Flowchart: Identifying and supporting a struggling student by huimin liu

Step 1: Observation

huiminliu — 2024-05-30 14:01:34 UTC

Signs of a struggling student

Performance

Kept quiet and not participate in classroom activities

No response when called to answer questions

Poor formative assessment result

Behavior

Avoid communication and interactions

Being disruptive, acting up in group work

Could not focus and distract other students

Easily get frustrated, saying “I don’t know” repeatedly

Attendance

Missing classes

Finding different excuses for leaving classrooms

Frequent medical room visits

Step 2: Gather information

huiminliu — 2024-05-30 14:01:59 UTC

Talk to the student directly

Talk to other subject teachers

Check student portfolio including school work, performance records

Step 3: Identification of issue

huiminliu — 2024-05-30 14:09:19 UTC

Examine all the information gathered and figure out the specific issue.

Step 4: Intervention

huiminliu — 2024-05-30 14:11:45 UTC

Provide targeted support for struggling students.

Differentiated instruction

Content:

Reducing the difficulty level of reading material

Using graphic organizers

Providing class notes

Process:

Frequent teacher check-ins

Extended time assigned

Incorporating visuals, audio books

Product:

Breaking down assignments

Modification of assignments

Learning environment:

Preferential seating

Study in a small group

Parental involvement

Share learning resources with parents

Encourage parents to do daily check-ins with school learning of their children

Step 5: Progress monitoring

huiminliu — 2024-05-30 14:12:24 UTC

Pay close attention on the progress of struggling students; adjust intervention strategies if necessary; keep record of any improvements observed.

Step 6: Referral for evaluation

huiminliu — 2024-05-30 14:13:10 UTC

If no progress is made after a certain period of intervention, a struggling student can be referred to special education services. School should get permission from parents before moving on to evaluation.

How can a teacher differentiate between a student with a language need and a student with a learning disability?

It is critical to find out if the student is struggling in a certain language or in all languages, including home language.

If it is a language need, refer to EAL program; if it is a learning disability, refer to IEP.

Step 7.2:IEP

huiminliu — 2024-05-30 14:14:28 UTC

A one-on-one tutor would work with the struggling student for every lesson in school. Progress is monitored and documented.

Step 7.2: EAL

huiminliu — 2024-06-01 04:05:58 UTC

How to determine a student is EL?

Performance:

Input from different subject teachers;

Patterns of errors in English, such as consistent pronunciation errors of certain vowels and constants, omitting articles and plural forms, and incorrect use of pronouns.

Language proficiency assessment, such as WIDA SCREENERS.

Behavior:

could not follow instructions;

rely on body language, simple words or mix with first language to answer questions;

silence, avoidance or withdrawal;

SEL:

Shy;

Alone during break time, no friends;

low confidence;

nervous or anxious, fidgeting small stuff at hand;

easily get frustrated or agitated;

Accommodations for EL students:

Use visuals, include pictures, anchor charts, and graphic organizers to support understanding;

Use translation tech or another student speaking same L1;

Use sentence stem and bookmarks of common questions to support group discussion;

Provide vocabulary reference sheet, examples and samples before independent task;

Use repetition. Repeat what you said in short and simple bullet points;

source:

https://kid-inspired.com/accommodations-for-ells-in-the-classroom/

https://www.is162.com/cms/lib/NY01816451/Centricity/Domain/118/Accommodations-Modifications%20Checklist%20for%20ESL%20students.pdf