4321.2 School-Wide Pre-Referral Approaches and Interventions

The Board of Education recognizes that the provision of academic and behavioral supports and targeted interventions for students who are not making academic progress at expected levels in the general curriculum may improve a student’s performance and help avert the need for referral for possible classification as a student with a disability. Therefore, the District will implement on a school-wide basis practices appropriate to enable all of the District’s students to succeed in the general education environment.

The District will identify and take steps to implement a variety of practices appropriate to comply with this policy. Consistent with applicable law and regulation, those practices may include, for example:

1. Providing early interviewing services with funds available under the IDEA and which may be coordinated with similar activities conducted under the Elementary and Secondary Education Act. Such services would be made available to students not currently identified as needing special education and related services, but who need additional support to succeed in a general education setting. This may include professional development that enables teachers and other staff to deliver scientifically based academic instruction and behavioral interventions, such as scientifically based literacy instruction and, where appropriate, instruction on the use of adaptive and instructional software. It also may include educational and behavioral evaluations, services and supports.
    
2. Implementation of a Multi-Tiered System of Support program that includes the minimum requirements established by Commissioner’s Regulations and allows teachers and other staff to determine whether a student responds to scientific, research-based instruction or requires interventions beyond those provided to all students in the general education classroom.
    
3. Implementation of a positive behavioral intervention and support (PBIS) system that reduces school and classroom behavioral problems and creates and maintains a safe and positive learning environment by promoting positive behavior in all students.
    
4. Pre-Referral Procedures
   
   It shall be the practice of the Brentwood School District to establish Instructional Support Teams (ISTs) within each school. The function of the IST shall be to assess student performance within the general curriculum and to provide suggestions for the altering of techniques, approaches and other pre-referral strategies in order to modify the program sufficiently to enable successful student participation.

The composition of these teams shall consist of, but be limited to:

• Classroom teacher
• Special education teacher
• Related service provider
• Building-level support personnel
• Building administrator

District implementation of any of the above practices will not impede or delay the appropriate evaluation of a student suspected of having a disability, and the student’s right to a free appropriate public education.

Cross-ref:
4000, Student Learning Objectives and Instructional Goals
4325, Academic Intervention Services

Ref:
Individuals with Disabilities Education Act, 20 USC §§1413(f); 1414(b)(6)(B)
34 CFR §§300.226; 300.307(a)(2)
8 NYCRR §§100.2(ii); 200.2(b)(7)

Approved by the Board of Education: 12/18/08
Revision approved by the Board of Education: 12/19/19

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