When students are independently executing taught skills in my class, I will circulate and observe student behaviors. If I witness a child struggling in any aspects of my class (physical, social, or academic), I will first assist that child by providing explicit one-on-one instruction, re-modeling the taught skill, and relevant strategies to assist their area of need.

After helping the struggling student various times, and I do not see an improvement in the area of need, I will start recording instances of concerns (specific behaviors, inability to follow directions, aggressive nature, triggers to tantrums, not developmentally appropriate physically or socially for age, etc.)

I will then collaborate with the struggling student’s teacher(s) to gain more insight, and see if there are common trends and concerns. We can also create a plan of action and set a timeline to further support the areas of need. All teachers can meet again and compare data and observations after the plan of action.

If the data of the struggling student shows little to no progress after the plan of action, and all the student’s teachers agree that there is a large area of concern, we would bring it to the site principal.

If the principal analyses the struggling student’s collected data from her/his teachers, and is concerned as well, a meeting with the student’s parents would be requested. This meeting should involve the site principal, struggling student’s teachers, and parents to collaborate on the next steps to support the child. Next steps could include differentiating instruction, making accommodations/modifications, receiving services outside the school, following through with an assessment from an outside company or institution, or moving the child to a school that can best meet their needs.

I would follow the steps listed above (1-5) and continue the referral process as followed by the public school teacher I interviewed...

If the parents agree to a meeting, known as a student study team meeting (SST), the principal, teachers, resource specialist and parents would all meet to discuss concerns, and make all possible accommodations/modifications. This could include 20 weeks of resource intervention, incorporating different teaching strategies, giving extended time, lessening work, preferential seating, assistive technology, and so on.

After three SST meetings, all parties involved (teachers, principal, resource specialist, and parents) would collaborate with observations and data to see if the child made progress or not with the interventions. If the child made expected progress, they will not be assessed for special education. If they did not make expected progress, then they will be assessed for special education.

If the child is assessed, they will go through multiple standardized assessments with a school psychologist and resource specialist. The child's parents and teachers will also complete questionnaires about the child.

All data from given assessments and questionnaires will be brought to an individualized education plan (IEP) meeting with the principal, teachers, school psychologist, resource specialist and the struggling student’s parents. The results from all the assessments and questionnaires will be presented to the parents. From this, it will be determine if the student qualifies for special education or not. If the child does not, they will continue in a general education class and receive no services. If they do qualify, a recommended individual education plan (IEP) will be created for the student. This IEP includes the minutes spent in the appropriate services, as well as accommodations and modifications. Goals will also be made. If the parents agree to the suggested IEP, they will sign off on it. If they do not, they can make changes as needed.

The child will have an annual IEP meeting once every school year. This meeting includes the principal, teachers, service specialist(s), and student’s parents. All parties will discuss if the previously made goals are being met, and create new goals if they have been. Annual IEP meetings are also discuss student progress with samples and data collected by their teachers and specialists, as well as any new concerns that have arisen since the last IEP meeting. The child will also be assessed for special education every two years to determine if they still qualify for their given services.