Eight Phases for Identifying and helping struggling students (Phase one:…
Eight Phases for Identifying and helping struggling students
Phase one: Recognition
Look for any atypical nehaviors
The teacher should
any behaviors or academic work that they find concerning and be prepared to share possible concerns
Call a meeting with the guardians to gain a better understanding of the child's home behaviors and discuss what is being exhibited
Phase Two Pre-referral
RTI (response to intervention) process will be put into place
If RTI or possible interventions do NOT improve the child's situation then they child will be refered for a SPED evaluation
Phase Three: Referral for special Education
If the student experiences high difficulty in school with no change after intervention then they will be referred for a evaluation with the special education department. Every school policy will vary.
Phase Four: Special Education Evaluation
The evaluation is conducted by more than one professional.... and should be evaluated within 60 days of the referral date
The evaluation must be comprehensive and use evaluation tools and strategies that are technically sound.
Phase Five: Eligibility
Within 30 days of testing their will be a result indicating special services or just accommodations via RTI.
A student will be eligible for special services if the child matches behaviors of that consistent of SPED students and if the child needs SPED in order to benefit from education
Phase Six: IEP meeting
The student will get a individualized education program (IEP) is a legal contract between the parents and the school district
The IEP will include things like goals- performance- and the reason they are in SPED
A behavior plan will be implemented into the IEP if behaviors are a large concern affecting the child's education.
Phase Seven: Implementation
Once the IEP is developed and signed by members of the team everyone is legally bound to withhold their part of the contract
The IEP is a living document
Phase Eight: Reevaluation
Each year the IEP is reevaluated to see the students growth and progress.
Completely new assessments do NOT have to be done, but all things must be reevaluated. Is the process working?
If the assessment is not positive, they must brainstorm to find new strengths and new possibilities to encourage students behavior/ educational goals