This qualitative case study examined the complicated process that School Building Learning Communities (SBLCs) navigated in regard to the pre-referral process due to the pandemic. Rooted in the theories of John Dewey (2018) and Howard Gardner (1996), this research was conducted by way of interviews and a reflective journal of 12 educational diagnosticians serving a school district in Southeastern Louisiana. Data was coded via Braun and Clark's thematic analysis (1996). Results of the study indicated the teams of lack of learning opportunity, interventions/remediation, SBLCs and school staff, and the legalities of classification. All participants believed that increased school-wide interventions were the key to mitigating the pandemic's influence on student's education and to help establish what are actual learning struggles versus lack of learning opportunity. A significant challenge to schools' ability to conduct interventions was due to staff shortages and the actual implementation due to chronic student absences. The participants also discussed the concerns of classification due to many uncharted scenarios presented by the pandemic. Future research should be conducted on the socioemotional impacts of the pandemic based on the participants concerns over behavior. Additionally, it would be beneficial for the examination of retention of staff as well as the implications on higher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]