Please enable JavaScript.
Coggle requires JavaScript to display documents.
Helping Emerging Students Alexandria Adkins - Coggle Diagram
Helping Emerging
Students
Alexandria Adkins
If I notice
or a parent asks about :pencil2:
1. Academic Issue
Poor recall
Avoidance of certain subjects / assignments
Low marks (grades)
Cannot explain in any form (oral, written, visual)
Inaccurate spelling interferes with communication
2. Behavior Issue
Constant disruptions
Self-harm
Attention-seeking behavior
Outbursts
Impulsive behavior
3. Social Issue
Isolated from peers
Bullying
Frequent conflict with different students
4. Physical Issue
Difficulty using materials
Difficulty seeing board / other materials
Difficulty hearing / replicating heard sounds
Starting in the beginning of the year and continued throughout, I will
Establish a relationship of trust with all families (we are a team with the student's best interest at heart)
Communicate frequently with parents (good and constructive contact)
Implement
PBIS Tier 1 practices
Allow for student choice in assignments as much as possible
Then, I will :check:
Observe for a pattern and connection between issue(s) (academic and social, behavior and social, etc.). Take
note
of occurrence, time, frequency, etc.
Collaborate with Student Support Team (teachers of other subjects, student advisor, education specialists, administrators)
Communicate observations with parents
Adapt practices and continue to work with Tier 1 Responses
Reflect on my choices as a teacher (room organization, clarity of directions, student choice, seating arrangements, etc.) and make adjustments where possible
If Tier 1 does not remedy the issue (after 6 weeks of trial), I will :silhouettes:
Communicate with Student Support Team (teachers, education specialists, administrator) and parents
Ask for evaluation
If parents agree,
Evaluation carried out by psychologist or doctor
Modifications, adaptations and student support carried out according to IEP
If parents don't agree (and with all students as needed)
Support child in class
Small-group work, if appropriate
Behavior Charts
Provide modifications of lessons / note-taking (if applicable)
Chunk directions
Graphic organizers
Cloze Procedure
Timer
Support student during Office Hour (my school's study hall time)
Communicate with Student Support Team and family about next steps and timeline for review
Continue communicating about a student's progress throughout the year. Re-evaluate every 3 years.
Investigate and implement new
differentiation strategies