Below is the flowchart of steps my school takes to provide extra support…
Below is the flowchart of steps my school takes to provide extra support to students that consistently, over time, demonstrate a learning or behavioral difference. Interventions are suggested and implemented to help make positive changes in academic and behavioral outcomes. This flowchart outlines the steps from the beginning of the intervention until the end of intervention process.
Essential Questions :warning:
Three Step Process :check:
• Teacher identifies behavioral 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 .
• Proceed to the Step 1 Form to be completed by both the teacher and the Administrator
Staff completes the Step 1 Form with relevant background information and data included.
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 (for a list of suggested strategies, see the Standard Accommodation List)
New strategies and accommodations for the classroom are suggested and monitored for a minimum of 2-3 weeks including data collection.
If little to no progress is made, initiate the Step 2 Form.
4 more items...
What should teachers do when they have concerns about a student in the classroom :question:
What are the Steps in the Pre-Referral Process :question:
Where can teachers find needed resources :question:
Refer to Schools special needs policy :star:
Even with differentiated instruction , some students may need more support :silhouettes:
Do fundamentally alter or lower expectations or standards in instructional level, content or performance criteria.
Changes are made to provide student meaningful & productive learning experiences based on individual needs & abilities.
Grading is different :pencil2:
Do not fundamentally alter or lower expectations or standards in instructional level, content or performance criteria. :red_cross:
Changes are made in order to provide equal access to learning and equal opportunity to demonstrate what is known.
Grading is the same :pencil2:
QSI International School Referral Process :red_flag:
QSI International School Sharepoint Drive :
(Accessed 30 November 2019)
QSI International School Learning Support Resource Files:
(Accessed 30 November 2019)
Webb, M., & Cox, M., “A review of pedagogy related to information and communications technology”, Technology, Pedagogy and Education, Vol. 13(3), pp. 235 – 286, 200
Orlando J., “ICT, constructivist teaching and 21st century learning”, CL Curriculum & Leadership Journal, Vol 9(11). ISSN: 1448 - 0743. Published on April 29, 2011