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What happens in Hartselle City elementary schools when a student experiences difficulty in learning?
The learning interference is monitored for patterns. The interference is identified and assigned an intervention. The intervention is monitored for its success or failure in mediating the interference. Other interventions may be used in conjunction with primary aid. Continued monitoring marks student's progress and addition or deletion of adequate intervention. (S. Rahm) This process can take place simply by the the teacher(s) identifying and assisting with the interference, or it can go through the more detailed process of Building Based Student Support Team (BBSST). (J. Layman) This team is a support for the teacher who has a struggling student. (A.Hamilton) The team assists the teacher in making a 40 day plan to help the student be more successful academically or with behavior issues. (A.Hamilton)For students whose needs cannot be met in the general education classroom through BBSST recommendations and accommodations, the child may student may be referred for a special education evaluation. In the special education resource room, research based materials in both reading and math are utilized for intruction for these students. (Lane Hampton) Articulation disorders can have a negative affect on the acquisition of reading skills. Students who have difficulty articulating speech sounds are referred for a speech evaluation. Depending on the severity of the articulation disorder, speech therapy may be recommended (B. Self) Different accommodations are considered and tried to help the struggling student be successful. (H.Witt) Small group instructon remains at the center of remediation //and// enrichment. By pulling students for targeted instruction, the teacher is meeting the needs of all students. (A.Harris) Small group and time away form the regular education classroom is very helpful for students who struggle with behavior problems. I have seen students that have been more successful when pulled out to focus on the specific area of behavior. Students feel successful and can gradually work themselves back into the regular classroom. (J.Haynes) Using all the assessments and teacher wisdom and knowledge, the student is often taken back to the point of learning where the skill was missed. In the primary and intermediate grades, this is often decoding multisylabic words. Again the small group setting is the best way to both assess and correct the problem. (E. Hodgen) Just an interesting additional FYI- The Scott Foresman people claim that with their My Sidewalks intervention program, a child who is dismissed will never have to enter the "intervention" part again. Of course, "dismissed" does not just mean "has done the work." And "dismissed" does not automatically occur after one year. Still, I thought it was interesting that they consider their program to be so targeted and specific that they are constantly shooting for an "endpoint." (Susan Hayes) I guess I may be pesimistic, but I find it hard to believe that they can track that type of result. How do they know that a child will never need to go back into intervention? This would take years of research and continuous follow up of a child. (L.Shelton)Teachers may consult with other techers for remediation techniques and strategies that may improve student learning. This could involve the student's current teacher meeting with the child's previous years' teacher to gather more infomation and insight.(Allyson Land) The teacher of the struggling child may want to reexamine the learning styles she (he) is currently using in the classroom.The use of visual cues may make the material much more understandable for the visual learner if the teacher is using a lecture (auditory) form. (J. Hall) Students are first placed in small groups as needed and monitored to see if they have caught on or need more help. These groups may be changable or static. Extra instruction is given sometimes this involves using materials at a lower level. In reading the data is collected and discussed at data meetings where ideas may be given to help the progress of the child. Interventions are changed as needed based on the progress.(E.Lee) It can be frustrating as an educator to work so hard you think you can't possibly work any harder and then realize you were totally missing the mark. Susan and I have discussed this very thing many times over the years. When small group instruction is based on student observation, progress, success, and strong data you are going to hit the mark! When Reading Street is being taught to fidelity :-) along with a constant consideration of fresh data, children are going to move!!! They may not always move as big as we would like, but they will move. (C. Hagemann) I have felt the same as Cindy many times. What else can I do?? What is going to work? But she is right...if we use our resources and keep at it, the light will come on and they will move. Maybe not always as fast as we would like, but they will move!! (K. Hargett) Referring a child to the Building Based Student Support Team is helpful in that other teachers may have ideas that you have not considered. Accomadations can be made that will help the child immediately instead of waiting for a lengthy testing process to be concluded. We are all here for the children and need to support each other as we teach all of our students.(I. Fisher) I feel that teachers in the classroom make accomadations and adjust their teaching techniques on a daily basis to help children who need it, however the BBST gives teachers the opportunity to share ideas that have worked for their students. I feel like we are really moving in a direction to where we as teachers have more discussions and work as a team to help children. Working in small groups, progress monitoring, and filling in the holes is what will make our students have greater success in learning. (K.Powell) That "working as a team" part is BIG. I hope that conversations/ studies like this one can expand our "team" to include teachers at every school supporting teachers at every school. (Susan Hayes) When a student is experiencing difficulty, the teachers begin to focus on the skill or academic area where help is needed. This is done through continuing and increasing small group time and one on one time with the teacher. Parents are also encouraged with suggestions/activities to help their child at home. (L. Adams) We want all children to succeed. It breaks my heart to see a child frustrated because he/she doesn't understand what is being taught. If a child is struggling, we help them in every way possible. First we try making accomodations within the classroom. The way it was presented to the child at first may not be the way he/she learns. We try a different teaching technique. I know I am still a visual/hands on person. I have several students though that are auditory learners. I want the parents involved in their child's progress. I always encourage parents to get involved and help out. I have a great team of co workers that I go to for suggestions when I feel like I have tried everything. (W. Clemons) I feel that a student who has difficulty learning receives ample help and support. It is the average student I worry will remain average because they don't receive any extra help. (T. Bates) Elementary age children are developing at different rates. Some concepts simply will not be grasped until a child is developmentally ready to internalize the concept. I believe this is why it is imperative to understand the diversity of each child's learning style. Presenting the same information in a VARIETY of formats is key to addressing needs, as we all learn differently. (P.Weaver)I agree with the fact that kids all learn differently. I feel we must continually work to help students learn in a way that meets their specific learning style by differentiating our instruction.(K. Jared) Do not forget about the value of consulting with your co-workers for helpful ideas. This should include grade level teachers, reading coach, teacher from previous year, etc. Fellow teachers may notice the same difficulties with a student in their class. Co-workers are a valuable resource that we all can depend on for advice and help! (M. Parker) In addition, conferencing with parents is vital to the success of the struggling student. The parents are often frustrated and value the advice and resources the classroom teacher can offer.The student truly benefits when everyone invloved has his or her best interest at heart. (K. Smith) Teachers look at what works and does not. The strong dedication to student learning is obvious. It is like the saying "If they don't learn the way I teach. I'll teach the way they learn." (C. Riddlehoover) Students are referred to BBSST and the team, along with the regular classroom teacher collaborate to come up with ways to help the student. Hopefully these ideas and strategies will help both the student and the classroom teacher. (C. Bennich) All students can learn and it is our job as teachers to provide a learning environment in which all students can learn no matter what their learning style may be. (P. Smith) I //feel// the BBSST is a wonderful source for teachers to receive input from other teachers about student's learning difficulties and behavior difficulties. Having served on the commitee for the last two years, I have learned many new ideas and ways to help my students even if they are not referred to BBSST. I have noted that some teachers seem to feel that to refer a child is to say that they do not know what to do and it makes them appear inadequate in some way. I would encourage every teacher to take advantage of this resource. It shows a willingness to do what is best for your students. (Regina Hames) As many have stated above, we always beging the year monitoring each and every student for strengths and weaknesses. Once we have identified students who are struggling, we meet with them in targeted groups. If that isn't enough we refer them for Title I services and ultimately to BBSST where other interventions can be made. After a period of trying different methods, students may be tested and referred to resource classes. In Hartselle City, all efforts are made to reach each and every student to help them to succeed. (Jessica Wimberley). Students are provided with systematic research based interventions.(T.Thrasher) In reference to BBSST I feel it is useful for the referring teacher and the member of the team to look back at that students perm. record. Look at old report card comments, grades, etc. to see that particular area is something that he/she has always struggled with or if it is something new. (P. Bradford) In some schools with Title 1 funds, teachers may refer a student to Title 1 classes for small group intervention. This is often a first step to help a student succeed in a small group setting.(B. Wallace) Title 1 teachers help struggling readers by coordinating with classroom teachers and providing additional help in areas of need. They also attend data and other meetings and help monitor progress.(S. Walker) I agree with the statement that all students can learn. Our teachers are doing a great job of moving each student from where they are to the next level. Our students are reaping the benefits of research-based instruction taking place in the classroom each day. It is so exciting to see our schools becoming a community of learning, rather than individual classrooms of learning! (M Hembree) I would like to think Scott Foresman has found the cure for the struggling students, but I'm not totally convinced there is one! Since this is our first year to use the program, I am looking forward to seeing how the kindergarteners will compare, when they are in fifth grade, with fifth graders of the past. Will there be a dramatic difference? (M. Ward)When a Title 1 teacher is not available, it is up to the classroom teacher to use all avenues of instruction to help those strugling readers. There is no one certain thing to help struggling readers, it must be a combination of things that you try and try agin until you find that right combination that works for that child.(C.Depreast) Children respond to different methods of teaching and it up the the classroom teacher to find the best method that fits. The small group time is a great time to get to know what works best for who. (Linda Wren) ===The use of small group instruction has greatly improved my knowledge of each student's ability level. And since I can be aware of their strengths and weaknesses, I can better address any problems. We have access to TitleI reading, Foster Grandparents, BBSST and Resource teachers for those who are identified as needing special help. (M. Brown)===