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Identifying and helping struggling students in the classroom…

- - - - Quiet and withdrawn (Cross)
        
        disengaged from the class (Cross)
  - - - According to expert Carol Anne Tomlinson: “Differentiated instruction “shakes up” the traditional classroom, says Tomlinson. Students have “multiple options for taking in information, making sense of ideas, and expressing what they learn,” she explains.” (Tucker)
        
        Allows all students to have access to the curriculum in a variety of ways.
        
        Key features of differentiated instruction:
        
        “Small work groups: The students in each group rotate in and out. This gives them a chance to participate in many different groups. A group can include a pair of students or a larger group. But in all cases, it’s an opportunity for students to learn from each other.” (Tucker)
        
        “Reciprocal learning: Sometimes the student becomes the teacher, sharing what he’s learned and asking questions of his peers.” (Tucker)
        
        “Continual assessment: Teachers regularly monitor students’ strengths and weaknesses (in both formal and informal ways) to make sure they’re progressing well in their knowledge and mastery of schoolwork.” (Tucker)
        
        Four areas to differentiate
        
        Content: Figure out what a student needs to learn (Tucker)
        
        Process: Activities that help students make sense of what they learn (Tucker)
        
        Projects: A way for students to “show what they know” (Tucker)
        
        Learning environment: How the classroom “feels” and how the class works together (understood.org)
      - “Critics say differentiated instruction doesn’t work in every classroom. If there are too many students in a class, or if the teacher isn’t experienced with this approach, the classroom can become distracting and chaotic.” (Tucker)
    - - "This is a method that breaks learning into chunks. The chunks follow a logical order and move toward a clear goal. Teachers form a bridge between what students already know and what they cannot do on their own. These bridges are referred to as “scaffolds.” They can include charts, pictures and cue cards." (Tucker)
- - - - Evaluate the usefulness of classroom accommodations and changes. (7 steps)
        
        Review the power of different instructional interventions. (7 steps)
        
        Supervise the development of the student. (7 steps)
    - - 3) Identification
        
        The IEP committee creates different elements of the services required to plan and deliver an appropriate education framework. (7 steps)
        
        4) Development of IEP
        
        An IEP team is formed which includes the child’s parents, educators, administrators and other specialists. (7 steps)
        
        During the meeting, resources required by the child are identified, their individualized learning style determined, along with goals both long term and short term (7 steps)
        
        5) Implementation of IEP
        
        Ensure that accommodations are provided for both instructions and testing along with a range of multidisciplinary services (7 steps)
        
        6) End of Year Reporting / Annual Review
        
        Each IEP developed requires accountability and consistent follow up by the child’s parents. (7 steps)
        
        A review is conducted annually or after every three years depending on the state. (7 steps)
        
        1 more item...
        
        What happens if the goals are not being met?
        
        “If the goals are not being met, revisions are made in the IEP. In the event that the child is meeting and even exceeding their IEP goals, new milestones are determined. In some cases, the child may be moved back into the traditional classroom setting.” (7 steps)