# data[].attributes.body
Teacher acknowledges a student having difficulties in class.

The difficulties may include:

withdrawal from activities

stating that they can't write/read or fulfill simple tasks after instructions were delivered

not completing in-class tasks or homework

# data[].attributes.body
Teacher offers reteaching and differentiation while collecting evidence of success and failure through:

assessment (formative and summative)

one-on-one differentiation (safety netting - instructions, content)

small group work differentiation (according to the level - content, project-based activities, change of environment, i.e. switching place in class, taking lessons outside of the class)

communication with the family

in case of a suspected language barrier, involve a translator

# data[].attributes.body
The student's results improve, there is more engagement and progress is evident

reteaching - using different tools for explaining the concepts (visual boards, games, worksheets)

differentiation (targeting specific areas where the student is having gaps by assigning additional exercise on IXL, RazKids, working with a reading buddy)

# data[].attributes.body
the student doesn't respond to differentiation and reteaching

the student is falling behind

there are other concerns (behavioural changes, socio-emotional withdrawal)

# data[].attributes.body
continue progress monitoring through assessments

continue following up with the family

# data[].attributes.body
consultation with admins

presentation of data

involving school/learning counselor

parental involvement

# data[].attributes.body
Support team designs an intervention plan

The plan is followed for 4-6 weeks

Follow up is necessary

# data[].attributes.body
Support team continues monitoring the progress and making assessments

# data[].attributes.body
Based on data collection and evaluation, if it is evident that a student is having a learning need based on the language barrier, they can be placed in in-class Intensive English program (IE) or break out from mainstream students to follow the IE program

Signs of a language barrier:

poor pronunciation

can't hear instructions

doesn't understand the instructions and makes consistent errors

can't form sentences to explain one's self properly

has difficulty decoding words and sentences

# data[].attributes.body
Continue with the plan within school, monitoring progress of the student and making adjustments in class.

# data[].attributes.body
Recommendations are made for further specialists' assessment outside of school. Based on the results new plan is designed and implemented.

# data[].attributes.body
Heik T. (2023) Learning Profiles: What Great Teachers Know About Their Students.

https://www.teachthought.com/pedagogy/learning-profiles

Quality Schools International - Three Step Process Flowchart (internal document)

https://qsi.org

Interview with Abdul Mohammad (CERP 09/2024, Cohort 11)

The US Learning Support System vs. International Schools in China Support System

What do teachers need to know about young dual language learners with disabilities? https://iris.peabody.vanderbilt.edu/module/dll/cresource/q1/p02

# data[].attributes.body
student makes inconsistent errors

difficulty in memory processing processes

short attention span accompanied by behavioral changes and difficulty in organizing one's self

fine and gross motor skills are underdeveloped