TAT Pre-Referral

The purpose of step 1 is to use your classroom and observational data to target the top two specific areas of student need. Below are a few resources to help give you ideas/suggestions of possible ways to narrow down and articulate the student's areas of need.

• Examples of Academic, Behavioral, Social, and Skill Based Concerns at the elementary level

• Examples of Academic, Behavioral, Social, and Skill Based Concerns at the secondary level

• PRIM examples (Pre-Referral Intervention Manual): Examples of possible areas of concern, broken down into specific categories

**Access this presentation for an in depth explanation of how to complete step 1**

The purpose of step 2 is to make sure you keep special education in mind. While the goal of TAT is NEVER to "fast track" a student into special education, it's important to keep in mind that one possible outcome of TAT interventions is a special education evaluation. Therefore, after the two areas of concern are chosen, a teacher needs to use the special education cross reference chart to double check that the two areas of concern fit the potential special education categories a student would be evaluated in.

• Special Education Cross Reference Chart 

• List of school psychologists and Child Study Team (CST chairs)--(Updated Oct '22): If you have questions about special education categories after reviewing the examples, please contact your school's psychologist or CST chair. They can help guide you in the right direction.

**Access this presentation for an in depth explanation of how to complete step 2**

The purpose of step 3 is to collect ten days of specific data. This data forms the baseline of your two identified areas of concern from step 1. This data gives you, as well as the TAT team, a  picture of where a student is currently functioning. Then, as an intervention takes place, it can be determined if a student is showing success or not. Your data will be given to the TAT team online (in step 5), and your hard copy should be brought to the meeting.

• Baseline Collection Data Chart: Way to systematically collect data to form a baseline of an identified behavior/skill

• Completed (behavioral) and (academic) baseline data charts to show how you to collect/compute a baseline average.

• Screening data: what screening or assessment data do you have (FastBridge, Capti, etc.)?

**Access this presentation for an in depth explanation of how to complete step 3**

The purpose of step 4 is to gather all the information you will need to complete the jot form in step 5. Below are resources to help you know what information you need to collect. 

• One page  organizational guide: Printable hard copy document to help you know what information will be required from you as you complete the online TAT form

• Vision and hearing screening: If you are unsure if a vision and hearing screening has been completed within the last six months, call or email your school's health para. He/she will either give you the results or schedule one. 

• Indian Ed. liaison list: Contact information of Indian Ed. liaison's in each school to see if a student identified as Native American in Skyward is connected to the Indian Ed program.

• Viewpoint: Direct link to access Viewpoint to get student history data. Consider the following reports
  - Attendance, Grades, Standardized Testing (See this link for running these reports)

• Parent Call:  Possible scripts you can use when making initial parent contact.

**Access this presentation for an in depth explanation of how to complete step 4**

The purpose of step 5 is to give the TAT team all the pertinent information needed, so that they will be best prepared at the TAT meeting to help you create sustainable interventions within your classroom. 

• Online form: Complete to schedule a time to meet with your school's TAT team and brainstorm interventions.

**Access this presentation for an in depth explanation of how to complete step 5**