How to identify and help a struggling student:
referral process and
strategies
-----by Qiong Shi
Identification and referral process
Section1: student information
Section 2:Brief reason for referral
name, grade, DOB, grade, language spoken at home
The areas of concern are related to reading, math, writing ,speech, health and specify their difficulties.
date of referral, date family was notified of concern
referring/classroom teacher, health assistant's signature
total absence, number of days tardy
Hearing Screen date and result, Vision Screening date and results
If referral due to attendance, explain how this impacts them in the classroom
Any additional information that might be helpful can be included in order to advocate for the student
Section 3: Initial Data. If the behavior or action is observed, place a check before the statement, remember, any behavior must be observed.
Social Skills
Disruptive Behavior
physical symptoms
Background Information ( What is known, please do not ask child or family)
Classroom Performance
Related Services
Current Grades( math, science, social studies, language arts, reading,AzMERIT Test Results, I-Ready Data
Section 4: Prior Accommodations Checklist.Please indicate what types of interventions are tried prior to the referral and the results achieved.
Gave students help after class or school
Students worked with
spoke to student privately after class
school counselor
prevent specialist
Speech/Language Therapist
Occupational Therapist
Administration
School Psychologist
small group instruction
checked cumulative folder
Helping Strategies
Prior to the referral
Reading Specialist
Ell Teacher
strategies to promote literacy development in students with multiple disabilities
give student extra attention
Discuss possible interventions with colleagues :
Arrange an independent study program for student
Refer student to guidance or administration
Hold conference with parent in school
Parent communication
Change student special work at his/her level
top 10 tips for students who have multiple disabilities and visual impairments
vocabulary should be familiar
provide exposure to a wide variety of Literacy materials
Focus on establishing a recognized means of communication
Avoid miniature representations
promote development of cognitive skills
Create routines
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small group instruction
Give student help after class or school
check cumulative folder
Speak to student privately after school
What for the student's response
make decisions based on their learning medium
Work directly and often with the student and their paraprofessionals
Determine how the student will respond
Develop group goals
Trust your gut in regards to mastery
work together with team member
make decisions based on the types of communicator they are
Have a 4-year plan
Believe in them
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