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Detection phase and Tier 1 Support, If steps taken in detection phase were…

- - - - Student is placed in Math Lab
        
        Student leaves regular math track.
      - Student is placed in learning lab for at least two years
        
        IEP is created by support team; follow
        
        Sample recommendations:
        -Extra time for assessments
        -Use of audiobooks
        -Extra time for editing
        -Non-verbal cues for attention
        -Use of dictionary for tests
      - Student is placed in English Academy
      - Continue supporting student in the classroom
        
        Follow IEP developed by Learning Support (if parents approved it)
        
        Differentiate instruction (again!)
        
        Differentiate access to content
        
        Allow student to engage with mathematics that relates to personal passions
        
        Teach the concept intentionally rooting in a concrete context
        
        Include links to supporting videos
        
        Allow for the use of mathematical simulations
        
        Reteaching when needed
        
        Differentiate process
        
        Scaffold problem sets (make them tiered)
        
        Use 3 read strategy for making sense of word problems
        
        Allow the student to use manipulatives
        
        Allow student to use graphic organizers
        
        More flexible deadlines
        
        Differentiate product
        
        Make tiered tests (students choose problems to tackle based on level of difficulty)
        
        Students can create video projects instead of traditional tests
      - Continue involving parents (feedback)
      - Continue involving the student
        
        Meet regularly; revise goals
    - - If a student is likely to need additional support, parents must agree to obtain a formal evaluation for their child in order to formalize the process. Parents may also reject this, as learning support at Nido entails the payment of an additional fee.
  - - - Keep parents posted. Inform parents of the resolution and the action plan. Have a meeting with parents to discuss parent goals.
    - - Document everything, inform of actions being taken, ask for additional input
    - - Check in with student again; review and revise goals; reflect. Review expectations of the second plan.
      - Continue to support student:
        -Invite student to teacher access hours once a week
        -Differentiate instruction: allow for explicit modeling, more personalized teaching.
        -Differentiate assessment if needed (allow video project instead of traditional test, oral interviews, etc.).
        -Multiple check-ins to make sure the student is on track.