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Before any key decisions can be made, there first needs to be initial observations of all the students and setting a baseline for each student abilities to do the work. This could take several weeks to obtain consistent data.

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Deeper Observation of Student Comprehension

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Deeper Observation of Student Comprehension

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If a student is within the C range or lower, this is a red flag for possibly not passing the class. A low "C", barely meeting the basic requirements, could easily become a "D" and anything that is a "D" or lower is demonstrating a lack of proficiency.

This is where "Digging Deeper" comes into play. What are things that can be done to further assess and understand why the student is not performing well.

1)Discussing with student their comprehension/challenges with material

2) Discussion with previous teachers in ability

3) Discussion with other current teachers in proficiency

4) Record common Behavioral Issues within class

5) Parental involvement (parents should be contacted with grades that are a "D" or lower no matter what)

6) What are the student's standardize test scores that are taken 3 times a year?

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Grading is the initial assessment strategy most teachers use. As students finish and accomplish work, they give students marks commensurate with their proficiency in accomplishing assignments.

Personally, I use a system like this:

A--has excelled well beyond basic requirements for class

B--very good job meeting the basic requirements for class

C--has met basic requirements for class

D--has not met the basic requirements for class

F--has failed to meet minimal requirements for class

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Have a conversation with the student:

1) Informal and in a manner that is not embarrassing

2) Share work and scores with student and ask them what they are not comprehending. It could be a failure by the teacher to clearly teach subject material.

3) Does the student demonstrate comprehension of material in other manners? (Orally: literacy issue)

4) Does the student mention challenges at home (i.e. sleeping, parental support, safe environment)

This is a link to a helpful website to prepare a conversation with a struggling student:

https://www.colorado.edu/orientation/2023/12/21/6-tips-having-important-or-challenging-conversation-your-student

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1) If available, are previous teachers available to help answer any questions about the students performance?

2) Are there any issues with the students grades and behaviors in previous school years?

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1) How is the student performing in other classes?

2) Does he or she demonstrate the same challenges with the material?

3) Are there common behavioral problems?

This is a link to techniques from the American University School of Education on teachers Collaborating together:

https://soeonline.american.edu/blog/teacher-collaboration-importance/

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Observations:

1) Does the student earnestly demonstrate they are trying?

2) Are they putting in the work or are they goofing off? Continually getting up out of their seat?

3) Does the student put his or her head down? Sleeping?

3) Are they ingesting snacks and liquids such as hot chips and energy drinks that are indicative to poor classroom behavior?

4) Is there a certain time of day the student is paying attention?

Here are some tools for assessing and tracking student behavior:

https://www.supportrealteachers.org/tools-for-assessing-behavior.html

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1) Call the parent and express concerns with student's academic performance.

2) Ask if there is anything going on at home that may be causing struggles in school.

3) What are the parents doing in order to be supportive of the student? Encouraging them to do well in school?

Strategies to talking with parents:

https://www.responsiveclassroom.org/talking-with-parents-about-problems/

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1) Does the student demonstrate poor test results? For one year or multiple years?

2) Is it the same as other students or below average compared to rest of classmates?

3) Did the student take their time during the test to get the best possible answers?

Alaska state testing resources page:

https://education.alaska.gov/assessments/akstar/results

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Disability or English Language Proficiency

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Disability or English Language Proficiency

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If the student demonstrates struggles in multiple areas of the 6 predetermined observations, the student very well may have a learning disability or an English language proficiency issue. Honestly, which one it is will probably be already evident. Nevertheless, the process dictates that a proper procedure is followed in order to obtain the proper placement.

Questions to consider if it is a disability or language acquisition issue taken from Jiminez (2025):

Compared to English, for how long has the child been speaking and exposed to their home language? Keep in mind that it is typical for a child learning a second language to have a silent period.

Are the difficulties present in both the child’s home language and the new language?

Are the concerns evident in multiple settings (e.g., home, childcare)?

Have developmentally appropriate strategies been delivered systematically?

Have these strategies produced any significant differences in the child’s learning and development?

Jimenez, Irlanda. (2025). Page 2: Distinguishing Between Disability and Language Difference. IrisCenter. Retrieved July 7, 2025.

https://iris.peabody.vanderbilt.edu/module/dll/cresource/q1/p02/

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If the student has the same issues in both their mother tongue and in English, there is a high chance they have a disability.

If this is the case, the teacher must work with the administration, special education personnel, and fellow teachers in order to obtain the proper information to place the student in special education.

This could be a very long process.

Some more resources to recognizing learning disabilities from the National Institute of Child Health and Human Development:

https://www.nichd.nih.gov/health/topics/learning/conditioninfo/signs

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If the student demonstrates that they are a proficient and hardworking student, but they seem to be struggling with just the transition to the English language, then the student needs to receive concerted support in ESL in order to obtain the proper level of English proficiency to be successful in school.

This could be a pullout period during English class with a certified ESL instructor, utilizing tutors, and special out of school supports in order for the student to be successful.

Resource on Recognizing Student English Language Proficiency:

https://www.hmhco.com/blog/levels-of-english-language-proficiency-for-ell-students?srsltid=AfmBOor8JncvHo5cJ3n0gjfLEg4ZsZkuRZIluS7CoitYdFpXDyNj49W6