Supporting Struggling Learners
We’re in the midst of a paradigm shift when it comes to struggling learners. There is less emphasis on pull-out programs and one-on-one instruction, and more time spent collaborating with teachers to push in to support these students in classrooms. Yet each learner is unique, and the range of struggles requires a range of possibilities. Here is where you will find case studies and examples of strategies that have worked.
Jennifer Schwanke shares principles for leading those awkward meetings when staff need to decide between too many students who need a finite amount of services.
Many schools have seen an influx of English language learners recently. Coaches with little ELL experience may struggle to assist teachers with large ELL populations. Stella Villalba shares some tools and strategies for in-class coaching in classrooms with many English language learners.
Dana Murphy looks at a coach's role in helping teachers change negative, nonspecific language used to describe struggling students.
Why not poetry? Melanie Meehan asked herself what genre might work best for a summer writing academy for students. She explains why poetry is the perfect summer genre for students who might be reluctant to receive extra support.
Matt Renwick pays tolls the old-fashioned way on a long drive, and ponders connections between his experience and teachers' resistance to tech innovations.
Cathy Mere explains why it's important as a reading support teacher to avoid assessments in the first days of school, and instead focus on getting into classrooms to observe and share resources.
Cathy Mere shares questions literacy specialists and coaches might ask early in the year to build rapport with teachers.
We can celebrate the wonders of what a doughnut can do to improve a bad day. But what it can't do is make children read more. Jen Schwanke takes on reward programs for children that may hinder more than help family relations.
A parent is adamant about her child not receiving extra support, and teachers and administrators are frustrated. Jennifer Schwanke works to understand the root of the problem.
Jennifer Schwanke shares the poignant tale of connecting with the parents of English language learners.
Melanie Quinn chronicles the changes her school staff has gone through in defining and designing inclusion programs, from the "rolling cart" year to the time when all horseshoe tables vanished. This year, the staff finally got on the same page by creating a document defining their beliefs about inclusion.
Gretchen Taylor observes the confusion that ensues when different adults, all with the best intentions, work with readers who are struggling.
Clare Landrigan and Tammy Mulligan explain why the promise of RTI won't be fulfilled until individual assessments are more closely linked to interventions.
In this quick video tip, Tammy Mulligan and Clare Landrigan have wise advice for supporting strategic reading in young learners.
Melanie Meehan brings together her recent observations in classrooms to identify five things that get in the way of students moving forward as writers.
Melanie Meehan identifies a crucial step in assessing student needs: asking students to think through where learning breaks down for them.
Cathy Mere explores the classroom library structures and texts that best support struggling young readers.
Repurposing a Classroom Library for Coaching and Intervention: Hooking Reluctant Readers in Grades 3–5
Julie Johnson moves from a teaching to a coaching and intervention position, and finds the move requires some rethinking about her library of books.
Jodi Mahoney shares insights from research on boys' literacy that is useful to share with parents in presentations.
Clare Landrigan works with third grader Reese as his teacher observes in this coaching demonstration conference.