Identify and Assist struggling students by Bryan Mims

Identify struggling students

bm42154 — 2025-03-11 04:47:51 UTC

Observe academic performance, behavior, and participation.
Compare with peers and curriculum expectations.
Document concerns (missing assignments, trouble following instructions, social struggles).

Suspected Learning Disability / Neurological disorder / low ESL level.

bm42154 — 2025-03-11 04:51:26 UTC

Use the following to help determine if the problem is due to English as a second language struggles (ESL) or a cognitive / neurological problem

Document all symptoms

Approach Administration with findings

Native Language Proficiency

bm42154 — 2025-03-11 05:06:24 UTC

Low ESL Level: Strong skills in the native language; can express thoughts, follow complex instructions, and demonstrate age-appropriate literacy skills.
Learning Disability: Struggles in the native language, such as difficulty with grammar, comprehension, and memory, suggest an underlying learning issue.

Rate of progress

bm42154 — 2025-03-11 05:07:27 UTC

Low ESL Level: Gradual improvement in vocabulary, reading, and writing with structured ESL instruction.
Learning Disability: Little or no progress despite interventions and extra support.

Transferable Skills

bm42154 — 2025-03-11 05:08:06 UTC

Low ESL Level: Learns new concepts and can demonstrate understanding in ways that do not rely on language (e.g., using gestures, drawings, or first language).
Learning Disability: Struggles with comprehension and problem-solving, even when language demands are reduced.

Phonological Difficulties

bm42154 — 2025-03-11 05:09:05 UTC

Low ESL Level: May have trouble with English sounds but can segment and blend words in their native language.
Learning Disability: Difficulty with phonemic awareness in both languages, slow processing speed, and trouble remembering sequences.

Behavior & Frustration Levels

bm42154 — 2025-03-11 05:10:50 UTC

Low ESL Level: May appear shy, reluctant to speak, or lack confidence but generally shows engagement when given nonverbal ways to participate.
Learning Disability: Persistent frustration, avoidance of reading/writing, and potential behavioral challenges due to academic struggles.

Citations

bm42154 — 2025-03-11 06:55:14 UTC

LDAO

Reading Rockets

Council for Learning Disabilities

Difficulty Following verbal instructions

bm42154 — 2025-03-11 07:01:57 UTC

(Hearing or Speech Impairment)

The student may frequently ask for repetition or seem confused when given oral directions.

Suspected physical disability

bm42154 — 2025-03-11 07:04:48 UTC

If the student shows any of the following signs, they may have physical disorders. They may have visual, hearing, or speech impairment.

If any students meet any of the following criteria, document all findings and approach administration for further instruction.

Limited or Slurred Speech (Speech Impairment)

bm42154 — 2025-03-11 07:10:34 UTC

The student may struggle to form words, stutter, or have unclear pronunciation.

Poor Eye Contact or Squinting (Visual Impairment)

bm42154 — 2025-03-11 07:12:15 UTC

The student may have trouble maintaining eye contact, frequently rub their eyes, or squint when reading or looking at the board.

** Inappropriate levels of eye contact is also a sign of Autism.

Frequent Complaints About Ears or Eyes (Hearing or Visual Impairment)

bm42154 — 2025-03-11 07:13:04 UTC

Complaints of ringing in the ears, pain, or persistent eye strain could indicate an issue.

Difficulty Reading or Writing (Visual or Speech Impairment)

bm42154 — 2025-03-11 07:14:14 UTC

Struggles with letter recognition, reading words correctly, or copying from the board may suggest a vision issue.

** These signs may also indicate a learning disability

Unusual Head Movements or Posture (Hearing or Visual Impairment)

bm42154 — 2025-03-11 07:18:29 UTC

Tilting the head to one side while listening, holding books very close, or adjusting posture unusually may indicate difficulty seeing or hearing.

** Not to be confused with ASD gate and posture

Suspect Learning / cognitive / neurological disorder

bm42154 — 2025-03-11 11:24:48 UTC

Specific learning disability

(SLD) - Usually called a “learning disability / disorder / difference”. affects 10% of the population. 80% are dyslexic. includes dyslexia, dysgraphia, dyscalculia

Neurological and cognitive disorders - Neurological brain disorders in children can affect the brain, spinal cord, and nerves, often manifesting in developmental, cognitive, behavioral, or physical abnormalities. ADHD, Autism (ASD), Oppositional defiance disorder

Suspected Low ESL level

bm42154 — 2025-03-11 11:38:45 UTC

Seek guidance from administrators and ESL background staff
Be patient, consistent, and sensitive
Encourage positive, supportive class environment
Complete the following steps

Document Findings

bm42154 — 2025-03-11 11:44:33 UTC

limited vocabulary
difficulty following complex instructions
Using physical gestures to compensate for lack of vocabulary
mispronunciation
struggles with figurative language
Struggles with reading comprehension
over-reliance on copying, not creating
Improvements over time

Assess needs and levels

bm42154 — 2025-03-11 11:51:22 UTC

Observe and document any abnormalities with speaking, reading, listening and writing problems to discuss with administrators or people with ESL background

Standardized tests include:

(CEFR) Tests (A1, A2, B1, B2, C1, C2)
Cambridge English Placement Test
TOEFL Primary/Junior
WIDA ACCESS for ELLs

Use scaffolding and differentiated instruction

bm42154 — 2025-03-11 11:56:43 UTC

Scaffolding refers to support provided to help students understand and use English in the same lessons as the rest of the class. This can include visuals, modeling, sentence starters, and guided practice.

Differentiated instruction involves tailoring lessons to meet the diverse language levels, learning styles, and needs of ESL students. This can include adjusting content, using varied instructional strategies, and offering multiple ways for students to demonstrate learning.

Focus on vocabulary development

bm42154 — 2025-03-11 12:02:22 UTC

Offer the student a vocabulary list before the class.

Allow students to practice the words in context and with meaning

Allow frequent use in reading, writing, speaking, and listening.

Specific Learning Disability (SLD)

bm42154 — 2025-03-11 13:49:12 UTC

The DSM-5 classifies the following as SLD:

impairment in reading (dyslexia)
impairment in written expression (dysgraphia)
impairment in mathematics (dyscalculia)

Use the linked video to better understand the nature of SLD. Document any presented signs by the student. Speak with Administration BEFORE approaching student or family. There may be cultural sensitivities to consider.

ADHD and Autism

bm42154 — 2025-03-11 14:06:30 UTC

Common neurological disorders include:

ADHD - symptoms symptoms of inattention, hyperactivity, and impulsivity

Autism (ASD) - symptoms include challenges in social interaction, communication, and repetitive behaviors.

Oppositional Defiance Disorder

bm42154 — 2025-03-11 14:11:38 UTC

Oppositional defiance disorder (ODD) presents as frequent and ongoing pattern of anger, irritability, arguing and defiance toward parents and other authority figures. ODD also includes being spiteful and seeking revenge, a behavior called vindictiveness.

Tips when going through this process

bm42154 — 2025-03-11 14:21:25 UTC

Document EVERYTHING
Approach Administration before any interventions aside from improving lesson plans.
Respect the person, respect the culture
Model patience. They have enough frustration.
Model positivity. You dictate the classroom environment. Make it a supportive and positive one.