flowchart by dawn-nay farrow

Referral from: Infants and Toddlers Program

dawnnayfarrow — 2025-07-19 21:05:00 UTC

Due to me working in the public school system and working in a self-contained Pre-K3 classroom, my children are brought to me that way. Which means it's an Initial IEP. They will reach out the early intervention coordinator. This process allows for them to identify the struggle of each child.

Review Students IEP; Conduct Informal Assessments

dawnnayfarrow — 2025-07-19 21:10:41 UTC

Once the students start in your class, give them about 3-4 weeks to adjust. Conduct informal assessments seeing if they can identify basics such as colors, shapes, numbers, letters (maybe in their name)

Classroom Observations

dawnnayfarrow — 2025-07-19 21:14:23 UTC

Teachers and paraprofessionals should observe children during structured and unstructured play. This allows us the opportunity to see how Individualized lessons can come into play along with the child’s IEP.

Implementing Interventions

dawnnayfarrow — 2025-07-19 21:16:50 UTC

Implement D.A.P (Developmentally Appropriate Practices) for each student and providing services such as speech, implementing visuals, coreboards, AAC (Communication devices), and picture schedules to name a few. (For students with a speech impairment and learning disability

Data Collection

dawnnayfarrow — 2025-07-19 21:29:51 UTC

Track via Anecdotal notes as well as progress on their IEP goals (based on how you collect data). (Work samples, checking for understanding, checklists, mini assessments within the curriculum, teacher observations and maybe speaking with previous caregivers or teachers and input from the family.)

Reflection

dawnnayfarrow — 2025-07-19 21:33:02 UTC

Conduct parent teacher conferences to discuss more areas of concerns if any or further actions to seek. Report cards and progress reports (progress notes on IEP goals

Observation

dawnnayfarrow — 2025-07-19 21:44:43 UTC

For those who may have not come through a referral program, you should still watch for students who may be struggling. This can be academically, socially, behaviorally, ELL etc). Some children can act out differently than others

Identifying a Language Need

dawnnayfarrow — 2025-07-19 21:56:47 UTC

Observe the children to see how they respond cognitively. See how they communicate whether expressive or receptive, can they follow directions, respond to questions, engage with peers and adults, limited vocabulary. Have screenings/assessments to see if they ca identify letters, objects, shapes, colors etc receptively/expressively. I used something called the Brigance and Ages and Stages questionnaire in previous jobs. Typically developing children's milestones and questionnaires to compare to see where your child may lie. Be sure to track their progress and participation/engagement in the classroom to compare as well. Talk with families as stated in my reflection post!

Accommodation for students with Language Needs

dawnnayfarrow — 2025-07-19 22:20:27 UTC

Classroom Accommodations can include supports such as AAC devices (Augmentive and Alternative Communication) (PECS; picture exchange systems such as visuals, use of sign language from staff, sentence starters to help with oral communication. Instructional support such as slow directives and language. 1 step directives and gradually working your way to add more, repetition of directions, modeling (teacher first, then student), allowing students time to process what is being taught, modify work as needed, and pair students with peer models as possible) Provide frequent breaks, movement breaks, limit distractions, allow them to answer receptively such as pointing to or touching to identify what it is that you may want)

Learning Disabilities and accommodations

dawnnayfarrow — 2025-07-19 22:49:36 UTC

"Dyslexia or dyscalculia are rarely made this early, early signs may indicate a risk for learning disabilities. These can include: Language- Delayed speech, difficulty naming familiar objects, limited vocabulary, trouble understanding directions

Pre-literacy-Struggles with rhyming, identifying letters, recognizing name or sounds

Cognitive-Difficulty with memory, attention, following routines

Motor-Trouble with holding crayons, using scissors, or buttoning clothes (linked to dysgraphia later)

Social-emotional-Frustration during structured tasks, withdrawal, or behavior outbursts due to processing struggles

Math/Number Sense-Trouble identifying numbers, counting accurately, or understanding quantity concepts"

Accommodations can include visual supports such as first and then boards, visuals, picture schedules. Language and communication support such as repetition of direction, gestures/pointing, extra wait time for processing. Instructional support such as guided practice, sensory activities such as sand, shaving cream, etc, timers, etc). Include all support teams such as guidance counselors, Speech Pathologists, Occupational Therapists, etc to name a few to help conduct ensure supports are put in place if they have an IEP or IFSP.

References

dawnnayfarrow — 2025-07-19 23:05:59 UTC

Charles County Public Schools. (n.d.). Special education. https://www.ccboe.com/departments/special-education

Charles County Department of Health. (n.d.). Infants & toddlers program. https://charlescountyhealth.org/infants-toddlers-2/#:~:text=Who%20is%20eligible?,to%20result%20in%20subsequent%20delay

Tortorelli, V. (2025, June 29). Personal Interview.

Understood. (n.d.). What are learning disabilities? https://www.understood.org/en/articles/what-are-learning-disabilities

OpenAI. (2025, July 19). While formal diagnoses like dyslexia or dyscalculia are rarely made this early... [Large language model]. ChatGPT (GPT-4).