Jane is a first-grade student who appears to be experiencing both expressive and receptive language difficulties. She has attended her home school since kindergarten and both Jane and her parents are native English speaking. Her kindergarten teacher did not document any difficulty with language in school records or mention anything to the parents.

1. Her first-grade teacher has noticed that Jane experiences problems with orally expressing herself clearly and responding appropriately to what others say to her without visual support or repeated attempts but no formal interventions have been tried.  Jane's parents have not been contacted yet. Her first-grade teacher is concerned that Jane may have a specific learning disability because her language is affecting her ability to read, and do math, however, she is not sure about how to get Jane the help that she may need.
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3. Should Jane's teacher be referring her, now, for an evaluation related to a Specific Learning Disability (SLD)? Why? Why Not? (Consider the following:  Rti requirements for a referral for SLD, classroom interventions or strategies used, parent contact, and other ideas as appropriate) 
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5. What interventions in the classroom could Jane's teacher implement in order to help Jane with her expressive and receptive language problems? Describe at least 3 interventions.