Look for signs of struggle: Is the student having difficulty with behavior, communication, or learning tasks?

Document specific areas of concern: Social interactions, following instructions, completing tasks, language skills, etc.

Gather background information: Ask parents about the child’s developmental history, language exposure at home, and any previous assessments or concerns.

Explore home language: Is the child exposed to more than one language? Does the child speak or understand their home language well?

Is the child demonstrating language difficulties (e.g., limited vocabulary, difficulty understanding or speaking in full sentences)?

Consult with a speech-language pathologist (SLP) to determine if the issue is related to language development.

Focus on whether the child is struggling in both their home language and English.

If language need is identified: Continue language-focused strategies (e.g., language-rich activities, more one-on-one interaction).

If no progress in either language or learning: Consider further evaluation for possible learning disabilities.

Involve specialists such as an SLP, occupational therapist, or behavioral expert to gather additional input on the child’s difficulties.

Look for patterns of behavior or development that may point toward a disability (e.g., persistent difficulty with basic concepts or fine motor skills).

Determine if the struggles are language-based (e.g., difficulty understanding/using language in multiple contexts) or learning-based (e.g., cognitive or processing difficulties in areas unrelated to language).

Use the specialist's feedback to assess this distinction.

If language strategies do not yield progress and learning difficulties persist, initiate a referral for a formal special education evaluation.

Complete necessary paperwork and involve parents in the process

The child undergoes a formal evaluation for special education services.

Determine if the child qualifies for services under an Individualized Education Program (IEP) or 504 Plan.

Continuously monitor the child’s progress toward IEP goals.

Make adjustments to strategies and interventions as necessary to ensure progress.