Processes for identifying and assisting struggling students - Coggle…
Processes for identifying and assisting struggling students
Stage 1 - Identification, Implementation, and Review.
Step 5 – Create an improvement agreement using the previously discussed points. Have the agreement signed by the parent, teacher, student and department director, and arrange a review date with parents.
Step 6 – Implement home and classroom strategies, allocate support staff and sessions where appropriate, and liaise with parents and discuss progress.
Step 4 – With parents, discuss improvement strategies taking into account the student’s abilities and interests. Plan for support sessions where appropriate, and create small goals for the student to work towards.
Step 8A – Improvement – If student is improving and no longer in need of the improvement agreement proceed to stage 3.
Step 8B – Little improvement – If student is meeting some goals, yet still showing signs of struggling, begin from stage 4. Use alternate strategies for school and home, and set new goals.
Step 7 – Meet with parents on the review date. Discuss the progress of the agreement, what goals have been completed, what are outstanding, what strategies have worked, and which strategies need to be altered.
Step 8C – No improvement – If student is showing no improvement, begin again from stage 4. Use alternate strategies for school and home, and set new goals. If student is still showing little to no improvement after a second improvement agreement, elevate the process to stage 2.
Step 2 – Supervisor conducts a class observation, completes an observation form, and discusses with teacher the student’s key issues.
Step 3 – Inform principal of observation results, and arrange a meeting with parents to inform and discuss findings.
Step 1 – Teacher arranges verbal meeting with supervisor to discuss a struggling student and arrange a class observation.
Stage 2 - Additional Support
Step 3 – Teacher and supervisor arrange to meet parents to discuss 3rd party intervention. The recommended 3rd party organization for shanghai is Olivia’s place.
Step 4 – Parent contacts the 3rd party organisation and arranges additional support.
Step 2 – Supervisor reviews previous improvement agreements, and further discusses the case with the school principal.
Step 5 – Teacher and supervisor liaise with parents and 3rd party organisation to arrange and accommodate additional support.
Step 1 – Prior to the final behaviour agreement review date, teacher discusses with supervisor the need for additional intervention.
Step 6 – Feedback is exchanged between all parties, and support provided until the student’s situation can be seen as controlled.
Step 7 – Once the student’s citation is deemed as under control, proceed to stage 3.
Stage 3 - Documentation and Review
Step 3 – Student receives an improvement completion certificate to acknowledge their efforts and improvement.
Step 4 – Case notes are handed over to each teacher/grade as student progresses.
Step 2 – Teacher facilitates further monitoring of the student, and provides feedback to management and parents where necessary.
Step 5 – Cases are reviewed quarterly to discuss whether further monitoring and documentation is necessary.
Step 1 – Case is reviewed by school administration to facilitate further learning and professional development.