After an assessment shows a student is not progressing as expected, what should a teacher prioritize?

Prioritizing collaboration with specialists for instructional strategies is crucial when a student is not progressing as expected. This approach involves seeking the expertise of professionals who specialize in various areas of education and intervention, such as special education teachers, behavior analysts, and educational psychologists. These specialists can provide insights into the student’s unique learning needs, suggest appropriate interventions, and offer evidence-based strategies tailored to help improve the student's academic performance.

Collaboration also fosters a comprehensive understanding of the challenges the student faces, enabling educators to design targeted instructional strategies that go beyond basic classroom adjustments. This collective effort can lead to the development of Individualized Education Plans (IEPs) or 504 Plans when necessary, ensuring the student's specific needs are met through appropriate accommodations or modifications.

Other approaches, such as changing the curriculum entirely, offering rewards for improved behavior, or reducing the student's workload, may not directly address the underlying causes of the lack of progress. Instead, those methods may provide temporary relief without fostering the necessary academic growth. By focusing on collaboration, teachers can create a more supportive and effective learning environment that promotes long-term success for the student.