Process Flow Chart to Identify and Help Struggling Students

Phase 1: Recognition

Call a meeting with parents or guardians

Provide examples of students work and any notes you've taken about the student's needs.

During the meeting discuss- 1. Is the problem new or a reoccurrence.

  1. Is the issue constant or an isolated issue.
  1. Is the issue normal for a student of that age.
  1. 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.

Phase 2: Pre-Referral

This phase is more complex. The idea is for the pre-referral team to identify, develop, and implement alternative strategies in the classroom.

The Pre-referral Team: Teacher, Administrator, Parents/Guardian, other general education teachers, Nurse, Guidance Counselor, and any other adult involved with educating the student.

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.

Phase 3: Referral for Special Education Evaluation

The student is the referred to the Special Education Services for an evaluation

Anybody can refer the student at this stage from 1. School Personnel, 2. Student's parents or guardians, 3. Any person responsible for the education of the child. Move to Phase 4.

Phase 4: Special Education Evaluation

The evaluation is conducted by a team - Educational Diagnostician, Special Educators, General Educators, Parents/guardians, Related Service Providers (depending on the issue(s), Medical doctors.

The evaluation is comprehensive - evaluating and assessments relating to 1. Intelligence, 2. Achievement, 3. Behavioural, 4. Disability-specific issues, 5. Medical

Phase 5: Eligibility (FAPE)

(FAPE) Free Appropriate Public Education. After the completion of the evaluation, it is determined if the student is eligible for special education services.

In order for the student to meet the criteria for eligibility the student must - 1. have a disability as defined by the IDEA and 2. the child needs special education services in order to benefit from education.

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,

Phase 6: IEP & LRE Meeting

An (IEP) Individualized Education Program. This is a legal contract between the school district and the parents/guardian.

An IEP consists of 1. Student profile, 2. IEP initiaion and dates, 3. Statement of special instructional factors, 4. Transportation needs, 5. Opportunity to participate in extra-curricular activities with non-disabled peers, 6. Frequency and method of reporting, 7. (BIP) Behaviour Intervention Plan, 8. Plans for transitioning from High-school, 9. Statement for providing the LRE (Least Restrictive Environment), 10. Signatures of all members at the meeting.

Phase 7: IEP Implementation

It is the responsibility of the entire IEP team to ensure that the IEP is implemented.

IEP team meet as frequently as needed to discuss the implementation of the IEP.

The IEP goals and benchmarks are documented and assessed.

Phase 8: Reevaluation

IEP team will meet every year to evaluate the implementation of the current IEP and to develop next year's IEP.

If it is found that the student does not need the special education services anymore. Documentation is filed and the IEP team ceases.

Formal evaluations will continue to be carried out at a minimum of every 3 years.

If the new interventions are working, continue to monitor the student and report back the findings to pre-referral team.

Move onto Phase 7

References: Special education referral process. Project IDEAL. (n.d.). Retrieved June 11, 2022, from http://www.projectidealonline.org/v/special-education-referral-process/

Nicolas Ellicott

In my own Classroom

Identify the students issue(s).

Research methods in how I can better support the student.

The tools and strategies I use before I would move to Phase 1.

Differentiated instruction.

Scaffolding

Graphic Organisation

Mnemonics

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.