Student shows persistent difficulty in reading, writing, attention, or participation.

Common signs include: avoids tasks, lacks comprehension, poor academic progress, or frequent behavioral redirections.

Observe performance over time and across subjects.

Save samples of student work

Keep anecdotal notes on patterns of errors

Track performance on classwork, homework, and assessments

Observe in different settings (whole group, small group, independent)

Adjust instruction: simplified directions, visuals, vocabulary lists

Provide scaffolded tasks and targeted feedback

Use small group instruction and check-in support

Monitor student response over 2–4 weeks

Consider if student is an English Language Learner (ELL)

Look at the student’s home language, exposure, and academic history

Is the issue due to limited English proficiency or difficulty with processing concepts?

Use tools like WIDA screener or language background survey

Share observations, supports already provided, and progress

Ask about home language use, medical history, developmental concerns

Set shared goals and agree on next steps

Meet with SPED coordinator, counselor, ELL specialist, or grade-level team

Review data and discuss additional supports

Plan Tier 2 intervention (small group, targeted pull-out, etc.)

Begin small-group or targeted intervention over several weeks

Document strategies used and student progress

Continue classroom differentiation alongside Tier 2 supports

If Tier 2 support shows limited progress, initiate formal referral

Complete referral documentation with evidence collected

Involve school psychologist and assessment team

Whether referred or not, continue to support student needs

Adjust instruction based on feedback and student response

Collaborate regularly with SPED/ELL/resource teachers