What are pre-referral strategies?

Pre-referral strategies are systematic, evidence-informed classroom interventions and supports that teachers use when a student shows academic or behavioral difficulties. The goal is to address the need in the general education setting, collect data about response-to-intervention, and avoid unnecessary special education referrals.

Why use them?

• Resolve learning or behavior issues early and efficiently.
• Ensure students receive appropriate instruction and accommodations first.
• Provide documented data if a special education referral becomes necessary.
• Engage families and multi-disciplinary colleagues in problem-solving.

Step-by-step pre-referral process

1. Identify and define the concern precisely.

   Be specific: Is the issue accuracy, fluency, comprehension, engagement, off-task behavior, or disruptive conduct? Define observable behavior (what you see) and frequency/intensity (how often/how severe).

2. Gather baseline data.

   Collect 1–2 weeks of simple measures before changing instruction: work samples, quiz scores, attendance, anecdotal notes, brief curriculum-based measures (CBM), and classroom behavior counts. This establishes where the student is starting.

3. Plan targeted, evidence-based interventions (SMART goal).

   Create a short-term goal that is Specific, Measurable, Achievable, Relevant, and Time-bound. Identify instructional strategies and accommodations tailored to the deficit. Include who does what, materials, and schedule.

4. Implement with fidelity.

   Deliver the intervention consistently for a set period (often 4–8 weeks). Keep the intensity reasonable: small-group instruction, daily check-ins, or embedded scaffolds. Note when and how instruction differs from universal classroom practices.

5. Monitor progress regularly.

   Use quick, objective measures (weekly or twice-weekly) to track response. For academics use CBMs (oral reading fluency, math probes); for behavior use daily behavior report cards or frequency counts. Record at least 4–8 data points across the intervention period.

6. Communicate and involve family.

   Share the plan, baseline data, and progress at regular intervals. Solicit home strategies and contextual information (sleep, health, language spoken at home).

7. Review and decide as a team.

   At the end of the trial, review data with grade-level colleagues, intervention specialists, or an RTI/MTSS team. Possible outcomes: continue/adjust the intervention, intensify supports, or refer for a special education evaluation if minimal or no progress and suspicion of a disability exists.

Examples of practical strategies

• Reading (elementary): small-group phonics for 20 minutes daily, explicit decoding instruction, and weekly oral reading fluency probes.
• Math (grades 3–5): concrete manipulatives plus explicit modeling, visual number lines, and short daily computations practice; monitor with brief math probes.
• Inattention/Off-task: seat close to teacher, chunk tasks into 5–10 minute segments, use a visual timer, frequent behavior-specific praise, and a daily behavior report card.
• Challenging behavior: teach replacement skills, use clear routines, antecedent adjustments (proximal seating, reduced distractions), and simple reinforcement systems. Consider a brief functional assessment if behavior is resistant.

Monitoring: practical details

• Choose measures that are easy, reliable, and linked to instruction.
• Record dates, scores, intervention steps, and fidelity (who delivered, minutes delivered).
• Graphs are powerful: plot baseline and weekly points to see trendlines.
• Typical trial length: 4–8 weeks with at least 4–8 data points; longer or more intensive if progress is slow but consistent.

Documentation checklist (what to keep)

• Clear statement of concern and baseline data.
• Signed parent contact/log of communications.
• Intervention plan (goal, strategies, frequency, responsible staff, start/end dates).
• Progress monitoring data and fidelity notes.
• Team meeting notes and next-step decisions.

Sample short pre-referral form (use/modify)

Student: __________________    Grade: ____    Date: _______
Concern: (brief observable description)
Baseline data: ___________________________
SMART goal: _____________________________
Intervention(s): (what, who, how often) __________________
Progress monitoring tool & schedule: ______________________
Parent contact: date/method/summary ______________________
Start date: _____   Review date: _____   Outcome: _______

When to refer for special education

Refer when multiple, well-implemented pre-referral interventions tailored to the need and monitored over time show minimal or no progress and there is reason to suspect a disability. Ensure documentation is complete—teams and evaluators rely on the quality of pre-referral data.

Practical tips and common pitfalls

• Tip: Keep interventions simple and sustainable—complex plans that aren’t implemented won’t help.
• Tip: Focus on one measurable goal at a time.
• Pitfall: Skipping baseline data or using subjective impressions rather than objective measures.
• Pitfall: Short trials (1 week) or inconsistent implementation—these undermine decision-making.
• Tip: Consider language, cultural, and health factors before assuming disability.

Collaborate and keep learning

Work with colleagues (reading specialists, school psychologists, behavior analysts) and family members. Use the pre-referral period as a structured problem-solving opportunity: try targeted supports, measure results, and use data to make fair, evidence-based decisions about next steps.

Bottom line: Pre-referral strategies are intentional, documented, data-driven attempts to help students succeed in general education. When done well they improve instruction for the student and produce the clear evidence needed if further evaluation is required.