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The Flow Chart of Helping Struggling Students(Ambreen, Ai Ling Huang) -…

- - - - Main teacher
      - Teacher assistance team
      - Students' Affairs Office
      - Academic Affairs Office
      - Coordinator for curriculum
      - When?
        
        After-school remedial program
        
        Classroom intervention or recess time with the TA
        
        Summer school
        
        Short-term program
      - Grade-level leader
  - - - Contact parents/guardians to initiate further meetings and discussions
        
        Parents or guardians agree/sign permission to let their children take various types of assessments or tests
      - The teacher fills out a detailed observation form to the on campus counseling office
        
        Continue to monitor and observe the student's academic performance and behavior conditions and inform the office of any changes or progress
      - Involve the on-campus guidance/behavior counselors and qualified psychologists to evaluate the student's conditions
        
        after on-campus evaluation
        
        suspect severe learning difficulties
        
        Continue to provide pull-out and add-on program
        
        Place the student in the self-contained class
        
        Get consent from the parents/ guardians to file a report to the Special Education Department in MOE (Ministry of Education) to determine if the student is eligible for special education services
        
        If determine ELIGIBLE for special education :check:
        
        Move to Stage 4: IEP Process and Implementation
        
        2 more items...
        
        If determine NOT ELIGIBLE for special education :red_cross:
        
        The student referred for interventions again
        
        Parents should take their children to see doctors since only a professional can diagnose a learning disability
- - - - Provide lined paper when it comes to writing tasks
      - Allow extra or extended time for in-class work or tests
      - Provide example of finished project or assignment
      - Provide a printed version of the notes
  - - - Provide an graphic organizer for writing projects
      - Simplify the written directions on the worksheets
      - Provide phonics instructions to boots phonemic awareness
      - Use of simple assistive technology (audio book, electronic dictionary..etc.)
  - - - Maintain a safe environment with minimal changes in schedule or situations
      - One-on-one communication with the student on a daily basis to show love and care
      - work together with the parents to identify the student's good behavior and offer positive feedback
- - - - Academic performance
        
        Problems with school performance from week to week or day to day
        
        Problems reading and/or writing
        
        Always loses his/her homework
        
        Problems understanding words or concepts
        
        Poor handwriting
        
        Learning Library shares insights to help kids master important skills
        
        Problems getting thoughts on paper
      - Behavior/ Other signs
        
        Problems staying organized
        
        Doesn’t want to go to school
        
        Trouble following directions
        
        Having a hard time listening
        
        Has a hard time making friends
        
        Problems dealing with changes in schedule or situations
        
        Acting without really thinking about possible outcomes (impulsiveness)
        
        Problems paying attention/ Difficulty staying focused; being easily distracted
    - - Discussing with other subject teachers
      - Establish communication with the parents
      - Observation from other students
      - Test results collected by the counseling department
      - Teacher's observation in the classroom