Collect examples: work samples, assessment data, classroom behaviors.

Adjust instruction (small groups, visuals, scaffolding, peer support).

Monitor progress for 4–6 weeks.

Document strategies used and student response.

Check attendance, health, vision/hearing screenings.

Review home language survey and ELL status.

Gather family input about learning at home.

Share data and interventions tried.

Discuss whether challenges appear language-based or learning-based.

Review English proficiency data (e.g., WIDA, ACCESS, or local assessments).

Compare performance in both English and home language.

Provide targeted language support (e.g., ESL/ELL instruction, vocabulary scaffolds).

Continue to monitor academic progress after supports are in place.

Student struggles in both English and home language.

Difficulties persist despite targeted instruction and supports.

Refer to RTI/MTSS Tier 3 interventions.

Consider formal evaluation for a learning disability.

Create individualized support plan (ELL plan or IEP, depending on need).

Set measurable goals and timelines.

Communicate plan with parents and all educators involved.

Review progress every 6–9 weeks.

Adjust strategies and interventions as needed.

Celebrate growth and communicate regularly with family.