2.  Pre-Referral and Referral

Pre-referral and Referral to Special Education

The Special Education referral is the initial step of the Special Education process. Any student who is believed to be disabled and in need of special education or related services in order to receive a free and appropriate public education may be referred by a teacher, parent, or other interested person. A special education referral shall not be requested until the referring educator has presented the student to building grade level teams and/or Student Study team for recommendations on interventions to ensure the child is not receiving adequate benefit from general education instruction. The student’s progress toward intervention goals should be monitored for a period of 6-8 weeks. Data must suggest that appropriate interventions are not making a significant impact on progress. Parents may request a referral at any time. The SST team will decide along with parents whether to proceed with a special education evaluation. Teachers should operate from the hypothesis that a disability is the least likely cause of poor academic success, and that repairing of obstacles to success within the teacher’s control should be given priority prior to a Special Education referral. Repairing obstacles may include addressing vision or hearing problems and/or lack of regular attendance, and/or documentation of a variety of intervention strategies during the pre-referral process. This may include close communication with parents, school counselors and/or the principal to ensure these details have been addressed. Building level teams may recommend a variety of appropriate interventions for a trial period, in agreement with parents, prior to a formal special education referral.

Pre-Referral Considerations

• Prior to a Special Education referral, the following steps shall be completed:

  • Teacher to meet with or call the parent and complete the parent interview form. The purpose of this contact is to share concerns about progress or performance in class and obtain any helpful background information to assist in determining obstacles to school success.

  • The teacher will complete a cumulative record file review documented on the File Review form. The teacher will look for clues from the past, such as behavior referrals, test scores, attendance, failure of hearing/vision screenings, etc.

  • The teacher will meet with the grade level team for consultation on core curriculum implementation, appropriate supplemental interventions, need for behavior supports and other available resources to support student progress. Consultation from Title 1 or Resource Room teachers may also be beneficial for suggestions on teaching strategies, curriculum modifications or accommodations.

  • If the classroom teacher’s data indicates the student is not making expected progress, the teacher begins to make adjustments in strategies used in teaching the student through intervention planning. The teacher reviews data to determine if these adjustments make an impact. Interventions should be documented for a course of 6-8 weeks.  

  • The teacher will implement and document the effectiveness of interventions. The type of intervention, instructional objectives, frequency of intervention (how many times per week), and duration of intervention will be noted. Additionally, the teacher should be prepared to compare the student’s rate of progress to the expected rate of progress for the specific grade level and/or to compare the student’s progress to his/her peers.

Special Education Referral

• When the pre-referral steps have been completed and it appears there are no other reasonable interventions to attempt, and the student’s performance continues as a concern, it would be appropriate to make a referral to the Student Study Team.  The above documentation is attached to the referral form. 

• The SST Team coordinator will schedule the SST team meeting and invite the appropriate individuals to the meeting. Parents should be notified of the meeting and be invited to attend. Parents should be asked if the meeting can continue without them if they are unable to attend. At the CARE/SST meeting, the team will make recommendations, which may include a comprehensive Special Education evaluation. The Care Team coordinator will complete evaluation planning with appropriate Evaluation Team members and obtain permission to test. This may follow the CARE/SST meeting.

  • For students referred for a special education evaluation, the discipline/removal procedures outlined in this handbook apply as they do for an eligible special education student.  The following guidelines will assist with ensuring the success and safety of all students and staff.

• When a student is scheduled for an SST referral, the following documentation is mailed to the parents:  

  • • Notification of Special Education Initial Evaluation referral,

    • Procedural Safeguards, 

    • Meeting notice

Required Meeting Participants for Meeting Notice

Note: 

• The parent is not included on this list because the meeting notice is addressed to the parent.

• For items marked by an asterisk*, the determination may be made by team without a meeting.

Paperwork:

* Schools must communication information to limited English parents in a language they can understand.

• Pre-Referral

  • • Staffing Notes

    • Academic data collection records

    • Behavioral data collection records

    • Parent contact log

    • Parent interview

    • Teacher input

    • Release of information with any outside entities (i.e. physicians, psychologists, counselors;etc.)

• Referral

  • • Parent notification

    • Meeting Notice

    • Staffing Notes

    • Notice of initial evaluation 

    • Release of information with any outside entities (i.e. physicians, psychologists, counselors;etc.)

    • Procedural Safeguards

    • Minutes of Evaluation or Reevaluation Planning Meeting