Which intervention is most appropriate for a seventh-grade student who has lived in the U.S. for six months, has normal intelligence, and is struggling academically?

• A. Referring Julio for Special Education services
• B. Lowering academic standards for Julio because he does not speak English fluently
• C. Telling Julio's parents that they should only speak English at home
• D. Asking Julio's teachers to adapt their classes to meet Julio's need by speaking more slowly, rephrasing complex instructions, providing more visual aids, etc.

Answer: (D)

This item tests how to support a student who is new to the U.S. and learning English while showing normal intelligence but academic struggles. The best approach is to have teachers adapt instruction in concrete, classroom-level ways that keep high expectations while making content understandable. Speaking more slowly, rephrasing complex instructions, and providing more visual aids are exactly the kinds of accommodations that reduce language barriers and help the student access the material, participate, and demonstrate learning. These strategies fit what we know about helping English language learners succeed in content areas by offering multiple ways to receive and process information and multiple ways to demonstrate understanding.

Prematurely referring the student to special education isn’t warranted here, since the issue appears linked to language acquisition rather than a learning disability. Lowering academic standards would undermine the student’s opportunity to achieve and progress, not address the actual need. Telling the family to speak only English at home imposes a single-solution approach that ignores family language practices and doesn’t directly change classroom access. Focusing on classroom accommodations, instead, supports the student in real-time while language skills develop.