REFERAL

Presented by: Nikita ​

OBJECTIVES
• understand what a referral is
• identify the information needed
for referral 
• To be familiarized with types of
referral and the components of
referral
• Determine the best way of
implementation of referral to
student
REFERRAL
Definition :
  Refers to the practice of helping clients find
needed expert assistance that referring
counselor cannot provide. Direct the client to
another counselor with higher level of
training or special expertise related to the
clients need. Activities like referrals and
briefings help Guidance and Counseling
provide students with a more through and
accurate response to their difficulties by
transferring case management.
 USEFUL REFERRAL FOR STUDENT:
•Helping students to meet their needs and
solve the problems they experience.
•Helping students to have the competence to
develop their potential as optimally as
possible.
•Helping students who experience obstacles,
failures in achieving their developmental
tasks
•  Helping students realize the values
contained in developmental tasks that must
be mastered as well as possible.
 WHEN TO
•REFER?
When a student presents a problem or a
request for information which is beyond
your level of competency.
•  When you feel that personality differences
(which cannot be resolved) between you
and the student will interfere with his or
her effective progress.
• If the problem is personal and you know
the student on other than a professional
basis (friend, neighbor, etc.).
 WHEN TO
IfREFER?
the student is reluctant to discuss his/her
problem with you for some reason.
If, after period of time, you do not believe
your communication with a student has
been effective.
WHO TO REFER?
Anyone able to identify situations needing
specialized counseling or advising deserves
commendation.

In addition, referring a student to the office

appropriate to the problem demonstrates to
the student that you have his or her best
interests at heart.
HOW TO MAKE A REFFERAL
The service is free to all students
Confidentiality, to the limits provided by
the law and court is respected
No record of a student's use of the
Counseling Center is made on a transcript,
job placement file, administrative file.
Information cannot be released without the
student's permission (the usual exception
being cases of imminent harm and danger
to the student or others).
APPROACH AND REFERRAL
SERVICE TECHNICIANS

1. Considerations. As a result, the Counselor's power over the

current issues has changed. The bond between the counselor
and the client is strong.
2. Contact. Counselor make contact with other professionals
in the correct way. In the event that the other expert is called
and replies warmly, the client meets with the other expert and,
if needed, prepares a letter of introduction.
3. Evaluation. The counselor calls the other partner before
doing the evaluation.
TYPES OF REFERRAL
Self Referral

Any participant or family member

may call for information or arrange
for confidential short-term
counseling to discuss a personal
problem.
TYPES OF REFERRAL
Management Referral

The focus of counseling services

will be on the job implications of
the situation, however and not on
the personal nature of the problem
IN MOST SCHOOLS, THERE ARE THREE
DISTINCT TYPES OF REFERRALS 

1. Referral for disciplinary issues

2. Special education evaluations
3. Counseling services
REFERRAL FOR DISCIPLINARY ISSUES

A teacher or other school personnel makes a

discipline referral when they need a principal
or school disciplinarian to help deal with a
student issues.

A referral automatically implies that an issue

and that you have already tried to handle it
without success, so keep the following
questions in mind before moving forward with
the referral process.
REFERRAL FOR DISCIPLINARY ISSUES

Four key questions to ask

1. Is this a safety issue for a student or a threat to
other students that requires immediate attention by
an administrator? (If so, contact the administration
immediately)
2. For non-emergencies, what steps have I taken to
handle issue myself?
3. Have I contacted the student's parents and
involved them in this process?
4. Have I documented the steps I have taken in an
attempt to correct this issue
REFERRAL FOR A SPECIAL EDUCATION
EVALUATION

A special education referral is quite

different from a discipline referral in that
it requests that a student be evaluated to
determine their eligibility for special
education services. These services
include speech-language services,
learning assistance, occupational
therapy, physical therapy, and more.
REFERRAL FOR A
SPECIAL EDUCATION EVALUATION

This type of referral is typically written by

either the student's parent or teacher,
sometimes both. Teachers completing special
education referrals often attach evidence and
samples of work to show why they believe a
student needs to be evaluated. Parents often
include anecdotal evidence of need.
SPECIAL EDUCATION EVALUATIONS

Four key questions ask

1. What are the exact issues the student has that
lead me to believe special education services are
appropriate?
2. What evidence or artifacts can I produce that
support my belief?
3. What documented steps of intervention have I
taken to try to help the student improve before
making this referral?
4. Have I already discussed my concerns with the
child's parents and gained insight into the child's
history
REFERRAL FOR COUNSELING SERVICES

A counseling referral can be made for a student

for any number of legitimate concerns that do
not always necessitate teacher intervention
prior to filling out the referral. Referrals for
counseling services are much more subjective
than the others but no less serious-counseling
can impact a student's life considerably.
REFERRAL FOR COUNSELING SERVICES

Common reasons for counseling referrals

include:
- A student is going through a traumatic
experience. 
- A student exhibits sign of depression
and/or withdrawal. 
- A student's grades suddenly dropped or
there is a drastic change in behavior.
RESEARCH AND
EVALUATION

Presented by: Nikita

 OBJECTIVES
- Define the research and evaluation
- Difference between research and evaluation
 INTRODUCTION
  Two parallel genres of inquiry in the educational and psychological
communities have grown side by side: research and evaluation. At
times, these two genre intersect; at other times, they follow very
separate trajectories. The relationship between research and
evaluation is not simplistic. Much of evaluation can look
remarkably like research and vice versa.

   Both make use of systematic inquiry methods to collect, analyze,

interpret, and use data to understand, describe, predict, control or
empower. Evaluation is more typically associated with the need for
information for decision making in a specific setting, and research is
more typically associated with generating new knowledge that can
be transferred to other settings. In practice, a large area of overlap
exist between evaluation and research.
Presentation title 23

AREAS OF GROWTH

B2B Supply chain ROI E-commerce

Q1 4.5 2.3 1.7 5.0

Q2 3.2 5.1 4.4 3.0

Q3 2.1 1.7 2.5 2.8

Q4 4.5 2.2 1.7 7.0

 24

“ BUSINESS OPPORTUNITIES ARE

LIKE BUSES. THERE'S ALWAYS

”
ANOTHER ONE COMING.
Richard Branson
Presentation title 25

MEET OUR TEAM

TAKUMA HAYASHI MIRJAM NILSSON FLORA BERGGREN​ RAJESH SANTOSHI​

President Chief Executive Officer Chief Operations Officer VP Marketing
 26

MEET OUR EXTENDED TEAM

TAKUMA HAYASHI MIRJAM NILSSON FLORA BERGGREN​ RAJESH SANTOSHI​

President Chief Executive Officer Chief Operations Officer VP Marketing

GRAHAM BARNES ROWAN MURPHY ELIZABETH MOORE ROBIN KLINE

VP Product SEO Strategist Product Designer Content Developer
Presentation title 27

PLAN FOR PRODUCT LAUNCH 

PLANNING MARKETING DESIGN STRATEGY LAUNCH

Deploy strategic
Disseminate Foster holistically
Synergize scalable Coordinate e- networks with
standardized superior
e-commerce business applications compelling e-
metrics methodologies
business needs
 28

TIMELINE

SEP 20XX NOV 20XX JAN 20XX MAR 20XX MAY 20XX

Synergize scalable Disseminate standardized Coordinate e- Foster holistically Deploy strategic

e-commerce business applications superior methodologies networks with
metrics compelling e-
business needs
 29

AREAS OF FOCUS
B2B MARKET SCENARIOS CLOUD-BASED OPPORTUNITIES

• Develop winning strategies to keep ahead • Iterative approaches to corporate strategy

of the competition • Establish a management framework from
• Capitalize on low-hanging fruit to identify the inside
a ballpark value
• Visualize customer directed convergence
Presentation title
HOW WE GET THERE
ROI
• Envision multimedia-based
expertise and cross-media
growth strategies
• Visualize quality intellectual
capital
• Engage worldwide
methodologies with web-
enabled technologies
NICHE MARKETS
• Pursue scalable customer
service through sustainable
strategies
• Engage top-line web
services with cutting-edge
deliverables
30
SUPPLY CHAINS
• Cultivate one-to-one
customer service with robust
ideas
• Maximize timely
deliverables for real-time
schemas
Presentation title 31

SUMMARY
At Contoso, we believe in giving 110%. By using our next-generation
data architecture, we help organizations virtually manage agile workflows.
We thrive because of our market knowledge and great team behind our
product. As our CEO says, "Efficiencies will come from proactively
transforming how we do business."