Process to Identify and Help Struggling Students (Students are accepted…
Process to Identify and Help Struggling Students
Students are accepted and enrolled through New Way's
A schedule is created and a Student Annual Meeting (SAM) document (New Way's version of an IEP) is created based on
, psychoeducational testing, speech testing, and occupational therapy screening/testing is completed.
Occupational therapy screening is provided to Lower School and Junior High School students to determine if further testing and supports are needed.
New students receive psychoeducational and speech testing. This helps to determine appropriate placement, services, accommodations, and modifications to support individual students needs. Occasionally students have recent and comprehension testing that allows them to be exempt from this requirement.
Differentiated instruction, including multi-sensory curriculum, cooperative learning structures, project-based learning, and assistive technology is provided.
Student struggles social/emotionally.
Check-in discussion with student if it's one small concern reported, one argument with friend, one instance of disrespectful language, or student violates code of conduct but no one is in danger.
Email or call home to parents if the above-stated concerns are repeated two or three times or if a verbal or written comment is graphic in nature. Check in with parents to see if there are extenuating circumstances from home or other identifiable cause.
Involve school leadership in a discussion if the above concerns have yet to resolve or if there is a safety concern for the student or his/her peers.
After five minor reportable concerns, appropriate members of the student's academic team, the student, and the student's parents meet to determine a behavior or emotional support plan. It is also determined if outside emotional support or regular meetings with a school counselor are necessary.
After eight minor reportable concerns and no demonstration of growth or resolution, discussions of alternative academic placement begin.
Student struggles academically as noted through informal assessments, formal assessments, student concern, parent concern, or teacher observation.
Lesson plans modified to include opportunity for student to receive additional time to master a concept through spiral review, center rotations, or small group instruction. The method used to reteach concepts is based on the academic progress of the class.
Check-in discussion with student to determine if there are outside factors affecting academic performance.
Email or call home to parents if the academic struggle has not yet been resolved. Check with parents, and maybe doctor or psychiatrist, to see if there are any outside factors affecting academic performance.
If there is no identifiable cause, review or reteaching isn't helping, and student continues to struggle in their current academic class, a schedule change is initiated with the student's academic team. A more suitable class (where the instructional level or pace is different) might help to alleviate the academic struggle.
If the right class fit cannot be found, the student is referred to outside help while continuing to differentiated and modify instruction to the best of our ability.
2 more items...
Step Up to Writing
Moving with Math
Wilson Reading System
As a private institution, we are able to provide special education services without public school eligibility. On the other hand, some students go through the process of requesting public school eligibility through our local school district (AZ Child Find) to allow them to receive public school benefits.
Brown, Lauren and Walker, Mike. (2018, August 1). Interventions for Students [Google Slides]. Available at
Kagan Publishing & Professional Development. (2014, June 12). What is Kagan? Retrieved from
World Innovation Summit for Education. (2015, March 16). Germany: Multisensory Teaching for Improved Learning Results. Retrieved from