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My Classroom's Special Education Process images, Phase One:…

- - - - Is the issue constant?
      - Is the issue recurrent or new?
        
        These are great points to note. Im interested, how would your approach chanage if the issue is new or recurring? What factors may be at play between the two indicators?
        In my experience, if the student has a long history with a particular issue that is impeding their ability to succeed for a long period of time, parent and teacher interventions are likely long overdue. I know in Asia, as we've discussed before, there can be a very big stigma attached to students needing special services, which can make the time for identification extremely long or possibly never occur.
        Great structure to your flowchart and super detailed for your personal approach!
        -Rebecca Lloyd
        Check out my school's referral process flow chart. I'd love to hear your thoughts or if you have any suggestions
        https://coggle.it/diagram/X8z1ZFJoLAec-pEK/t/referral-for-intervention-services-rebecca-lloyd
      - The teacher documents all actions taken and strategies used to assist the student in the classroom and the impact on the student.
      - Is the issue age-appropriate for the student?
    - - can be controlled
        
        The issues that the student exhibited were resolve with action between the teacher and the parents.
      - cannot be controlled
        
        Phase Two: Pre-referral
        
        The pre-referral step is more formal than providing simple and temporary accommodations for students. Pre-referral intervention is to identify, develop, and implement alternative education strategies for students who have recognized problems in the classroom before the student is referred to special education. Pre-referral intervention is typically conducted by a Student Centered Team
        
        Whether the school uses pre-referral teams or the more formal RTI process, the intent is to provide interventions that will help the student achieve success without entering special education. However, if these interventions do not improve the student’s performance, then the student will be referred for an assessment to determine possible eligibility for special education services.
        
        Intervention successfully resolves the issues exhibited by the student.
        
        If these interventions do not improve the student’s performance, then the student will be referred for an assessment to determine possible eligibility for special education services.
        
        Phase Three: Referral for Special Education Evaluation
        
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