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Step 2. Collect the data. Check students' language proficiency.

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Step 2. Collect the data. Check students' language proficiency.

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Teacher should use an observation tracker that can help identify trends and patterns, such as particular times of day when students struggle or how they respond to intervention or small group instruction during language learning class.

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Consistent difficulty naming familiar and everyday objects;

Using vague words like thing;

Struggling to come up with the right word;

Trouble following or remembering multistep directions;

Difficulty reciting things in the right order (like the alphabet or nursery rhymes);

Mixing up the sounds in multisyllabic words.

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Math-based signs* (since I teach Math when in IPC plan we have Math tasks I also pay attention to these patterns):

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Math-based signs* (since I teach Math when in IPC plan we have Math tasks I also pay attention to these patterns):

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Trouble counting out loud (skipping over numbers or reciting them out of order);

Trouble recognizing, creating, or replicating patterns;

Trouble connecting number symbols to number words, (such as knowing that the numeral 5 goes with the word five);

Difficulty generalizing a number to more than one group of objects, (such as understanding that six can be six crayons, six books, or six children);

Difficulty understanding one-to-one correspondence.

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Teacher should observe the students' classroom performance, participation, and behavior over a period to find any of these signs.

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If data shows low language proficiency, you can continue language support strategies.

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If data shows low language proficiency, you can continue language support strategies.

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Implement language support strategies:

Use clear language to explain and teach a new skill;

Use narrating or doing a “think-aloud” when demonstrating classroom routines;

Make classroom expectations explicitly clear and display them;

Provide directions in both written and picture form;

Teach, practice, and reteach expected behaviors and routines;

Provide immediate feedback so students.

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If data shows adequate language proficiency, you can screen a student for learning disability.

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If data shows adequate language proficiency, you can screen a student for learning disability.

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Screening for language disability steps:

Refer to school specialists (in my school we have a Chinese SEL teacher who works mainly with ordinary and not IPC classes, but I've still asked her for help a few times to observe my students) for initial screening.

Have a meeting with a specialist(s) where you can share your documented observations, intervention logs etc. and share your observation results.

Discuss your findings with parents

on a follow-up meeting.

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How to navigate a parent meeting conversation.

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How to navigate a parent meeting conversation.

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To have a more successful conversation you should try to:

Before the meeting, be direct about why you’re reaching out, but remember that families have their own perspectives and interactions with their child that may not match what you’re seeing.

Share specific concerns by describing what you’re seeing, providing context, sharing examples, and explaining why this is something you’d like to explore more.

Ask for input and thoughts in an open-ended way that doesn’t impose your viewpoint (“What are your thoughts?” or “Have you noticed anything similar at home?”).

Share resources to help increase understanding of learning disabilities and developmental delays. Students who have learning disabilities tend to have signs and symptoms outside of school, too, so families may want to use an observation tracker.

Discuss clear next steps. If referral for evaluation seems like the next reasonable step, loop in the appropriate support staff to explain and walk the family through the process.

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Step 3. Keep an ongoing collaboration with the parents and review the results. (relevant for both: children with disabilities and language difficulties) 

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Step 3. Keep an ongoing collaboration with the parents and review the results. (relevant for both: children with disabilities and language difficulties) 

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Strategies to have an ongoing collaboration with the parents:

Hold regular meetings with the parents to assess and revise interventions.

Adjust based on progress or new information your strategies as needed.

Remember to contact parents as soon as any new problem or a change has been identified, so a timely solution can be found.

Be consistent and frequent in your communication with parents. Ensure ongoing feedback about how their children are performing in class and with homework.

Clarity the usefulness of communication to the parents. They should have the information they need to help children at home. It should be in a form and language that makes sense to them.