Pre-Referral/Screening
The Pre-Referral step in the special education process is more formal than providing simple and temporary accommodations for students.
Pre-Referral intervention is designed to identify, develop, and implement alternative education strategies for students who have recognized problems in the classroom before the student is referred to special education.
Pre-Referral intervention is typically conducted by a Student Centered Team (also called early intervention team, intervention assistance team, student support team, teacher assistance team, or instructional support team). The team usually consists of:
The general education teacher provides background information regarding the problem exhibited by the student and the team works together to develop possible solutions.
Because of changes to IDEA in 2004, many states and independent school districts have begun using a more formal and systematic
pre-referral process called response to instruction and intervention (RTII).
The Pre-Referral step in the special education process is more formal than providing simple and temporary accommodations for students.
Pre-Referral intervention is designed to identify, develop, and implement alternative education strategies for students who have recognized problems in the classroom before the student is referred to special education.
Pre-Referral intervention is typically conducted by a Student Centered Team (also called early intervention team, intervention assistance team, student support team, teacher assistance team, or instructional support team). The team usually consists of:
- The teacher
- The parents/guardians
- An administrator
- Other general education teachers
- Nurse
- Guidance counselor
- Other adults involved in the education of the student.
The general education teacher provides background information regarding the problem exhibited by the student and the team works together to develop possible solutions.
Because of changes to IDEA in 2004, many states and independent school districts have begun using a more formal and systematic
pre-referral process called response to instruction and intervention (RTII).
Response to Instruction and Intervention (RtII)
RtII is a comprehensive, multi-tiered, standards aligned strategy to enable early identification and intervention for students at academic or behavioral risk.
RtII may be considered as one alternative to the aptitude-achievement discrepancy model for the identification of students with learning disabilities after the establishment of specific progress measures.
RtII allows educators to identify and address academic and behavioral difficulties prior to student failure. Monitoring student response to a series of increasingly intense interventions assists in preventing failure and provides data that may guide eligibility decisions for learning disabilities.
The goal of RtII is to improve student achievement using research-based interventions matched to the instructional need and level of the student.
RtII provides three levels of intervention for students who are experiencing problems:
Tier 1-Foundation/ Standards Aligned Instruction for All Students
Tier 2- Strategic Interventions for Some Students
Tier 3- Intensive Interventions for a Few Students
Whether the school uses pre-referral teams or the more formal RTII process, the intent is to provide interventions that will help the student achieve success without entering special education. However, if these interventions do not improve the student’s performance, then the student will be referred for an assessment to determine possible eligibility for special education services.
RtII is a comprehensive, multi-tiered, standards aligned strategy to enable early identification and intervention for students at academic or behavioral risk.
RtII may be considered as one alternative to the aptitude-achievement discrepancy model for the identification of students with learning disabilities after the establishment of specific progress measures.
RtII allows educators to identify and address academic and behavioral difficulties prior to student failure. Monitoring student response to a series of increasingly intense interventions assists in preventing failure and provides data that may guide eligibility decisions for learning disabilities.
The goal of RtII is to improve student achievement using research-based interventions matched to the instructional need and level of the student.
RtII provides three levels of intervention for students who are experiencing problems:
Tier 1-Foundation/ Standards Aligned Instruction for All Students
- Standards aligned instruction and school wide foundational interventions are provided to all students in the general education core curriculum. Tier I also is used to designate instructional interventions for students who are making expected grade level progress (benchmark students) in the standards aligned system and who demonstrate social competence.
- ALL students receive Tier I interventions, also know as “Best Practices.” Tier I interventions will be successful with 80- 90% of the student population (depending on the school district). Classroom teachers provide Tier I interventions and supports.
Tier 2- Strategic Interventions for Some Students
- Academic and behavioral strategies, methodologies, and practices designed for some students who are not making expected progress in the standards aligned system and who are at risk for academic and behavioral failure. Students require additional academic and behavioral support to successfully engage in the learning process and succeed in the standards aligned system
- Based on academic school-wide screening, students who are not meeting grade level benchmarks and for whom Tier I interventions are not supportive enough will receive Tier II interventions. They receive the same instruction as students in Tier 1 as well as targeted interventions. Tier II represents 5-10% of the population. Tier II interventions are provided by the classroom teacher as well as support staff when necessary.
Tier 3- Intensive Interventions for a Few Students
- Academic and behavioral strategies, methodologies and practices designed for a few students who are significantly below established grade-level benchmarks in the standards aligned system or who demonstrate significant difficulties with behavioral and social competence.
- Students who are not making adequate progress at Tier II will receive Tier III interventions. Tier III interventions include intensive instruction, specific to the student’s highest area(s) of need. Tier III should only represent 1-5% of the population. Tier III interventions are provided by the classroom teachers as well as specialists in the specific area of skill deficit.
Whether the school uses pre-referral teams or the more formal RTII process, the intent is to provide interventions that will help the student achieve success without entering special education. However, if these interventions do not improve the student’s performance, then the student will be referred for an assessment to determine possible eligibility for special education services.