Flow Chart Identifying Struggling Students 
Missy Bernosky
Signs of struggling students are often not straight forward and may vary from student to student. Listed are some examples
Students that lack self-motivation
Students that have difficulty staying on task
Students that become easily frustrated
Students that often leave their books and assignments at school
Students that become easily anxious and stressed about schoolwork or homework
Students have difficulty following directions
Students that argue with their teachers
Students that work longer and harder with little or no improvement
Students that take longer than their classmates to complete written work and assignments
Students that lack organization and forgets projects, homework, and tests dates
Students that turn in incomplete homework or don’t do the homework at all
Students that make frequent and careless mistakes in their work
Students that have troubles with note-taking skills
Students that struggle with basic reading, writing, math, or spelling skills
Students that have trouble remembering or memorizing things and/or students that do not retain learned skills
Students that make negative comments about the teacher or about school in general
Students that distract their own learning as well as the learning of others
Allow for movement
Flexible seating (give students controlled choices)
Bounce bands on chairs
Small hand held tactile fidgets (squishy balls, putty, fidget cube/spinner etc...)
Balance/Bounce Balls in lieu of chairs
Bean Bags or Pillows
Stand up desks or allow students to stand behind their desk
Communicate explicitly
Clear directions given to students
Check for student understanding
Communicate concerns at guidance meetings with counselor, admin, teaching team, and academic support specialist (bring any/all data evidence)
Open lines of communication with parents
Differentiated instruction to support the struggling students
Reduce amount of work
Small group instruction (up to 5 students)
Use of graphic novel version of class novel -- for struggling readers
1:1 reteach with classroom teacher or with resource room teacher
Use of visual aids such as multiplication or prime number charts, alphabet strip on desk, tangible manipulatives, graphic organizers, use of notes or note cards
paired with a stronger student or buddy
Audio books
Use of videos to reinforce or reteach the lesson
Ask students to paraphrase what they learned and/or what the instructions for work are
Break up the work into steps or chunks -- have students check off the steps as they complete them
Use of choice boards or choice of work to show what they know in a way they are able.
Determining if students need to be referred for and evaluation in order to receive resource room or SPED services
Bring concerns and supporting data to guidance meetings
Communicate with guidance counselor, principal, and academic support
Request an observation for the student in the classroom
Look at the special purple folder that lists recommendations and examples of implementation for those kids with accommodations
Communicate with parents the struggles you see from their student
Refer to Academic Support and Guidance Counselor and they will begin working with parents to have student evaluated. ONLY after in class observation by Academic support and guidance or with needed data that supports this.
Ways to involve the parents in assisting and helping their struggling students
Communication with parents - no surprises! Letting the parent know the differences you see and convey your concern.
School Administrations directives regarding struggling and SPED students
Gather data that supports concerns or student deficits
If student needs additional support from resource room teacher parents will be notified by Academic support and additional fees will be discussed and a contract will be signed
Teachers must work together with the Academic Support Teacher to determine best times to pull students for 1:1 support or small group support
Request in class observation of the student by the Academic support specialist and/or Guidance counselor
Interviews and forms to be filled out by all incoming new students and their families. Parents must let the school know if the student has any diagnoses, learning differences, or emotional/behavioral concerns. If their child has had an evaluation previously it must be supplied to the school
We do our best to serve and help our students with special needs and learning/emotional differences. However, as a private school with limited resources we cannot always provide this to students with more severe cases. When this happens Guidance and Academic Support Departments assist the parents in finding a new school that can remediate and differentiate effectively for their child. Sometimes this is in a public school setting and sometimes it may be in a specialized private school that is geared toward the disabilitiy.
Do NOT diagnose the issue - protect yourself and refer the student for observation from the guidance counselor or academic support specialist.
Create open communication and bridge between home and school. Discuss what the parents see at home too.
Have the parents praise the student for process rather than content.
Encourage and praise process of learning rather than the product
Loop in the admin, academic support and guidance departments when sending emails.