Objective: Monitor student performance and behaviour during various classroom activities.

Actions:

• Take daily notes on student interactions, participation, and response to instructions.

• Use a checklist to systematically record observations.

• Pay attention to signs of struggle such as lack of engagement, frequent mistakes, or confusion.

Objective: Identify and document specific instances where the student appears to struggle.

Actions:

• Record specific behaviours or incidents that raise concern (e.g., difficulty following directions, inconsistent performance).

• Use an observation log to detail the context and frequency of these behaviours.

  
  

Parent Involvement:

• Action: Inform parents about the initial concerns.

• Reason: Early communication helps keep parents in the loop and provides an opportunity to gather insights about any external factors influencing the student's behaviour.

Objective: Gather additional insights and perspectives from colleagues.

Actions:

• Discuss the student's behaviour with other teachers, particularly those who teach the same student in different subjects.

• Share observations and compare notes to identify common patterns or concerns.

Objective: Identify consistent patterns in the student's behaviour that might indicate underlying issues.

Actions:

• Analyze observation logs and teacher feedback to identify recurring issues.

• Consider environmental factors that may influence behaviour (e.g., time of day, subject matter).

  
  

Parent Involvement:

• Action: Discuss identified patterns with parents if concerns persist.

• Reason: Parents can provide valuable information about the student's behaviour at home and any external factors that may be contributing.

Objective: Conduct preliminary assessments to pinpoint specific areas of difficulty.

Actions:

• Use informal assessment tools such as quizzes, oral assessments, and classwork reviews.

• Compare the student's performance with peers to identify discrepancies.

  
  

Parent Involvement:

• Action: Share results and observations from informal assessments with parents.

• Reason: Keeping parents informed helps them understand the student's current performance and areas of difficulty.

Objective: Evaluate the student's proficiency in both the first and second languages.

Actions:

• Administer standardized language proficiency tests for both languages.

• Assess listening, speaking, reading, and writing skills.

  
  

Parent Involvement:

• Action: Obtain parental consent before conducting formal language proficiency evaluations.

• Reason: It is a legal and ethical requirement to inform and get consent from parents before formal assessments.

Objective: Screen for potential learning disabilities that may affect the student's performance.

Actions:

• Use screening tools and checklists designed to identify signs of learning disabilities.

• Collaborate with the school's special education team for comprehensive evaluation.

  
  

Parent Involvement:

• Action: Obtain parental consent and involvement before conducting learning disability screenings.

• Reason: Parental consent is legally required, and their input can provide a fuller picture of the student's needs.

Objective: Compare results from language proficiency evaluations and learning disability screenings.

Actions:

• Analyze test scores, screening results, and observational data to determine the root cause of the student's difficulties.

• Look for patterns that distinguish between language acquisition issues and learning disabilities.

  
  

Parent Involvement:

• Action: Share analysis results with parents.

• Reason: Parents need to understand the outcomes of the assessments and the identified needs of the student.

Objective: Collaborate with ESL and Special Education specialists to interpret data and develop strategies.

Actions:

• Hold meetings with ESL and Special Education teams to discuss findings.

• Develop a comprehensive understanding of the student's needs based on specialist input.

  
  

Parent Involvement:

• Action: Include parents in meetings with specialists.

• Reason: Parents should be part of discussions to ensure they understand the findings and recommendations.

Objective: Create a tailored intervention plan (IEP) to address the student's specific needs.

Actions:

• Convene an IEP team meeting, including parents, teachers, specialists, and the student (if appropriate).

• Outline the student's present levels of performance, specific goals, accommodations, and services required.

  
  

Parent Involvement:

• Action: Collaborate with parents in developing the intervention plan (IEP).

• Reason: Parents can provide input on what strategies might work best at home and ensure consistency between school and home interventions.

Objective: Apply the IEP's targeted interventions and support strategies in the classroom.

Actions:

• Implement classroom accommodations such as modified assignments, additional time, and specialized teaching methods as outlined in the IEP.

• Monitor the student's response to these interventions and adjust as needed.

  
  

Parent Involvement:

• Action: Keep parents updated on the implementation and progress of the intervention plan.

• Reason: Regular updates help parents stay informed and provide support at home.

Objective: Continuously monitor student progress and adjust interventions as needed.

Actions:

• Keep a log of the student's progress and any changes in performance.

• Use formative assessments to gauge ongoing improvement.

• Regularly document progress towards IEP goals.

  
  

Parent Involvement:

• Action: Share regular progress reports with parents.

• Reason: Continuous communication ensures parents are aware of their child's progress and can support interventions at home.

Objective: Hold periodic IEP review meetings with all individuals involved to review progress and make necessary adjustments.

Actions:

• Schedule regular review meetings with teachers, specialists, parents, and the student.

• Discuss progress, challenges, and adjust the IEP as necessary.

  
  

Parent Involvement:

• Action: Hold periodic review meetings with parents to discuss progress and adjustments.

• Reason: Parents should be actively involved in evaluating the effectiveness of the intervention plan and making necessary adjustments.

Mangal, C. (2023, October 12). All about SLDS, IEPS, and idea. National Center for Learning Disabilities. https://www.ncld.org/all-about-slds-ieps-and-idea/

Lbreiseth. (2021, January 6). Opportunities and challenges in identifying ells with disabilities. Colorín Colorado. https://www.colorincolorado.org/video/opportunities-and-challenges-identifying-ells-disabilities

Screening adults for learning disabilities. (n.d.-b). https://ldaamerica.org/wp-content/uploads/2013/12/Screening-for-LD-final-info-sheet1.pdf