Teacher identifies student with potential learning difficulties 
Teacher implements differentiation and learning support strategies
Implemented strategies are helpful/successful
Implemented strategies are not helpful/successful
Implemented strategies are modified (if possible)
Contact guidance counselor for support
Teacher works with guidance counselor to rework support strategies
Guidance counselor meets with student, contacts parents, and (if needed) refers student to outside expert
Parents refuse to assist and/or seek outside expert
Parents seek outside expert, receive information/recommendations and share them with counselor
Teacher works with guidance counselor to go over information/recommendations and teacher utilizes new differentiated approach
Teacher will likely need to continue with new approach as a long-term solution to facilitate student learning
Outside expert is not needed; Parents open dialogue and work with teacher (and counselor if needed) to create a support plan utilizing consistent support at school and at home
Teacher implements support plan with regular updates to the parent
Implemented strategies are helpful/successful
Potential identifiers may include:
-Disruptive behavior
-Lack of focus
-Failed assessments
-Incomplete work
-Disinterest in class
-Frequent questions regarding instructions
-etc
Potential strategies may include:
-Seating arrangement
-Modified instructions
-Modified worksheets
-Alternative assessments
-Individualized instruction
-etc
Strategies may be implemented in the short-term, slowly mainstreaming the student back into regular instruction if they show improvement; May be implemented in the long-term if student needs consistent help
The guidance counselor may have already worked with a student, and already have support strategies prepared to share
This may occur if the parents are already aware of a diagnosis and have strategies prepared; this may also occur if parents are unwilling to pursue testing but willing to help teacher directly
Strategies may be implemented in the short-term, slowly mainstreaming the student back into regular instruction if they show improvement; May be implemented in the long-term if student needs consistent help
Flowchart for Identifying and Helping Struggling Students in My Classroom
by Travis Trojan