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CHILD STUDY HANDBOOK

Response to Intervention

Henrico County Public Schools

Division of Instruction

Department of Exceptional Education and Support Services

December 2011

TABLE OF CONTENTS

Page

Introduction 1

Child Study 2

Child Study Meeting – Step by Step 4

Child Study Flow Chart 6

Responsibilities 7

Common Pitfalls 8

Frequently Asked Questions 9

Glossary of Terms 11

INTRODUCTION

The Child Study Team (CST) is a problem-solving group, providing support to teachers, parents, and students. The CST deals with concerns about learning or the behaviors affecting learning. Its aim is to increase student achievement and performance. Members of the team collect information, design interventions, and monitor the effectiveness of those interventions. The CST includes an administrator or designee, the parent and teacher of the referred student, and other staff members as needed. Resource teachers, school psychologists, school social workers, school counselors, and other building staff may be part of a school’s Child Study Team.

During the 2000-2001 school year, a Child Study Task Force reviewed the research and studied CST models used throughout the country. Henrico teachers and parents were also surveyed for specific feedback on how our system was working. A number of strengths were identified by both parents and school staff members:

← Parents felt involved, supported, and heard.

← Teams were cohesive and worked well together.

← Students’ strengths and needs were thoroughly discussed.

← Plans were written and documented online with copies provided to both teachers and parents.

The local survey and the review of the literature also suggested some ways to improve the process. These included the following: making better use of time during meetings, creating very practical plans relevant to the SOLs, and providing additional training and support to teachers throughout the process. The importance of systematic and timely follow-up was additionally noted. To address these needs, procedural and conceptual changes in the Child Study process have been made. This booklet outlines the process and provides a guide for school staff members.

CHILD STUDY

The main goal is . . .

. . . improving student achievement,

not necessarily referring for special education.

The focus is on . . .

. . . students and their instructional environment,

not students and their problems.

Teachers are . . .

. . . supported throughout the process,

not left to deal with problems on their own.

Parents are . . .

. . . involved from the beginning,

not invited in after a “pre-meeting” has been held.

Assessment, or data gathering, emphasizes . . .

. . . what a student knows and can do,

not a student’s weaknesses.

This type of assessment is . . .

. . . diagnostic, functional in nature, and conducted by any member of the team,

not a battery of standardized instruments that only psychologists can administer.

An intervention plan is based on . . .

. . . the data collected,

not well-intentioned guesses.

Goals are . . .

. . . specific and measurable,

not overly general and vague.

Monitoring of the plan is . . .

. . . built right in,

not left to chance.

The plan is . . .

. . . an official document implemented by the teacher and supported by administration,

not good ideas that are abandoned upon leaving the room.

CHILD STUDY TEAM

Response to Intervention

Consultation with

Problem-Solving Team

CHILD STUDY MEETING–STEP BY STEP

SETTING THE STAGE

At the teacher intervention level, a teacher begins collecting information about a student, communicates with the parent, tries some new approaches, documents the effectiveness of these interventions, and consults informally with building resources. At the referral level, the teacher and Chair decide whether to pursue Child Study or other interventions. If pursuing Child Study, the Chair assigns a Child Study TeamMate to the referring teacher. The TeamMate observes the student and assists the teacher in organizing information for the Child Study Team (CST) meeting. The Chair schedules a team meeting to be held within ten working days.

At the initial meeting, the Child Study Chair welcomes the participants and introduces committee members, stating their roles and their relationships to the student. The Child Study Chair states the purpose of the meeting, providing a brief description of the proceedings and a time table for the meeting. The Child Study Chair presents a summary of the reason for referral. At this brief, purposeful meeting, the teacher, TeamMate, and parent present information.

EXPLORING THE PROBLEM

As the initial meeting proceeds, the committee reviews what is known about the difficulty the student is experiencing in the following areas: environment (room design, classroom management/structure, number of transitions, and peer influence), curriculum (content being taught, instructional materials used, and basic skills possessed for curriculum), instruction (level of instruction, rate of instruction, type of instruction, progress monitoring, and learning style), learning as a student (academic performance levels, social/behavioral skills, ability to understand instruction, motivation, learning rate, and ability to engage in and remain on task until completion). Team members determine what data is needed to define the problem and plan an intervention.

GATHERING DATA

Based on the questions generated at the initial meeting*, data to be gathered, responsibility for performing the informal assessment/observations, and a timeline for completion of data gathering are determined. The informal assessment data addresses, as appropriate, environment, curriculum, instruction, and student learner. Methods of observation, curriculum-based assessment, functional behavioral assessment, or any other data may be used to help define the problem. By the end of the initial meeting, a plan of gathering data is decided and a case manager assigned. (Case manager may or may not be the initially assigned TeamMate.) The case manager, along with the teacher and/or other team members, implements the data gathering plan.

ANALYZING THE DATA AND DEVELOPING THE INTERVENTION

At the second meeting, the intervention design meeting, the case manager and teacher facilitate the sharing of the CST data obtained and any other relevant information. At this meeting, the CST reviews the data and develops an intervention plan. The intervention plan should include measurable goals with strategies for the teacher to implement. A timeline with frequency and method of data measurement should be decided as well. Intervention implementation now begins as the teacher, with support from the case manager and others, applies the plan in the classroom.

REVIEWING THE INTERVENTION PLAN

The third Child Study meeting is the review meeting, where progress of measurable goals is assessed. “Tweaking” of the strategies may also be needed. If progress is noted, strategies will continue, and all successful interventions should be documented on IEP Online. There may not be a need for further Child Study meetings at this point. If progress is not evident, the data-gathering process may need review and another intervention plan developed.

At any time during the process of a Child Study meeting, if a disability is suspected, an evaluation for special education consideration may be initiated. However, it is strongly encouraged that regular education resources be exhausted, with appropriate documentation, prior to identifying a student as disabled.

Be sure the Prior Written Notice form, by law, is completed

after every Child Study meeting.

*One meeting rather than two may be done if appropriate data is collected prior to the initial meeting.

CHILD STUDY:

Working Together to Improve Student Achievement and Performance

CURRENTLY IN PLACE

□ A teacher who has concerns contacts the Chair about referring for Child Study.

□ A lengthy meeting is held with the team, teacher, and parents.

□ The problem is defined in terms of the student’s weaknesses.

□ Suggestions are made, a plan is developed, and/or an IDEA evaluation is initiated.

□ Follow-up Child Study meetings are sometimes held. For students referred for IDEA evaluation, eligibility is held within 65 working days.

SURVEY OF PARENTS AND TEACHERS, COUNTYWIDE, 2000-2001

□ Strengths

← Parents feel involved, supported, and heard.

← Teams are cohesive and work well together.

← The student’s strengths and needs are thoroughly discussed.

← A plan is written, documented, and provided to parents and teacher.

□ Needs

← CST plans that are clear, specific, practical, and relevant to the SOLs

← Efficient use of time during meetings

← Support for teacher throughout the process

← Clearly defined and measured progress; systematic and timely follow-up

PROPOSED CHANGES IN THE CHILD STUDY PROCEDURE: Based On Current Research and Local Survey Results

Teacher Intervention: The teacher discusses concerns with parents, consults building resources, and tries new approaches/materials and documents. If concerns persist, teacher contacts Chair.

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Referral: The teacher and Chair decide whether to pursue Child Study or other interventions. If pursuing Child Study, the Chair assigns a Child Study TeamMate to the referring teacher. The TeamMate observes the student and assists the teacher in organizing information for the CST meeting. The Chair schedules a team meeting to be held within ten working days.

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Initial Meeting: A brief meeting with the teacher, TeamMate, and parent is held to present information. A plan is devised to gather more data so as to better define the problem. Here the focus is not necessarily on intervention, but on determining what new data is needed to define the problem.

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Data Gathering: Assigned team member(s) gather data according to the plan. Data may include assessment of instructional match, student characteristics, instructional variables, and environmental conditions. Tools can include observation, curriculum based, or other measures.

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Intervention Design Meeting: New information is shared with the team and an intervention plan is created, including measurable goals and a timeline for accomplishment.

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Intervention Implementation: The teacher and team member(s) implement the plan.

(

Review Meeting: A brief team meeting is held to review documented progress and make plans for any needed follow-up. If concerns are not resolved, new data gathering or intervention plans could be proposed.

RESPONSIBILITIES

CLASSROOM TEACHER

□ Prior to referral to the Child Study Chair, collaborate with school resources for ideas (e.g., grade level teachers, other teachers, resource teacher, PRIME teacher, etc.).

□ Discuss the student’s progress with the parent(s) prior to Child Study referral.

□ Gather information with the TeamMate prior to the first Child Study meeting.

□ Communicate progress to the parent(s) during intervention phase.

□ Collect data with the case manager during intervention phase.

□ Share successful ideas with other colleagues.

□ Write or call parent to let them know about outcome if parent is not present at meeting.

CHILD STUDY CHAIR

□ Receive and discuss referrals from teachers and parents.

□ Distribute referrals to TeamMates on a rotating basis.

□ Arrange meeting times and send letters to invite parent(s).

□ Facilitate meetings: welcome and introductions, review meeting agenda/timetable, facilitate discussion to adhere to agenda, provide copies of the minutes to the parent(s) and teacher(s).

TEAMMATE

□ Meet with the teacher upon referral to the Child Study Team: review new Child Study Team process with the teacher (informal contracting), discuss concerns about child, discuss strategies already utilized.

□ Review student’s folder.

□ Observe student in the classroom at least once prior to the Child Study meeting.

□ Help the teacher gather necessary information for the Child Study Team meeting: current grades, attendance, work samples that include strengths and weaknesses, health record (hearing/vision).

□ At the Child Study meeting, assist the teacher in presenting information about the student.

CASE MANAGER

□ Assist the teacher with implementation of Child Study plan.

□ Periodically consult with the teacher about the child’s progress (assist and coordinate data collection).

□ At Child Study Team meetings, discuss the student’s progress along with the teacher.

COMMON PITFALLS

□ Communicating “outcome-based” information to the parent(s) before Child Study meeting

□ Diagnosing a student before the Child Study meeting and/or evaluation (e.g., “He has attention deficit/She has a learning disability”)

□ Presenting student information in a generally negative manner

□ Sharing confidential information with others outside the Child Study Team

□ Lacking enthusiasm for the data-gathering process

□ Debriefing about your Child Study meeting with co-workers (all information confidential)

□ Grading does not reflect teacher report given in the Child Study meeting

□ Writing/documenting information in an emotional vs. an objective way (e.g., He never does homework. He is always out of his seat.)

FREQUENTLY ASKED QUESTIONS

Who should attend a Child Study meeting?

An administrator/designee, classroom teacher, appropriate support staff, and invited parent(s) attend the meeting. If an evaluation for special education is initiated, a school psychologist and school social worker should be at the meeting. If a speech and language component is selected, the speech pathologist, if available, should be included in the meeting. Parents may bring an advocate or other guest. If they bring an attorney to the meeting, the Henrico County School Board attorney is required to be present as well.

Must the parent be in attendance at Child Study?

The parent is invited to the meeting by letter, and the meeting includes the parent whenever possible. If the parent is unable to attend and they cannot reschedule to attend at another time, the meeting may be convened without the parent. In that case, the teacher phones the parent, and the Chair sends home a copy of the minutes. If the meeting, at the request of the parent, is scheduled beyond the 10-day limit, document this in the student record.

Should there be any discussion before the parent arrives at the meeting?

Parents should be aware of the classroom concerns that will be presented at the meeting. When a parent is expected to attend, all discussion regarding the child should begin when the parent is at the meeting. Parents want to feel part of the educational planning process and generally do not respond well when they believe that there was a pre-meeting and all the decisions were made and outcomes pre-determined.

Is there a recommended amount of time per session?

Typically, the initial Child Study meeting takes about 30 minutes. (Please refer to the sample agenda in the parent letter.) It is important to not invest time “admiring the problem” but instead move quickly to begin defining the problem. The main purpose of the initial meeting is to develop the assessment plan. The review meeting should also be brief. Setting up time and task expectations in the letter of invitation to the parent(s) may help facilitate better time management.

How can we make sure that everyone participates in the process?

Although our survey suggested that most parents feel welcome and a part of the team, it is easy to feel intimidated by the large group, the formality of the proceedings, and the perceived emphasis on problems. Parent-teacher communication before the meeting, a phone call in addition to the invitation letter, and explanations of who the participants are and what roles they will play all help a parent feel more prepared and less anxious. Some teams ask a member to play the role of “encourager,” paying special attention to the group process, looking for verbal and nonverbal cues about participants’ understanding and comfort level, and encouraging all to contribute.

How can we make meetings run more smoothly?

Many Child Study Teams are frustrated with long meetings and running late. Although some delays are inevitable, the stage for efficient Child Study meetings is set long before the initial session. Before the team first convenes, it is important that both parent and teacher have opportunities to communicate and feel that they have been heard. The parent invitation letter, the TeamMate’s communications with the referring teacher, and the Chair’s introduction to the meeting all provide reminders of the team’s focus. Some teams also keep on the table a laminated sheet listing the objectives and timeline for the meeting.

What if a parent insists on evaluating a student for special education consideration, and the balance of the Child Study Team does not suspect a disability?

Most parents are usually asking for some help for their child and may not understand that assistance may be obtained through means other than IDEIA evaluation. By processing meaningful data and interventions, a non-special education alternative may be acceptable to the parent. However, if the parent continues to insist on an evaluation for special education, this process should be initiated in most cases. This should not interfere with developing an intervention plan while the special education evaluation is in process.

When should I complete the Prior Written Notice form?

The Prior Written Notice form should be completed after all Child Study meetings. A copy of it goes to the parent(s) and the school file.

What does “instructional level” on the Child Study form mean?

The level at which a child can benefit from instruction. It does not necessarily mean the child’s grade placement.

When is it time to evaluate if an intervention plan is not working?

When the intervention plan is developed, long- and short-term goals should be written. Long- and short-term goals should be written with measurable benchmarks to evaluate progress.

Should there be Teacher Assistance Teams in addition to Child Study?

Teacher Assistance Teams may be useful as a way for teachers to brainstorm ideas. The Child Study Team, however, offers a data-based, more comprehensive assessment of the problem with specific goal setting and monitoring of progress. Having Teacher Assistance Teams is a site-based decision at each school.

GLOSSARY OF TERMS

□ Academic environment – How a teacher structures the classroom environment when teaching (e.g., small groups for reading, individual instruction, how much time is spent on each academic area, how transitions are handled, etc.).

□ Baseline – Information describing the student’s starting or base rate of learning. A baseline is obtained by averaging the student’s score on at least three CBA probes.

□ Case manager – A standing member of the Child Study Team who provides individual case consultation and/or assistance to a teacher.

□ Child study plan – An official document that is created from data gathered by the Child Study Team and implemented in the classroom with administrative support.

□ Curriculum-based assessment (CBA) – Measurement procedures using direct observation and recording of student performance in the local curriculum as a basis of making instructional decisions.

□ Curriculum-based measurement (CBM) – A set of brief (1- to 3-minute) probes in basic skill areas (reading, mathematics calculation, spelling, and written expression) administered in a consistent manner.

□ Data – Concrete, measurable information that is collected in formal and informal ways and provides insight into a specific target concern.

□ Environmental conditions – Classroom and/or home surroundings that contribute to the child as a whole learner.

□ Functional behavioral analysis (FBA) – A systematic approach to analyzing problem behaviors. The observer evaluates the antecedent, behavior, and consequence of a target behavior.

□ IDEIA (Individuals with Disabilities in Education Improvement Act) – The federal law that governs exceptional education and identification and placement of students suspected of having a disability.

□ Informal assessment – Measurement and/or observation of behavioral or educational performance that is not driven by a federal or state law and not conducted using nationally normed standardized tests.

□ Instructional level – The level at which a child can benefit from instruction; it does not necessarily mean the child’s grade placement.

□ Instructional variables – Approaches to teaching, classroom management, accommodations, and modifications that are adjusted to meet the needs of each individual student.

□ Observation – An objective view of the academic environment, target behaviors, and/or areas of academic concern designed to describe the student compared to typical peers.

□ PALS – A Phonological Awareness Literacy Screening Test that measures alphabet knowledge, letter sounds, and word recognition skills.

□ Post-testing – Informal evaluation of a student’s skills in an academic area following implementation of educational interventions and/or teaching new information.

□ PRIME (Primary Reading Instruction and Mathematics Education) – A yearly short-term program based on the philosophy that a well-coordinated supplementary program can extend classroom instruction, affording students additional opportunities to achieve at an optimal learning level.

□ Probe – A brief (1- to 3-minute) test based on curriculum materials designed to provide an immediate and direct measure of student performance.

□ Second Helping – An early intervention reading initiative offered to qualifying (based on the PALS testing) grade 1 students.

□ Student characteristics – Specific attributes, strengths, and weaknesses that describe the whole child.

□ TeamMate – A standing member of the Child Study Team: administrator/designee, Child Study Team Chair, school psychologist, school social worker, school counselor.

-----------------------

□ Define the Problem (must be school related)

□ Develop Data Gathering Plan

← Observation

← Curriculum-based assessment

← Functional behavior assessment

← Other measures

□

□ Analyze Data

□ Develop an Intervention Plan

← New information reviewed

← Problem defined

← Strategies generated

← Measurable goals set

← Intervention plan written

← Documentation on IEP Online

← Date/nature of follow-up decided

□ Implement Plan

← Implement according to written plan

← Collect ongoing systematic data

← Follow up as needed

□ Review student progress

← Data analyzed to determine effectiveness

← Success determined by rate of progress

← Formal IDEA evaluation if disability suspected

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