Activity 1: Multilingual Students and Students with Learning Differences by Jess Cameron

Teacher observations

jcame30 — 2024-12-02 09:33:26 UTC

Teacher notices the signs of a struggling student. This could be indicative of language needs, learning disabilities or both. Some signs could include: incomplete work, student doesn't meet time limits, avoidance, procrastination, disruptive, fidgeting, low confidence or impulsivity.

Teacher assesses the student's learner profile

jcame30 — 2024-12-02 09:36:42 UTC

The teacher considers their background knowledge of the student.

Teacher checks the SMMIS Staff Inclusion channel on MS Teams

jcame30 — 2024-12-02 09:57:31 UTC

SMMIS has shared records of students who are or have been monitored by the Inclusion Team, including ESAL (English as a Second or Additional Language). Is the student present on the ESAL list?

Read through the student's ESAL profile

jcame30 — 2024-12-02 10:05:19 UTC

Information includes baseline admission assessments and skills analysis, a learner profile of the student's mother tongue, data tracking, productive and receptive skills, how long they have been learning English. Cross-reference with the SEND list, is the student also present?

Connect with ESAL teachers and other specialist teachers

jcame30 — 2024-12-02 10:10:57 UTC

Seek advice and observations from others. Is the student displaying the same behaviour in all classes? Is the student displaying the same behaviour in all languages?

Develop and Implement a Plan of Action

jcame30 — 2024-12-02 10:21:47 UTC

Adjust teaching strategies, provide differentiated activities, vocabulary lists, technology tools, peer support, images, translation tools, depending on the child's language needs. Did these adaptations help the student to improve?

Lanaguage Needs

jcame30 — 2024-12-02 10:26:59 UTC

Language needs refer to when students do not have the reading, writing, speaking or listening skills to effectively communicate in the language of instruction.

Learning Disabilities

jcame30 — 2024-12-02 10:32:45 UTC

Learning disabilies refer to when students have neurodiverdent conditions that result in cognitive or adaptive challenges.

Yay! Continue to implement adaptations and monitor student progress.

jcame30 — 2024-12-02 10:35:59 UTC

Read through the student's SEND profile

jcame30 — 2024-12-02 10:41:26 UTC

This profile includes Date of Entry on the SEND list, ESAL information if applicable, the identified area of additional needs, attached observation and specialists involved and further information and strategies to support the student. Does the student have an IEP in place?

Teacher checks the SMMIS Staff Inclusion channel on MS Teams

jcame30 — 2024-12-02 10:42:49 UTC

SMMIS has shared records of students who are or have been monitored by the Inclusion Team, including SEND students (Special Education Needs and Disabilities). Is the student present on the SEND list?

Develop and Implement a Plan of Action

jcame30 — 2024-12-02 10:52:33 UTC

Adapt teaching methodology, seek advice from the Head of Inclusion, mention the student in Raising Attainment meetings with administration, look through the resources available on the Inclusion MS Teams channel. Did these adaptations help the student to improve?

Read through IEP

jcame30 — 2024-12-02 10:59:52 UTC

Adjust teaching and employ suggested strategies to support the student. Did these adaptations help the student to improve?

Arrange a meeting with Head of Inclusion and student's previous teachers (if available)

jcame30 — 2024-12-02 11:03:06 UTC

Discuss next steps, interventions and strategies. Arrange observations by learning support staff.

Contact student's parents

jcame30 — 2024-12-02 11:04:49 UTC

Inform students' parents of your observations and concerns. Inquire into shared observations and previous teacher feedback. Advise parents about Head of Inclusion referral.

Implement interventions

jcame30 — 2024-12-03 10:24:31 UTC

Adapt teaching strategies and implement suggested interventions. Monitor over time. Is the student improving?

Complete referral form

jcame30 — 2024-12-03 10:36:18 UTC

Complete SENDCo referral form with the support of the Head of Inclusion and any relevant learning support staff. Contact parents. Collaborate on IEP with support from inclusion team. Continue to work with inclusion staff and external counsellors, therapists or psychologists to help support student.

Lewinton, J. (2022). SMMIS Internal Referral to SENDCo. Sir Manasseh Meyer International School.