LOW ACHIEVER

1. This student should not be expected to make one year of
growth for each year in attendance in school. Therefore,
the gap between grade placement and achievement levels
will widen as the student progresses through the grades. 

2. Parents and all others involved with this student should
be reminded that while academic tasks will continue to be
difficult, these students usually succeed in life after
completion of their formal education. 

3. Minimal competency in academic areas, with focus on
independent living skills, will hopefully permit this
student to hold a regular job, read magazines and
newspapers for pleasure, and generally be a productive
member of society. 

4. This student will do best when information is presented
in a concrete, "hands-on" structure with a short, simple
format. Listing facts and copying notes may be
beneficial, as will frequent repetition. 

5. This student could be successful memorizing specific
facts or reasoning with ideas related to concrete daily
living, but will have difficulty if expected to draw
conclusions, use abstract reasoning, or follow multi-step
assignments. 

6. To demonstrate learning which has taken place, this
student will have more success with short, verbal
responses, one-word written responses, or with multiple
choice or matching responses than with responses
requiring written sentences. 

7. This student should not be referred for future testing
without prior consultation with teacher, principal,
school psychologist, or counselor, if possible. 

8. Independent study skills remain an area of weakness. The
following format should be taught:

a. a daily log of in-class and homework
assignments should be kept in every subject
area

b. if the textbook is to be taken home, the
subject should be circled on the log or
assignment sheets

c. a folder for incomplete papers to be treated
as homework helps organization

d. materials to be returned to school should be
gathered in one place at the end of study time

e. on long-term projects, when partial completion
of assignments will be checked by the teacher,
a time schedule with projected due dates
should be given to the student. 

9. When new activities or assignments are being handed out
and directions explained, a specific student in the class
who is fairly successful in independent work skills
should be available to review directions with this
student on a one-to-one

10. This student's low attainment in abstract verbal
reasoning may indicate the need for frequent
demonstrations and examples of new tasks. This student
may also benefit from a peer training situation in which
the explanations are provided from a source that is
operating closer to this student's logical level. 

11. Remedial programming will continue to be important as
this student goes into high school. Participation in
pre-vocational, vocational or job training programs
should be explored. 

12. This student has difficulty completing assignments and
producing the amount of work usually expected. Teachers
should continue to make allowances for this difficulty. 
It would be helpful if grades were assigned on the
quality of performance rather than the quantity. For
example, if given 100 math problems during a timed test,
the grade should be determined by the percentage correct
of the total number of problems actually attempted. 

13. To help with spelling related to independent writing, the
parents will be encouraged to purchase a secretary's
speller (available at local bookstores) for this student. 
This speller has words listed alphabetically with
syllables marked but no definitions given. Words the
student cannot spell will be easier to find in this type
of dictionary. 

14. When using any textbook, before reading the assignment,
this student should learn to:


a. look at the pictures/graphs, etc. 

b. read information under the pictures/graphs, etc. 

c. read dark print headings

d. read italicized words/sentences

e. read questions at the end of the chapter

f. read the chapter summary. 

15. Multi-step assignments need to be divided into shorter
steps and the student provided with a checklist. The
student can cross off each step as it is completed. 

16. When learning a new format or procedure in the classroom,
this student will need teacher monitoring longer than the
average student. This could include general classroom
rules, procedures for completing work, or social
expectations. 

17. The following schedule for the reading instructional time
will provide the most support to this student:

a. classroom instruction for independent work
(teacher gives individual groups directions
for all seatwork papers)

b. group A reads with the teacher (the low group
is doing the most important skill paper at
their seats)
c. low group reads with the teacher (the student's 
group). (Start the lesson with a review and/or a 
clarification of the most important skill paper. Follow 
with the planned reading lesson. At the end, repeat 
directions for remaining seatwork) 

d. group B reads with the teacher (low group is
correcting the main paper and working on other
papers or listening to tapes). 

18. In the student's reading group, use taped lessons as an 
alternative to seatwork papers. This is good reinforcement                                       for children who are having difficulty even in a low reading group.