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Child Study TeamPre-Referral Intervention Planning for At-
Risk Students in the General Education Setting
Acceptable and Unacceptable Interventions for Students Prior to or in the IT Process
Acceptable Unacceptable Preferential Seating (seat by teacher/at front of room, away from
windows/doors/distractions, provide study carrel, etc.) Provide both oral and written instructions Orally simplify/shorten instructions Have student repeat instructions Segment oral instructions. Highlight key direction words Provide sequential directions Provide transition directions Color-code materials/directions Use verbal and physical cues Call student’s name before asking questions Ask frequent questions Use specific rather than general praise Have student repeat lesson objectives Establish rationale for learning Highlight relevant or words/features in readings and on tests Circle/highlight math computation signs Provide frequent review Have student summarize the lesson Provide error drill Provide guided practice during tutoring Provide discussion questions before reading Have student use a piece of paper to cover all items but the one they are working on Provide graphic organizers Use clock faces to show classroom routine Provide study dividers/desk dividers Use CLOZE procedure to assess comprehension Use graph paper for place values in math Number-order assignments for completion Use dotted lines to line up math problems Have student use extra spaces between lines of writing in rough drafts to allow room for
modifications Use AIMS science and math reference sheets and the Holistic Rubric during instruction Collect notebooks periodically to review student notes/organization Alter sequence presentation in tutoring Pause during speaking Repeat major points Increase or delay reinforcement frequency Use behavior contracts Teach self-monitoring Establish rules and review them frequently Use hand signals to cue behavior Establish rules for submitting work Provide daily assignment sheets, post a daily schedule Have student use an assignment book/planner to list homework assignments
Providing study guides with direct questions/answers seen on assessment
Using notes/books/study guides during a test Cooperative learning or peer tutors Changing the level of the question(s) Changing the response format Altering the criterion level Reducing the number of items on an
assignment/assessment Modifying assignments ( or lowering the grade
level) Adapting test items for differing response modes Increasing the allocated time for an
assignment/assessment Shortening project assignments Completing only the odd or even numbers on an
assignment Providing content and lecture summaries Modifying the test delivery Using learning aids such as computers,
typewriters, calculators, and tape recorders Having classmates share notes by photocopying
or using carbon paper Giving the student the teacher’s notes Selecting modified or adaptive textbooks or
workbooks Reducing homework in any way
Rationale◦ All public education agencies have a responsibility
to identify and evaluate children suspected of having a disability.
◦ Children who demonstrate behavioral and/or learning issues that adversely impact their educational performance may be referred to the school’s Child Study Team (CST).
Child Study Team (CST)
Purpose◦ The formal CST process is a pre-referral
intervention to aid students who are experiencing learning and/or behavioral issues in the school settings.
Child Study Team (CST)
Intended Outcomes◦ The CST seeks to intervene and effectively
accommodate students’ academic and/or behavioral needs in order to maintain their identification as a general education student.
◦ If interventions are unsuccessful and learning and/or behavior continue to adversely impact education performance, the student may be referred to the special education team for a psycho-educational evaluation.
Child Study Team (CST)
Team Composition◦ Each school shall create a CST. The team should
include the following: Principal / Principal’s Designee Parent General Education Teachers Specialists, as necessary Source of Referral, if possible
Child Study Team (CST)
Pre-Referral◦ All school-wide interventions should be exhausted
before referral to the CST
The CST Process
Phase 1: Referral◦ Complete the Request for Educational Assistance◦ Compile all background data◦ Seek parent input◦ Schedule meeting with 10 days of referral
The CST Process
Phase 2: Meeting #1◦ Discuss current skills and needs of student◦ Identify problem areas◦ Develop intervention Action Plan
Interventions for the general education setting Before and/or after school tutoring Home Study Plan
The CST Process
Phase 3: Interventions◦ Implement the intervention Action Plan
• The Intervention phase should be carried out for a period of 3 weeks
• A follow-up meeting should be scheduled within 5 days of the end of the intervention phase
The CST Process
Phase 4: Meeting #2◦ Review the intervention Action Plan
A decision must be made at this meeting
The CST Process
Decision #1The interventions worked
Decision #2The interventions did NOT
work
Student returns to general ed A second set of interventions (full Action Plan) is developed
at the meeting.
Phase 5: Interventions◦ Implement the revised intervention Action Plan
• The Intervention phase should be carried out for a period of 3 weeks
• A follow-up meeting should be scheduled within 5 days of the end of the intervention phase
The CST Process
Phase 6: Conclusion Meeting◦ Review the intervention Action Plan
A decision must be made at this meeting
The CST Process
Decision #1The interventions worked
Decision #2The interventions did NOT work
Student returns to general ed A referral is made to special education for evaluation
When the CST concludes with a referral to special education, the following steps must be taken:◦ Notice of Intent is sent to parents from CST◦ All CST documentation is made immediately
available to the special education team◦ Prior Written Notice (PWN) is sent to parents from
the special education team
Referral to Special Education
Exception #1: DTS / DTO◦ If a student engages in extreme behavior that is a
danger to self (DTS) or danger to others (DTO) during the CST process: CST makes an emergency referral for special
education evaluation Exception #2: Written Request for Eval
◦ If a parent requests a special education evaluation before the student goes through CST: 60-day special ed timeline begins Expedited CST process is implemented
Exceptions to the Rule
Phase Timeline
Phase 1: Referral
Phase 2: Meeting #1 Scheduled within 10 days
Phase 3: Interventions 3 weeks
Phase 4: Meeting #2 Scheduled within 5 days
Phase 5: Interventions 3 weeks
Phase 6: Conclusion Meeting Scheduled within 5 days
Review of CST Timelines
Child Find / Child Study Team Resources: http://www.azed.gov/special-education/az-fi
nd/ All CST forms will be available on the M
drive
Questions?◦ Contact the Special Education Department
Questions
Amanda M. BudaDirector of Special Education
Hazel N. SmithAssistant Director
[email protected] [email protected]
480.270.5438 x 1092 480.270.5438 x 6778
