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Research Highlights: The Prereferral Intervention Process

• Prereferral interventions are primarily used to decrease the number of inappropriate referrals to special education.
• The purpose of the prereferral team is to empower teachers and to increase the skills and abilities of teachers to effectively meet the needs of students who may have learning problems, behavioral problems, or both.
• Prereferral teams engage in problem solving techniques to address student needs. These teams may include parents; general education classroom teachers; administrators; a consulting special education teacher; and special services personnel, such as a school psychologist, a guidance counselor, a nurse, a social worker, or a speech and language instructor.
• There are various models of prereferral interventions that have been identified and share some common goals: prereferral intervention teams, prereferral consultation teams, student assistance teams, student success committees, and school-based intervention assistance teams.
• Prereferral interventions require administrative support and funding for training, release time for consultations, planning, and communication between the participants.
• The prereferral intervention is often confused with the referral process defined in special education. Historically, the referral process initiates the myriad decisions that identify, assess, refer, and place students in special education on the basis of their academic and behavioral needs. However, despite similar terminology, in this document "prereferral intervention" does not imply special education. It simply represents a school-based intervention that allows educational professionals and stakeholders to brainstorm ways to have a positive impact on students who are experiencing difficulty in the general education classroom.
  

  Strategies That Promote Effective Prereferral Processes

  • Have clear procedural guidelines in place for the prereferral team to follow. These procedures should include a system of student monitoring and giving feedback to the referring teacher.
  • Provide continuous, cohesive staff development on the diversity of student learning modalities, cultural competence, and behavioral coping styles.
  • Assign a school-based person the responsibility of overseeing the process. This lead person will guide the implementation of academic and behavioral strategies to ensure that they are implemented correctly. It is advantageous to have a lead person, if only on a part-time basis.
  • Identify the most appropriate staff to meet on a weekly basis to intercept cases that may otherwise be directed to special education. This team will ensure that all services have been exhausted and that a child's cultural and language experiences are not considered as a basis for the referral before a child is referred.
  • Disseminate the meeting times and outcomes for all to view for further discussion.
  • Have administrators implement a policy that states the necessity of, the sequence of, and the procedures associated with prereferral activities and demonstrate their commitment to the policy.
  • Involve the entire school community in the process, including, paraprofessionals, bus drivers, cafeteria staff, and parents.
  • Communicate with parents to inform them of their role and the team's availability to assist them and their child.
  • Make the process easy and appealing to staff. Minimize paperwork and disruptions as much as possible.
  • Always schedule follow-up meetings to discuss the initial outcomes of alternative interventions, and set reasonable expectations.
  • Encourage everyone in the building to take ownership for all students. Use such terms as "our kids" instead of "your kids."
    
    

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