Student Support Referral Process Flowchart by Jayden An

Struggling Student

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Identify the Student

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A consistent concern is observed by classroom teacher, which significantly impacts the student’s academic performance, behavior, and social/emotional functioning. (e.g., academics, executive functioning, behavior, language skills, multiple, etc)

Language Support needed

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The process will be continue with EAL teacher

Social-Emotional Support Needed

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The process will continue with school counsoler.

NO

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If the concern is not mainly academic support.

Learning Support Teacher gathers student data, including background information such as the period of exposure to an English-speaking environment, the type of English instruction received, and any relevant medical history provided by the parents. Based on this information, the teacher determines whether the concern is related to language support needs or social-emotional support needs.

YES

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If the concern is mainly academic support

Interventions

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Learning support teacher check student progress/data, observations and try some interventions to gather data for at least 4 weeks.

Resources:

The Phonological Awareness Screening Test(PAST) test. https://thepasttest.com/

LETRS Phonics and Word-Reading Survey Administration and Scoring Record https://learn71.ca/wp-content/uploads/2021/03/LETRS-Phonics-and-Word-Reading-Survey.pdf

DIBELS 8th Edition Materials. https://dibels.uoregon.edu/materials/dibels

Tier 1

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Interventions to address specific issues. Based on the data, develop a Student Intervention Plan for Tier 1 Support.

Parent communication required

Measurable Improvement

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Monitor student’s progress, based on Student Intervention Plan (SIP) or strategies implemented by classroom teacher.

YES

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If the student has made measurable improvement, continue with the strategies implemented by the classroom teacher and re-evaluate after 4 months.

NO

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If student has not shown measurable improvement, support will continue to Tie 2 interventions

Referral and Review by SST (Student Success Team)

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Student Success Team(SST) review and assess the most recent student's date and progress then revise SIP for Tier 2

Resource:

Screenshot of School's internal intervention checklist

Tier2

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Created targeted intervention plan for use in classrooms

Additional parent communication required

Measurable Improvement

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Monitor and assess student's progress by SST

YES

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If the student has made measurable improvement, continue with the strategies implemented by the classroom teacher and re-evaluate after 4 to 6 weeks.

NO

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If students has not shown measurable improvement, support will move on Tier 3 interventions.

Tier 3

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Student Success Team(SST) meet with parents to discuss progress of the student and interventions used.

Learning support teacher creates individualized plan that include the nature of concern, quarterly goals, strategies, accommodations, and modifications and provide intensive interventions.

SST, classroom teacher, and parent determine if the levels of support need to be adjusted or not in every 6 to 8 weeks.