1. Supplemental Pay Instructions
Enter the Workforce Production Site:
Log into the system using your user ID and password (same one as you used to log into computer)
Click on Go to Web Clock under My Employee Stuff
Click on Supplemental Time Clock
Enter Routing ID- 823
Enter comments- Child Study System Training
Click on- In for work
Log out
Be clear that this is only for staff members who are not on contract during July.

3. AGENDA Survey of Knowledge on Child Study System
Overview of Child Study Systems
Organization of Learning Support Services
Child Study Process
CAPTURE Problem Solving Model
Effective Child Study Teams
Assessment of Campus Systems
Lunch
eCST Tool

4. Pre-Test

5. Child Study System Overview – How did we get here?
To see the CSS Overview video, go to: Once you are on the site, scroll down to the first video.

7. Sally Rothenberg, Director
Chief Schools Officer
Dr. Paul Cruz
Learning Support Services
Sally Rothenberg, Director
Vertical Team Lead
Dianna Groves
Travis Vertical Child Study Support Team
McCallum Vertical Child Study Support Team
Lanier Vertical Child Study Support Team
Margaret Hester
Aikens Vertical Child Study Support Team
Bowie Vertical Child Study Support Team
Evelyn Jones-Hill
LBJ Vertical Child Study Support Team
Reagan Vertical Child Study Support Team
Anderson Vertical Child Study Support Team
Jane Nethercut
Eastside Vertical Child Study Support Team
Crockett Vertical Child Study Support Team
Austin Vertical Child Study Support Team
Child Study Team Design
Child Study
Support Team
Child Study System Facilitator - School Service Specialists
Dropout Prevention Specialist

8. Child Study System Facilitators
Eastside, Crockett, and Austin High Vertical Teams
Jane Nethercut
Provide tailored professional development to support campuses needs
Tier 1, Tier 2, and/or Tier 3
Small group, whole staff, or at PDC
Individual Campus or Multiple Campus Trainings
eCST tool training and support
Assistance with the development of effective support plans for students with challenges:
Academic
Attendance
Behavior

9. Social Service Specialists
McCallum, Lanier, and Travis Vertical Teams
Dianna Groves
Focus on Tier 3 Interventions
Connect to Community Resources
Respond to Critical Incidents
Bully Prevention Policy
Suicide Prevention/Postvention
How to Access SSS through Child Study Team, except for Critical Incidents

10. Drop-Out Prevention Specialists
LBJ, Reagan, and Anderson Vertical Teams
Evelyn Jones-Hill
Provide individual and group activities on achievement, attendance, self-concept development, and behavior improvement
Provide drop-out recovery support
Conference with students and parents to create and implement plans to improve attendance and grades
Represent school in truancy cases files against students and parents who are non-compliant with Texas Compulsory Attendance Law

11. Counselors Margaret Hester Akins & Bowie Vertical Teams
Patsy Brady – Secondary Counselor Program Specialist
Counselors will recieve support from Region XIII
Counselors will continue to provide a Comprehensive Guidance Program to their campuses
Counselors will be an integral part of campus CST team

18. CAPTURE So No Child Falls Through the Cracks
The Seven Key Steps to Creating a Support Plan for Students Experiencing Academic, Behavior, and/or Attendance Challenges
CAPTURE So No Child Falls Through the Cracks
Welcome to a tutorial which will provide you with an overview of seven key steps to follow when creating a support plan for students experiencing academic, behavior, and/or attendance challenges.

19. CAPTURE Collect data and define the concern Analyze data
Plan goals and interventions
Think through the details
Update stakeholders
Respond to challenges
Evaluate the plan
We call this problem solving process CAPTURE. CAPTURE is an acroynm- with each letter referring to one of the seven steps. We hope you will find this acroynm useful in helping you remember the problem solving process.

20. When should CAPTURE be used?
For Child Study Teams on campus who meet to discuss, problem solve, and develop a plan of action for individual students experiencing chronic and/or significant challenges in the domains of academic, attendance, and/or behavior
CAPTURE can be used any time you are meeting to discuss, problem solve, and develop a plan of action for individual students. This process may be particularly useful for Child Study Teams when the student is first referred to the team for assistance.

21. Accessing CAPTURE Embedded in eCST
Document steps of the plan in the tool
You can access an electronic copy of the CAPTURE problem solving form within the e-CST system. To get to this form, simply Log into the e-CST system and click on the “Records” tab.

23. Steps of CAPTURE .
You are now ready to begin CAPTURE. By following these seven steps, your team will be guided through the process of developing an effective plan of action for a student in need.

24. Step 1 of CAPTURE: Collect and Review Data and Identify Concern
Review all eCST data sources for the student of concern.
Review previous interventions attempted.
Consider any other data available.
Determine the specific academic, attendance, or behavioral concerns that will be addressed through this planning process.
Step 1 of CAPTURE is to collect and review all relevant data on the student you are staffing. Much of the data will be found in the e-CST system. There may be other data sources including student observations or teacher feedback for you to review. In the text box, summarize the specific academic, attendance, or behavioral concerns that will be addressed through the planning process.

25. Step 2 of CAPTURE: Analyze Data
Narrow the scope of the concern by asking guiding questions found on eCST tool.
Begin with student strengths and work through the questions to paint a more comprehensive picture of the student and the concern.
In step two, you will want to analyze the data you have on the student. Asking the guiding questions found on the eCST tool in this section will help narrow the scope of the concern. Beginning with student strengths, you will work through the questions to paint a more comprehensive picture of the student and the concern.

27. Step 3 of CAPTURE: Plan Goals, Interventions, & Services
Determine if the existing goals and interventions should stay the same or need to be modified.
Brainstorm/develop interventions and services that are most likely to prevent the problems from occurring or teach new skills.
Step 3: Plan goals, interventions and services. In this step, you will first determine if the existing goals and interventions should stay in place, or if they need modification. Brainstorm interventions and services that are most likely to prevent the problem from occurring or teach new skills.
You can find resources and help with this on the interventions tab of the eCST tool. Next, determine who will be responsible for implementing each intervention and service. Finally, review the list of interventions to ensure they are realistic for your classroom and/or school environment. You can find resources and help with this on the interventions tab of the eCST tool. Next, determine who will be responsible for implementing each intervention and service. Finally, review the list of interventions to ensure they are realistic for your classroom and/or school environment.

28. Step 4 of CAPTURE: Think Through the Details
When will the intervention(s) begin?
Have we considered all possible school or community based resources that could support the student with the plan?
What (if any) special instructional or behavioral program materials/resources or training is need for the intervention(s)?
How will we support teachers and staff who will be carrying out the interventions?
When problem solving for a student, often a plan’s success depends on the attention to detail. In step four, you will think through the details of the plan by asking several guiding questions. When will the interventions begin? Have we considered all possible school or community-based resources that could support the plan? What (if any) special instructional or behavioral program materials or training is needed for the interventions? And how will we support teachers and staff who will be carrying out the interventions?

29. Step 5 of CAPTURE: Update the Stakeholders
Brainstorm a list of all involved stakeholders.
Determine how to ensure all stakeholders have an understanding of their roles and responsibilities in carrying out the plan.
How will communication with parents/guardians be facilitated?
In step five, you will address how all the stakeholders will be updated regarding the student’s plan. First, brainstorm a list of all stakeholders who are involved with the student. Next, determine how to ensure all stakeholders have an understanding of their roles and responsibilities in carrying out the plan. Then, determine how communication with parents and guardians will be facilitated, as well as who will be responsible for talking with the most important stakeholder, the student. Identify a time of day when the student will be most receptive to talk about the plan. It is important to ask the student for feedback and input Also, be sure to include all relevant stakeholders in the notification option at the top of the CAPTURE form in the eCST tool.

30. Step 6 of CAPTURE: Respond to Challenges (for behavior concerns)
Determine what will be the consistent response to challenging behaviors.
Determine which consequences will be used and who is responsible for following through on the consequence?
Does this student need a safety plan? If so, who will be responsible for making sure that is completed, implemented, and that stakeholders are updated?
If you are planning for an academic issue only, you may disregard step 6. If you are planning for behavior and/or attendance issues, then preparing a response to challenging behaviors is an important step in the process. First, determine what will be the consistent response to challenging behaviors.
Decide which consequences will be used and who will be responsible for following through on the consequence. Next, ask yourself if this student is in need of a safety plan.
If so, who will be responsible for making sure that is completed, implemented, and that stakeholders are updated? You can find help with safety planning by clicking on the link provided.

32. Step 7 of CAPTURE: Evaluate the Plan
How and when will progress monitoring occur?
How will the implementation of the interventions/services be monitored (i.e. were the interventions/services implemented as designed?)?
For any plan to be successful, it is imperative to evaluate and monitor progress. First, ask yourself how and when progress monitoring will occur. You can find help and progress monitoring tools on the interventions tab of the eCST . Next, decide how the implementation of the interventions and services will be monitored. In other words, were the interventions and services implemented as designed? It is critical for teachers and staff who are carrying out the interventions to monitor progress for review at the follow up meting(s).

33. What are the steps of CAPTURE?
Collect data and define the concern
Analyze data
Plan goals, interventions, and services
Think through the details
Update stakeholders
Respond to problems
Evaluate effectiveness
We have now explored all seven steps of CAPTURE. Be sure to schedule a follow-up meeting at the end of the initial staffing. How often the team meets to review the student’s plan will vary depending on the unique needs of the child. If you have additional questions, please contact your Child Study Systems Facilitator. We hope you will find this process efficient and helpful as you support students on your campus.
A more intensive CAPTURE training will be offered through the PDC during the fall. We encourage you to bring your child study team to this training. We can also provide training on your campus. Please ask your Child Study Facilitator about this.

34. Effective Teams Video Activity
Activity

35. Child Study Team Importance of CST Leadership Structure
Roles & Responsibilities
Agendas

36. Break
“They always say time changes things, but you actually have to change them yourself.
(Andy Warhol)
“If you do not change direction, you may end up where you are heading.” (Lau Tzu)

44. Learning from Each Other
As a campus, record your next steps on chart paper
When completed, post your next steps

45. Supplemental Pay Instructions
Lunch - Click Out from Work

46. After lunch- Log back in
Enter the Workforce Production Site:
Log into the system using your user ID and password (same one as you used to log into computer)
Click on Go to Web Clock under My Employee Stuff
Click on Supplemental Time Clock
Enter Routing ID- 823
Enter comments- Child Study System Training
Click- In for work
The system may keep them logged in, but they definitely will need to enter the routing ID and the comments…

47. Break
“An investment in knowledge pays the best interest.”
(Benjamin Franklin)
“If you don't like something, change it. If you can't change it, change your attitude.” (Maya Angelou)
“It may be hard for an egg to turn into a bird: it would be a jolly sight harder for it to learn to fly while remaining an egg. We are like eggs at present. And you cannot go on indefinitely being just an ordinary, decent egg. We must be hatched or go bad. “ (C.S. Lewis)

50. eCST Log In Type aimsdev in the address bar User Name: teacher
Password: teacher
Agree to terms of use
Click on Other Systems tab
Click on ACM

51. Hand out resources here… 

52. Post-Test

53. We look forward to working with you this year!
Evaluation
Thank you so much for your time!
While filling out your evaluation, please send one representative from your campus to the Resource Table to pick up your posters and your book.
We look forward to working with you this year!

54. Supplemental Pay Instructions
End of day- Log out of system
Click- “Out of work”