Activity 1: Multilingual Students and Students with Learning Differences by

Identifying and Supporting a Struggling Student in an Eighth-Grade Language Arts Classroom

danielac07022 — 2025-03-05 17:25:36 UTC

Content Overview

danielac07022 — 2025-03-05 17:31:24 UTC

In the eight grade language arts classroom, identifying a struggling student requires a systematic and evidence-based approach. The process must distinguish between language barriers, such as those faced by English Language Learners (ELLs), and learning disabilities that may require specialized support through other special education services Here is a step-by-step framework to ensure appropriate interventions!

Step 1: Observation and Documentation

danielac07022 — 2025-03-05 17:37:28 UTC

Monitor individual student performance through classroom participation, reading comprehension, in-class writing assignments, and exams.
Identify specific difficulties such as struggles with grammar, vocabulary, reading comprehensions, or writing.
Privately compare performance with 8th grade-level expectations and peers.

Source: Edutopia - Formative Assessment https://www.edutopia.org/article/7-smart-fast-ways-do-formative-assessment/

Step 2: Tier One Interventions and Differentiation

danielac07022 — 2025-03-05 17:46:27 UTC

Provide individualised support for learning differences, such as graphic organizers, guided in-classroom reading, and after school reading/writing conferences.
Apply strategies such as explicit vocabulary instruction and sentence frames to determine if the student improves with structured support within 6-8 weeks.
Document student progress and response to teacher-parent interventions.

Sources: Edutopia- 6 Scaffolding Strategies to Use With Your Students: https://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber?

IES Practice Guide- Improving Adolescent Literacy: Effective Classroom and Intervention Practices

https://ies.ed.gov/ncee/wwc/docs/practiceguide/adlit_pg_082608.pdf?

Step 3: Tier Two Collaboration with Specialists and Teaching Team

danielac07022 — 2025-03-05 17:59:38 UTC

Consult with the particular school's ESL specialists if the student is an English Language Learner to assess whether the difficulty stems from language acquisition.
Work with special education teachers or interventionists to discuss observed challenges and strategies implemented within the classroom.

Sources: Teacher Vision - Collaboration Between General and Special Education Teachers https://www.teachervision.com/teaching-strategies/collaboration-between-general-and-special-education-teachers?

Edutopia - Enhancing Collaboration Between Classroom Teachers and ELL Specialists

https://www.edutopia.org/article/working-english-language-learning-specialists-school/

Step 4: Differentiating Between a Learning Disability and a Language Need

danielac07022 — 2025-03-05 18:06:08 UTC

Assess if struggles exist across academic subjects or only in specific language-heavy tasks. If the student struggles with literacy across multiple areas, a learning disability may be a factor.
Consider the student’s language proficiency level using assessments such as ACCESS for ELLs.
Evaluate whether errors are common with second-language learners. For instance, grammatical errors can be influenced grammatical errors by eclectic native language structures. As well as, evaluate whether versus patterns align with a learning disability.

Sources: WIDA - ACCESS for ELLs https://wida.wisc.edu/assess/access?utm_

LD @ School - Language Acquisition Difficulty or Learning Disability? How to Differentiate and Support English Language Learners with a Learning Disability

https://www.ldatschool.ca/language-acquisition-difficulty-or-learning-disability/

Step 5: Tier Three Teacher Referral for Special Education Evaluation (If Necessary)

danielac07022 — 2025-03-05 18:15:40 UTC

If the student persists to struggle with the academic material despite appropriate interventions and differentiation, I as the teacher would initiate a conversation with the parents to consider the referral for a formal evaluation.

Then, with parental permission I would collaborate with the school’s special education team to conduct assessments in reading writing, and additional processing skills.

Ensure that assessments account for language differences to avoid incorrect evaluations.

Sources: National Education Association -Special Education Referrals https://www.nea.org/professional-excellence/student-engagement/tools-tips/special-education-referrals

Parent Center Hub - Evaluating School-Aged Children for Disability https://www.parentcenterhub.org/evaluation/

Step 6: Developing a Support Plan

danielac07022 — 2025-03-05 18:26:27 UTC

If a student learning disability is identified, I as the teacher would work with the Individualized Education Program (IEP) team to create student accommodations, such as extended time or modified assignments.
If the student has a language need, provide continued ESL support by integrating language development strategies in instruction.

Regularly monitoring student progress and adjust instruction as needed.

Source: We Are Teachers - 140+ IEP Accommodations Every Special Ed Teacher Should Bookmark https://www.weareteachers.com/iep-accommodations/

Conclusion

danielac07022 — 2025-03-05 18:28:20 UTC

Ultimately, by following this structured and methodical process, educators can ensure that struggling students receive the appropriate support! The goal is to provide accessible learning opportunities as well as, preventing misidentification of learning needs.