Natalie recently transferred to a new school and a disability diagnosis was disclosed during a meeting. What is the most appropriate step for the teacher to take to meet her needs?

• A. Conducting a full and individual evaluation
• B. Completing a comprehensive file review
• C. Developing a systematic evaluation plan
• D. Initiating a prereferral identification process

Answer: (D)

Starting with prereferral supports means trying targeted classroom strategies first to see what helps Natalie within general education before moving to formal testing. When a student with a known disability transfers to a new school, the best first step is to implement and document supports in the classroom—things like clear routines, seating that minimizes distractions, visual supports, differentiated instruction, behavior supports, and any needed accommodations or assistive technology—while closely monitoring how she responds. Collecting this data helps the team determine whether her needs can be met with modifications in the general education setting or whether a formal evaluation for special education is warranted.

This approach keeps the focus on practical, day-to-day strategies that support learning and the least restrictive environment. A full evaluation is reserved for after prereferral interventions have been tried or when the team determines there is enough reason to evaluate. A comprehensive file review and a planned evaluation process are important pieces, but they don’t directly address immediate learning supports in the classroom the way prereferral interventions do.