Child Find

UnderstandingTeacher Assistance & Child Study Team : 

UnderstandingTeacher Assistance & Child Study Team Trailside Point School Presented By: Andrea Laffitte, Cara McGee & Lisa Ruiz

What is Child Find? : 

What is Child Find? The process to address behavioral or academic concerns. Used when a disability is suspected. Includes: 45-Day Screener Teacher Assistance Team (TAT) Child Study Team (CST) Multidisciplinary Evaluation Team (MET)

CST/TAT: Why do we have them? : 

CST/TAT: Why do we have them? Place to get additional ideas Place to get other specialists’ input Part of Child Find Helps schools manage difficult kids To respond to parent requests LEGALLY REQUIRED

TAT: What is it? : 

TAT: What is it? Help for struggling students Positive, problem-solving meeting Brainstorming interventions (not necessarily accommodations or modifications) Data-driven decisions

TAT: When to contact? : 

TAT: When to contact? Contact the TAT Coordinator as soon as you have a concern If the parent verbally expresses a concern

TAT: Who is it? : 

TAT: Who is it? TAT Coordinator – Cara McGee Referring Teacher TAT members

TAT: Steps in the process : 

TAT: Steps in the process Contact the TAT Coordinator for packet (which will then be emailed to homeroom teacher) Complete the packet (first 2 pages) Review cumulative file Share concerns with parent Talk to previous teacher Hearing and Vision Screening Attendance record of student Meeting will be scheduled to discuss interventions Classroom Observation by TAT Coordinator and another member of TAT team Develop and implement intervention program using suggestions offered by TAT team Document results RTI

Easy Data: Academic Concern : 

Easy Data: Academic Concern One minute fluency works best to document weekly progress for 4-6 weeks Letter recognition Spalding phonemes Oral reading fluency (Curriculum Based Measurement, or CBM) Number recognition Math facts

Intervention vs Accommodation : 

Intervention vs Accommodation Intervention-is something that teaches the child a new skill Examples: Teaching a reading strategy to the student at their current ability level Differentiated instruction (ie. Scaffolding, small group) Tailored to the specific need of the student Accommodation-changes something about the child's environment or services provided Examples: Seat change Reduce the number of spelling words/math problems given

Easy Data: Behavior Concern : 

Easy Data: Behavior Concern Time on task (observational) Number of re-directions Time outs Tallied behavior (talk outs, out of seat, etc.) aka – the paper clip method Daily behavior sheets Tough Kid Tool Box (see Lisa) Teacher’s Resource Guide (see Andrea)

CST: Who are the players? : 

CST: Who are the players? CST Coordinator – Lisa Ruiz Parents (must be invited) Referring Teacher (must be present) Other Team Members (may include teachers and specialists and an administrator)

CST: How many students? : 

CST: How many students?

CST: When do we move on to it? : 

CST: When do we move on to it? Students who are non-responders are likely good candidates for CST TAT Coordinator forwards TAT packet to CST Coordinator CST Coordinator will email CST Packet to teacher, along with parent questionnaire

CST: When do we move on to it? : 

CST: When do we move on to it? Once both the CST packet and parent questionnaire are received: CST Coordinator schedules CST meeting Referring teacher sends home CST meeting notice to parent The CST meeting WILL NOT be scheduled until all materials are accurate and received

CST: Special Education : 

CST: Special Education Refusing to schedule a CST: Paperwork is incomplete Requirements have not been satisfied No interventions have been attempted No data available to inform a decision When no disability is suspected Educational disadvantage is apparent Has not been in school before Excessive absences 18+ (even illness excused)

CST: When is it? : 

CST: When is it? The CST occurs after the teacher has: Has staffed the student with TAT Has attempted interventions for at least 4-6 weeks Has reviewed the student’s progress at a second TAT meeting Exceptions do exist…

CST: Parent Request : 

CST: Parent Request If a parent requests testing… Oral request for testing – Tell the parent to “put it in writing” Upon receipt of the letter: Date stamp it Initial it Provide original to psychologist and copies to the principal and CST coordinator

CST: Parent Request, continued… : 

CST: Parent Request, continued… CST Coordinator must schedule a CST meeting within 10 days of receipt of letter The clock is ticking… Have the classroom teacher complete the CST packet – it’s now a rush job! When the CST meets, a decision can be made to: Refuse to test until 4-6 weeks of interventions have been attempted Immediately proceed to MET if data exists that leads the team to suspect a disability This should be rare – only when significant impairment is suspected, etc.

CST/TAT: Working with Parents : 

CST/TAT: Working with Parents DO: Complete paperwork professionally Be objective Spell check Document strengths DON’T: Use personal judgments or derogatory comments Write incorrect information Use absolutes (e.g., “always”, “never”)

504 : 

504 504 Regular education process Accommodations/interventions are done in a student’s classroom It is a LEGAL document and the teacher is REQUIRED to follow it Child study team can recommend a 504 plan for a student if the team does not suspect that the student does not have an educational disability 504 must be signed out from 504 coordinator (Cara)

QUESTIONS??? : 

QUESTIONS??? Contact Coordinators: Cara McGee(TAT/504) Or Lisa Ruiz(CST)