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Identifying Struggling Students download, If that does not work, If that…

- - - - Speak with parents. Ask if they see the same struggles at home, and if they have any practices in place at home to assist. If so- use together to see if that helps. If not- set up a plan to work with parents to see if structure and cooperation between home and school helps
        
        Great! Keep working with the student and parents and note down their progress and techniques for future teachers.
        
        Reach out to Student Support Teacher for assistance. Ask the SST to pull the child out of class a couple times a week to work with them and see if there is a deeper, underlying problem suspected.
        
        Continue working with SST to remain consistent. If it continues to work with no further issues, student may go back to being in the classroom full time. Note down any techniques that were successful for future teachers.
        
        Contact Head of Department and outline the issues in the classroom and strategies we have already tried. Note the outcomes of each strategy. HOD will then take that to the acting Principal to determine a plan of action. Continue using the methods above until a plan of action is established.
        
        If problem persists and HRT, SST, and HOD cannot find solutions, a formal meeting will be set up to provide recommendations for outside assistance for the student. A shadow may be required. If not accepted, a referral to a new school may be necessary.
      - Great! Keep working with the student and noting down their progress and techniques for future teachers.
  - - - Contact parents and ask for assistance at home. Provide the parents with advice on how to help their child continue practices from the classroom at home.
        
        Great! Continue communication with parents and come up with a plan to assist them throughout the year. Make notes to pass on to future teachers.
        
        Differentiate activities and worksheets within that subject. Try to identify the students preferred type of learning- kinesthetic, auditory, visual, or reading/writing. Adjust activities for them accordingly.
        
        Great! Continue the year applying that type of learning to lessons for that child. Take notes for future teachers on successful strategies.
        
        Have a TA sit with the child to complete activities in said subject. Allow for personalized learning by trying techniques such as using iPads instead of writing tasks.
      - Contact parents and ask for assistance at home. Ask if there are any underlying signs the parents also see at home. Provide the parents with advice on how to help their child continue practices from the classroom at home.
        
        Great! Continue communication with parents and come up with a plan to assist them throughout the year. Make notes to pass on to future teachers.
        
        Differentiate activities and worksheets across the board. Allow them to complete similar work to their classmates but with more attainable expectations. Try to identify their preferred type of learning- kinesthetic, auditory, visual, or reading/writing. Adjust activities for them accordinly.
        
        Great! Continue the year applying that type of learning to lessons for that child. See if they can begin pushing themselves to achieve greater goals. Take notes for future teachers on successful strategies.
        
        Meet with HOD to discuss the issues presented in the classroom. Come up with a plan and present to the parents regarding getting the child enrolled in additional services such as English Language Support or after school programs such as Phonics.
        
        Continue to work with ELS teacher in pull out and push in classes. Monitor students' progress over each term.
        
        Continue working with ELS as long as necessary. Once students have grasped the basic knowledge needed and show signs of understanding the English language as well as reading/writing, they may test out to "graduate" from ELS!
        
        Continue working with ELS as long as necessary. If students are still struggling after Kindergarten, they will join into our English Immersion Program rather than join a homeroom class in Primary. This allows them extra time and support in a smaller class setting to try to catch up with their former classmates. They will still have classes with them, but will have extra guidance and time to complete tasks.
        
        Continue working in EIP class as long as necessary. Once students have grasped the basic knowledge and show signs of understanding and being prepared to join into homeroom classes full time, the may "graduate" from EIP!
        
        We will continue working closely with the student, parents, EIP teachers, HOD, and SST. If all avenues of support have been unsuccessful, we may recommend a full time shadow to assist the child. We will work to ensure the student is in a safe and nurturing environment.
        
        Have a TA sit with the student to assist them in the classroom during activities. Continue differentiating for the child. Include personalized learning such as using iPads to complete tasks rather than written assignments to help. Continue communicating with parents to try to get them on board.