Identifying and helping struggling students
Signs of a struggling student
Differentiated Instruction
Referral process
Not completing work, or the work is not to the expected standard
Behavior challenges
Inability to follow simple instructions
Not independent in daily routines
Difficulties in social interaction with peers or teachers
Cannot focus in the classroom
Difficulties with grasping concepts and making connections
Get to know your students and their interests
Do regular pre-assessments, formative and summative assessments to determine the ability and readiness level of your students.
Identify students preferred learning styles and intelligence profile
Differentiate
Differentiate
Differentiate
Process
Product
Content
Entry Points - allows students to explore the same topic in a different way: narrational, logical-qualitative, foundational, aesthetic, experiential; in accordance with Gardner’s multiple inteligences.
Flexible grouping or individual work
Allow students to demonstrate their learning and understanding in variety of ways.
Process
Product
Content
Leveled texts and support materials for struggling students
Scaffolding tasks
Tiered assignments
Allow alternative assessments and vary the difficulty level of the assessments to meet the ability level and learning objectives of the particular student.
Learning centers - student explore the same topic on a different ability level. Can also be used to differentiate content and product.
Process
Product
Content
Stations - students move through different stations to explore different areas/perspectives of a topic or different topics. This strategy can also be used to differentiate process according to interest, readiness and learning profile.
Interest centers - explore different topics according to their interest. Can also be used to differentiate content and product according to learning profile.
Allow and encourage students to incorporate their personal interests and make connections between their interests and their knowledge to demonstrate the understanding of a certain topic.
Response to Intervention
If a classroom teachers notices any signs of struggling, they will attempt ''tier 1'' approaches.
If the student is still struggling, teachers will inform learning support teacher about it. Learning support teacher will then have a meeting with all teachers who teach that student, to determine if the student displays difficulties in other settings/areas.
Teacher implements ''tier 2'' approaches that target specific areas in which the student is struggling.
If "tier 2" approaches also fail to produce results in student’s success and progress, the student will be referred for Special Education.
Inform parents and ask for permission to conduct specific tests.
Write IEP
Assign case manager from Learning Support team comprised of Special Education teacher, EAL/ESOL teacher and counselor.
Recommend Learning Support Assistant or personal tutor.
Direct instruction
Supporting material (graphic organizer, checklist, timer, manipulatives, etc.)
Present information for auditory, visual and kinesthetic learners
This is a sensitive topic and effective communication with parents is crucial.
Put in place specific accommodations and modifications to meet student's needs.
Provide information about and recommend different strategies that parents can use at home to support their child.
References
Pearson Australia. (2017, October 26). Pearson - Wellbeing in Schools: Response to Intervention (RTI) [Video file]. Retrieved from video link
Roxana Castaneda, (2012, July 10). What is Differentiated Instruction [Video file]. Retrieved from Video link
Special Education Guide. (n. d.). Effective RTI strategies for teachers. Retrieved from https://www.specialeducationguide.com/pre-k-12/response-to-intervention/effective-rti-strategies-for-teachers/
Tomlinson, C. A., & Allan, S. D. (2006). Chapter 1. Understanding Differentiated Instruction: Building a Foundation for Leadership. In Leadership for differentiating schools & classrooms. Heatherton, Vic.: Hawker Brownlow Education. Retrieved from http://www.ascd.org/publications/books/100216/chapters/Understanding-Differentiated-Instruction@-Building-a-Foundation-for-Leadership.aspx