Observe academic, behavioral, and/or social struggles.

Track patterns over time using checklists, notes, or progress-monitoring tools.

Communicate concerns with parents/guardians early on.

Review the student’s language background.

Assess English proficiency levels (e.g., WIDA or ACCESS).

Consult with ESL/ELL teacher or coordinator.

Adapt instruction using scaffolding strategies.

Use visuals, sentence frames, native language resources.

Monitor progress within general education setting.

Use targeted academic or behavioral strategies (e.g., small groups, peer support, tutoring).

Track student progress using data.

Duration: ~6–8 weeks.

Collaborate with specialists (e.g., school psychologist, counselor, SPED teacher).

Review data from interventions.

Decide next steps: continue interventions, revise, or refer for special education evaluation.

If referral is appropriate, obtain parent consent.

Multidisciplinary team conducts assessments (cognitive, academic, behavioral, etc.).

Team meets to review results.

Determine if student meets criteria for a disability under IDEA.

Set goals, accommodations, services.

Share plan with teachers and begin implementation.

Continue RTI/MTSS supports.

Reevaluate if concerns persist or worsen.

Regularly review student data.

Adjust instruction and supports as needed.

Maintain collaboration with family and support staff.

Language Needs: Struggle is mostly with English. Progress seen with ESL strategies.

Learning Disability: Struggles continue across all settings and languages. Limited progress despite targeted support.

National Center for Learning Disabilities. (n.d.). The special education referral process. NCLD. https://www.ncld.org

U.S. Department of Education. (n.d.). A guide to the Individualized Education Program. Individuals with Disabilities Education Act (IDEA). https://sites.ed.gov/idea/parents-guide-to-the-individualized-education-program

RTI Action Network. (n.d.). What is RTI? National Center for Learning Disabilities. http://www.rtinetwork.org/learn/what/whatisrti

WIDA Consortium. (n.d.). Can Do Descriptors and English Language Development Standards. https://wida.wisc.edu

Klingner, J. K., & Eppolito, A. M. (2014). English language learners: Differentiating between language acquisition and learning disabilities. Council for Exceptional Children. https://exceptionalchildren.org