Multilingual Students and Students with Learning Differences by Nellied Diaz

Process to Identify and Help a Student With difficulties

nellied84 — 2024-07-08 18:39:25 UTC

As teachers, we may encounter a scenario where one or more students present academic or language difficulties. These difficulties may be due to multilingual students and students with learning differences. Before referring a student, there is a process called pre-referral. The pre-referral process itself can typically be divided into six distinct stages:

Stage 1: Initial concern regarding a student’s progress

Stage 2: Information gathering

Stage 3: Information sharing and team discussion

Stage 4: Discussion of possible strategies

Stage 5: Implementation and monitoring of strategies

Stage 6: Evaluation and decision making

(Iris Center, 2024)

Stage 1: Initial Concern

nellied84 — 2024-07-08 18:58:28 UTC

The pre-referral process is most often initiated by a teacher’s formal concern. These kinds of initial concerns about a student are often precipitated by some of the following warning signs:

Falling grades
Difficulty comprehending text
Lack of motivation
Behavior problems (e.g., acting out in class)
Non-compliance with teacher requests
Social-emotional problems (e.g., lack of confidence, appears withdrawn)
Major life changes (e.g., parent’s divorce, death of a loved one)
Significant illness or accident (e.g., lengthy hospitalization)

(Iris Center, 2024)

Stage 2: Information Gathering

nellied84 — 2024-07-08 19:22:54 UTC

after the initial concern comes to the information-gathering stage. Information gathering can be accomplished in different ways. Below are several methods for collecting information:

Instructional methods, strategies, and materials have been tested or used previously.
The student's skill level.
The student's prior knowledge and experiences.
School and home expectations regarding behavior and academic performance.
Behavior management techniques in the classroom.

(Iris Center, 2024)

Stage 3: Information Sharing and Team Discussion

nellied84 — 2024-07-08 20:09:11 UTC

The next step allows the teacher, parents, and school team to share information during pre-referral meetings and share their perspectives. During these meetings, specific forms are used to ensure the collection of appropriate information. Any forms used during this stage must include information about:

Particular concerns that prompted the referral
Student’s strengths, talents, and interests
Student’s skills compared to those of their classroom peers
Setting or situation in which the fears developed
Previously attempted strategies or interventions
The best times to observe the student to see the behavior of concern.
(Iris Center, 2024)

Stage 4: Discussion of Possible Strategies

nellied84 — 2024-07-08 20:59:45 UTC

After discussing the students' information and deciding their primary objectives, the team turns its attention to the fourth stage of the process, which is the discussion of possible strategies to implement in the classroom. We can implement interventions (small groups, teacher tables) or adaptations in the classroom. Such adaptations could involve recommendations for:

Changing seating positions, making the classroom more accessible
Increasing positive reinforcement, providing individual student contracts)
Providing additional instruction, presenting content in a different format, grouping students)
Assigning only the odd-numbered math problems instead of all of them)

(Iris Center, 2024)

Stage 5: Implementation and Monitoring of Strategies

nellied84 — 2024-07-08 21:06:15 UTC

During the implementation and monitoring of strategies stage, the plan is implemented and the student’s progress is monitored. Data is collected during this stage and will be used to help the team determine the effectiveness of the intervention. (Iris Center, 2024)

Stage 6: Evaluation and Decision Making

nellied84 — 2024-07-08 21:58:52 UTC

During the final stage, the team will determine whether the strategies are showing some success and whether the student is demonstrating adequate progress. If the student has yet to make progress, the team will decide whether the plan should be modified or whether the student should be referred to special education. (Iris Center, 2024)

Refer to IEP Team

nellied84 — 2024-07-08 22:13:52 UTC

IEP is an Individualized Education Program. IEPs are covered by special education law, or the Individuals with Disabilities Education Act (IDEA). They’re created for eligible kids who attend public school, which includes charter schools.

(Belsky, G)

10 Steps to the IEP Process

nellied84 — 2024-07-08 23:44:09 UTC

Step 1. The child is identified as possibly needing special education and related services.

Step 2. The child is evaluated in all areas related to the child's suspected disability.

Step 3. Eligibility is decided. A group of qualified professionals and parents examine the child's evaluation results.

Step 4. The child is found eligible for services.

Step 5. The school system schedules and conducts the IEP meeting.

Step 6. The IEP team gathers to discuss the child's needs and write the student's IEP

Step 7. The school ensures that the child's IEP is being carried out as written.

Step 8. Progress is measured and reported to parents.

Step 9. The child's IEP is reviewed by the IEP team at least once a year or more often if the parents or school ask for a review.

Step 10. At least every three years, the child must be reevaluated.

(United Rehabilitation Services, 10 Steps to the IEP Process)