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1. Students who show distress or disruptive behaviors are taken aside into the hallway to discuss their behavior. This allows an intervention without the associated peer pressure involved and makes students more amenable to consequences and advice. Students also open up more and are more willing to think through their actions.

2. Students who struggle with the material are given differentiated instruction to ensure that they can achieve mastery in the skillset we are practicing within the classroom. For example, students who struggle with vocabulary are instructed to make flash cards to help them master the necessary terms for the lesson at hand. Students who struggle with reading comprehension are offered read aloud so that they can receive the information in a way more amenable to them.

3. Students who struggle with the material are paired with students who have a greater mastery over the skillset. This allows the student who is struggling to receive one-on-one practice to improve their skills while the student who is confident in their skills can practice them to maintain mastery. Furthermore, peer-on-peer support allows students to actively engage with one another in a format that is preferable to many students than a lecture style format.

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the Media Center can continue to purchase diverse books such as some titles in other languages. Also displaying and giving book talks .

The idea for a "book tasting " has been discussed

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Students who do not show mastery of a skill or standard can be paired with a student who has, they then work together on a step by step activity relating the standard to the real world. Between the real world application and the student to student communication there is a good chance of successful mastery.

For students who rush through work especially reading, break up the reading into sections and the related tasks. Then give them out in chunks so students have to take time to process what they have read and learned.

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1.       Collaborative Grouping based on ability or learning styles

I do this with labs, projects, group assignments, analyzing documents and paired assessments. It allows students to bounce ideas off each other and to collaborate to acquire knowledge when information is unsure.

2.       Tiered Learning

I use this method to incorporate more challenge/difficulty into different parts of the assignment (proficient (entry level), advance (slightly above), and extension (more is needed). I mainly use this with projects.

3.       Current Events

I use current events to allow students to explore contemporary topics in science. This also gives them opportunities to analyze and evaluate current issues and how they impact their society.

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Health and PE Strategies for students in need of academic support

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Health and PE Strategies for students in need of academic support

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Differentiated instruction -provide varied task and activities to engage students with diverse strengths.

Peer support-encouraging collaborative learning by pairing students with peers who do better in the subject. Fostering an environment where students can help each other.

Clear communication-using visual aids, demonstrations and real life examples to enhance understanding.

Flexible assessment methods-various assessment methods, including practical demonstrations, projects etc.

Steps to take:

Parental involvement: keep parents/guardians informed about students progress and involve them in creating a supportive learning environment at home.

Professional Development: stay updated on the latest teaching strategies and attend professional development workshops to enhance one's ability to support diverse learners effectively.

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1. Small Group Instruction: Provide targeted instruction to small groups of students based on their specific needs and skill levels. This allows for more personalized attention and tailored instruction to address individual learning gaps.

2. Use of Manipulatives: Incorporate hands-on manipulatives such as blocks, counters, or geometric shapes to help students visualize mathematical concepts and problem-solving strategies. Manipulatives can make abstract concepts more concrete and accessible to students.

3. Peer Tutoring/Discussion: Implement a peer tutoring program where students work in pairs or small groups to teach and learn from each other. Peer tutoring not only reinforces understanding of mathematical concepts but also fosters collaboration and communication skills among students.

LTaylor

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1 on 1 check ins

I check in on students frequently to see how they are doing emotionally and mentally. I check in more often when I see a student who may be upset. Good way to monitor progress through the year.

Seating accommodations

I move the seats of students who are struggling in my class so they can be more successful. Moving seats is more than just for had behavior. I use this as a way to keep students surrounded by people who will encourage them to do their work.

Parent contact

usually used to keep clear communication on behavior issues, I also write home about good things the students have done to balance good and bad messages. Parents seem supportive of this. I use class dojo because it is quick and easy.

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Students find math interesting when they could apply what they learn to the real world. I make them complete projects where they would analyze the concepts in real world scenario.

Partnering with each other:

When students are partnered, they take responsibility to remind each other to complete assignments.

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-Connecting the math

Find real student life applications for the concepts. Allow students to see how the math is relevant to them. Allow students to create their own visual or graphic organizer to help them remember concepts.

One on One coaching:

Schedule time to meet with each student as a means to allow questioning and share progress in a less threatening environment.

Peer coaching/teaching

Have students who are proficient in a particular concept help others who are not so confident in their skill base.

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Provide opportunities for assignments to be relatable and include personal interests.

If a student has an idea but is having trouble connecting it to the learning goal, I am actively part of the brainstorming process to help the student create a clear plan to follow.

I provide multiple opportunities for students to make changes and/or improve their work before turning it in. Students also complete a reflection that includes a space for them to contemplate if there was anything that would have done differently or would do differently next time.

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1. Collaborate with students while they are learning and working. Students tend to be more engaged when I am working as a group member with them. This allows me to work with students who are struggling and they are engaged with each other. I get more students trying to complete assignments.

2. Setting expectations high and model what they look like. When I help students know what is expected of them, they tend to jump on board and expect others to do the same.

3. I also provide clear directions for all assignments (even if they are modified). Students want to know what to and how to do. I provide a rubric which lets them know what is expected in the assignment and how the sentence should be constructed along with how the assignment will be graded.

4. Exemplars. Always show students examples of work so they will have a good idea of how to get started. Some students are visual, audio and hands on. So if I provide examples of finished products for them to see, it allows every student the opportunity to do and complete the assignment.

5. Choices. I give students options. Not every student is good at drawing and some are not good at writing. Providing them with choices allows them to do the assignment to the best of their ability and increases completion rates.

6. Verbal Options: I give students the option to provide their answers to me verbally one-on-one. Some students are not good with putting pencil to paper so allowing them to discuss verbally is a good way to build a relationship with them and for the student to build their self confidence.

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1. Before every unit, I Pre-Assess students to gauge what they already know about our new unit content. I pre-assess on Schoolnet with 10 short questions and then use a vocabulary activity to determine what terms students know and do not know. This allows me to see what studetns definitely know, misconceptions they may have, and what content to spend more time on.

2. Plan tme for speaking, reading, writing, and thinking in each lesson. Students feel comfortable sharing what they know in different formats. Providing the opportunity for each of these in class gives all students the opportunity to share in their own way.

3. Start the class each day with a warm up (bellringer, etc) that is non-threatening. I make sure the daliy question has no right or wrong answer and allows for students to be able to explain their thinking. This can give you insight into what students know and need more help with. They might even come up with an idea that you never thought of.

4. Model your expectations for your students. Your idea of "chocolate cake" may be different from theirs. Help them to understand what you expect and why. If students know the purpose behind something, they are more likely to go along with it.

5. Provide rubrics or expected criteria for student assignments. They want to know what you expect them to do. This allows for peer checks and self assessment as well.

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1) Collaborative Learning

Students tend to thrive on collaborative learning since they can work together. For students who struggle, they can lean on their classmates and learn from them in a way that can sometimes be easier than with a teacher. This intervention and learning strategy enables students to learn from each other and work together on a task. I tend to implement this strategy in project form and check its effectiveness by observing student interactions, conversations, and the outcome of their work.

2) Enrichment Activities

Students engage in projects/assignments geared toward their interests and provide an added layer of involvement and investment in their learning. I try to use this for project-based assignments that supplement and reinforce the specific curriculum content they are learning. Students become more self-directed and take ownership of their final product.

3) Acceleration and Advanced Supplementary Reading Materials

Students use a curriculum that incorporates open-ended essential questions, varied texts, and the flexibility for me to choose what sections of the unit to magnify. Alongside the curriculum, I introduce supplemental reading materials that will strengthen and reinforce the essential question within the unit alongside creative approaches to analysis. This strategy enables more student interest and engagement and also encourages higher-level thinking. I have used this practice in every unit and make the necessary adjustments based on student progress, discussions, and responses.

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We work with the learning targets each lesson. I have begun alternating me doing the unpacking to the students paraphrasing the targets. When a student has difficulty paraphrasing a target, I work one-on-one with them. 2. I sit with groups doing reads of text. I try to pair, triple emerging readers with proficient readers. I require students to keep vocabulary logs of words they don't know. I visit all groups that are reading to model strategies. 3. I do writer conferences with students who are working on essays or presentations. This allows me to meet each student where they are with their reading at least twice each quarter.

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Academic support - reaching all students

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Academic support - reaching all students

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Students who trust their teacher will be more likely to communicate needs and ask questions. This starts with how the teacher presents themselves and communicates with their students. Remaining professional, never talking negatively about a student or class but instead, always coming from a position of encouragement, believing that all of your students have the ability to be great. When students are late, instead of leading with "where were you? Do you have a note?" Greet them and tell them "I'm glad you're here." Then you can start the process of determining why they were late.

Other students don't feel as confident in asking for help, they may feel pressure to "blend in" and never ask for help. Identifying these students can be easy but finding time and helpful methods of supporting them can be difficult when managing so many different learners at once.

Here are a few ways I differentiate my assignments to reach different types of learners and prepare my students for success.

1. Clear but simple instructions. Rubrics are important to use but can be hard for students to read. Including a shortened, bulleted list of the requirements of their assignment can help students understand exactly what they're being graded on without having to decode the rubric.

2. Allow them to connect to the assignment with something they care about. Include a visual element, movement, or music-related element that students can easily connect to their work. (ex. find a song that uses this word, make up movement/act out this process). Not all students will take this option, but it can really motivate some. I've seen BINGO card assignments where students pick 2-3 options to complete which offer different methods of presenting their knowledge.

3. Be hands-on during their process. walk around and ask "what do you have so far?" Read, watch, and give immediate feedback that they can work on. You can catch students who need help understanding the assignment, and where you can tell those fast workers to "add this" to make their assignment more complex/interesting instead of just doing the bare minimum.

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Interventions strategies used for individual student support.

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Interventions strategies used for individual student support.

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1. Leveled set texts on students Lexile level in Achieve 3000 and Actively Learn. Students are assigned texts in Achieve 3000 and Actively Learn to practice skills they struggle with. These are reviewed in class after the student completes the work. Student data is evaluated to check for mastery.

2. Warmups on different topics are assigned everyday for 10 minutes when students write at least 2 paragraphs in response to the prompt. Students share and edit each other’s writing. The teacher later looks over these and grades them. Students who struggle with handwriting and spelling use their chrome books to respond to these prompts.

3. After taking an assessment, the class reviews responses selected by students and they explain their reasoning and why they selected specific answers. Class discussions led by students encouraged.

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1. Students that fly through assignments and "get it" before others in the class can sometimes become distractions in the classroom. Provide enrichment opportunities for these students. Let these students investigate something of interest to them within the main topic of study and report on it.

2. Create choice assignments which allow students to choose the best way to showcase what they have learned. Choice assignments can create more buy-in for students and increase assignment completion rates.

3. For students that struggle with organization and assignment completion, scaffolding/chunking assignments is helpful. Breaking down the work, and assigning specific due dates for different parts of the work, can help the work seem more manageable.

Heeden

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Students want to do more each day if they see that they are succeeding. The teacher has to make them feel proud of their accomplishments by pointing out their strengths on any assessment. Timely feedback is also important after any test. If the students find out their scores after many days, they lose the steam and don't care much.

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When some students do not understand the lesson all the way. What do you do?

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When some students do not understand the lesson all the way. What do you do?

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I informally assess students each day while I circulate in the classroom, listening to their discussion. I call students to come to the board even if the student says that he/she is not done, I call and guide the student until the correct answer is found. Many times students if they don't get called, think they know but actually it may not be true. I encourage students everyday to think about their thinking.

Sometimes I ask the student who has understood on the table to turn to the neighbor and teach. And few times it requires me to reteach on the board in a different way, or teach using a video or Edpuzzle or Flocabulary.

I assign Zearn lessons to match with what I teach so when students do them, it makes it more clear and completes the unfinished learning. I retrieve the previous day's lesson before starting today's lesson, again revisiting the concepts.

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See what interest(s) the student and relate it to what subject they are learning, to make it more relevant to them.

Peer/Peer learning. Have another student in class teaching them a concept. Students sometimes learn better from a peer (speak their language).

Moving seating to where the student can concentrate better (less distractions) or sitting with a higher learner.

Contact parent/guardian to see what may work at home and share what works in the classroom.

Tutoring (teacher or peer/peer)

Talk with team to see if studentmay need to be placed in a different academic setting to help push them academically.

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Students' engagement and motivation in class. 

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Students' engagement and motivation in class. 

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1. Relationship Building: What I've noticed over the years, is that students have a hard time connecting with educators. Which in turn causes a lack of trust between both educators and students causing a major to disconnect between the two. Something I practice is building POSITIVE relationships with each student, even the ones who seem to always do the right thing.

2. Relating my subject area to what's relevant to my students: If most students aren't self-driven to learn and get better in the classroom, a lot of them will be disengaged or not interested in what's being taught. Something I practice is finding things in my lesson plan that I can get my students to relate and have them use that prior knowledge to expand on what subject I am about to teach.

3. Open-Communication between educator and students: I try to keep an open line of communication with myself and my students good or bad.

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It is very true that relationships are very important when working with students so I base all of my strategies off of first making a relationship. Of course, some students do not enjoy me or my class so that is another barrier depending on the student.

Assuming all is good. I find something to compliment. "Nice shoes. Clothes, etc." Smiles can give a lot to a child. So I tend to smile a lot and don't worry about embarrassing myself by being silly.

Sometimes start the class with "Hey! I have a goal for today. I want to _____________. What is a goal you have for this class?" Then we can hold each other accountable.

I have a gumball machine- I fill it with surprises like (extra credit, free tickets, snacks, etc.). Each class, two students are picked who did an excellent job. They get to put a coin in the machine to get a surprise.

We have check in Fridays. We take time to see where our class is (mentally) once a week. At least formally. Let's be honest. We check in on them all the time.

Students perform multiple times before we move on. They have rehearsal time (gain feedback). They perform for the class (Gain written feedback). They rehearse again (gain feedback). They perform once more for their grades. While grades are important, the experience and gaining of the knowledge we are giving is more important. Therefore, we make sure the concept is grasped before we move to something new.

We try to make even the smallest thing fun!

Whitley

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Students need chances to practice taking assessments:

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Students need chances to practice taking assessments:

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Our Final/Summative Playing Tests are always preceded by two Practice Assessments:

1. Student Self-Reflection: Three big skills are isolated-students check a box for "I've Got It!", "Working On It/I Can Do This With Help", or "I Still Need Teacher Help". This allows me to target support for students who need it.

2. Partner Assessment: Three Big Skills + 2/3 additional skills, partners play for each other and assess each other, identifying where both partners are successful and where they both need help. I can use this info to pair students as "near-peers".

These formative assessments not only give me information about how students are progressing towards meeting standards; the assessments are formatted just like the Summative Assessment, so students are practicing taking the test before the final.

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1. Students don't concentrate on work- socializing. 2. Students rush through work, don't do their best.

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1. Students don't concentrate on work- socializing. 2. Students rush through work, don't do their best.

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Strategies include rearranging seating assignments, reminders to get assignment done to the best of their ability, meeting one on one.

A mid way peer critique can redirect and help focus students.

A scoring rubric can help them work harder if they are motivated by good grades.

Reviewing work with a student gives an opportunity to point out where they can improve/ give suggestions for how to go further in depth.

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Students have a hard time reading the instructions on the board or screens. 

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Students have a hard time reading the instructions on the board or screens. 

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I will move their seats to see the screen and board. I will show them how to enlarge the screen size to assist. I will have the computer provide read aloud features for the students. I learn this about the students by going around and observing their work or I pay attention to the questions the students may be asking about the assignments.

Students rush through the work

I will see this when I am going around reviewing their assignments as a class or I am reviewing their work for grades. This will let me know who needs extra help, assistance from a neighbor or help with possible pair programming activities.

Trouble taking notes

I can notice if the notes are incomplete when reviewed as walking around the room or looking at them to review the questions of the day.

I will provide prewritten notes for the students to place in their journals. I will provide extra time to write them down or give sentence strips for the students to fill in the blanks.

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Some of my students in need of academic support come to class with no materials to try to get out of doing work

Solution 1:

I have an abundant of materials like paper, pencils, markers, etc. free from parents and the teacher warehouse. I give to student and move on.

Student pretends that they can't do the work or rush through the work when given materials.

Solution 2:

I do a quick assessment to gage if the student doesn't understand the activity. If there is a simple error I will explain or partner the student up with a reliable student. If the student truly doesn't understand then I differentiate the assignment and have a reliable student help before its submitted.

Student doesn't care they have the materials, a helper, or easier activity, they still want do the work.

Solution 3:

I have a discussion with the student. (away from others - when there is no heated emotions) I let the student talk and explain their frustrations. I explain all I want them to do is try.

When I get them to try, for the smallest thing they do (write their name, attempt a problem, etc) I give praise and tell them they achieved a 50. If that's all they do before they shut down, fine.

I continue to praise student inside and outside the classroom. The next assignment I remind the student how easy it was to get a 50, now lets try adding 10 more points by doing another step.

I continue the process but focus on building a relationship with the student. Once I achieve a positive relationship things get easier (not perfect) and manageable.

The student then completes the class assignment more often. I still have to redirect and revisit some steps with the same student throughout the year.

Parnell

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Locker reminder card - what I need for each class. Provide fun tape for adding it to inside of locker door to head off forgotten materials.

Provide materials for creating flash cards for vocab and sentence building in Spanish. Have them use them in class to create extended content or to arrange before writing. Ck progress on subsequent writing.

Games for learning.

Identify issue and attack it (softly and with love). Keeping up with assignments vs. ability to do a thing vs. motivation to do vs. essential missing skill. Partner with student on solutions. Be their biggest cheerleader, even for small improvements. Overlook the little things and tell them how great they are. They will rise to the challenge and work even harder to be a success for themselves and you.