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What are the signs of a struggling student? 

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What are the signs of a struggling student? 

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Academic Signs

Incomplete or missing assignments regularly

Declining or consistently low grades

Difficulty following instructions or staying on task

Problems with reading comprehension or math fluency

Limited participation in class discussions or group work

Slow processing speed, taking longer than peers to complete tasks

Poor organization of materials or thoughts (e.g., messy work, scattered ideas)

Behavioral Signs

Frequent off-task behavior (daydreaming, distractions)

Avoidance tactics, like asking to use the bathroom during lessons or frequently being absent

Acting out, being disruptive, or showing frustration (e.g., tearing papers, refusing to work)

Withdrawal or isolation from peers or classroom activities

Increased dependency on teacher support

Emotional Signs

Low self-esteem or confidence (“I’m not smart,” “I can’t do this”)

High levels of anxiety, especially around tests or presentations

Frequent expressions of frustration, sadness, or giving up easily

Lack of motivation or enthusiasm about school

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Step 1: Observe and Document

Consistently monitor academic performance, participation, and behavior.

Use tools like anecdotal records, checklists, and formative assessments.

Look for patterns (e.g., struggles in reading comprehension across all subjects)

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Determine native tongue in order to begin effective communication with student.

Have a one-on-one conversation with the student to understand their feelings and perceptions.

Contact the family to discuss observations and gather background info (language spoken at home, prior schooling, transitions).

Ensure school provided interpreters are involved in aspects of communication in order to aid in clear and concise detailed information of observations and plans of action that will be implemented for scholar.

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Step 1: Identify Language Proficiency

Use WIDA ACCESS scores, WAPT, or local language screener to understand the student’s English proficiency in:

Listening

Speaking

Reading

Writing

Determine what stage of language acquisition they’re in (Entering → Bridging)

Arrange to meet with ESOL (English to Speakers of Other Languages) instructor.

The ESOL instructor would then confirm if there is indeed an educational deficit or if the deficit is the language barrier in conjunction with testing data.

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Step 2: Provide ESOL Support Services

Collaborate with the ESOL teacher to:

Provide language scaffolds (sentence frames, visuals, bilingual glossaries).

Use sheltered instruction strategies (SIOP model).

Adjust workload and assessment expectations to be linguistically appropriate.

Schedule additional parent conference to inform parent of findings from testing and classroom data.

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Should the scholar require services based on academics or language barrier, an ILP will be implemented to ensure the highest level of growth

An ILP (Individualized Language Plan) is:

A personalized plan developed for an English Learner who is not making adequate progress in English language acquisition or academic content areas.

Created collaboratively by teachers, ESOL specialists, and sometimes instructional coaches or school support teams.

Often used as part of a Multi-Tiered System of Supports (MTSS) or RTI process for the scholar.

Differentiate Between Language Acquisition and Learning Disability

Use this decision-making guide:

IndicatorLikely a Language NeedPossible Learning DisabilityTrouble understanding idioms, grammar, or vocabulary✅❌Difficulty present in both L1 and English❌✅Slow progress in English despite good effort✅❌No progress with multiple interventions over time❌✅Family history of learning challenges❌✅

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1. Specific Language Goals

Example: “Increase reading comprehension by using graphic organizers and vocabulary supports in science content.”

2. Instructional Strategies and Supports

Visuals, sentence frames, peer buddies, small group instruction

Bilingual dictionaries, extended time, simplified texts

3. Progress Monitoring Plan

How and when the student’s growth will be tracked

Tools: running records, writing samples, teacher checklists, benchmark tests.

Monitor Academic Progress Over Time

Track the student’s progress in both English development and academic subjects.

Document performance trends in:

Writing samples

Reading fluency

Comprehension

Math problem solving

Use rubrics that account for language proficiency.

4. Team Members and Roles

ESOL teacher, classroom teacher, interventionist, parent (if applicable).

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Be sure to communicate consistently with parents in native tongue via letter as well as school resources in order to keep the parent informed of the scholars real time progress.

Should significant progress be made with services, students are able to test out of ESOL and EL programs.

Annual English Language Proficiency Test

Test: WIDA ACCESS for ELLs (administered yearly in grades K–12)

Domains Assessed: Listening, Speaking, Reading, Writing

Scoring:

Students typically must reach a composite score of 4.8 or higher on the ACCESS test to be considered proficient in English and eligible to exit.

Some states may require additional criteria (e.g., no domain score below 4.0, or teacher recommendations).

Monitoring Period (Federal Requirement)

The school must monitor the student for 2 years (some states do 4).

During this time:

Teachers track academic performance and language use.

If challenges arise, support can be reinitiated or additional help provided.

In Georgia:

Students exit ESOL with an ACCESS composite score of 4.8 or higher, with no domain below 4.0.

Teachers also consider classroom performance and state academic assessments.

After exit, students are monitored for 2 years by ESOL staff and general education teachers.