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Teachers observe student behavior, academic performance, and language use in the classroom. Look for patterns in learning difficulties, social interaction, and communication skills. Document specific examples of concerns.

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Gather information about the student's background, including home language survey, previous schooling, and family history. Compare student's performance with grade-level expectations and peers with similar language backgrounds.

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Meet with parents to discuss observations and gather information about language use at home, developmental milestones, and family concerns. Use interpreters if needed to ensure clear communication.

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Conduct formal language proficiency testing in both English and the student's native language (if applicable) to determine language dominance and proficiency levels.

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Begin targeted interventions based on identified needs. This may include small group instruction, language support, or specific learning strategies. Track progress carefully.

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Document student response to interventions over 6-8 weeks. Use multiple measures including classroom work, assessments, and behavioral observations. Compare progress with expected growth patterns.

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Meet with the educational team (teachers, specialists, administrators) to review data and determine if difficulties persist despite appropriate language support and interventions.

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If data suggests learning difficulties beyond language acquisition, initiate special education evaluation process. Ensure all assessments are culturally and linguistically appropriate.

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Conduct comprehensive evaluation including cognitive, academic, social-emotional, and language assessments in the student's dominant language. Consider cultural factors throughout the process.

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Based on evaluation results, determine appropriate services: ELD support, special education services, or both. Develop individualized plans (IEP and/or language support plan) as needed.