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What kind of needs the student is trying to reach by acting up? Are these needs academic, related to language or social-emotional?

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What kind of behaviour / pattern is the teacher observing?

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1. student refuses to do anything, has a defiant attitude towards any activity, shows disengagement.

2. Student tries his best but gets frustrated for certain types of activities. Student can be disorganised.

3. Student is bored and has a disruptive behaviour ( talented not challenged enough kid)

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What kind of behaviour / pattern is the teacher observing?

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1. Student is not integrated in the group, bullying - difficult to find a peer to work with.

2. Student has an over the top response to small problem - difficulty to regulate emotions.

3. Students is blurting out - seeking adult attention over peer attention.

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What kind of behaviour / pattern is the teacher observing?

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1. Student has difficulty to integrate the group.

2. Student is withdrawn, silent, not participative.

3. Student has difficulty to start any type of activities.

4. Tantrum. aggressivity.

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Investigation phase: observation of pattern of behaviour to know how to use MTSS (multi-tiered system of support) or an IEP (Individualized Education Programs). 

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Investigation phase: observation of pattern of behaviour to know how to use MTSS (multi-tiered system of support) or an IEP (Individualized Education Programs). 

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1. Meetings with homeroom teachers and specialist teachers to see if the behaviour is repetitive and in all settings.

2. Meetings with counselors to review if there is an history of incidents

3. Communication with parents to look for any information outside schools

4. decision for an IEP or RTI or response to intervention to intervention in the MTSS ( multi tiered system of support)

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Essential MTSS Terms Explained: Tier 1, Tier 2, Tier 3 & More

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Tier 1 response to intervention in MTSS (Multitiered system of support). 

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No repetition and in one or two settings

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No repetition and in one or two settings

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It is a core response to an incident and it is for all students.

After reporting the incident in the system, the teacher can implement some tier 1 response to calibrate the instruction to meet the need of the student and avoid another incident.

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Tier 2 response to intervention in MTSS (Multitiered system of support).

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repetitive in one settings or one subject or one area of learning. 

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repetitive in one settings or one subject or one area of learning. 

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it is a strategic response here that doesn't apply to all leaners of the class. A needs has to be addressed through specific strategies in the classroom. It is targeted to a student or a group, the progress are monitored on a period of time to see an evolution.

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persistent behaviour issue(s) that needs more intensive and specific strategies. 

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persistent behaviour issue(s) that needs more intensive and specific strategies. 

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it affects a small amount of learners, the response is individualized, intensive and monitored frequently.

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A child can be declared eligible for special education and related services if it is determined that the child has a disability and requires special education and related services. The child's parent and a team of qualified professionals must determine whether the child has a disability and requires special education and related services.

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Individualized Education Programs (IEPs) are designed to help students get the supports and services that they need to be able to learn and grow. But what qualifies a child for an IEP? The Individuals with Disabilities Education Act (IDEA) identifies 13 categories

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What Qualifies a Child for an IEP?