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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