Please enable JavaScript.
Coggle requires JavaScript to display documents.
Special Education Flow Chart: Continual mindfulness of: Social…
Special Education Flow Chart: Continual mindfulness of: Social Emotional/Behavioral Factors, Academics, and Background/Unique needs. Stephanie Pollock ECE MA
Tier 1: General students and student who have some additional needs/challenges but who are able to join most class activities with little to no modifications. Intervention Plans, additional resources etc... are un-needed.
Teacher should monitor progress carefully (Academic, behavioral, and social). Continue to progressively determine if assessments and activities are working for the student. Document student progress or concerns, in case the student moves to tier 2 at some point.
Differentiate core lessons and content. Utilize UDL strategies and communicate with any co-teachers of the student with any updates. As one would do with any general student.
Tier 2: Student displays some learning or behavioral difficulties in class. These difficulties have minor impacts on the class and sometimes impact learning.
-
Document: Keep a documented log of any progress, difficulties, or incidents.
Assess See if you can determine on your own what might be at play. Is it a behavioral, academic, social, physical, or learning difficulty? Assess if there is any self research and courses you can take as a teacher to learn about the students needs.
Conduct SEL lessons in class to ensure inclusion and communication with all tiered students.
-
Tier 3: Student displays extreme learning or behavioral difficulties in class. Student or peer learning and process is being disrupted or delayed. For Tier 3, you would also use the differentiation, scaffolding and UDL of Tier 2, but more progressively.
Notify: parents of concerns and comments.
Meeting: Communicate and Cooperate with co-teachers, request a meeting with all teachers of said student.
Document: Keep a documented log of any progress, difficulties, or incidents.
Request: Supplemental Training for teaching students with special needs, disabilities etc...
Request: An evaluation for the student. (if not already done, must have parent consent). Follow rights and requirements of IDEA. Utilize a Resource Specialist Program.
Collaborate with colleagues and parents to make a student learning profile and learning plan. (IEP if required).
-
Determine: Does the student need regular additional support from a PE teacher, counselor, or specialist? Do they need an assistant in class? Organize a schedule and communication.
Determine: Does the student need assistive technology or support resources in class? Teachers complete a proposal and budget request from the school.
Monitor Progress: If the student is still not thriving in the general classroom, consider an intensive plan or transition to a SPED specialized class.
No Progress: A student who does not improve or is unable to learn in the general classes will be referred by the teacher to join 'Special Day Classes' instructed by formally trained SPED teachers.
Assessments: Conduct regular assessments (teacher or specialist) every 90 days to determine if the student needs the same, more, or less intervention/support.
What you should do before taking any of the steps listed here: 
-