards and are interwoven throughout the framework:

Equity of opportunity and access
This is essential for multilingual learners' preparation for college, career and civic lives.

Integration of content and language
Academic content is the context for language learning, and language is the means for learning academic content.

Collaboration among stakeholders
Stakeholders share responsibility for educating multilingual learners.

Functional approach to language development
This approach helps educators focus on the purposeful use of language.

These Big Ideas support the design of standards-based educational experiences that are student-centered, culturally and linguistically sustaining, and responsive to multilingual learners' strengths and needs.

To explore more about the Big Ideas, see pages 17-20 of the 2020 Edition.

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Set high expectations and ensure equity of opportunity for multilingual learnersThe WIDA English Language Development (ELD) Standards Framework provides a foundation for curriculum, instruction and assessment for multilingual learners in kindergarten through grade 12. The ELD Standards Framework is centered on equity and fosters the assets, contributions and potential of multilingual learners.Get the 2020 Edition, grade cluster editions, and supporting materials.

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If a language need is confirmed, implement services such as bilingual support, ESL instruction, and differentiated vocabulary instruction. I’ll monitor their progress frequently. If the student does not respond to language support alone, I may still need to investigate co-occurring learning disabilities.

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If no language barrier exists or if language support hasn’t helped, I’ll recommend screening for a learning disability; collaborating with my school’s Student Support Team.