Please enable JavaScript.
Coggle requires JavaScript to display documents.
QSI Three Step Process Flowchart (Alan White) (Step 2 (If little to no…
QSI Three Step Process Flowchart
(Alan White)
Pre-Process Steps
Teacher identifies behavioural and/or learning difficulties with a student.
Teacher and administrator confer about the student.
Decision is made to either give the teacher strategies and ask for data collection OR
Or, proceed to the
Step 1 Form
to be completed by both the teacher and the administrator.
Step 2
Following the discussion, the
Step 2 Form
will be completed and provided to the school by either: the on-site Learning Support Teacher (LST) or the regional LSC.
After receiving the
Step 2 Form
, the school implements the proposed accommodations and strategies with regular check-ins with the LSC.
Contact the regional LSC to discuss findings from the Step 1 Form and discuss next steps.
Submit the Step 1 Form and documents to the LSC.
If little to no progress is made:
A revision of the Step 2 Form is completed, OR
Or, a Learning Support Plan is developed (including goals) by the LST and/or the LSC
As Learning Support Plan goals are met, new goals will be added or supports will be decreased as necessary when data indicates mastery.
Decisions to adjust goals or exit the support programs will be a team decision.
The LSC may recommend initiating Step 3 Form.
School Team meets with the family to discuss the proposed accommodations, strategies, and gain
consent
to work with the Learning Support Coordinator (LSC).
Step 3
If a student demonstrates high needs in academics and/or behaviour/emotional needs, the Learning Support Team may recommend considering a modified curriculum. This recommendation will be based on additional data outlined on the Step 3 Form (still to be drafted). Final approval for access to a modified curriculum must come from QSI Headquarters.
Step 1
After completion of the Step 1 Form, the school's support team (could include Administrator, Learning Support Teacher, classroom teacher, and other relevant staff members), meet to review collected data and develop further strategies.
New strategies and accommodations for the classroom are suggested and monitored for a minimum of 2-3 weeks including data collection.
Staff completes the
Step 1 Form
with relevant background information and data included.
If little to no progress is made, initiate the
Step 2 Form
.
