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Process to Identify and Help Struggling Students, Signs of a Struggling…
Process to Identify and Help Struggling Students
My Own Observations
I notice a consistent need or problem with the student.
Discrepancies between the student's age and academic/ behavioral/ social/ emotional/ physical ability.
I use the NCLD's Checklist tool to detect potential signs of learning differences. (
https://www.ncld.org/checklist/
)
Keep records of assessment data.
In the U.S.
Call an initial meeting with parents to explore the problem. [Open House?] -Is it recurrent or new? -Is it constant? -Is it appropriate for their age?
Come up with an initial plan of action with simple classroom interventions.
Include use of ULD - rather than singling a student out, provide opportunities for differentiation within classroom-wide instruction. (Offer audio versions of readings as well as text, for example.)
Keep parents informed of progress.
Problems are managed or solved.
After time, with no improvement, begin pre-referral process
Pre-referral
Intervention team meets and develops possible solutions.
Consists of parents, teacher, administrator, counselor, etc.
Includes evidence-based strategies and monitors student's progress.
Intervention was successful.
Student continues to experience difficulty
Referral for Evaluation
Receive parental consent
Be aware of time constraints
Evaluation
Student is eligible for Special Education
1 more item...
Student doesn't meet eligibility requirements for special Education.
1 more item...
In Korea
Inform my Co-teacher
She informs Homeroom teacher.
Counselor/Special Ed. Teacher, parents, and Vice Principal are informed.
Parent's consent given.
Student is evaluated.
Student is placed in Special Ed. class, or put on medication, or receives counseling.
Encourage supportive environment
Make adjustments to lesson or class.
Provide links to videos / online games for additional ways to access the content at home.
Offer after-school tutoring for students that are still struggling.
Allow students to demonstrate learning in different ways: drawing, write a dialogue, act out a skit.
Provide text as well as spoken instructions, include pictures.
Vary the group sizes - individual, pair, small group, whole class.
Appeal to all learning styles.
Appeal to student interests.
Pair higher level with lower level students.
Involve students in their learning goals.
Provide preferential seating.
Provide flexible seating for individual, group, or whole class work.
Share your own strengths and weaknesses.
Get to know your students interests and include them in the lessons.
Cultivate a supportive learning environment.
Provide a quiet room or separate space if needed.
Sarah Denison, Moreland University
Referral by parent or school personnel
Signs of a Struggling Student
Even after working one on one, the student still can't get it.
The student will get it one day, but not the next.
There is a big difference between reading and math levels. Students do well with math, until word problems are introduced.
The student acts out if they can't get it, or gets frustrated easily.
Examples of Simple Interventions
Math: Provide manipulatives, give students fewer of the problems, fold problem sheet in half
Writing: Seat facing board, write things on paper and place on student's desk, write in yellow marker and have them trace it.
Reading: divide students into groups, use smaller groups, write one sentence about the story vs. a paragraph, work with reading specialist in small group
Behavioral: Tape a schedule to their desk, one-on-one work, tape other resources to their desk
Get to know my students!