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Intervention and Referral Service Team
Intervention and Referral Service Team
Referral Procedures 2016-2017

Intervention and Referral Services Team
The IRST designs and monitors the implementation of strategies for educating nonclassified students, who are referred because they are experiencing difficulties (socially, emotionally or academically) in their classes. The Committee coordinates and/or delivers intervention and referral services for these students, drawing from the information provided by the classroom teacher, parents and expertise of the members of the team.

IRST membership includes:
Tracey Salerno, Chairperson
Tim Gouraige, Assistant Principal
Debbie Bajakian
Alana De Costa
Keri Nick
Mike Ives
Bill Kerkendall
Donnie Merritts
Dayna Krachtus

Committee Focus
The IRST is a school-based problem-solving group, providing support and guidance to classroom teachers, planning and providing for appropriate interventions for referred pupils and communicating with parents in the development and implementation of a Student Action Plan. IRST also attempts to monitor the larger academic and social climate of the school by discussing issues of attendance, health and social problems, marking period reports, student promotion and/or retention and other relevant concerns of staff and parents. Members of the IRST function collaboratively, capitalizing on the strengths of the team. IRST has been developed to assist non-handicapped pupils who have difficulty achieving success in regular education.

Before A Student is Referred to IRST
1. Track how frequently, and in what circumstances, the problem is occurring.
2. Bring the problem to the attention of the Guidance Office and/or Child Study Team.
3. Have a personal or telephone conference with the parent(s) and guidance counselor, at least once, to describe the problem and define your concerns.

Referring To the IRST
Complete a Request for IRST Assistance form, available in the NV Demarest Guidance Office. This document serves to provide the team with educational/social/emotional/medical information as available.

Follow-up
The IRST exists to propose strategies for implementation by the classroom teacher and support staff. Responsibility for regular follow-up will be assigned to specific persons on the IRST committee, and/or to the classroom teacher. It is important that interventions be documented and reviewed after 4 weeks. Teachers are asked to maintain communication with the student’s case manager on IRST regarding the impact of interventions on the child’s learning and behavior.

 
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