3 Step Process
This form is the campus based pre-referral form in which a teacher identifies behavioral and/or learning difficulties of a student.
Step 1 Pre-referral Form
This term defines changes to the classroom environment (such as moving closer to the front of the classroom) in order to assist the student toward success without making any changes to the school curriculum.
Accommodations
When evaluating placement assessments with students scoring at 3 or more grade levels below, schools should contact these staff members for help in making recommendations about admissions.
Campus based Learning Support Coordinator
Regional Learning Support Coordinator
Learning Support Teacher
Dyslexia
Currently, QSI gives this document to a student upon completion of a modified curriculum program.
This is an important step in referring a student for learning support before a learning support plan may be developed for a student or the Regional Learning Support Coordinator may access a child's information.
Parent meeting/ parent consent
Refers to an educational model in which all students are involved and learning in the general education classroom most or all of the time.
Inclusion
If a student has documented moderate to severe needs upon admissions, this review team must issue approval for admission and for modification of the curriculum.
QSI Modified Review Team
A neurodevelopmental disorder characterized by symptoms of deficient reciprocal social communication and the presence of restricted, repetitive, and inflexible patterns of behavior.
Autism Spectrum Disorder
Status report created for students enrolled in a modified program. This status report will explain the differences in this program.
Modified Status Report
This is a formal written document used by QSI when a child has a diagnosed learning difference which outlines a student’s background, strengths, challenges, placements, goals, and more. These forms are collaboratively put together by a student’s academic team: Learning Support Teacher, Learning Support Coordinator, Homeroom Teacher, and Administration.
Step 3 Learning Support Intervention Plan
This refers to a student’s present level of academic achievement and functional performance.
PLAAFP
U.S. State Department assisted schools or any schools with U.S. Government families applying should follow this process upon admissions requests.
US Government Family Admissions Process
A neurodevelopmental disorder characterized by executive dysfunction occasioning symptoms of inattention, hyperactivity, impulsivity and emotional dysregulation that are excessive and pervasive, impairing in multiple contexts, and developmentally-inappropriate.
Attention Deficit Hyperactivity Disorder (ADHD)
Programming that provides the learner with basic foundational skills such as independent living skills, vocational skills, communication, and social skills.
Functional Academics Curriculum
These strategies and classroom adjustments are monitored for a minimum of 6-8 weeks including data collection, anecdotal records, and regular check-ins with the LST and/or LSC.
Step 2 Instructional Strategies Adjustments
An assessment of how a student learns. It measures different types of reasoning, memory, and working efficacy in the academic and social-emotional capacity of an individual. Usually administered by an educational psychologist.
Psychoeducational Evaluation
A student who is 13 years old but is academically able to perform and master the 11-year-old curriculum may be considered for this placement. This is referenced under the Elementary and Secondary Placement Program Policies within the mastery learning system.
Adjusted Academic Program
A learning disability resulting in difficulty learning or comprehending arithmetic, such as difficulty in understanding numbers, learning how to manipulate numbers, performing mathematical calculations, and learning facts in mathematics
Dyscalculia
Changes in the classroom curriculum that are appropriate and necessary for student success, but which result in the requirements for the student’s completion of units to be different from other students enrolled in the program. This may include engaging in an alternative curriculum or students engaged in the regular curriculum but who will not be successful at completing all units.
Modifications
This plan is developed by the LST and/or the LSC if the student has a formal diagnosis resulting in the student needing classroom and standardized testing accommodations and not needing interventions.
A quick assessment utilized to identify a student’s level, areas of growth/need, areas of strength, and to confirm or refute suspicions.
Screeners
These assessments should be administered and reviewed for all students in the school to ensure accurate placement at their instructional level, not necessarily age level.
Placement Assessments
Basic categories that might be drawn in issues of communication involve hearing, speech, language, and fluency. Characterized by difficulty in articulation of words. Examples include stuttering or problems producing particular sounds.
Speech and Language Impairment
Consent for caregivers to remove clothing and assist with personal hygiene such as toileting and diapering at will (see Child Protection Handbook for guidelines).
Intimate Care Acknowledgement Form