Special Education Flow Chart (Created by Charles Deal for KCIS Classroom)
Special Education Flow Chart
(Created by Charles Deal for KCIS Classroom)
Student Exhibits Behavior that Suggests Intervention is Needed
Student is Acting Out in Class
Have a one on one intervention, Discuss if Student understands behavior and choices.
Discuss Student with Co-Teacher to see if the problem is consistent across all classes
Problem is Consistent, Co-Teacher contacts parents to discuss possible changes or issues at home
Parents isolate changes at home or to normal routine. Action plan is developed with assistance from parents to best help student
Parents indicate there are no new changes at home. School Councilor is notified of continuing situation and a meeting is arranged
Problem is identified by councilor. Parents are notified.
Parents reject diagnosis. Councilor and Co-Teacher assist in developing an IEP to best fit the needs of the student
Parents seek outside help. Teachers and Parents work with outside consultation to develop an IEP to best fit the needs of the student
No problem is identified. Councilor and Co-Teacher assist in developing an action plan to best fit the needs of the student
Problem is isolated to your class.Repeat intervention with assistance from Chinese Speaking Co-Teacher. Create an action plan for student with negotiated consequences.
Student understands behavior, agrees to comply with class rules
Academic Performance is Declining
Have a one on one intervention. Discuss if Student understands reasons for academic decline and understands consequences of choices
Student is aware of problem areas, student and teacher work together to develop a IEP to address deficiency
Student is struggling, but cannot isolate problem area. Co-Teacher is consulted to see if performance is consistent.
Deficiency is isolated, IEP is implemented across a classes
A probable learning disability is suspected. School and parents are notified.
Parents seek outside intervention. Teachers and parents work together to develop an IEP that best fits students needs.
Parents reject suggestion. No assistance to teachers is available. Teachers work together to best address the needs of the student and create an IEP