How to document pre referral intervention

All previous interventions used, including strategies used in a childcare environment, should be included. The summary of interventions is required for preschool children if the child, previously received services under Part C and/or Part B of IDEA or is being evaluated under the suspected disability category of specific learning disability. This part is very important for initial evaluations. The ETR must contain a summary of the specific interventions provided to the child. If interventions have not been provided prior to referral, interventions can be done at the same time as the evaluation is being conducted. Remember: Interventions may continue to be provided once the initial evaluation process has begun, but the ETR may not be delayed in order to complete interventions. The 60-day timeline from the receipt of the written parental consent to the completion of the initial evaluation may not be exceeded due to the desire to complete current interventions.

The data from interventions provided in an initial evaluation will be documented on the PR-04, Referral for Evaluations,. This area in Part 2 must also be included in reevaluations if interventions were implemented. There are separate spaces for the initial evaluation summaries and the reevaluation intervention summaries on the ETR form.

Using the information provided on the PR-04, you can complete the summary of intervention for an initial evaluation, this summary must include:

1. The specific research-based or evidence-based intervention(s) provided.

2. The length of time the interventions were provided -- the number of weeks or months during which each intervention protocol was provided.

3. The intensity refers to how often interventions were applied and how many minutes each intervention session lasted.

4. The results of the intervention(s) compared to the baseline at the beginning of the interventions, or the pre-test. For instance, on a timed reading fluency test, the student read an average of 33 words per minute at the start of the intervention compared to an expected grade level performance of 80 words per minute. At the end of the intervention period (6 weeks), the student was reading an average of 46 words per minute.

5. The decision made as a result of the interventions includes adequate progress or lack of progress based upon all data collected. Then, did the team decide to refer the child for an evaluation or to continue the interventions in some other form, and why the team made that decision.