At times, teachers may observe that a child is having trouble acquiring concepts or performing routine tasks. Concerns are discussed with parents as soon as possible. Teachers will consult with their colleagues at grade level meetings where assessment data will be discussed with regular education interventionists and special education staff in order to determine the interventions and support that may be needed. If the data supports a student entering tiered intervention (math or reading support), the student will be referred to the Child Study Team (CST) to formally document the need for intervention services.  Interventions will be collaboratively planned by the classroom teacher and the CST team. To adhere to  requirements related to Response to Intervention (SRBI), every effort will be made to support students within the regular education environment before special education services are considered. However, if more support is needed after a period of intervention strategies, the team may refer the student to special education by coordinating a Planning and Placement Team (PPT) meeting with the family to discuss additional intervention measures. 

This process can also be initiated by parents if they have concerns. Parents are welcome to voice their concerns relative to social, emotional, behavioral or academic areas to their child’s classroom teacher or a member of the special services team. Supporting student’s needs is a collaborative process between school staff and parents/guardians. 

Additionally, children who are experiencing problems adjusting to school or being comfortable in social situations can be referred to the school social worker or the school psychologist. Support can be provided in a variety of ways, each of which includes parent consultation and involvement as an important component. Please refer to Special Services for more information and contacts.