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How to Identify and Support Struggling Students in High School by…
How to Identify and Support Struggling Students in High School
by Brooklynn Ramos
Here is an additional coggle made by other cohort members and myself on IDEA Categories
Identify Struggling Students
Teacher Observes Student Struggling
Reoccurring Behavior :check:
"Silently Struggling": Student shows little to no growth and does not reach out for help without prompting
Actions
Using phone instead of paying attention
Student is actively seeking attention from classmates. Being disruptive. Calling out at inappropriate times.
Fiddles with items or manipulatives at inappropriate times
Consistent disinterest
Academics
Learning data assessments show that student is far below grade level.
Consistently returning incomplete or incorrect work that shows little to no effort
Teacher made summative assessments inform teacher that student is consistently not understanding topic.
Pre-Referral
Discuss with student directly to see if they know what they are struggling with.
Speak with department chair. Make minor adjustments to see if this helps. If not, continue:
Reach out to students' teachers and determine if this is occurring in other classes. Inform students' counselor for any background information
Schedule meeting with parents/guardians, team of teachers, students, and administration to determine potential factors causing student to struggle.
Social emotional issues
Prior behavioral issues
Repeated a grade
Family issues
Prior academic issues
Health issues
As a team, determine if a referral to special education services is necessary.
Yes?
Parents/Guardians need to consent to referral
No? :red_cross: Determine other ways to support student without special education services
Social Emotional Support
4 more items...
Academic Support Response to Intervention
3 more items...
Referral for Evaluation
Once parents/guardians consent to referral for special education services, a determination of eligibility will be evaluated
Evaluation and Documentation
Team members must evaluate the student within 60 days of referral. Team members include: school psychologist, special educators, general educators, parents/guardians, and any relevant doctors or care providers.
General education teachers, like myself, need to provide documentation of observed behavioral or academic issues
Eligibility of Special Education Services
Team members must determine if the student is eligible for eligible for special education services
Does the student have an IDEA qualified disability?
No, the student does not qualify.
If no to both, the student is not eligible for special education services
Yes, the student does have an IDEA qualified disability
If yes for one or both, the student is eligible for special education services
Will implementing special education services make student benefit from education?
No, the student can benefit from education without special education services
Yes, the student will benefit from education only if special education services are implemented.
IEP Meeting
Team members meet and decide on IEP information including:
Basic student profile
Post-graduation transition statement
Background information
Strengths, weaknesses, and parent comments
Dates and duration: usually annually
Indicate any special factors
Does the student need assistive technology to access their education? (braille, interpreter, transition services)
Frequency and method of reports
Benchmarks
Measurable Annual Goals
Methods of evaluation and reporting
Services needed to achieve goals with frequency and amount of time
Behavior Intervention Plan (BIP) If behavior is a factor
Note: IEP meeting can only be held if the following members are present
Parent/Guardian
A general education teacher
Administrator
A special education teacher
Invited related service providers
Statement with least restrictive environment
Implement IEP in Classroom
Reevaluate IEP
An annual team meeting is required to develop next IEP.
5 more items...
General education and inclusion teachers must implement any accommodations, modifications, and support services listed on IEP in classroom.
IEP team may meet more frequently between IEP meetings as needed
Collect data. Complete reports when needed: usually quarterly
https://www.youtube.com/watch?v=2SxTzl8TuEk
Teacher Supports for Struggling Students
Students that receive Special Education services
Follow their IEP
Supports:
differs for each students, but there are some common ones that general education teachers are responsible for providing:
Accommodations
Presentation of Instruction
Written instructions
bulleted instructions
Limited steps or words
Worked out examples
Clozenotes
Guided notes
Using clear speech: *Clear speech is speech at a slightly reduced rate, placing emphasis on keywords, pausing often, repeating as needed
frequent checks for understanding
Visual presentation
Audio recordings or questions are read aloud
Information at students reading level
prompt student
Timing or extensions
Allow student to have time and process question before answering.
Extended time for assessments, projects, or assignments
Allow for movement breaks
Setting or Location
Seating away from auditory or visual distractions
Face student when speaking to them
Approach student from front
Preferential seating next to positive peer or near location of instruction
Small group testing
Sensroy/fidget tools
Completion of Assignments
Use of manipulatives
Use of multiplication chart
Allow use of calculator
Accept responses in written, spoken, or typed form
A scribe is provided
Record their answers
Dictionary or grading on content, not spelling, for assignments that aren't spelling tests.
Organizational
Use of graphic organizers
Use of highlighter
Monitoring planners
Study Skills classes
Modifications
Assignment: Completes different practice problems, homework, tests or assessments, assignments and projects.
Curriculum: Different material or concepts, graded differently, and excused from certain assignments
Services
Inclusion classroom
Occupational Therapists
Assistive technology
Adapted materials
Speech to text
Braille
Interpreter
Speech Therapists
Behavioral Health Specialists
Counseling
Student is not Eligible for Special Education Services
Is the student struggling with academics or social emotional development?
Social emotional development
Regularly check up with students emotional well-being
Remind them that they are not the only ones experiencing this, and that they can reach out to talk or for help
Create a supportive learning environment
Try to create a stronger teacher-student relationship by being honest with students individually or as a class. Let them see you as a human with mistakes and feelings.
Create a responsive learning environment by addressing what the community has been through during COVID-19. Be open to student-centered learning and reimagining expectations or assignments
If a student is showing any symptoms of mental disorder, depression, or sudden changes in behavior inform their grade-level counselor.
Let the students see you as a mentor to their life. High school students especially can benefit from mentors.
https://www.youtube.com/watch?v=1ZLNY83Bs58&feature=emb_title
Academics
Break down the concepts they struggle with or tasks into smaller, more manageable parts
Help build confidence by providing regular positive feedback on their strength or growth
Get feedback from student, to see if they know what might work better
Have students explain their answer and revise with the teacher or a peer to help them understand their mistakes
Make connections between concepts they struggle with and relevant topics they find interesting
Resources
Integrating Social and Emotional Support for Students Through Mentorship. (2017, August 2). [Video]. YouTube. https:// www.youtube.com/watch?v=1ZLNY83Bs58&feature=emb_title
Schlund, J., & Weissberg, R. P. (2020, May 19). Leveraging Social and Emotional Learning to Support Students and Families in the Time of COVID-19. Learning Policy Institute.
https://learningpolicyinstitute.org/blog/leveraging-social-emotional-learning-support-students-families-covid-19
Special Education Referral Process. (n.d.). Project IDEAL. Retrieved October 26, 2020, from
http://www.projectidealonline.org/v/special-education-referral-process/
Strategies for Teaching Students with Intellectual Disabilities. (2018, February 19). TherapyTravelers.
https://therapytravelers.com/strategies-teaching-students-intellectual-disabilities/
The Special Education Process: Getting In & Out. (2019, April 25). [Video]. YouTube. https:// www.youtube.com/watch?v=2SxTzl8TuEk