Behavior - acting out or distracting other students

Isolation & avoidant - not eager to participate

Assignments are often incomplete and student appears not to fully understand instructions.

Easily frustrated/quick to give up when completing work

Difficulty focusing, asking to get up, leave the room, etc.

Poor organizational skills (forgetting basic materials, assignments, etc.)

Poor grades on multiple forms of assessments

Follow school-wide protocol for baseline assessments and evaluate data (ie. MAP testing). Use data as a starter for student groupings/differentiation plan.

Set up an initial form for parents to fill out to understand where they are at. Use this as a launching point for the first parent-teacher meeting. Connect with former teachers and add notes if possible.

Set initial groupings based off of school-wide assessment data, but routinely monitor students particularly early in the school year to see if material is too challenging or easy for them. Adjust differentiated materials accordingly and reassess.

https://youtu.be/4WUReY6hlcQ?si=wFsw6lStJ9Iy4yhj

https://www.readingrockets.org/topics/assessment-and-evaluation/articles/school-based-screening-disabilities

https://ldaamerica.org/support/new-to-ld/?campaignid=20082499826&adgroupid=148019301559&creative=659118281413&matchtype=b&network=g&device=c&keyword=learning%20disabilities&gad_source=1&gclid=Cj0KCQjw0Oq2BhCCARIsAA5hubVBuNo7ruN7rjjpJAWVW_DN1WToUG9zIvw_frSmkjdS1XK_a9f2BocaArfMEALw_wcB

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

https://www.gorick.com/blog/how-to-spot-a-student-who-is-struggling#:~:text=Rarely%20turning%20in%20or%20completing,teacher%2C%20students%2C%20even%20friends)

https://www.edutopia.org/article/4-practical-ways-make-instruction-accessible-multilingual-learners/

Modified assessment environment

• Limit distractions

• Increase time if necessary

• Modify the way questions are asked (perhaps include an oral or digital option)

Include more assessment opportunities for students to show their knowledge over time. Smaller chunks of assessment may be less daunting.

Strategic seating. Make sure students with accommodations are close to the action without lots of distractions.

Access to assistive technologies

• Digital tools for students who struggle to write or spell

• Tablets or assistive tools for speech

• Allow students to record classes so they can go back and watch

Allow for more breaks, opportunities to move, fidget, etc so that students are comfortable and less anxious in class

Intentionally pairing students and allowing them to have open-ended discussions that also include scaffolded sentence stems to assist

Dilute heavy texts and offer alternative instructions in the students native language (ie. STEM projects, etc.)

Deliver instruction through multiple mediums simultaneously (written, visual, orally, etc.)

Daily scaffolded writing assignments (sentence starters, etc.)

Highlight and emphasize key vocabulary and circle back

Utilize technology (translation devices, phones, tablets)

Differentiated texts - prepare 3 versions of a similar text. Take out wordiness and highlight key vocabulary and areas of emphasis for students who are struggling

Group projects - occasionally group students who are at different levels and let them teach and discuss with each other. If there is a presentation involved, mandate that each shares a similar amount of responsibility so that they still own the project.

Multilingual Learners - consider translating key vocabulary for the lesson, but allow students to challenge themselves with reading material. Present material with visual mediums.