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Beginning of Lesson

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Notice Academic or Communicative Struggle (This could manifest putting head down when overwhelmed, tapping pencils on desk, inability to form sentences, inability of accurate pronunciation, incomplete work daily)

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Collect Data from Academic Submissions and Daily Participation (This looks like pulling data from Quizzes or Exams to assess accuracy. Does the score align with what is being noticed in class?)

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Hold teacher/student reflection discussing grades as immediate as possible from time of last assessment. What are weaknesses and what are strengths?

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Is student an English Language Native? Can the student understand and hold conversation as an individual?

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Yes!

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No!

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Is there any speech delays, insufficiencies, or visual inconsistencies with their class participation?

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Connect and consult with a Instructional Counselor to learn how to incorporate more of student's native language in lessons AND develop intervention plans for future success.

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Retrieve student's English proficiency levels from school counselors to see where the student may need help at.

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Yes!

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No!

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Continue to support student regularly.

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Differentiated teaching to meet a range of learning styles and needs such as small group instructions, focused support and skill groups, etc. Begin separating students from friends and with students they test similarly to. Observe participation, demeanor, and active assessment scores.

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Does demeanor and participation stay negative? Is it irregular?

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Yes!

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No!

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Refer for special education evaluation or an accommodation plan. Accommodation plans are normally guides that list things the student need to success, such as longer exam times, flashcards, etc.

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Continue to support student regularly.

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Is student making progress with language scaffolds and aids?

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Yes!

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No!

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Continue to monitor progress through next 6-8 weeks.

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Refer for special education evaluation or accommodation plan.