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Identifying and helping struggling students by Qin Chen, Academic,…
Identifying and helping struggling
students by Qin Chen
Signs of struggling students
•Takes longer than normal to complete written work
Seems to work longer and harder with little or no
improvement
•Has difficulty staying on task
•Is no longer organized and forgets projects and tests dates
•Lacks self-motivation
•Struggles with basic reading, writing, math, or spelling skills
•Seems to have trouble with note-taking skills
•Makes frequent and careless errors
•Turns in incomplete homework or none at all
Do not meet major milestones
certain subject grades don’t match other course grades
struggle to recall basic concepts
fall behind with more difficult concepts
can’t connect subject to real-world applications
particularly reluctant to do homework
Social/Emotional
•Becomes anxious and stressed about homework
•Makes negative comments about the teacher or about school in general
•Becomes easily frustrated
repeatedly express negative sentiments about the class
self-esteem regarding academic is low
feel intense anxiety towards assessments
give up easily
blame others for their shortcomings
•Starts to leave books and assignments at school
•Has difficulty following directions, steps or instructions
•Begins to argue over school work
•Receives notes home from teachers about classroom misconduct
misbehave during class
suddenly refuses to discuss class or school
get caught cheating
struggle with time management
go to the restroom in class frequently
exhibit physical signs of struggle or distress
No problems with physical examination, but always says not feel well
•have trouble eating or sleeping
feel very sleepy in class
Reference:
https://www.advancedlearners.com/tutoring/struggling.aspx
https://www.doorwaysarizona.com/5-signs-student-struggling/
https://codakid.com/struggling-with-math/
http://www.projectidealonline.org/v/special-education-referral-process/
Meet with parents or guardians
The parents present invaluable insight into the knowledge, skills, and needs of their child. The teacher document when they recognized an issue.
The teacher provide examples of the student’s work and/or anecdotal classroom notes regarding the student’s needs.
the teacher and the parent/guardian explore: Is the issue a recurrent problem or new? Is the issue constant? Is the issue appropriate for children of this age?
The teacher and the parent document their plan of action, strategies utilized with the student, and progress.
The teacher continue to collect student work samples and keep assessment data relevant to the student’s unique needs.
The student’s parents/guardians should be kept informed of any changes in the student’s progress.
problem cannot be controlled with simple classroom interventions
Pre-referral
pre-referral team consists of the teacher, the parents/guardians, an administrator, other general education teachers, nurse, guidance counselor.
The general education teacher provides background information regarding the problem exhibited by the student and the team works together to develop possible solutions.
using a more formal and systematic pre-referral process called response to intervention
Problem solved mostly or completely after a period of time
interventions do not improve the student’s performance
Referral for Special Education Evaluation
refer the child for a special education evaluation
Once a referral is provided, the school must obtain consent from the parent(s) or legal guardian(s) to begin the evaluation phase of the referral process.
The official referral begins the formal process of determining eligibility for special education services
Special Education Evaluation
The evaluation must be comprehensive and use evaluation tools and strategies that are technically sound and accepted
Most students receive a battery of formal evaluations that measure: intelligence, achievement, behavioral, disability-specific issues, medical
The evaluation is to be conducted by a multidisciplinary team that will consist of individuals who can bring different perspectives and expertise to the evaluation
informal observations and documentation of the student’s past work should also be used during the eligibility determination meetings.
Eligibility
4 more items...
Problem solved mostly or completely after a period of time
Academic
physical ability
behaviroal
.