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

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Teacher has a concern based on classroom observations of student achievement in comparison to class' academic and behavioural baseline levels.

Communicate concerns with parents

Any potential underlying factors?

Parents haven't noticed any issues?

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

Fluency in language of instruction?

Yes

No

Check for other factors

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)

This flow chart reflects the existing Learning Support (LS) Referral Process in the school that I work at as a substitute teacher. The school has adopted the Response to Intervention (RTI) Approach (What is RTI? (n.d.).
Color Code:
Green - Tier-1
Yellow: Tier-2
Red: Tier-3

  • 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  • Student who appears anxious, withdrawn, unmotivated (social- emotional concerns)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).

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

# Tiers of Support

Parents can present a comprehensive psycho-educational assessment. conducted within the school year and request for admission into LS programme (Expedited route)

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.

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

If the team decides that the student needs further support then he/she is moved to Intense Intervention- Tier 3 the parents are notified and a psycho-educational assessment from an outside professional is requested.

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

Referral

The LS Team may decide that the school LS framework cannot meet the learning needs of the student.

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Through collecting evidence from comprehensive review of learner progress, he LS teacher may transition the learner back to Targeted Support (Tier 2)

The LS Teacher may also transition the student to Tier 1 where student's success will be monitored for management and maintenance of progress.