1. Child Study

2. What is Child Study? The CSC is a school-based team, convened for the purpose of reviewing any problems (academic/developmental, behavioral, social emotional, etc.) a given student is experiencing and collaboratively brainstorming solutions to remediate those concerns.

3. Problem-Solving Approach Analyze problems negatively affecting the student’s overall performance in the school setting. Generate possible solutions for the identified problem. Create a plan for implementation to meet the needs of the student.

4. When to Refer When a teacher has exhausted all she/he knows to do, and student is still falling below grade level expectations. When a student is not making adequate progress in Student Support Teams. When a parent makes a request Anyone can make the referral

5. Timelines Must meet within 10 business days from the date the referral is received by the principal designee. If a parent requests a referral the 10 day timeline begins the date of their request. Referral can be verbal or in writing to anyone.

6. Timelines If the CSC makes a referral for a special education evaluation, the team has 3 business days to submit the referral to the Special Education Director.

7. Composition of Committee Essential Members – Referral source (if it school personnel) – Classroom teacher – Specialist – General Education Teacher – Child Study Chairperson – Principal or Designee – Parent/Guardian (must be invited and given reasonable notice but they do not have to attend)

8. Composition of Committee Be careful not to make the teams too big or too small Everyone on the team should have a specific responsibility and role – Examples (Facilitator; FORM A, FORM C, Note Taker, Intervention Ideas, Data Manager, On task enforcers) – Provide training for team members and distribution of roles and responsibilities at the beginning of each year

9. Information Needed for the Initial Meeting When possible, baseline data should be collected before the initial meeting. MAP scores Grades Attendance Medical information Work samples Interventions and strategies used Student’s strengths

10. Initial Meeting Review information in the referral Determine the specific skill that the committee is going to focus on Academic Examples: reading fluency, math computation, spelling, reading comprehension Behavior Examples: hitting, kicking, mood changes, refusal to work, attention concerns Skill specific interventions are determined. These need to be different than what the teacher is already implementing

11. Initial Meeting – Baseline Data Baseline data must be collected before interventions are started. The baseline consists of 3 data points The baseline is used to determine where the child is currently functioning and to set an appropriate goal based on normative data. If normative data is not available for a specific goal, the class norm needs to be collected. The committee will need to use their educational experience to determine an appropriate growth rate.

12. Initial Meeting - Interventions Interventions should be researched based geared towards the specific skill deficit It should NOT be a listing of what is currently being done. It should list what is being done DIFFERENTLY for this student If you list PALS – specifically identify what is being done during that time

14. Goal Fiasco Student will perform spelling skills at a third grade level Student will master basic multiplication facts with 80% accuracy Student will read aloud with 80% accuracy and 80% comprehension. Student will increase reading ability by 8 points based on MAP data from Fall to Winter.

15. Examples of Measurable Goals In 10 weeks, Parker will increase from 67 words read correctly per minute(wcpm)/10 errors to 79 wcpm/8 or fewer errors on 2 nd grade RCBM fluency probes. In 10 weeks, Lawrence will increase from 43 correct writing sequences (cws) to 48 cws on a 3 minute writing prompt. In 10 weeks, Dave will increase percentage of time on task from 32% to 50% within a 30 minute observation using momentary time sampling.

16. Progress Monitoring Needs to be done weekly on the same day each week Your progress monitoring probes must be consistent - example, you cannot switch grade level passages Data must be visually depicted using a graph with an aimline

17. Fidelity Interventions and progress monitoring must be done with fidelity Progress monitoring is measuring the effectiveness of your interventions. If interventions are not being implemented or if the core instruction has been altered you are now measuring what happens when the intervention is removed. If you continue to progress monitor you must document on the graph the changes in interventions or core instruction.

18. Transfer Student If a student moves within the county child study chairpersons should communicate immediately. Interventions and progress monitoring within the same targeted areas should resume. If the receiving school needs to tweak the intervention plan to match their available resources the CSC should meet as soon as possible.

19. Transfer Students If the targeted area of concern needs to be altered. Data must be collected and provided to support the rationale for doing so.

20. Intervention Resources Florida Center for Reading Research - http://www.fcrr.org/FAIR_Search_Tool/FAIR_Search_Tool.aspx Intervention Central - www.interventioncentral.org Read Write Think - http://www.readwritethink.org/ University of Missouri – Evidence Based Intervention Network - http://ebi.missouri.edu/?page_id=223 Center on Instruction – http://centeroninstruction.org

21. Follow Up Meetings Review the previous meeting minutes including concerns, interventions decided upon, and goals established. Examine if core instruction and interventions were implemented with fidelty Determine if the student met the goal If the student did not meet the goal the committee needs to determine if the intervention plan needs to be altered or if a new intervention needs to be implemented. If the student met the goal, the committee will need to determine if a new goal needs to be set.

22. Demographic Page Update with the current grade/teacher List the parents’ updated phone numbers and addresses If the student is living with someone other than their biological parent, indicate this in the demographic page. It is essential that if the biological parents still have their parental rights their contact information should be provided too (if available). Attach the most recent court order to the referral.

23. Take Aways Legal Process – Timelines – Safeguards – Data Driven – Visually Represented Progress Inventory resources every year Research based interventions