TULSA ADMINISTRATORS

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2005 - 2006
Child Study Team Training Presentation
8-30-2005
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Pre-referral process Child Study Team Process

• Each school needs to establish a Child Study
  Team.
• The Child Study Team is a regular education
  process.
• The responsibility of the Child Study Team is to
  help increase student performance toward state
  standards by attempting various interventions.

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Purpose of Child Study Team

• The Child Study Team (CST) exists to assist the
  regular teacher in developing strategies/intervent
  ions to improve student achievement and/or
  behavior.

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Definition of Child Study Team

• A team should be made up of a minimum of two
  teachers, (one of which is the referring
  teacher), school psychologist, building principal
  or designee.
• Additional members could include other regular
  teachers, speech pathologist, OT/PT, nurse, etc.

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The Role of each member of the Child Study Team

• Referring teacher will identify the problem,
  bring work samples and reports on attendance,
  progress and behavioral issues.
• Team members will brainstorm intervention
  strategies.

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When does the Child Study Team meet?

• At a designated time as determined by the
  building principal.
• Meeting could take place once a week, every two
  weeks or once a month, depending on the needs of
  the school.
• Meeting could be before, during or after school
  hours.

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What to bring
Child Study Team Meeting
Samples of students work
Attendance records
Health Records
Cumulative Folder
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Paper or Paperless??

• Continue to use NCR (paper) CST forms.
• CST forms include Request for Child Study Team
  and Intervention Plan
• Go on-line to www2.tulsaschools.org under forms
  to order from the warehouse.

This will stop when available on OKIEP program.
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Documentation of Child Study Team Process

• A one page form called a Request for Child Study
  Team has been developed for the school to use.

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i.e., Case Study

• Referring teacher will identify learning issues
  strategies attempted and what assistance the
  teacher is requesting from the team

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Documentation of Child Study Team Process

• A one page Intervention Plan Form will be
  completed by the Child Study Team indicating the
  regular education interventions to be implemented
  with the student.

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i.e., Case Study

• CST will brainstorm to identify possible
  interventions to try
• CST will decide who will implement the
  interventions
• CST will decide how long to try the intervention
  and when to reconvene to discuss results

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A red referral folder will be created

• For each Child Study Request a folder will be
  established by the school
• The contents of the folder will include
• Request for Child Study form
• Intervention Plan form
• Samples of students work

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Child StudyPre-referral Interventions

• Prior to referring a student for an initial
  evaluation, evidence must be supplied which
  indicates that pre-referral interventions (Child
  Study Process) have been implemented for a
  sufficient length of time and were unsuccessful
  in assisting the student with the identified
  areas of concern .

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• What do you do after the Child Study Team has
  exhausted their interventions?
• What do you do after the Child Study Team
  suspects there is something else causing the
  student not to progress as expected?

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Child Study Team

• Meet to discuss possibility to refer student for
  formal evaluation.
• If the decision is to refer for testing, parent
  consent for assessment is necessary.

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• The CST completes the Review of Existing Data
  OSDE Form 3, pages 1 through 4.
• The building psychologist/speech pathologist
  signs OSDE Form 4 page 1 (Parent Consent) as
  District Official and checks the appropriate
  boxes for testing on page 2.
• The team will provide the parent with a copy of
  Parents Rights.

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• OSDE Form 3, Page 1 of 4
• NAME OF CHILD STUDENT ID
• FIRST MIDDLE LAST
• BIRTHDATE AGE GRADE SEX FEMALE ?
  MALE ?
• Month/Day/Year
• DISTRICT/AGENCY BUILDING/SITE
• PARENTS PHONE
• ADDRESS
• STREET ADDRESS/ P.O. BOX
  CITY STATE
  ZIP
• REVIEW OF EXISTING DATA
• Review by a group of qualified professionals and
  parents does not require a meeting (34 CFR
  300.53n)
• SPECIFY PRESENTING CONCERN(S) DATA REVIEW
  (Check Reasons)
• ? Consideration for Initial Evaluation
• ? Consideration foe Reevaluation
• ? Other (Explain)_____________________
• Building/Site Level Review of Existing School
  Information Present Levels of Educational
  Performance (or Age Appropriate Activities for
  Preschool Children _______________________________
  ______________________________
• _________________________________________________
  __________________________________________________
  _

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• A copy of the Request for Child Study Team form,
  Child Study Team Intervention plan, the Review of
  Existing Data, (OSDE form 3 pages 1-4), and
  Parent Consent for Evaluation (OSDE form 4 pages
  1-2) should be turned into ESC/ Special Services
  immediately upon receiving parent consent.
• When a Learning Disability is suspected, a
  Classroom Observation Form) is completed by the
  regular education teacher and attached with the
  above.

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A red referral folder will include

• Previous Child Study forms
• Review of Existing Data (Form 3, pp.1-4)
• Parent Consent for assessment (Form 4, pp. 1-2)

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Beginning of the Assessments Clock

• From the date that parent consent for assessment
  is obtained the school assessment team has 45
  calendar days to complete all assessments.
• ESC/ Special Services will track all referral
  dates.
• Building principal will receive a bi-monthly
  status report of referrals in progress.

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MEETS OSDE form 5, pages 1, 2, 3

• The school assessment team will coordinate,
  collaborate and communicate with each other to
  ensure that all evaluations have been completed
  to the degree required to make eligibility
  decisions.
• The multi-disciplinary team members are to record
  their findings on MEETS OSDE Form 5 pages 1, 2,
  3.

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Assessment Team Members could
include

• School psychologist and/or a school psychometrist
• Speech Pathologist
• School nurse or nurse tech
• Special education staff
• Regular education staff
• OT/PT

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I.D.E.A. Exclusion Clauses for Learning
Disabilities

• A student may not be identified as Learning
  Disabled if the team has evidence or suspects
  that the discrepancy between performance and
  potential is the result of
• Environment
• Culture
• Social economic status
• Lack of instruction

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How do you determine if Exclusionary
Clauses apply?

• Mobility? Has the student attended numerous
  schools.
• Attendance rate? If the student attendance is
  significantly lower than the school average.

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Conclusion of the Assessment Clock

• Notification of Meeting is sent to parent
• MEETS meeting is to be conducted within 60
  calendar days from parent consent. MEETS OSDE
  form 5, page 4 is to be completed.
• If the student is found eligible, the team will
  complete the IEP.

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Not Eligible for IDEA??

• Consider eligibility for 504
• (the form can be found on the OKIEP program,
  under the category of Other)
• A student is eligible when a physical or mental
  impairment substantially limits the students
  ability to receive an appropriate education.
• Student must have, or appear to have, a
  disability.

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Not Eligible for IDEA or 504??

• Consider other alternatives in the school
  environment. i.e. reading clinic, before-after
  school tutoring, peer tutors, Partners in
  Education, and other options as developed by the
  school.

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• Send copies of the following to ESC
• REDS (Form 3, pp.1-4)
• Parent Consent (Form 4, pp. 1-2)
• MEETS (Form 5 pp. 1-4)
• IEP (if eligible)
• 504 (if eligible)

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• MEETS teams are not authorized to overrule the
  assessment data to determine a child has a
  disability.
• A staff member who disagrees with the assessment
  data must write a dissenting report and send to
  Dr. Kay.
• The Assistant Superintendent for Special Services
  shall review all dissenting reports to determine
  if a new MEETS meeting should be reconvened.