Helping Struggling Students in the Classroom by: Julia Low - Coggle Diagram
Helping Struggling Students in the Classroom by: Julia Low
Partnership with Parents (2,3)
Share assessments with parents
Report cards, progress reports & parent/teacher conferences
Send home resources for extra practice at home
Email parents to explain what teacher & learning support staff are doing at school and provide suggestions for support at home.
Send home completed work with feedback for parents
Raising awareness in parents about possible red flags to watch for in the coming years.
Utilizing Differential Instruction (2,3)
Reading for example: instruction at a student's instructional level and with content that student is interested in going to support that child's growth in comparison to teaching the whole class at the same reading level. In younger grades, hand motions that accompany phonics may help students utilize movement to solidify sounds that are challenging.
Math for example: if identifying parts of a fraction is the objective - a teacher can group students so that those who need visual representation and modeling will have access to it and those who need to be challenged could be working with large numbers of fractional parts. In younger grades, manipulatives may be helpful to grasp math concepts for groups struggling with math concepts.
differentiated instruction means different instruction for a specific reason - so small group instruction that looks different according to the group of students you are working with - even if the overall standard or objective for the class is the same
assists students by offering students instruction closer to their level or offering the instruction in a way that better connects with the student
Determining if Student Requires Special Education Services (3)
Start the possible Referral Process
Teachers collect data on the student in the area of concern.
Learning support teachers may come in to observe to offer observational data.
Teacher fills out a referral form:
Teacher states the strategies that were implemented to support the student and determine if they have been successful or not.
Teacher presents the student data in comparison to the peer data that has been collected
Learning Support and Principal determine if parents should be asked for additional outside testing
All information is reviewed and Princpal and Learning support determines the amount of time and in what subject areas the student will receive support.
Learning support teacher and homeroom teacher work together to set student goals
Check vision and Hearing
Assess English Language Learners to see if difficulty is due to fatigue ( tired of learning in a non-native language?)
Assess Home Life-do students have anyone to read with at home or to practice math problems? Is there academic support at home?
Assess for Signs of Possible Developmental Delay
Understanding the school administration's directive for special education? (3)
Students are receiving the support available (this may vary from year to year according to how many students are receiving support and how many LS teachers we have that year)
Learning Support teachers are equipped with the time and resources needed
Student goals are reviewed throughout the year
Students are supported within the classroom (pull-out only during non core subject periods)
Signs of a Struggling Student (1,2,3)
lack of attention - or what appears to be a lack of attention.
not being able to get started independently
playing or doing something else - instead of completing work
daily work and assessments showing lack of understanding or misunderstandings
inability to complete work
trips for nurse, water, and/or bathroom breaks to avoid work during specific subjects
lack of growth on quarterly assessments where growth is monitored across the year
looking or acting bored
Lack of working memory: Able to learn the skill today but unable to recall the new information the following day
Needing more time to understand a concept
Speech Delays or Issues
Possible ASD presentation: lack of eye contact, inability to change routine, frequent angry outbursts, obsessions with odd things like elevators or the time
Global Develop Concerns: delayed development in gross motor, low tone, emotional maturity, and/or social skills issues in addition to learning issues.
Kelsey, R. (2021, March). Personal Communication [email].
Messink, C. (2021, March). Personal Communication [email].
Weimer, D. (2021, March). Personal Communication [email].