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He's a transfer student and was kind of home schooled at one point. I unfortunately do not get that kind of information with my school.
We do have a monitoring process and I have been creating extra things to help him. His mom is not involved. He lives with Grandma but she doesn't help much either.
Students with IEPs can be retained- BUT you have to decide if it will be beneficial. Do you want to retain him because you think he will be able to catch up to grade level next year? Or just because he’s not ready for the next grade level? If he can’t catch up in the next year he’ll have to move on to the next grade level anyway plus he’ll socially struggle with being older
Does he have a documented disability or indicators that there maybe something else going on?
If he’s in the process of being tested I would talk to the evaluation team before considering holding him back. Also, he could not have both disabilities, they do not overlap. My guess would be some sort of learning disability if he doesn’t have any social delays or history of developmental delays in his younger years.
If previously retained, a student should have an SST or Tier Folder with data to support retention.
How old is this student? If they’re struggling that much, they should be evaluated for special education services. That way they can get the help they need without the drawbacks of retention
I teach 2nd grade, so the same age. I have a student who cannot identify all of his letters or letter sounds. Retention has never even been in the talks because of the social drawbacks it can have. Luckily, my student qualified quickly and we have an amazing intervention program and SPED department that took him in ASAP. Maybe intense interventions could be tried before the referral process is over?
You could also recommend a different placement, rather than a retention. I teach an ASOL Autism class. My students meet aligned standards and most of their curriculum is driven by their IEP goals. However, they still progress in grade level every year regardless of progress. That way, when they do partial inclusion with students in their grade, they are about the same age. My students go out for whatever classes they are able to handle, whether it's recess, lunch, resource, or maybe science/social studies.