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Identify and Support Struggling Students (Behavior (Outbursts of anger or…
Identify and Support Struggling Students
Academics
Test Monitoring: Are scores improving or declining?
Homework Assignments: Are they completed, turned in on time or at all/missed assignments.
Classroom Participation: If the student doesn't participate or doesn't seem to comprehend when called upon to participate.
Behavior
Outbursts of anger or jokes. Other emotional outbursts such as crying or yelling (unprovoked) can be a sign.
How does the student interact with peers? Constant conflicts, fighting/arguing and isolation can be signs.
Student doesn't follow instructions or has a hard time following instructions.
Student is absent a lot.
1. Identify by paying attention to students' behavior and academic progress.
2. Report or reach out to admin or teachers
Report findings to the principal, communicate concerns and bring in paperwork, data and progress reports to go over during discussion. Ask to review records to learn if this has been a problem in the past.
Teachers
If student has other teachers (for other course subjects), contact those teachers to discuss academic and behavioral characteristics. Ask about characteristics shown in their class and ask if this is also an constant occurrence for them as well. Gather information, data and progress reports from other teachers (including your own) to add to their records/folder.
Collaborate
Hold a meeting with principle, other teachers and special instruction teachers to go over records, data and progress reports. Discuss Academics and behavior as a group to decide what the next appropriate step is.
3
. Contact Parents
Schedule a Student Success Team Meeting (SST)/Academic Parent Teacher Team (APTT) Meeting
Principal, teachers and parents will meet to discuss findings with parents. At this meeting, information and resources will also be given out to parents to take home and read over.
Parents will be given school Counselor/Psychiatrist appointment to discuss the process of child being evaluated. If they decide to get evaluation, it will be reported and scheduled.
Create open extensive communication with parents and strengthen educational relationship for added support.
4. Evaluation
Follow-Up/Communication
Parents
Keep in contact with the parents to see how the process is progressing. Sometimes, this can take awhile and it's important to provide support through this stressful time if it's taking longer than usual. If there is a date for an evaluation, follow up after the evaluation has been completed.
Administration
Keep communication open with the principal and school counselor to keep informed on student's progress.
Teachers
Reach out to other teachers to see where they stand during this process and keep up with how they are handling the student's education process while they wait for evaluation date. Once evaluation date has passed, keep in contact to communicate about student's IEP.
Environment
Make sure the classroom is a quiet space during assignments and lessons
Place students in small groups for difficult assignments
Allow peer tutoring
Place posters in classroom for tough subject tips and reminders
Create a safe space by allowing open communication and support
Assign student to seating closest to teacher desk
Research information specific to student’s environmental needs
https://youtu.be/tGYO9XWhI2Y
Academics
Use auditory programs for students who have problems reading or visual impairments
Use hand outs to go along with lesson plans so that students can follow along
Have multiple choices in how to complete one assignment based on different learning styles
Allow peer tutoring
Handouts to take home to parents for support on homework assignments
Extra time on quizzes and tests
Visual aids
Access to extra resources like computers and books
References:
http://www.ncld.org/
http://www.parentcenterhub.org/steps/
http://www.understandingspecialeducation.com/
https://www.understood.org/en/school-learning/special-services/ieps/understanding-individualized-education-programs
14 IDEA Disability Categories
