Referral Process for Struggling Students by blake hartman

1. Classroom Observation

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Monitor academic performance (reading, writing, math).
Observe behavior, attention, and social interaction.

2. Signs of Struggling Student

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Low academic achievement despite effort.

Difficulty following directions.

Behavioral outbursts or withdrawal.

Repeatedly not meeting grade

3. Language vs. Learning Disability Check

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Collect language background info (home language survey).

Assess English language proficiency.

Compare performance in L1 vs. English.

Consult ESL specialists.

If difficulties persist across languages = possible disability.

4. Initial Interventions (RTI – Response to Intervention)

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Small group instruction.

Differentiated tasks (visuals, scaffolding, modeling).

Extra practice time.

Use assistive technology if needed.

Track progress over 6–8 weeks.

5. Parent Involvement

blakehartman — 2025-10-01 07:48:42 UTC

Meet with parents to discuss concerns.

Share strategies for home support.

Document parent input.

6. Data Review

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Evaluate intervention results.

Collect samples: student work, test scores, behavior logs.

7. Decision Point

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If improvement → continue supports.

If no improvement → referral to special education team.

8. Referral & Evaluation

blakehartman — 2025-10-01 07:50:57 UTC

School administrative staff, homeroom teacher and special education team conduct assessments.

Parents give consent.

Testing for learning disability or other special needs.

9. Special Education Services

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If eligible → IEP (Individualized Education Plan) created.

If not eligible → continue classroom interventions.

References

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Friend, M., & Bursuck, W. D. (2021). Including students with special needs: A practical guide for classroom teachers (9th ed.). Pearson.

Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004). https://sites.ed.gov/idea/

Ortiz, A. A., & Robertson, P. M. (2018). Preparing teachers to serve English learners with language- and literacy-related difficulties. Journal of Learning Disabilities, 51(3), 210–219. https://doi.org/10.1177/0022219418763560

Vaughn, S., Bos, C. S., & Schumm, J. S. (2020). Teaching students who are exceptional, diverse, and at risk in the general education classroom (7th ed.). Pearson.