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A student may struggle if they are

a) multilingual learners

b) have learning disabilites

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Australian Institute for Teaching and School Leadership. (2024, June). Strengthening parent engagement to improve student outcomes. https://www.aitsl.edu.au/research/spotlights/strengthening-parent-engagement-to-improve-student-outcomes

Department of Education. (2022, April 5). Parent engagement in learning. Australian Government. https://www.education.gov.au/supporting-family-school-community-partnerships-learning/family-school-partnerships/parent-engagement-learning

Stanford Center for Teaching and Learning. (n.d.). Differentiated instruction. Stanford University. https://ctl.stanford.edu/differentiated-instruction

Rodriguez, D. (2016). Teaching bilingual learners with disabilities in an integrated co-teaching dual language program. Colorín Colorado.

WIDA. (n.d.). Supporting multilingual learners. University of Wisconsin–Madison. https://wida.wisc.edu/teach/multilingual-learners

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These are students developing proficiency in multiple languages (WIDA, n.d.). These students may be learning two or more languages simultaneously or sequentially.

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Learning disabilities refer to neurodevelopmental conditions that affect functioning in two domains:

a)Cognitive functioning

b) Adaptive functioning

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During the first six weeks of school, the teacher must observe the students to identify their preferred learning styles and set a classroom tone that supports a sense of belonging and community.

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-- I read referral notes and reports from previous teachers to understand my students better

-- I engage students in activities that help them express how they learn best

-- begin to gather data using assessments, taking anecdotal records, and observing students' behavior to know my students

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I assess students using multiple assessments:

a) The universal screener to check their number fluency and knowledge of letters and sounds

b) DIBELS to assess their literacy skills

c) Observation: I observe their interaction with peers, their use of language, and their interpretation of ideas and concepts, their artifacts, and take anecdotal notes of my findings.

Classroom observations are vital in determining the students' needs and barriers to learning

I collate data from these assessments to enable me to group students and identify their needs

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Differentiation: Meeting Varied Needs & Interest

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Differentiation: Meeting Varied Needs & Interest

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Student learning is differentiated to remove barriers to learning and support students (Stanford Center for Teaching and Learning, n.d)

Differentiated strategies include:

-- Using assistive technologies such as text-to-speech devices, translation devices, and e-learning apps such as Zearn and Reading Amplify to support their learning.

-- Using scaffolding to break down content to the students' level

-- Using visuals and manipulatives

--Using questioning techniques to get students more engaged in their learning

-- Using flexible grouping to allow for student choice and collaborative and cooperative learning

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Student data is analyzed to identify the specific needs:

-- Students with Language disability are referred to the English as a Second Language (ESL) department for further assessment and placement

-- Students with learning disabilities are referred to the Learning Support department for support and further assessment

-- Language learners who have learning disabilities are referred to both ESL and Learning Support

--In the classroom, I continue to document student progress and provide differentiation instructions to meet the students' needs and provide small group instruction to the students.

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-- Student progress is monitored over a six week period and the data collected is analyzed, new learning targets are set continually every six weeks

-- Teacher checks in regularly with the Learning support and ESL department on the progress of the student

-- Students who are underperforming are referred a Multi-Tiered System of Support (MTSS) specialist for Individual Learning Plans (ILP)

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"Parent engagement in learning is known to lead to improved outcomes for students of all ages" (Department of Education, 2022).

-- Discuss student progress with parents

-- Engage parents in the student's learning and progress