Please enable JavaScript.

Coggle requires JavaScript to display documents.

Special Education Referral Process Domenico Italo Composto-Hart Unit 2:…

- - - - Teacher will categorize the observed concern as either academic or behavioral (the below flow chart was adapted from the Willmar District Student Success Team (SST) Flow Chart).
        
        Academic Concern: Teacher will communicate to the Learning Support Team (LST) the observed concern and will work with the LST in implementing and documenting one intervention and/or differentiated strategy to be used over a 3 to 5 week period. This intervention may fall into the Tier 1 or Tier 2 category of the Response to Intervention (RTI) (Special Education Guide, n.d.).
        
        Did the intervention and/or differentiated strategy work?
        
        If yes, the intervention and/or differentiated strategy will be documented as effective.
        
        End of teacher & LST process.
        
        No
        
        Teacher will notify LST in writing. LST may notify parent of academic and/or behavioral concern. Teacher and possibly parent will meet with LST to identify, implement, and document over a 3 to 5 week period another intervention and/or differentiated strategy. This intervention may fall into the Tier 2 or Tier 3 category of the Response to Intervention (RTI) (Special Education Guide, n.d.).
        
        Did the intervention and/or differentiated strategy work?
        
        2 more items...
        
        The intervention may include one or all three of the following:
        
        Self-Advocacy Skills: "Helping students understand how they learn and practicing how to ask for accommodations are essential for success and can be fostered through mentoring" (The National Center for Learning Disabilities, 2017).
        
        Social Emotional Learning (SEL): "Embedding SEL instruction into the curriculum and tailoring it for students with learning and attention issues can help develop important skills such as managing emotions and persevering" (The National Center for Learning Disabilities, 2017).
        
        Personalized Learning: "Aligning learning with each student's interests, strengths, and needs - as well as rigorous standards - helps all children, especially those with learning and attention issues" (The National Center for Learning Disabilities, 2017).
        
        Behavioral Concern: Teacher will document behavior incidences for 1 to 2 weeks.
        
        Teacher will communicate to the Learning Support Team (LST) the observed behavioral concern and will work with the LST in implementing and documenting one SEL intervention and/or differentiated strategy to be used over a 3 to 5 week period (Minero, 2017). This intervention may fall into the Tier 1 or Tier 2 category of the Response to Intervention (RTI) (Special Education Guide, n.d.).
        
        Did the intervention and/or differentiated strategy work?
        
        If yes, the intervention and/or differentiated strategy will be documented as effective.
        
        End of teacher & LST process.