When the teacher notices that a student is struggling to meet the expected learning outcomes, a systematic process should be followed. In some cases, the teacher's initial intervention will effectively assist the student to achieve success in the classroom. In other cases, the teacher may have made a referral for an individual assessment (e.g. psychological, speech/language, medical), but needs to take action while awaiting further recommendations.
Ask the question: "Why is the student having difficulty learning?"
1.Check the student's history.
The student's permanent record may include vital information indicating whether the student has experienced academic and/or behavioural difficulties in the past. Sources of information could include:
Report cards from previous years.
A summary of topics discussed at home/school conferences.
Summaries of recommendations from psychological, speech/language and /or medical reports.
Family and medical background information.
Recommendations made by teachers from previous years about successful strategies to use with the student in question.
2.Talk to the student informally.
Explain the concern to the student.
Ask the student what he/she needs.
Help the student understand that you are planning ways to support him/her.
3.Involve the student's parents.
Parents may offer insights not included in the permanent record.
Recent changes in the student's home environment may influence the student's ability to learn and/or behave appropriately at school.
Making a Plan:
The student consistently does not complete written assignments.
Hypothesize
This behavior may indicate a print-related learning disability.
Possible adaptations to discuss with the student, parents and colleagues might include:
having the student use a computer to word process short written assignments.
adapting longer assignments so that the student may use video or audio tape instead of written work.
Step 2: Make and Implement Plan
Ask the question, "What does the student need to achieve success in the classroom?"
1.Identify an area of specific concern.
2.Hypothesize a reason based on available information.
3.Consult with the student, parents, learning assistance teacher and past classroom teachers as appropriate to decide on strategies for adaptations. The strategies sections of this guide offer many ideas for classroom teachers to consider.
4.Implement the plan and record its effectiveness over time.
Step 3: Evaluate the Plan
Ask the question "Was the strategy effective?" In the example provided, the strategy has been effective when the student is able to complete assignments more consistently.
1.If the strategy is
working:
Is the student comfortable working with the intervention?
How do the parents feel about the adaptations?
Will it continue to be effective on its own?
Can it be paired or alternated with other interventions to lengthen the period of effectiveness.
Is it appropriate to use on a continuing basis?
How often will its continued effectiveness be evaluated?
2.If the intervention
is not working:
How isn't it working?
Can the intervention be adjusted to be successful?
Do you have another idea you'd like to try?
The strategies section contains a sampling of ideas that the teacher may not want to try.
3.If the plan is not
wholly successful?
Should the learning assistance or resource teacher be involved in program planning for this student? The strategies guide of this booklet may be helpful when planning with colleagues.
Should the student be referred to the school-based team?
Should the student be referred for additional assessment? (e.g. speech/language, medical, psycho educational)?