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Special Education Referral Pathway (by Leah Thayer) Green line…

- - - - Extension could be to create a Student Study Team (SST) to meet, look at interventions and accommodations that are appropriate; note that this is still a general education and not yet a special education function
    - - Teacher continues to collect and analyze data on student performance; carefully documents concerns, including specific examples; for process to move forward, data must demonstrate that interventions are not working and that stronger interventions are necessary and critical
      - Teacher or special education liaison brings senior administrator into the process
        
        Teacher continues to collect and analyze data on student performance; carefully documents concerns, including specific examples; for process to move forward, data must demonstrate that interventions are not working and that stronger interventions are necessary and critical
        
        Administrator or special education liaison convenes meeting including parent, teacher, administrator special educational liaison; development of more in-depth classroom modification plan
        
        Teacher continues to collect and analyze data on student performance; carefully documents concerns, including specific examples; for process to move forward, data must demonstrate that interventions are not working and that stronger interventions are necessary and critical
        
        If there is still not adequate improvement in performance, then the administrator and/or special education liaison calls a more serious meeting (e.g. 504 meeting, IEP meeting)--for more intensive modification or referral for more intense services
        
        Student is provided with necessary special education services; services might include anything from separate/special day classes, to only special sessions with a resource teacher; the goal should always be to keep the student in the least restrictive environment possible**
        
        Student is continually monitored with the goal of getting student back into general education as soon as possible
    - - Decrease work so they can show mastery
      - More visual/auditory/tactile learning opportunities (depending on student's strengths)
      - More proactive behavior management
      - Review homework expectations
      - Changing student's seat for better access to teacher
    - - Decreasing homework load
      - If trouble taking notes, may offer pre-written notes
      - Differentiated and authentic assessment (authentic assessment is assessment that is real work—something connected to the standards that student is working on and needs for the future)
      - Extra help/support from learning specialist or teacher