Title: Procedural Guidelines For The Identification Of Children With Special Needs
Author: TKK
Last saved by: Marise Crow
Company: Te Totara School

Procedural Guidelines For The Identification Of Children Needing 
Learning Support – Special Needs (including Gifted Students)

Stage IV
Ongoing monitoring of student’s programmes/progress by Teacher, Team Leader, LSC, Learning Assistants and parents in a variety of forums e.g. Team meetings, incidental discussions, Priority Learners document and ongoing notes.

Stage 1 – Classroom Teacher can collect data:
•	Classroom observations
•	Discuss with Team Leader
•	Testing (School Entry Assessment, 6yr net, PAT etc)
•	Running Records
•	Writing sample with indicators attached
•	Work samples
•	Cumulative records 
•	Curriculum adaptations
•	Parent discussions

Stage 1 - Parent/Caregiver Outside Agencies may share information with any member of the team

Tier 2 - Support could include:
•	Reading assistance
•	Steps to Literacy
•	Curriculum adaptation
•	Remediation programmes
•	ESOL programmes
•	Talk to Learn/Alien Talk
•	Targeted Numeracy
•	Friendship/Groups (social development)
•	PMP

Tier 1 - Support could be SENCO Referrals made to:
•	RTLB
•	Paediatrician
•	C.D.C
•	Oranga Tamariki
•	Public Health Nurse
•	Iwi Organisations
•	Parentline
•	Ministry of Education (ORS)
•	SLT – Speech Language Therapist
•	MOE Severe Behaviour
•	Mind Plus
•	Correspondence School (Te Aho o Te Kura Pounamu)

Stage 111 – Tier 2
•	LSC Support
•	Classroom Techer to meet the identified needs
•	Support Programmes may be considered
•	Added to Priority Learners document
•	Curriculum differentiation in place

Stage 111 – Tier 1
•	Referral goes to Learning Support Committee
•	Recommendations are followed up
•	Set-up Programmes
•	Source external agency’s support
•	Establish funding
•	Monitoring systems in place - LSC

Stage II with Learning Support Coordinator (LSC)
•	Present/discuss information
•	LSC/teacher complete Learning Support Referral
•	LSC and SENCO decide on Tier 1 or Tier 2