Four elementary students referred for special education evaluation were observed systematically for 2 entire days each at three different times within the referral-to-placement process. Data were recorded on 53 variables within six categories in 10 second intervals to examine changes in the nature of instruction and academic responding time as a function of going through the referral-to-placement process. Few consistent trends were observed, and extreme variability among students was found. In some cases, changes observed 1 month after the individualized education program (IEP) was written were no longer evident 2 months after the IEP was written. (Author/CL)