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Class Profile： 5K, Chinese Immersion

Subjects: Chinese, Mathematics, Science

Expected outcome：
--Chinese Proficiency: In daily class activities, able to respond to teacher and classmates' questions in Chinese (with some grammatical and vocabulary errors acceptable), able to understand the Chinese expressions of other classmates/teachers in the class.
--Mathematics and Science: Able to comprehend at least the content required by the Common Core State Standards and achieve MAP test scores that are not below the average standard.

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When and How to Seek Help for Struggling Students

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More to read-When and How to Seek Help for Struggling Students

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More to read-When and How to Seek Help for Struggling Students

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When it comes to getting academic or behavioral help for students, nearly all schools have academic policies and guidelines for obtaining assistance beyond the classroom. However, teachers are often unaware of the help that's available, or they may feel as though they should be meeting all their students' needs themselves. If you've ever found yourself wondering when or how to escalate an issue, here's some advice to follow.

When You Can't Help Struggling Students

The truth of the matter is that there are some students who will need more help than you're able to provide within the regular classroom. Perhaps you don't have the proper training, or maybe the child's behavior is too discomforting to others. In these instances, you may have to look for resources outside your classroom.
Further Reading: Should Failing Students Be Held Back a Grade?
Luckily, as a classroom teacher, you don't have to decide whether a student qualifies for outside help. Instead, you can take advantage of proper channels for exploring the possibility of student assistance, and then a school committee will have the responsibility to decide what happens next.

"Have You Tried...?"

In many schools, if a teacher refers a student for academic help outside of her classroom, the first question they'll be asked is, "What strategies have you tried so far to help this student learn?" It's important that you've done your best for the student before bringing in help. So, consider whether you've tried any or all of these strategies:

Have you tried moving them either closer to the front of the room or away from outside distractions?

Have you talked to them one-on-one about your concerns?

Have you asked the student to come in after school for extra help?

Have you tried to differentiate instruction to their interests?

Have you talked to their other teachers to see if they're experiencing the same difficulty in other classes?

Most importantly, have you talked with their parents to enlist their help or determine if there's something going on at home that's influencing their school work-like a new baby, a divorce, a family, illness, or a parent suddenly deployed?

If you've tried all of these strategies and the student is still struggling, then it may be time for an additional intervention.

The same process applies if you have a student whose behavior is challenging. Some of the strategies that are useful for academic issues (like moving a child away from distractions) are also helpful for behavioral issues. You may also have tried to put together a behavioral plan for the student. Still, if your student remains disruptive, defiant, or disengaged, you may want to consider resources outside your regular classroom.

What Outside Resources Can You Tap Into?

All schools should have academic policies for referring kids for academic interventions. The Individuals with Disabilities Education Act (IDEA) mandates the progress of a referral for special help, including time lines, meetings, and key individuals to involve. If parents approve, a student can be tested by the school psychologist to determine any learning difficulties, and a program will be designed for them. The student may remain in your class but receive additional, specific support.

All this may sound tricky and complicated, but it's not. There are teachers who know this process like the back of their hand. Find a special education teacher who can walk you through the process.

If you have a student whose behavioral issues continue to disrupt the learning of other students in the class, it's time to talk to your assistant principal or principal to develop a behavior plan. Depending on the circumstances, your administrator may also consider a referral for student testing to get more information about the student and their behavior.

Working to Get All Students the Help They Need

When it's clear that a student needs more assistance than you can provide, it's time to explore what other options are available. In my experience, it's your responsibility to do what you can so your student has a good learning experience, even if it means stepping back. And think of it this way: If it turns out your student needs to spend part of the day with you and part of it with a resource teacher, then at least you'll have a dedicated partner in helping the child learn.
Further Reading: How Teachers Can Keep Kids from Failing a Class
It's a good idea to familiarize yourself with the alternative paths that are available to assist students before a crisis in your classroom arises. Remember that your responsibility is to raise the question of whether struggling students need extra help, not to make the final decision as to what will be most effective their learning.

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When and How to Seek Help for Struggling Students

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When it comes to struggling students, you should become familiar with your school's academic policies that could offer assistance for classroom success.

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10 Teaching Strategies to Keep Struggling Students Working - TeachHUB

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More to read-10 Teaching Strategies to Keep Struggling Students Working

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More to read-10 Teaching Strategies to Keep Struggling Students Working

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10 Teaching Strategies to Keep Struggling Students Working - TeachHUB

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Not all students excel in the classroom, so knowing how to help them is critical. Check out 10 teaching strategies to keep struggling students working.

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3 Ways Student Data Can Inform Your Teaching-Gather and use valuable student data to inform your classroom practice.(Rebecca Alber, December 6, 2011 Updated March 2, 2017)
https://www.edutopia.org/blog/using-student-data-inform-teaching-rebecca-alber

Five principles for supporting struggling learners(Bryan Matera , Joel Traver, January 08,2020)
https://www.teachermagazine.com/au_en/articles/five-principles-for-supporting-struggling-learners

Identifying Struggling Students（National
Center for Learning Disabilitie，January 25th, 2017）
https://www.ncld.org/research/state-of-learning-disabilities/identifying-struggling-students/

8 Interventions for Struggling Students（Search Institute，April 27, 2022）
https://blog.searchinstitute.org/8-interventions-struggling-students?hs_amp=true

How To Spot Struggling Students Early and Help Them Succeed（Karen Quevillon，July 31, 2019）
https://tophat.com/blog/how-to-spot-struggling-students/

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Seek external assistance for students with learning disabilities.

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Seek external assistance for students with learning disabilities.

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step 1：
School’ s Special Education Team makes Initial Evaluation

·gather information about the student's specific areas of concerns: school’ s Special Education Team will conduct an initial evaluation （talk to teachers and parents, observe student’s behavior,etc） .

step 2：

Special Education Team hold a meeting which includes teachers, and parents

·held a meeting to discuss the findings and determine whether further assessments are needed.

*If additional evaluations are necessary, the school will obtain written consent from the parents to proceed the following process.
step 3：
School’ s Special Education Team makes Comprehensive Evaluation

·gather information which involves in-depth assessment , such as behavioral, cognitive assessments and medical evaluations, of the student.

step 4

Qualified specialist determine whether the student meets the criteria for special education services.

·qualified specialist team  reviews the evaluation results to determine whether the student meets the criteria for special education services. They consider whether the student has a qualifying disability as defined by the Individuals with Disabilities Education Act.
step 5

Teachers/parents/schools/qualified specialist team Cooperate with each other and follow IEP Development

FYI：The IEP is a written document that outlines the student's specific educational goals, accommodations, and services required to meet their individual needs. The IEP is developed collaboratively with input from parents, teachers, and other professionals, and it serves as a blueprint for providing the student with an appropriate education.

·the school determines the most appropriate educational placement for the student based on their needs and the available resources. This could involve placement in a general education classroom with additional support, a special education classroom, or a combination of both.

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Differentiate between students with language needs and students with learning disabilities.

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Differentiate between students with language needs and students with learning disabilities.

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Signs may suggest language barrier is the main cause of students’ struggling behaviors.

✨Observe if the student's struggles primarily revolve around language-related tasks in other aspects of learning object. For example, difficulty understanding word problems or comprehending complex vocabulary or instructions.

✨After providing language-focused support interventions and accommodations to address language barriers, student demonstrates improvement.

Signs may suggest intellectual disabilities  are the main cause of students’ struggling behaviors.

✨Assess students‘ Chinese/English language proficiency using standardized language tests and observe their daily activities to figure out if they can manage basic use of language to address problems. If the student demonstrates solid language skills in Chinese, it suggests that their struggles in other aspects of learning process may be unrelated to language barriers.

✨ If the student consistently struggles across multiple subjects, including those that do not heavily rely on language skills, it may suggest the presence of a intellectual disability.

✨If a student did a assessments that focus on cognitive abilities, such as intelligence testing or cognitive processing assessments, and the result is subaveraged.

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Implement specific teaching strategies for struggling students.

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Implement specific teaching strategies for struggling students.

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✨Review the documentation and try to pinpoint the specific areas or concepts where the student is facing difficulties.

✨Offer one-on-one assistance to the student, either during or outside of class, to clarify concepts, provide additional explanations, and show care for him/her to maintain a positive attitude.

Method⬇️
🌟Adapt teaching methods and instructional materials to accommodate different learning styles，technology-based resources can be taken into consideration. Simplify complex ideas or break them down into smaller, more manageable parts, and celebrate every small achievement. Provide extra practice worksheets, online resources to reinforce struggled students’ understanding.

🌟Foster a supportive classroom environment where students can collaborate and assist one another.

✨Maintain communication with parents to keep them informed and collaborated. Keep detailed records of interventions.

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Document the overall information that includes:

✨Attendance
✨ Completions of Assignments and Homework
✨ Test Scores
✨Progress on Learning Objectives

identity areas where they may be falling behind or experiencing challenges.

✨Class Participation
Make note of students' participation levels of self/team tasks.
✨In-Class Observations:
Include students' behavior, attitude, and focus during class.
✨ Feedback and Comments from other teachers
✨ Records of communications  with Parents
✨Interventions and Support Provided

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Identify if a student is struggling regarding his/her document.

Keep an eye on following signs:
✨Frequent absences
✨Consistently low scores on tests and exams, compared to their peers or their previous performance
✨Failure to make progress or achieve learning objectives over time

✨Incomplete/Missing Assignments

✨Lack of Engagement in Class

✨Behavioral Changes such as increased restlessness, disruptive behavior, and frustration

✨Other teachers/parents expressing concerns about a student's performance and behavior

✨Lack of Improvement Despite Support