If classroom-based interventions have been insufficient, what is a critical goal during the pre-referral stage?

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During the pre-referral stage, a critical goal is to develop academic supports to remediate difficulties that students may be experiencing. This stage serves as an early intervention phase aimed at addressing potential learning or behavioral challenges before formal special education referral processes begin. By focusing on developing tailored academic supports, educators can create interventions that are specifically targeted at the individual needs of the student, which can help in identifying whether the difficulties arise from instructional methods or other contextual factors.

This approach emphasizes the importance of data-driven interventions and strategies that can help support students within the general education setting. Implementing effective academic supports may include differentiated instruction, modified assignments, or additional resources aimed at helping the student enhance their skills and overcome obstacles they face in learning. This focus on remediation can provide insights into a student's needs and help determine if further evaluation for special education services is necessary.

Encouraging parental involvement, improving teacher-student relationships, and implementing new technology are all important aspects of a comprehensive educational strategy, but when classroom-based interventions have proven insufficient, the priority becomes directly addressing the specific academic challenges of the student through targeted supports.

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