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Special Education Identification Flow Chart, Specialist Program Efficacy -…
Special Education Identification Flow Chart
Nicholas
Gerg
Specialist Program Efficacy
Academics
Student Socialization and Classroom Behavior
Confer with administration to identify students with special needs
Present: Keep notes so information is on hand, do individual research on disability and effective instruction styles that would allow for modifying my instructional style for optimum results
Consult appropriate specialist for effective strategies
Consult administration if feeling unable to handle appropriate and effective instruction
Consult with teachers from previous grade years to inform expectation
Absent: Conduct class as normal, track student performance to ensure no learning difficulties are present
Students integrates well
Give student as many opportunities that would allow them to participate and learn from respective peers
Reward good behaviors with a point game reward system, or appropriate privileges
Student displays behavior issues, such as reluctance to participate, or aggressive/disruptive behavior
Document behaviors, discuss with administration, consider behavior plan if necessary
If behavior issues are not immediately improved, involve parents
Consult parents to see what works at home, apply to classroom
Approach and talk to student, try to identify any obvious issues that the student may be having, remain open and approachable
Student reliably satisfies learning objectives and class/take home work
keep working within the program, modify appropriately, remain vigilant
If students are demonstrating reliably high academic performance, consider trying new strategies
Student regularly fails to meet grading criteria
Examine overall academic performance over all subjects, consult with other teachers to identify issues
Present academic progress tracking to administration for evaluation purposes, as well as consult parents
If student performs well in other classes, reflect on your own instructional style, consult with teachers to learn their strategies
Identify WHY the student has issues, chart findings to known learning disabilities to see if student has a distinguishable difficulty
Individualized program is effective
Observe and incorporate the general ideas of a lesson plan and make them ubiquitous for better classroom/coursework design
Attend meetings and consulting appointments as required and directed
Programs are not effective
Request revision or reevaluation of previously assigned plan with specialist
Supply individual personal feedback for specialist consideration
Consider/recommend outside specialist consulting if left unable to properly assist student
Be immediate and direct with administration for effective planning purposes
Consider recommending student for transfer to a district specialist institution (last resort)