When thinking about academic challenges in school, the first few questions I like to reflect on with students and families are:

1. Is the challenge in one particular subject area or is it across the board? 

2. What are the barriers or challenges to learning the student is experiencing? 

Barriers can often include, but are certainly not limited to: 

• Being too tired during the school day

• Distractions in the classroom (seating situation, computers or cell phones, noise level, distance from the whiteboard or projector, social factors)

• Trouble with organization (forgetting homework, messy backpack, not charging Chromebook in evenings, prepared for class)

• Attendance of the class. Is the student getting to school and attending each of their classes? Are there outside factors keeping the student from being in class?

3. Has the academic concern or concerns been brought to the classroom teacher's attention at least once by the student (with consideration to age and developmental capabilities), and at least once by the parent/guardian? What was the outcome of these conversations? Have the recommended changes been given enough time to see outcomes?

Academic challenges are often multifaceted and are not black and white, but gray. It is so important that parents, students, and school staff take a collaborative approach when working towards realistic academic goals. Sometimes asking ourselves these questions can give us ideas on where to start. The classroom teachers are often equipped with recommendations of any available tutoring services, finding extra study time outside of the regular class time, or working through organizational issues. 

For many students, sometimes it is about one or two small adjustments and in turn we can see some big rewards. However, that is not always the case, and it is possible that the student is experiencing a more long term and significant disability that is inhibiting their ability to comprehend, adapt, or respond to the challenges of their school days. It is always important to discuss concerns of a disability with the child's primary health care provider as soon as possible**. To learn more about disabilities and services in Minnesota schools, click here. 

**It is important to note that a primary care provider cannot prescribe school services. However, if a disability is suspected, the health care provider acts as the screening and referral agent. Any testing or screening done by a healthcare provider should be made available to the school based provider if special services are requested (504, IEP).

To request special services be evaluated for your child, please complete this form and return it to the school secretary: