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Learning Support (LS) Referral Process for Struggling Learners by Elif…

- - - - Any potential underlying factors?
        
        Can they be eliminated/accommodated? (Eyesight/hearing/sleep problems/other health issues/changes in home life?)
        
        Try potential solutions: doctor checks to eliminate health issues or sensory impairment, schange seating, seek counsellor support
        
        Parents can present a comprehensive psycho-educational assessment. conducted within the school year and request for admission into LS programme (Expedited route)
      - Parents haven't noticed any issues?
        
        Fluency in language of instruction?
        
        Yes
        
        Check for other factors
        
        No
        
        Refer to ELL support, adjust instructional language, pair with a classmate who speaks a common language, use Bilingual, Multilingual Learners (BML) strategies and continue observing
        
        Some of the BML strategies are:
        1Mother-tongue reading 2Mother-tongue groupings (Where possible, students who speak the same language are allowed to work on projects, tasks together using their mother -tongue. This can be easily done in classrooms where there are at least two students of the same heritage language) 3Mother-tongue word wall (BML students assemble important content-related vocabulary in their mother-tongues and these are posted on the wall within the duration of the topic/unit covered) (Schofield & McGeary, 2016)
      - Poor grades,
        
        Incomplete (home)work missing deadlines
        
        Lack of homework
        
        Poor attendance or lots of nurse visits during the school day
        
        Student who appears anxious, withdrawn, unmotivated (social- emotional concerns)
        
        Negative comments about school or a particular subject in school
        
        Collect Data, Observe, Collaborate, Differentiate. The classroom teacher gathers background information regarding the student by recording relevant data from classroom performance, review of the student’s records, communication with previous teacher(s) when possible, and communication with parent(s)/guardian(s). The teacher completes an instructional differentiation plan (IDP). IDP is submitted to teacher's respective administrator for feedback, then implemented and the efficacy of the plan is monitored by the teacher.
        
        IDP is successful Concerns are addressed, teacher continues with implementation of the Plan and communicates its effectiveness to parent(s).
        
        Some instructional differentiation and accommodation strategies are:
        Content delivery:
        -Providing recorded reading materials
        -Highlighting materials for emphasis
        -Adjusting reading levels of materials
        -Encouraging use of personal dictionary
        -Providing manipulatives
        
        Differentiated assignments/homework expectations (e.g. fewer questions, levelled questions)
        
        Use graphic organizers/visual maps
        
        Clarify and direct instruction of command terms
        
        Write lesson objectives and key learning points from the lesson in a learning journal
        
        Give short written instructions Provide unit vocabulary in advance
        
        Pair auditory & visual information
        
        Give intentional “thinking time”
        
        Prompt student prior to calling for response/contribution
        
        Check frequently for understanding
        
        Extra time to complete activities/tasks
        -Providing handouts to reduce copying from board
        
        IDP not successful: If the concerns are not addressed then the lack of progress is reported to the assigned LS teacher via an internal form
        
        The assigned LS teacher collaborates with the teacher to gather comprehensive data:
        
        Developmental or educational history
        
        Review of records with referral teacher and parent(s)
        
        Classroom observations
        
        Curriculum-based assessments
        
        Screening tests, if required
        
        Any assessment report from external provider, if available
        The referral application for targeted LS is submitted to LS Team who may conclude to:
        
        Require psycho-educational assessment by outside provider, the results of which will be evaluated by the school psychologist for further action.
        
        Not admit the student to the LS programme, if the Learner Success Team determines that the school cannot meet the learning needs of the student, and recommend withdrawal from the school.
        
        Not admit the student the LS programme but provide consultation to homeroom and/or subject teachers regarding effective instructional differentiation strategies.
        
        Admit the to the LS Programme, allocate a tier of support (2 or 3) and a LS teacher. The LS teacher notifies his/her principal, and the student’s parent(s).
        
        Tier-3 Intensive Support For learners diagnosed with a medical or psychological condition such as dyslexia, dyspraxia, or ADHD, following a comprehensive psycho-educational assessment. The intensity of support is stipulated in the learner’s Personal Learning Plan (PLP) at the time of admission to Tier-3. There are three types of structured support within this program: literacy support (i.e., reading or writing), numeracy support (i.e., maths), and self-regulation support (i.e., focusing skills, organizational skills, positive behavior plan) provided as weekly structured support periods (“pull-out”) with the allocated LS Teacher.
        
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        Tier-2 Targeted Support -Complementary learning support to learners with specific learning differences. - Delivered through in-class instructional support (“push-in”) by a LS teacher to reinforce differentiated instruction used by classroom teacher(s).
        -May involve a small group intervention outside of class that is target-specific and time-limited.
        The LS Teacher will be in regular contact with the homeroom/subject teacher to monitor effectiveness of “push-in” instructional support.
        An evaluation is made at the end of one or two rounds of 6-8 week intervention episodes
        
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