1. The Child Study Team and Pre-referral Strategies
Leslie Harrington
Samantha Woodard

2. OBJECTIVES Describe the purpose of the Child Study Team
Identify the purpose of pre-referral strategies
Identify the pre-referral and referral process

3. Answer these questions
1. What is the purpose of child study?
2. Write down the current child study process
3. What strategies have you used to help a struggling student (make a list).

4. Introduction
The child study process is a response to intervention practice.
Response to intervention practices are based on the belief that all children can learn.
Effective prevention and/or intervention strategies must be provided and monitored to meet the academic, emotional, and behavioral needs of our students.

6. Tier 1-lowest level of intervention provided solely by the classroom teacher. Tier 1instruction is designed to address the majority of a school’s students. By using proven curriculum, best practices, flexible grouping, ongoing assessment and targeting specific skills, classroom teachers are able to meet instructional goals. Tier 2- for 15-25% of student, focused instruction in the general education class in NOT enough. These student require supplemental instruction in addition to the standard classroom instruction. Tier 2 interventions are successful when: specific weaknesses are identified, measurable goals written to address weaknesses, evidence based strategic interventions/instruction/strategies are implemented with consistency, student progress is monitored and plan is adjusted based on data. Tier 3- A small percentage of students who have received Tier 2 supplemental instruction will continue to have significant difficulty in acquiring grade level skills. These students require instruction that is more explicit, more intensive, and specifically designed to meet their individual needs.

7. Pre-referral step 1 student intervention plan

8. Pre-referral Intervention Strategies
Team Meeting with Teachers
Parent Interviews
Hearing Test
Vision Test
Classroom Management Techniques

9. Pre-referral the steps (pre-CST)
A teacher or parent identifies that a student (without an IEP) is experiencing serious academic and/or behavioral problems in school. Teacher(s) contacts parent and completes the student intervention plan using current data, the teacher identifies 1-3 specific weaknesses, identifies the goal for the student and immediately begins implementing. Teacher sends copy of the plan to the special education administrative assistant for review and child study folder is created. After 4-6 of SIP implementation, teacher documents results of intervention. The outcome determines how to further proceed.

10. Reviewing the Student Intervention Plan
There are 3 possible outcomes after the Student has been implemented:
1. Success- The interventions were successful, continue with interventions and no further action required.
2. Partial Success- the interventions/strategies were somewhat successful but may need some additional ideas/support from the team. Continue with Child Study Referral Form (Step 2).
3. No Progress- The student made no progress with interventions/strategies documented, continue with Continue with Child Study Referral Form (Step 2).
Teacher documents parent contact on child study referral form

11. Child Study Referral form Step 2

12. Completing the child study referral form (step 2)
The child study referral form is split into five sections (Demographics/Parent Contact, Health, Strengths, Areas of concern, Behavioral). The referring teacher(s) complete all relative sections.
Demographics/PC-document phone number used and outcome of call
Health- information available in the health office
Strengths-check all of the students strengths that apply, additional strengths not listed can be added.
Areas of Concern- check all that apply and describe the concerns and define needs in observable terms.
Attach the following to the child study referral form:
Discipline records
Completed Student Intervention Plan and data

13. Completing the child study referral form (step 2)
When the form is complete send via inner office mail to Special Education Administrative Assistant.
Student will be placed on child study agenda
Date and time will be sent to referring teacher
Referring teacher sends completed Notice of Child Study Meeting to parent.
Teacher continues taking data and using interventions

14. Team meeting

15. The Child Study Team
Sometimes known as (CST) this team may be drawn from the following staff members:
Child’s Classroom Teacher
Principal
School Psychologist
Special Education Teacher
School Nurse
Social Worker
Speech/Language Clinician
Guidance Counselor

16. Functions
Clearly describe the student’s areas of weaknesses in a manner that is specific and measurable
Analyze the student data as it related to the areas of weakness
Create an action plan to address the areas of weaknesses
Support the classroom teacher as he/she continues to instruct the student
Reconvene to evaluate the effectiveness of the action plan
Use data to make recommendations regarding the need for additional interventions

17. Steps to Problem solving page 10
1. Define the problem
2. Develop a plan
3. Implement the plan
4. Evaluate

18. Define the problem
Review data attached to Child Study Referral Form (step 2)
Describe in observable and measurable terms the weaknesses that need to be addressed by the team
Reviewing baseline data is and important task at this step
Generate a hypotheses in more than one domain about why the behavior is occurring. Domains include: curriculum, behavioral, emotional/social

19. Common Pitfalls Guiding Questions Description is not behavioral
What does the solved problem look like?
Jumping to generating interventions before problem has been analyzed
The concern is vague or general
What is it you would like the student to do to be successful?

20. Develop a plan
Once the problem is defined, a specific action plan must be designed to address the problem (Child Study Action Plan Form).
The plan needs:
To be specific
Have clearly defined goals and outcomes.
By January 31, John will correctly identify all sounds of lowercase consonants
Select interventions for implementation…who will conduct intervention, what materials will be used, how we will measure progress, where and for how long the plan will be in place

21. Common Pitfalls Guiding Questions
Goal is vague, not in behavioral terms
Setting a goal by stating absence of the description of the problem? behavior
Would we have the goal if we reversed the description of the problem?
What are the replacement behaviors we would like to substitute for the problem behavior?
Evaluation of ideas as they are generated
Limiting suggestions to what is currently in place
Tendency to see a specific place or person as an intervention
Selecting interventions that are unrelated to the hypothesized reason for the problem
Giving referring teacher sole responsibility for implementing interventions
Let’s just list ideas now and evaluate later
If we could do anything, what intervention would we design?
Is that an intervention, or a place where an intervention occurs?
Will that intervention address the cause of the problem?
How can we share responsibility for implementation?
Who will implement the intervention?
What method and materials will be used?
When and how often will the intervention occur?
Where will the intervention occur?
Who will support the teacher as he/she continues to instruct the child?

22. Sources of student information include:
Prior Academic Achievement
Prior Test Scores
Group Standardized Achievement Test Results
Attendance Records
Prior Teacher Reports
Prior Teacher Referrals
Medical History in the School Nurse’s Office
Student Work
Assessments (aims web,

23. Implement the plan
Implement the plan as designed, document progress and any unforeseen deviation from plan
Common Pitfalls                                                                           Guiding Questions/Monitoring
Failure to specify goal or review date
Failure to thoroughly describe intervention
Failure to incorporate monitoring procedures
Intervention is not implemented as planned
Intervention is restricted to a specialized service
• What do we expect and when do we expect it?
• How will _____ be implemented?
• What data will we use to evaluate the effectiveness of this intervention on the review date?
• Problem-solving about reasons why plan would fail to be implemented, and develop a plan to address

24. Evaluate the results
The results of the PM is recorded on the original Child Study Action Plan. Ask the following questions:
Did the student meet the goals/objectives?
Is the student making appropriate progress towards the goal?
Common Pitfalls                      Possible Remedies
Data from monitoring procedure are not available
Clarify/ revise monitoring procedure

25. Outcomes
The student is responding to strategies/ interventions and is not suspected to be disabled.
Continue with effective strategies and interventions in general education classroom. The Child Study Action Plan can be terminated or left in place to monitor continued student progress for a specified amount of time. The student has not met the stated goals but has made some progress
The student has not met the stated goals but has made some progress.
Continue with effective strategies and interventions while revising the Child Study Action Plan by following steps 2 and 3 (developing and implementing plan) to add or replace strategies or interventions. Another review meeting should be scheduled.
The student is not responding to interventions
The team will re-evaluate interventions and review data to change interventions/strategies and revise plan discuss the possibility of a PTE for special education. .  
The student is not responding to intervention and a disability is suspected
If a disability is suspected the Director of Special Education will issue a PTE.

26. Examples of Interventions and accomodations

27. Spelling SPELLING • Reduce spelling lists
• Design spelling tests with a common phonetic skill
• Do not take off points for spelling errors on written work
• Allow access to a spellcheck

28. WRITING • Offer alternative projects instead of written reports
• Provide written copies of notes or skeleton notes
• Minimize the amount of copying from the board
• Allow student to tape record lectures
• Reduce written work
• Provide a letter formation strip (elem)
• Provide graphic organizers
• Grade assignments on content rather than form

29. Math • Allow use of calculator • Allow use of math tables
• Allow use of manipulatives
• Allow finger counting or sub-vocalizing
• Provide graph paper
• Provide scrap paper
• Provide frequent checks for accuracy
• Highlight the operation to be performed

30. Testing • Allow student to take tests orally • Provide for extra time
• Read directions aloud
• Provide word banks
• Read test questions aloud
• Provide alternatives to testing (oral projects or videos)
• Provide a quiet testing area with minimal distractions
• Clarify or simplify written directions

31. Homework • Reduce homework • Allow student to dictate answers
• Allow typewritten homework
• Limit time spent on homework
• list of assignments to student or parent
• Provide written list of assignments or have posted somewhere online

32. Answer these questions
1. What is the purpose of child study?
2. Write down the current child study process
3. What strategies have you used to help a struggling student (make a list).

34. THE
END