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Process Flow Chart to Identify and Help Struggling Students - Coggle…

- - - - During the meeting discuss- 1. Is the problem new or a reoccurrence.
        
        Is the issue constant or an isolated issue.
        
        Is the issue normal for a student of that age.
        
        Can the issue(s) be resolved by creating and implementing a plan of action together with the parents and teacher. Agree on a timeframe of the plan. It is very important to keep collecting data and evidence throughout the plan.
        
        If the issue(s) are resolved during the action plan, it is important to stay consistent with the approaches taken. Continue to monitor the situation and keep notes.
        
        If the issue(s) persist - inform the parents/guardian you will raise the issue(s) with an in-school pre-referral team in Phase 2.
- - - - Monitor the student for improvements with the interventions created by the pre-referral team.
        
        If the issue(s) continue to persist even after the use of the interventions made by the pre-referral team. Move to Phase 3.
        
        If the new interventions are working, continue to monitor the student and report back the findings to pre-referral team.
- - - - If the student is eligible then Phase 6 is implemented.
      - If the student is not eligible - the school must work out other plans to provide support for the student,
- - - - Move onto Phase 7
- - - - The IEP goals and benchmarks are documented and assessed.
- - - - The tools and strategies I use before I would move to Phase 1.
        
        Differentiated instruction.
        
        If these methods do not work. I will usually ask a colleague and/or SEN teacher for advice.
        
        If I still do not have any success in resolving the issues I will move to Phase 1.
        
        Scaffolding
        
        Graphic Organisation
        
        Mnemonics