Implementing a variety of differentiated methods of inquiry based learning

Minimum of 3 reading and writing assessments: STAR testing, one on one speaking and listening evaluation with educator, and written essay evaluation

Assessment results of 3 tests are compiled to determine class averages. Students are then divided into learning groups according to their knowledge levels. Each group is given material appropriate for their level although the activity is the same concept for all groups. In this way, instruction can be given to all students and then teacher can go from group to group to offer support and extension activities.

Educator's feedback on students' learning and in class behavior is given to students and students give feedback to educator on teaching methods, activities, if their group level is appropriate, etc. This is done via Seesaw app outside of class as homework. Students are instructed to keep their feedback, both given and received, as confidential information not to be shared with other students.

If and where possible, adjustments are made on the behalf of educator and student. For example, perhaps the educator prints out instructions for her student(s) who have reported difficulty in processing oral instructions. Perhaps the student has been asked to be more respectful and tactful when disagreeing with other students during group work and has perused material from the educator listing polite phrases in discourse.

❓Educator must ask: Do I have a struggling student or a student who might possibly have special needs?

Yes, I have a student who seems to be struggling and/or might have a special learning need

No, I do not have any struggling or special needs students

Process of differentiated instruction in an Inquiry based curriculum followed by assessments, feedback, and adjustments begins again.

Notify admin, SEN department, and caregivers of student of plan of action measures. Also give detailed information regarding any parental expectations: if the caregiver needs to support the student at home or not.

❓Educator asks, Is this issue time critical? Educator must complete survey and if more than 4 details apply to the student, then this is considered as a positive affirmation that it is time critical. However, if the following apply then it is considered urgent: Is the student's, or another being's, life at stake? Does the educator believe that drastic measures need to be immediately applied due to the student's well-being?

No, this issue is not time critical. Educator then loops back to initial cycle of instruction, assessment, feedback, and adjustments a total of THREE cycles. If the issue isn't resolved by then then the educator will move onto the next step of referring the student to SEN and compiling a confidential case study for them.

Yes, this issue is urgent and needs drastic support immediately.

Teacher compiles a confidential case file for student and sends this referral to Special Education Needs (SEN) department

SEN notifies caregivers of next steps and explains expectations of the caregiver. If support at home is recommended, SEN will give pamphlets explaining specific techniques (connected parenting, engagement through play, short videos on social emotional learning that are age appropriate, etc.)

SEN observes student in class and, if necessary, makes home visits with the permission of student and parent.

SEN meets educator to assess each of their observations and compile more in depth and professional case study file

SEN, educator, and caregivers all meet to review said case study file and agree upon this student's specific area(s) of need

❓ At this meeting with SEN, educator, and caregiver this question is discussed: Does this issue require outside trained professional or medical testing? Also considers if student requires a more specialized school environment.

No, this student's special need does not require outside professional or medical testing.

Yes, this student has special needs which require outside professional or medical testing.

School recommends outside professional or medical testing facility but the caregiver is not required to go only to this choice, caregiver is free to choose doctor or test site from a list of nationally accredited doctors and medical facilities.

Trained professional diagnoses or medical testing takes place.

SEN, educator, and caregiver meet again to review assessment results.

SEN, educator, caregiver, and student develop a plan together detailing learning goal expectations and a plan of action detailing methods of assistance in the classroom

General classroom assessments and personalized assessments (of learning goals as agreed upon with SEN, educator, and caregiver) are completed.

❓ Are the student's learning goals being met?

Feedback is given by all involved parties: educator, SEN, caregiver, and student on the process. All information is deemed confidential and private.

Student continues classroom instruction with the assistance of any differentiated instructions or scaffolding agreed upon in that student's case study file.

SEN, educator, caregiver, and student meet again to reevaluate this question