Helping a student ( :pen: How do you document and review student needs?…
Helping a student
:pen: How do you document and review student needs?
Assess and Record - Teacher and counselor to keep anecdotal records of formal and informal assessments, as well as scheduled standardized assessments in foundational skills, literacy, and numeracy.
IEP Review - Counselor to make review and formal assessment record notes once per term, updating all stakeholders.
Year-End Handover - At the end of the year, or beginning of the academic year, there will be a handover of information, record keeping, and functional strategies - between the new teacher, counselor, and past teacher.
:warning: How do you know a student is struggling?
Quiet - Student is not keen to share or participate.
Disengaged - Student is not engaged in class material, or following along to instruction.
Disruptive - Student is bothering others or acting out in a disruptive manner
Tests/Formal Assessments - Student is achieving well-below expectations on unit tests or summative assessments (assessments of learning) - student is unable to present evidence of learning.
Informal Assessments and Observations - Student is unable to complete in-class tasks without support, quality or accuracy is poor. Teacher check-ins and observations show that the student can not access the current material, either be processing new information, or building off of previous learned skills/information.
FSA or Standardized Tests - Student is below expectations on state/federal assessments which show scores relative to age level and demographics.
Student Rapport - Speaking directly with the student offers information to teacher about knowledge or conceptual connection related to units or foundational skills.
:<3: What is the next step after assessing a student who may need support?
Intervention and Assessment
Contacting School Counselor - The school counselor will inquire with further questions, request anecdotal records, and provide any next steps.
School Counselor Assessment - The school counselor will make formal and informal observations of student who has been flagged by teacher and requested support.
School Counselor Intervention - School counselor decides if the student requires an IEP
Collaborate - Work with teachers to develop strategies to help support student using best-practice methods and possible in-house training (by leader or teacher expert). Keep each other updated informally and formally as needed. All stakeholders to create IEP.
Reflect and Meet With Parents - Discuss strategies parents can use to help support learnt knowledge and skills. Students to reflect and self-assess his/her learning process and personal growth.
Document - Teacher and student to continue documenting process and growth through reflections and records of learning and formal assessments. School may request a behaviour policy as well, if the struggling student is having behavioural difficulties.
Support - Teacher will continue to use learnt techniques to best support student with their specific need. School counselor will begin pull-out/push-in support and documentation as prescribed by IEP. External specialists may also begin intervening with student support.
No IEP Required
Collaborate - Work with teachers to develop strategies to help correct behaviour changes. Sharing best-practice ideas and keep each other updated informally and with behaviour record if needed.
Reflect and Meet With Parents - Discuss strategies parents can use to help reinforce learnt knowledge and skills. Student to reflect and self-assess his/her learning process and personal growth in challenging area.
Document - Teacher and student to continue documenting process and growth through reflections and records of learning and formal assessments. School may request a behaviour policy, where all teachers record incidents and behaviour progress on a running records. This may be used as evidence for parents to be encouraged to support more at-home learning and support social development.
5 Common Techniques for Helping Struggling Students, Ginny Osewalt, accessed Oct 6 2019,
Strategies for Reaching Quiet, Disengaged, Struggling, and Troublemaking Students, David Cutler, Feb 2016,
Dyslexia in the Classroom, Accessed 5/10/2019,
6 Strategies for Differentiated Instruction in PBL, Andrew Miller, April 2012,
Interview records with Ms. Harwood and Ms. Ukranitz, Oct 6 2019