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Identifying Struggling Students in the Classroom By: Erica…
Identifying Struggling Students in the
Classroom
By: Erica Heisey
This flow chart will show the process to identify struggling students in my classroom. I have used a combination of personal experience, wisdom from other coteachers, and research from The Project Ideal website. The seven steps listed here are borrowed from The Project Ideal website. and modified to fit my specific school context.
STEP 1: Recognition
Continually monitor student progress and acheivement in the classroom & be aware of needs happening within the classroom
All students have needs and need assistance and guidance from an educator. However, some children may have unique needs that are outside the experience of a general classroom teacher (The Project Ideal). If a child shows a consistent need for help in a particular area (academic, social/emotional, behavior, or physical abilities), this may be a sign for referral.
Reach out to other teachers & principal to see if they have observed similar things or have knowledge about the student that I do not.
Call a meeting with the parents to discuss concerns & observations. Prepare examples of student work and teacher observations to discuss with parents.
Consider & discuss the following questions with the parents:
Is this new? Has the student struggled in these areas before?
Is it constant? Does the student continually and frequently require assistance or help from the teacher?
Is this issue common or appropriate for children of this age?
Some situations may be solved from here by making a plan together with parents. The plan should have specific steps and may involve simple and temporary accomodations for the student. The teacher will continue to evaluate and monitor progress of the student.
STEP 2: Pre-referral
If student still continues to show a consistent need for help with no progress, I will move to the next step.
Contact school administration and parents to re-evaluate how to properly provide for the needs of the student.
Review our Response to Intervention (RTI). Together with parents and the school administration, we will identify which level of intervention is required.
Tier 1
The first tier of intervention is sufficient for about 80% of students (Special Education Guide). Tier 1 involves regular classroom instruction with teacher support available in the classroom. If a student requires intervention, the teacher can reteach the concept in a one-on-one or small group setting.
Example: 45 minute daily reading instruction & practice in the classroom
Tier 2
The second tier of intervention becomes more intensive. Students are considered to be at a higher risk. About 15% of students could be at this level at any given time (Special Education Guide). Students may be recommended to leave the classroom to attend extra support during the school day. Instruction is given to a smaller group of students who require intervention.
Example: 45 minute daily reading instruction & practice in the classroom + 30 minute extra daily reading instruction & practice in the literacy classroom
Tier 3
The third tier of intervention is the highest level. Only about 5% students will require tier 3 intervention (Special Education Guide). In this tier, the student will be recommended to receive additional one-on-one help from a specialist or tutor.
Example: 45 minute daily reading instruction & practice in the classroom + 30 minute extra daily reading instruction & practice in the literacy classroom + meet with a properly qualified private tutor 40 minute 2-3 times a week
STEP 3: Referral to Special Education or Development of Individualized Education Plan (IEP)
Because our school does not have the qualifications or capabilities to properly support students with special education needs, the process may stop here for students who require a referral to special education evaluation.
Referral to Special Education Evaluation
If a student needs to be referred for a special education evaluation, and it is affirmed that the student would benefit from being enrolled in special education, then the school adminstration will let the parents know that the student cannot be properly supported at our school.
School teachers and adminstration will assist parents and the student with their transition away from our school and into special education.
Create an Individualized Education Plan (IEP)
If the situation does not require a referral for special education, then the teacher and principal will create an individualized learning plan for the student. The learning plan can include both academic or behavior concerns. Our school's use of an IEP is more informal than other school districts because it does not serve as a legal contract betwen the school and parents and government. It is merely an agreement of what accomodations the school will provide for the student and a plan for how we can best support the student with the resources that we have available.
The learning plan will be communicated to parents and implemented in the classroom.
Step 4: Evaluation
The teacher and principal will meet quarterly to discuss the progress of the student. We will discuss if the implementation of the IEP is going well and discuss any problems occuring. We will discuss any changes that need to be made.
Continue the IEP as planned, making adjustments as needed
Discontinue the IEP plan if it is no longer necessary for the student after reevaluation.
If student is still not suceeding and struggling, we will revisit Step 3 & reevaluate the need for a special education evaluation.