Special Education Process for Sarah Beaucham's Classroom (Students of…
Special Education Process for Sarah Beaucham's Classroom
Students Diagnosed with Special Needs
Review Individual Learning Plans, provided by Learning Coaches and/or ESL teachers.
Provide suggested accommodations and modifications.
Regularly conference with students and parents to monitor progress.
Reevaluate and update Individual Learning Plan as needed, according to student data.
Differentiate as many lessons, assessments, and projects as possible to benefit all learners in the classroom.
Use UDL (
Universal Design for Learning
) Process to develop curriculum and lesson plans.
Students of Concern
For my purposes, students of concern are those students whose class performance, behaviors, or mental health seem, to me, to be outside the range of "normal" for their grade level.
Make note of specific areas of concern and attempt Tier 1 interventions
Tier One Interventions include: evaluating a student's learning style and preferences, clarifying lesson objectives, getting students to repeat directions, praise, proximity, conferencing etc.
Note: Tier 1/Tier 2 at my school DO NOT mean the same thing as Tier 1/Tier 2 in an RTI (Response to Intervention) plan used by educators at public schools, though the framework is similar.
Fill out a "Kid Chat" Referral form to discuss student with teaching team.
Track progress, interventions, and contact dates on the student's learner profile (shared amongst all teachers who teach this student)
Parent contacts: It's vital to make contact with parents throughout this process. Let them know what you're observing and ask them for suggestions for strategies that work with their child. Keep them up to date on what you're seeing.
Student contacts: It's good to be as metacognitive as possible. Conference with students regularly to ask them about their progress and get them to evaluate their own learning. What do they recognize about their learning that might help you teach them better? Alternatively, if they don't seem to recognize what they're struggling with or respond to intervention, it might be time to send them to Tier 2.
For any student who doesn't make progress with Tier 1 interventions and parent contacts, it's time to move them to Tier 2.
Tier 2 Interventions include: small group instruction, more frequent one-on-one conferencing, meetings with school psychologists, school counselors, ESL instructors, speech-language pathologists, and learning coaches as needed.
If a student doesn't respond to Tier 2 Interventions or any of the team members feel that the student would benefit from psychological testing/official diagnosis, the school psychologist and school principal approach the parents to discuss. This can lead to:
Diagnosis and development of an Individual Learning Plan
Redirection to other schools/academic programs if parents do not want further intervention and the student cannot keep up with the academic load.
Students who do make progress should still be regularly evaluated and moved through Tier 1 strategies whenever difficulties arise.
Kid Chats occur once a month during grade level team meetings.Teachers discuss concerns, interventions, and strategies attempted. They also monitor progress and determine whether a student needs Tier 2 Interventions.