Document and collect evidence on student's academic performance, including performance on formative and summative assessments

Collect corroborating evidence on student behavior and participation.

A typical form for area of concern might look something like this (Source: Idaho Training Clearinghouse)

If the data appears to support that a student is struggling, and it is not a one-off event, share data and consult the appropriate personnel at school, such as:

• Counselor

• Academic advisor

• IEP/504 case manager

• ESL specialist

Also, seek input on student history from other teachers and previous supports.

If further action is warranted, we schedule a meeting with the Student and the Parent

One purpose is to rule out non-academic confounding factors as well as language difficulties.

• In some cases, low performance is caused by limited English proficiency rather than a learning disability. (Source: Language Acquisition Difficulty or Learning Disability?)

Ascertain whether or not the student has difficulty in their home language

Assess if their proficiency in the language of instruction (L2) is on-par with those with that of their academic peers

If student has difficulties in their home language (L1) as well as the language of instruction (L2), a learning disability may be present

However, if student has had relatively recent English language exposure but previously had satisfactory performance in L1, it may represent a language barrier.

Integrate language/literacy objectives into all content lessons using visuals, gestures, and simplified language.

Use of visual aids and Graphic Organizers

Peer interaction (e.g. Think-Pair-Share)

Pull-Outs

Supplementary ELD Curriculum

Bilingual Direct Instruction

May refer to outside specialist for confirmation

Develop appropriate interventions (IEP/504 or equivalent) according to specific learning needs (Note: My school is private, so the specific details of this are beyond my paygrade)

Meet with parents again to finalize any accommodations or modifications