What evidence must be documented before recommending a student for special education services?

Recommending a student for special education services requires that evidence is gathered through a structured approach to ensure that the student’s needs are accurately identified and addressed. Implementing a Response to Intervention (RTI) framework is critical because it provides a systematic method of academic and behavioral intervention. RTI involves multiple tiers of support, allowing for the collection of data on the student's performance over time to determine if the instruction is effective.

This process involves monitoring the student's progress and adjusting interventions based on their response. If the student does not respond adequately to these interventions, it suggests that they may require special education services. Therefore, documenting the implementation of RTI ensures that there is a clear, evidence-based rationale for moving forward with special education recommendations, highlighting the specific challenges that the student has faced despite receiving targeted support.

While classroom behavior reports, parental feedback, and standardized test results can all contribute valuable information about a student's performance and needs, the RTI model specifically emphasizes the importance of evidenced-based interventions and systematic monitoring as prerequisites for special education eligibility. This approach ensures that all necessary support mechanisms have been exhausted before considering referrals to special education.