INTERVENTION AND REFERRAL SERVICES (I&RS)
a student is experiencing difficulty in academic, emotional, or
behavioral areas, he or she may be referred to the Intervention and
Referral Services (I&RS) Committee. The Intervention and Referral
Services Committee is composed of members of the faculty which can
include the school nurse, teachers, specialists, administration, and
members of the Child Study Team (Learning Disabilities Teacher
Consultant / LDT-C, School Psychologist, and Social Worker). The team
will meet and develop an Intervention Plan to address and hopefully
rectify concerns through quantifiable measures.
Intervention and Referral Services Committee is a service all school
districts are required to provide pursuant to New Jersey Administrative
Code 6A: 16-8.1.
The Intervention and Referral Services Committee is designed to:
- Identify learning, behavior, and health difficulties of pupils.
- Collect thorough information on the identified learning, behavior, and health difficulties.
- Develop and implement action plans which provide for appropriate school interventions or referrals to community resources.
- Provide support and guidance to school staff to properly document and implement interventions.
- Involve parents or legal guardians with the development and implementation of the action plan.
records of all requests for assistance, intervention and referral
services action plans, and related pupil information pursuant to
and assess the effectiveness of the action plan, revise the plan if
needed and/or determine if referral to the Child Study Team is
the I&RS Committee refers the student to the Child Study Team, the
Child Study Team will then conduct evaluations to determine what special
services need to be provided. Special services provided could include
small group instruction in the resource room, speech and language
therapy, occupational therapy, and counseling.
/ language therapy is a service provided to address the needs of
children with communication disabilities, such as impairments in
language, speech, voice, or stuttering. Typically, speech / language
identify, assess, and diagnose disorders of language, cognitive /
communication disorders, articulation, fluency, voice, and
speech and language services for the habilitation or prevention of
communication disorders, including augmentative and alternative
may be referred to the speech / language pathologist (SLP) by the Child
Study Team as a part of a comprehensive evaluation, or by the child's
parent or classroom teacher due to concerns regarding the child's
ability to communicate effectively. After the referral is received, the
SLP will screen the child to determine if further evaluation is
necessary and make recommendations regarding the child's communication
skills to the referring teacher and parent. If a complete speech /
language evaluation is the recommendation, then the SLP follows the
state policy regarding evaluation time lines.
should be noted that a student with a speech or language impairment
does not necessarily have to be manifesting academic problems in order
to be considered eligible to receive speech / language services.
Effective oral communication is regarded as a skill basic to academic
EARLY INTERVENTION / READING RECOVERY
who are experiencing difficulties with reading in the primary grades
may be recommended for early intervention / reading recovery. The
reading recovery program at LCCS incorporates a strong phonics base
using techniques from a variety of programs; it also emphasizes a strong
conceptual base which is anchored in language and creating meaning.
Whenever possible, the reading recovery program compliments and extends
the learning from the thematic units of the classroom. Students in the
reading recovery program are encouraged to become risk-takers,
meaning-makers, and problem-solvers while on their journey to become