Consult with grade level team, special education team, various teachers, English Language Development team, parents/family members for input.

• _{Parent newsletters}

• _{Annual open houses}

• _{Curriculum nights}

• _{Home visits (where applicable)}

• _{Phone calls}

• _{Annual school calendars}

• _{Inserts in local newspapers}

• _{Annual grandparents or “special persons” days}

• _{Board of Education spokesperson or communications officer at PTA meetings}

• _{Homework hotlines}

• _{Annual field days}

• _{Notices and handouts in local markets, clinics, churches, mosques, temples, or other gathering sites}

• _{Website for the school}

• _{Workshops for parents}

• _{Communications that are focused on fathers as well as mothers}

(Reading Rockets, 2024)

• Compared to English, for how long has the child been speaking and exposed to their home language? Keep in mind that it is typical for a child learning a second language to have a silent period.

• Are the difficulties present in both the child’s home language and the new language?

• Are the concerns evident in multiple settings (e.g., home, childcare)?

• Have developmentally appropriate strategies been delivered systematically?

• Have these strategies produced any significant differences in the child’s learning and development?

(Vanderbilt University, IRIS Center)

Morin, A. (2021, February 19). Recognizing signs of potential learning disabilities in preschool. Edutopia. https://www.edutopia.org/article/recognizing-signs-potential-learning-disabilities-preschool/

Vanderbilt University. (2024). What do teachers need to know about young dual language learners with disabilities?. IRIS Center. https://iris.peabody.vanderbilt.edu/module/dll/cresource/q1/p02/