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Providing Assistance for Struggling Students (Noticing the Signs of…

- - - - Specialist Observes Student
        
        Cooperate with Parents
        
        Parent Does Not Consent to Special Educational Services
        
        Begin Differentiation In the Classroom to Accommodate Special Needs
        
        Pace
        
        Implement Curriculum Compacting to provide a students with the overall theme of the content.
        
        Pretest the students to determine their level and allow them to start exploring the content at the appropriate level.
        
        Make learning centers for students to explore different parts of the content at their own pace.
        
        Delivery
        
        Flexible Grouping
        
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        Use blended learning strategies to give the students support at home and multiple opportunities to be exposed the content.
        
        Implementing Gardner's 7 Intelligences
        
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        Give the students the freedom to do independent learning.
        
        Product
        
        Allow students to use technology to demonstrate their mastery of content.
        
        Allow the students to use mediums such as art or graphic organizers to show their mastery.
        
        Implementing Bloom's Taxonomy
        
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        Allow the students to work on projects in groups to provide extra support from their peers.
        
        Consent of Parent: Develop an IEP
        
        Refer Therapist Services
        
        Parent Does Not Consent to Therapist Services
        
        Begin Collaborating with Parents on Developing IEP
        
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        Consent of Parent to Therapist Services
        
        Begin Collaborating with Parent on Developing IEP
        
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        If the Parents Consent to Allow Collaboration Between the Therapist and the School
        
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        If the Special Needs are Severe
        
        The Specialist Support Team Leader suggests the help of a therapist in the case of severe special needs cases.
        
        The Parents reserve the right to follow up with a therapist.
        
        The support team work together with the parents to begin making an IEP.
        
        The IEP is an extension of the care the the parents give the student at home.
        
        The support team trains the parents on support systems that should be implemented at home.
        
        The support team clearly communicates the support system and treatment that the school will administer for the student.
        
        A contractual agreement is made between the parents and the school about the extent, scope, and limitations of the special needs services that will be provided.
        
        Parents are contacted.
        
        The observations are shared with the parents.
        
        The parents, the teacher who asked for support services and the specialist support team leader speak with the parents about further details about the student's home context and history.
        
        Parents and the Support Team make a decision to pursue and IEP.
        
        Specialist Takes Note of Classroom Behavior
        
        Observations are added to the teacher's report.
        
        Observations are discussed with the teacher who asked for support, other teachers who teach the student, and the specialist support team.
        
        Follow up actions are discussed, planned, and the process of administering further support for the child are started.
      - Share the Documentation
        
        Send the documentation to the specialist support team.
        
        Set up an appointment for classroom observation by a member of the specialist support team.
        
        Collaborate with the support team to decide further actions.
    - - Asking the Right Questions
        
        Communication
        
        Does the child become frustrated when communicating with peers or teacher?
        
        Does the student stutter?
        
        Does the student have trouble pronouncing words or certain sounds?
        
        Does the student have trouble completing sentences or putting together events in a complete sequence?
        
        Does the child have trouble with grammatical structures?
        
        Social Interaction
        
        Does the student fight with others during activities?
        
        Does the child intentionally seek isolation from others?
        
        Does the student interact well with other students?
        
        Does the child seem anxious when communicating with others?
        
        Does the child make rude comments or hurtful remarks towards others?
        
        Behavior in Class
        
        Does the child demonstrate extreme behavior such as standing on the desk or throwing chairs?
        
        Does the child yell during the lesson?
        
        Does the child refuse to participate in activities?
        
        Does the child constantly move around and play with objects on the desk?
        
        Does the child regularly stand up during the class and walk around the room?