AUSTIN INDEPENDENT SCHOOL DISTRICT Learning Support...

AUSTIN INDEPENDENT SCHOOL DISTRICT Learning Support Services Department

Child Study System

I N F O R M A T I O N F O R

Understanding and Implementing a Child Study System

Austin Independent School District Learning Support Services

Phone 512.414.0197 http://www.childstudysystem.com

Table of ContentsChild Study System .................................................................... 2 Child Study System Roadmap ................................................... 3 Child Study System and IMPACT Comparison Chart ................ 4 CSS Process .............................................................................. 5 CSS Guiding Questions ............................................................ 8 Introduction to Response to Intervention Framework .............. 10 RtI Flow Chart Aligned with Child Study System ..................... 11 Menu of Services - Child Study System Facilitator .................. 12 Menu of Services – Social Service Specialist .......................... 13 Menu of Services – Dropout Prevention Specialist .................. 14 Assessment of Campus Systems ............................................ 15 Effective Campus Child Study Teams ..................................... 22

Why is a campus Child Study Team important? ........................... 22 What is the function of a campus Child Study Team? ................... 22 How to set up a campus Child Study Team .................................. 22 Characteristics of an Effective Child Study TeamError! Bookmark not define Campus Child Study Team Structure ............................................ 23 Campus Team Member Roles and Responsibilities...................... 24 Campus Team Meetings .................. Error! Bookmark not defined. Team Meeting Norms.................................................................... 24 Team Meeting Agenda .................................................................. 24 Team Problem-Solving Process: CAPTURE ................................ 25 Sample Team Meeting Agendas ................................................... 29

Vertical Teams Organization Chart .......................................... 31 Child Study System Frequently Asked Questions ................... 35 Glossary of Child Study System Terms ................................... 38

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Child Study System

A Continuum of Support for the Whole Child

he Child Study System, or CSS, is the framework to provide for the needs of the whole child through preventative systems and strategic interventions for the entire campus, targeted groups, and individual students.

The contents of this manual include helpful information and recommended forms to assist campuses with the implementation of a three-tiered Child Study System, including a section on creating effective Child Study Teams to better facilitate Tier 3 supports for individual students.

If you need more information about any of the forms or processes included in this manual, please contact your Child Study System Facilitator.

T

3

Tier 2

Child Study System Roadmap

RTI Framework

Tier 3

Data Systems

Service Systems

Leadership

Team: Systems Progress

Monitoring

Grade Level/ Department Teams: Tier 1 & Tier 2

Child Study

Team: Tier 3

Tier 1 Core Instruction Classroom

Management

Safe, Positive, and Culturally Inclusive School Climate

Attendance Meter

MyReporting

Dashboards

Schoolnet

e-CST

E 504

SEEDS

INOVA

STAR report

STIR report

DEEDS

Social Emotional Learning

Progress Monitoring

Campus Identified Interventions

Simple Individual Interventions

Case Management

Campus, District, Community Interventions

Progress Monitoring

Social and Academic Groups

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Child Study System and IMPACT Comparison Chart

• Focused on intervention team • Staffed students at Tier 2 • eIMPACT = online forms • Few staff members to support

campuses

BOTH • Representative team • Regularly scheduled

meetings • Staff students for

academic, behavior, and/or attendance concerns

• Necessary for pre-referral to Special Education

• Focus on three-tiered prevention and

intervention system • Child Study Team staffs students at

Tier 3 • eCST Tool = easily accessible student

data, interventions and teacher resources, embedded progress monitoring

• Embedded problem-solving process to use with students at Tier 3

• More staff to support campuses with technical assistance and implementation

• Emphasis on strong Tier 2 teams – i.e. department or grade level teams

• Integrated with other district initiatives – i.e. CP&I, RtI, SEL

CHILD STUDY SYSTEM IMPACT

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CSS Process

Step 1: Deliver Tier 1 supports to all students Implement Tier 1 supports, which include research-based best practice, rigorous core academic curriculum, differentiated instruction, SEL curriculum, a positive and culturally responsive school climate, basic classroom management structures and communication with families. Step 2: Identify students in need of additional support Use data to guide identification of students. Consult the eCST dashboard as a data point. Step 3: Engage in a problem-solving process with colleagues for Tier 2 challenges Consult with colleagues or specialists for early-stage problem solving process for determination of Tier 2 needs. Using the e-CST as documentation, complete the following:

• Actively involve parent or family in the problem-solving process. • Identify area of need (academic, behavior/SEL, attendance, speech/language, or

combination of needs). • Identify specific problem(s) and define measurable goal(s) based on data. • Compare problem with list of available interventions (classroom, campus or

community based) and select appropriate intervention(s). Select appropriate tools and data points to progress monitor goal(s).

• Identify the individual(s) responsible for implementing the intervention(s). • Communicate the plan with all involved parties, including parents. • Implement the intervention(s) with fidelity. • Set date for follow up meeting(s) to review the response to intervention.

Step 4: Progress monitor interventions (3-9 weeks)

Use progress-monitoring documentation to track the effectiveness of goals and interventions in the eCST system. Do the data show sufficient progress toward reaching the goal(s)?

Yes – Continue and/or modify until desired result is achieved and sustained. No – Determine that interventions have been implemented with fidelity. If they have, return to problem solving process and adjust interventions (time, frequency, intensity, etc.) and goals based on data. If they have not been implemented with fidelity, determine the barriers to implementation and how to appropriately support staff in implementation.

*If progress monitoring occurred in previous grade or school and need still exists at the start of the next school year, steps two-four do not need to be repeated. Step 5: Refer the student to the Child Study Team for more intensive staffing

• The referring staff member will check that all relevant intervention data has been

Tip: Ask these questions during the progress monitoring period rather than waiting until the end!

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entered into eCST intervention tab (see step 3). • Under the service tracking tab, click the “Submit data to CST for staffing” button.

Notification will be sent to the chair of the CST and he/she will review the referral. If the CST suggests more Tier 1 or 2 supports is needed, a team member will contact the referrer and help identify next steps. If Tier 1 and 2 supports have been sufficiently attempted, then the CST will staff the student.

Step 6: Child Study Team staffs student for Tier 3 interventions and supports

• Actively involve parent or family in the problem-solving process. • Members of the Child Study Team will work to identify Tier 3 goals,

interventions, and progress monitoring for the student. • Communicate the plan with all involved parties, including parents. • Set date for follow up meeting(s). *Assess social service needs as part of the problem-solving process and refer to Social Service Specialist (SSS) as appropriate.

Step 7: Progress monitor interventions (3-9 weeks) Use progress-monitoring documentation to track the effectiveness of goals and interventions in the eCST system. Does the data show sufficient progress toward reaching the goal(s)?

Yes – Continue and/or modify until agreed upon result is achieved and sustained. No – Determine that interventions have been implemented with fidelity. If they have, return to problem solving process and adjust (time, frequency, intensity, etc.) interventions and goals based on data. If they have not been implemented with fidelity, determine the barriers to implementation and how to appropriately support staff in implementation.

**If progress monitoring occurred in previous grade or school and need still exists at the start of the next school year, steps five-seven do not need to be repeated. Step 8: Consideration for further evaluation Contact the campus Speech Language Pathologist (SLP), Licensed Specialist in School Psychology (LSSP) or Educational Diagnostician (Ed. Diag.) to review referral via eCST system and verbal notification. Complete the Special Education Referral section of eCST. Campus ensures the following documents are complete:

• Health and social history form • LEP testing within the past 6 months • Vision and hearing test within the past year • Special Education/English Language Learner (ELL) Referral Form (if applicable) • Classroom observation required for all referrals for learning disability evaluation

The SLP, LSSP or Ed. Diag must be given at least 5 school days to review the complete referral. If the SLP, LSSP or Ed. Diag. confirms that all documentation requirements have been met, the CST (formally known as Local Support Team – LST) reconvenes, with parent and LSSP or Ed. Diag included, to discuss possible special education evaluation.

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Special Circumstances to be Considered by the CST

Parent Request for a Child Study Team Staffing: • Parent should speak with the campus Child Study Team Chair to explain his/her

concerns and request a staffing for the child. The Child Study Team Chair will determine the appropriateness of the request and arrange a meeting as needed.

Speech/Language:

• Teacher should consult with speech language pathologist assigned to the campus. • Follow the time limits within the eCST tool.

504 Referral:

• Referrals to 504 are made through the CST in consultation with the 504 Coordinator. The CST should invite the 504 Coordinator when there might be a referral to 504 to ensure correct documentation. If there are medical or psychological issues that require immediate 504 accommodations, the campus 504 coordinator should be notified and proceed with scheduling a meeting as soon as possible.

Urgent Need (e.g. Death in the family, homelessness):

• Consult with administrator and/or district support staff. Safety Concerns:

• Notify campus administrator verbally and in writing. • Develop a safety plan in conjunction with parent/family. • Engage in Tier 3 problem solving with the CST. Develop goals and interventions and

progress monitor. Obvious Need:

• See AISD Special Education Operating Guidelines for more information. Parent Requests for Special Education Evaluation:

• See AISD Special Education Operating Guidelines for more information. Private Evaluation Presented by a Parent:

• See AISD Special Education Operating Guidelines for more information. Notice of Decision:

• If notice of decision is required, the form may be accessed via SEEDS. For more information, see AISD Special Education Operating Guidelines.

Attendance:

• Consult with the assigned campus Dropout Prevention Specialist.

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CSS Guiding Questions

Campus leadership teams should use the guiding questions below to progress monitor the implementation of three tiers of prevention and intervention. Questions have been provided for each tier of support and include thoughts on academics, behavior, and attendance systems, along with the parent involvement component.

Consider including these questions as part of your regularly scheduled campus leadership meetings (i.e. cabinet, team leader meetings).

• How do we ensure our curriculum is rigorous and our instruction is academically engaging to students?

• What instructional strategies, including social and emotional learning components, are we using to deliver the core and non-core curricula?

• How do we involve students and parents in the development of our expectations?

• How do we communicate our learning objectives and academic expectations with our students and families?

• How do we communicate our behavioral expectations with students and families?

• What systems are in place to promote a safe, positive, and inclusive climate?

• What assessments/universal screeners are used for determining students in need of additional support?

• What are our most significant challenges related to attendance, academics, and behavior and how are we addressing these?

• What is our attendance rate? What trends are we noticing? • How many referrals have been written? What trends are we

noticing? • How does our campus respond to positive and negative behaviors? • Are students well supervised in common areas of the building?

How do we know? • Do our Tier 1 systems meet the needs of 80-85% of our students? • Has all staff been trained on the three-tiered Child Study System

process?

Tier

1

9

• How do we identify students in need of additional support? • What Tier 2 support, including services and curricula, are in place

and how do students access them? What other services need to be provided?

• How aware is our staff of Tier 2 supports and how to access them? • How do we include parents in the transition to Tier 2 supports? • What training and support is provided to teachers and staff on

early stage problem solving? • Is the e-CST tool being utilized to document goal setting,

intervention planning, and progress monitoring of Tier 2 supports? • How will specialists on campus and grade level or department

teams support teachers as they provide supports to students? • Do our Tier 2 systems meet the needs of 10-15% of our students?

• How are we ensuring that students with chronic and significant academic, attendance, and behavioral concerns are receiving comprehensive supports?

• What Tier 3 supports, including services and curricula, are in place and how do students access them? What other services need to be provided?

• Who is on the Child Study Team and when will the team meet? • How will the Child Study Team communicate referral procedures

with staff and families? • How will families be included in this process? • How will teachers be included in the Child Study Team? • Is the e-CST tool being utilized to document goal setting,

intervention planning, and progress monitoring of Tier 3 supports? • How will we monitor the attendance of our students at a DAEP? • How will we ensure a safe, positive and productive transition for

students returning to our campus from a DAEP or residential treatment?

• How aware is staff of community resources and how to access them?

• Is the Child Study Team functioning efficiently and effectively? • Do our Tier 3 systems meet the needs of <5% of our students?

Tier

2

Tier

3

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Introduction to Response to Intervention Framework The Child Study System utilizes a Response to Intervention model to provide support for a 3-tiered system of support for academics, behavior, and attendance.

What is Response to Intervention Framework ? RTI is a multi-tiered, decision-making approach that addresses academic and behavioral difficulties of ALL students. It is an integrated school improvement model that is standards-driven, proactive, and incorporates both prevention and intervention. RTI processes focus on how well students respond to changes in instruction or “interventions.” It is also a systematic prevention approach, the foundation of which is quality core instruction within the general education classroom. RTI also provides a tiered system of supplementary supports and interventions, both academic and behavioral, to struggling students based on data collection and analysis. These supports and interventions vary in intensity based on student need, and are provided by a variety of personnel working collaboratively with general education and special education teachers. Core Principles of RTI

RTI is grounded in the belief that ALL students can learn and achieve high standards when provided with effective teaching, research-based instruction, and access to a standards-based curriculum. A comprehensive system of tiered interventions is essential for addressing the full range of students’ academic and behavioral needs. Collaboration among educators, families, and communities is the foundation of effective problem solving, and on-going academic and behavioral performance data should inform instructional decisions. Effective leadership at all levels is crucial for RTI implementation.

RTI is… RTI is not… About instruction

Just about interventions

An initiative that supports general education school improvement goals

A pre-referral system for special education

A method to unify general and special education in order to benefit students through greater continuity of services

An individual teacher, classroom, or class period

Focused primarily on effective instruction to enhance student growth

Focused primarily on disability determination and documented through a checklist

A system to provide instructional intervention immediately upon student need

A method for just increasing or decreasing special education numbers

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RtI Flow Chart Aligned with Child Study System

Implement Scientific Research-based Core Curriculum Instruction

Conduct, compile, and evaluate Universal Screening

Student does not meet standard and/or maintain passing grades Student meets standard

Provide & monitor differentiated instruction and targeted small group instruction for

behavior and/or academics for a period of 3-6 weeks

Student is making adequate progress with continued differentiation and targeted small

group instruction as needed

Student is not making adequate progress

If student is not making adequate progress with behavior and/or academics after 3 – 6 weeks of documented differentiated instruction and targeted small group instruction, then a problem-solving

team evaluates data and creates an individualized plan for the student in eCST

Continue to provide Tier 1 differentiated instruction and targeted small group

instruction for behavior and/or academics

Implement and progress monitor Tier 2 Interventions based on the student’s individual

plan and status check timeline –see eCST

Tier

1

Tier

2

If student is not making adequate progress, submit student’s data to the Child Study Team that will then evaluate progress monitoring data and create an individualized plan for the

student in the eCST tool

Student is referred for further evaluation

Implement and monitor more intensive Tier 3 Interventions based on the student’s individual

plan created in conjunction with the Child Study Team and status check timeline

Special Ed

Dyslexia

504

Child Study Team continues to review, monitor and make recommendations for identified

students

Tier

3

If student does not qualify, continue to provide Tier 3 Interventions aligned to student need

And

Other

Student is making adequate progress with Tier 2 Interventions, continue

Continue to provide Tier 1 differentiated instruction and targeted small group

instruction for behavior and/or academics


And

Student is making adequate progress with Tier 3 Interventions, continue


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Menu of Services - Child Study System Facilitator Child Study System Facilitators are assigned to a vertical team and are available to assist campuses with implementation of the Child Study System. Please see below for their menu of services:

Child Study Facilitator Menu of Services Function Tier 1 Universal Tier 2 Targeted Tier 3 Intensive

Professional Development

Formats: (whole

faculty, department, grade level); TOT; web-

based; book studies

• Effective supervision for common areas • Classroom management • Effective instructional practices • Team building

• Running an effective team meeting • Early stage problem solving, including

writing effective student goals • Staff eCST tool training

• Developing support plans for individual students (CAPTURE)

• SAMA Verbal De-escalation • Transition to and from DAEP

Coaching & Technical Assistance

• Attend Tier 1 team meetings (Instructional teams, PBS teams, Leadership Teams) and provide assistance with Tier 1 systems which may include support on: - Running effective team meetings - Problem solving school-wide issues - Using guiding questions to progress

monitor systems and supports • Pull and disaggregate data (behavior,

academic, attendance) based on specific campus needs and requests

• Provide professional development follow-up support

• Meet with grade level, department or other teams to assist with the early-stage problem solving process for individuals or groups of students

• Coach teams in developing a check-in/check-out system

• Coach staff in implementing Tier 2 interventions and supports

• Provide support to selected groups of teachers

• eCST tool support • Provide professional development follow-

up support

• Attend Child Study Team meetings and assist with developing effective support plans for individual students

• Assist campus staff with developing transition plans for students returning from a DAEP

• Help develop safety plans for students demonstrating unsafe behaviors (running away, physical aggression, etc.)

• eCST tool support • Provide professional development follow-

up support

In addition to selecting services from the above menu, the following services will be available to all campuses.

Service Coordination

• Coordinate services within the Vertical Support Team to ensure we respond to campus priorities in an efficient manner • Provide status report of activities to each campus

eCST • Train Child Study Teams on the eCST advanced case management system

Problem solving and analysis

• Facilitate readiness assessment through which campuses prioritize needs and services • Pull and disaggregate data and share with campus

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Menu of Services – Social Service Specialist

Social Service Specialist Menu of Services Function Tier 1 Universal Tier 2 Targeted Tier 3 Intensive

Professional Development

• Bullying: Prevention and Policy • Critical Incident Response • Suicide Prevention Protocol

• Basic Resource 101 (to include Youth Services Mapping, 211)

• Critical Incident Response

• Post-Suicide Protocol • Critical Incident Response

Consultation Will work with campus staff to create capacity

• Provide professional coaching on universal systems of mental health, health, and social service intervention to campuses

• Critical Incident Response • Resource connecting • Professional coaching and problem

solving • LST/504/Disciplinary meetings

• Referral source for mental health, health, and/or social services for students identified by the Child Study Teams for intensive level interventions and problem solving

• Attend Child Study Team Meetings as needed for Tier 2 or Tier 3 intensive level interventions and problem solving

• Provide student information/data to CST in order to facilitate problem-solving.

• Collaborate with CST to establish or facilitate communication with parent(s) or guardian(s) of students with intensive level needs.

• Transition support as needed Direct Service

• Dropout recovery support

• Responsible for campus referral to CPC Community Partners for Children

• Attend CPC Community Partners for Children Staffing for all AISD students referred by other agencies.

• Linkage to specialty community resources • Individualized student support • Conduct a Social Service Intake Interview to identify needs

and appropriate interventions Tier 3 level students. • Establish or facilitate communication with families of

students with intensive level needs. • AISD Special Education Health/Social History and Home

Information as needed Service Delivery

Tracking • Maintain accurate documentation and records on services provided to students referred to SSS through the eCST tool • Provide status report of services to each campus

Critical Incident/Crisis

Response

• Serve as a member of both AISD district and campus Critical Incident Response Teams • Follow up groups for students as needed • Debriefing for staff and/or students • Classroom support • Follow-up with individual students/families

Social Service Specialists are assigned to a vertical team and are available to assist campuses with implementation of the CSS. Please see below for their menu of services:

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Menu of Services – Dropout Prevention Specialist

Dropout Prevention Specialists Menu of Services Function Tier 1 Universal Tier 2 Targeted Tier 3 Intensive

Consultation Will work with campus staff to create capacity

• Maintain a collaborative network with campus support personnel such as administrators, teachers, and counselors

• Participate in staff development and perform other duties as assigned related to dropout prevention

• Explore and share information on alternative placement options within the district for students at-risk of dropping out

Direct Service

• Collect and interpret students’ attendance, academic, and behavior data to develop strategies in addressing dropout prevention

• Provide individual or group activities on achievement, attendance, self-concept development, and behavior improvement

• Provide dropout recovery support • Provide direct service to individual case

management or group case management services

• Provide direct services and referrals to appropriate educational or support services in the school or community based programs

• Contact retained students to begin identifying obstacles and aid students with academic success

• Conduct exit conferences with students and parents planning to withdraw from school

• Conference with students and parents to create and implement plans to improve attendance and grades

• Communicate regularly with students and parents, seeking their support and advice, to create a cooperative relationship to support the child in the school

• Conduct home visits when needed

• Conduct home visits to students’ homes to discuss attendance progress

• Contact students and parents on the no-show and/or leaver list(s) by phone or home visit

• Represent school in truancy cases filed against students and parents who are non-compliant with Texas Compulsory Attendance Law

• Case manage students and families as determined by the CST

Service Delivery Tracking

• Maintain accurate data records and/or case management files to document activities and services provided and all student, parent, and teacher contacts

Dropout Prevention Specialists are assigned to a vertical team and/or specific schools and are available to assist campuses with implementation of the CSS. Please see below for their menu of services:

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Assessment of Campus Systems

Where are we? Where do we want to go? How do we get there? OVERARCHING GOAL OF NEEDS ASSESSMENT: To create and implement a systematic and predictable process for supporting all students

CAMPUS______________PRINCIPAL_________________PERSON(S) COMPLETING THIS NEEDS ASSESSMENT____________________________

3 TIER SYSTEMS INVENTORY: The chart below is an example of system components that individual campuses may utilize at each tier. Please use as a reference when completing your own inventory on the following page.

Academics Attendance Behavior

Tier

3

• A specialist works intensively with a student, skill-based curriculum (increased intensity/frequency)

• Truancy Filing • Case management of recovered students

• Wraparound services, individual behavior support plan

Tier

2

• Tutoring (during and after school), • Small group instruction, • Individualized instructional strategies, • Skill-based curriculum

• Assign Mentors to individual students • Attendance Contracts • Focus Group: Taking Care of Business

attendance class • Focus Group: Connecting the Dots to

Graduation • Truancy Filing • Preventative case management of targeted

group(s) whose attendance is an issue

• Social skill groups • Simple individualized interventions • Behavior contracts • Check in/check out

Tier

1

• TEKS • SchoolNet • Core curriculum (Roadmaps) • Differentiated instruction • Create a culturally responsive and inclusive

culture and climate • SEL curriculum

• Communicate attendance polices and expectations

• Provide rigorous and relevant instruction • Create a safe, positive, and productive

school environment

• Behavioral expectations taught and reinforced consistently

• Students greeted and acknowledged by staff • Bully prevention curriculum • SEL curriculum • Classroom management structures, • Campus-wide reinforcement system

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3 TIER SYSTEMS INVENTORY: Fill out the components available on your campus for each tier and category. Be as specific as possible.

Academics Attendance Behavior

Tier

3

Tier

2

Tier

1

17

CAMPUS TEAM INVENTORY: Add cells as needed to complete your campus inventory

Purpose Team Logistics Team Effectiveness LEADERSHIP TEAM Current Equivalent Team(s): __________ __________ __________

How does our team monitor systems at all 3 tiers (see guiding questions for more information)? How does this team set the campus vision?

Members Team Communication Communication w/Stakeholders [] Very effective [] Very effective [] Moderately effective [] Moderately effective [] Area of need [] Area of need Overall Meeting Productivity [] Very effective [] Moderately effective [] Area of need Areas of Strength: Additional Areas of Need:

Name & Position Team Role

Meeting Day(s):

Time:

Location:

Agenda? [] Yes [] No

Minutes w/ Tasks? [] Yes [] No

CHILD STUDY TEAM

When will the team meet to problem solve plans for individual students?



Meeting Day(s):

Time:

Location:



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GRADE LEVEL and/or DEPARTMENTS

How do these teams regularly plan for Tier 1? How do these teams support staff in developing Tier 2 interventions?

List all grade level and/or department teams:

Areas of Strength: Additional Areas of Need:

OTHER TEAMS (Critical Incident Response Team, PBS Team, Counseling Team, Instructional Team, etc):

What is the function of each team? Members Team Communication Communication w/Stakeholders [] Very effective [] Very effective [] Moderately effective [] Moderately effective [] Area of need [] Area of need Overall Meeting Productivity [] Very effective [] Moderately effective [] Area of need Areas of Strength: Additional Areas of Need:


Meeting Day(s):

Time:

Location:



19



Meeting Day(s):

Time:

Location:



Members


Team Communication Communication w/Stakeholders [] Very effective [] Very effective [] Moderately effective [] Moderately effective [] Area of need [] Area of need Overall Meeting Productivity [] Very effective [] Moderately effective [] Area of need Areas of Strength: Additional Areas of Need:

Meeting Day(s):

Time:

Location:



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Name & Position Team Role (Facilitator, Recorder, Time Keeper, Task Master)

Meeting Day(s):

Time:

Location:



PROFESSIONAL DEVELOPMENT AND COACHING NEEDS

Already trained and implementing to fidelity

Already trained but need support in implementation

Need professional development in this area

Not a campus need

TIER 1: Effective supervision for common areas Classroom management How to coach new or struggling teacher on the Child Study System Bullying policies and procedures Other: Other: TIER 2 Early stage problem solving, including writing effective student goals Running an effective team Linking families with basic resources Other: Other:

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TIER 3 Developing support plans for individual students Transitioning students to and from a DAEP Suicide prevention and response protocol Critical incident response SAMA de-escalation Other: Other: Entire System eCST Tool 3-Tiered Child Study System Other:

INITIAL GUIDING QUESTIONS

Our Current Reality This Year’s Plan

Timeline and Person(s) Responsible

TIER 1

What systems are in place to promote a safe, positive, and inclusive climate?

What are our most significant challenges related to systems for attendance, academics, and behavior that meet the needs of 80 – 85% of our students and how are we addressing these?

TIER 2 How do we identify students in need of additional support and communicate with their families?

How do we inform our staff of the availability of Tier 2 components and how to access them?

Do our Tier 2 systems meet the needs of an additional 10-15% of our students?

TIER 3 How do we identify and ensure that the 2 – 5% of students with chronic and significant academic, attendance, and behavioral concerns are receiving comprehensive supports?

How will families be included in this process?

How will teachers access the Child Study Team and be included in the process?

How do we identify returning and/or new to the district Tier 3 students who may benefit from immediate interventions and supports?

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Effective Campus Child Study Teams Why is a campus Child Study Team important?

• The CST is a multidisciplinary group of campus and district staff who meet regularly to identify the academic, behavioral, emotional and/or needs of struggling students who have not shown significant progress with prior interventions.

• It is critical to have a campus-based problem solving team that meets at least every 2 weeks to discuss and plan interventions for students who are in need of intensive support. These plans must be progress-monitored for effectiveness.

• The CST provides a critical link to outside agencies that can provide additional support to students and their families.

• The CST progress monitors the students’ intervention plans to determine if a request for additional evaluation may be appropriate.

What is the function of a campus Child Study Team? • Intensive problem solving for students with more significant academic, behavioral and/or

attendance challenges even after Tier 1 and Tier 2 supports have been implemented • Coordination of internal (school-based) and external (community agencies) services • Progress monitoring of interventions and recommendations for students • Refer student for additional evaluation for 504 or Special Education services • Proactive planning for vulnerable student populations (returning from DAEP, homeless,

mental health concerns, CPS, etc)

How to set up and have an Effective Campus Child Study Team

• Campuses that had a successful and effective IMPACT team process/meetings may use the same existing practices and procedures.

• The CS team is typically formed and monitored for effectiveness by the Administrative/Leadership team.

• Campus CSTs are highly encouraged to involve their Child Study System Facilitator to: 1. Help members understand the criteria used for staffing a student by the CST 2. Assist members with using the eCST tool to access student information and

document the CST meeting 3. Conduct an effective meeting 4. Demonstrate how progress monitoring works

• Members have clearly defined roles and responsibilities. • Members meet regularly at scheduled times and start/end on time. • Team meetings are organized, efficient and have a clear agenda. • Members come prepared to report on progress of previous interventions. • If a member is presenting a new student to the group, he/she comes prepared with background

information that is already entered in the eCST and other pertinent information (e.g., parent, teacher, nurse reports).

• Team meetings are focused on collaborative problem solving. • Members have an understanding of the Child Study System framework.

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• Members will follow up with campus colleagues to ensure fidelity of implementation for proposed student interventions.

Campus Child Study Team Structure Campus Team Representation

The active participation, support and oversight of a campus administrator are necessary for an effective and efficient team and meeting. The LSS department recognizes and respects the unique structures that exist at different campuses based on the diversity of student characteristics and issues. Therefore, there is not a defined mandate that particular members be present at every CST. Instead, relevant members (staff who have crucial information about the child and staff who will be responsible for implementing interventions) must be invited to attend the CST meeting based on the needs of the student(s) being staffed.

In addition to campus administration, the CST chair and the leadership team will decide the additional staff members who may be considered as permanent members of the Child Study Team. Other relevant or appropriate members must be invited to participate, based on the need of the student, and may include:

• Parents • Counselor(s) • Teacher(s) • Reading specialist, curriculum specialists, instructional coaches • District specialists (behavior specialist, etc) • Dropout Prevention Specialist • Social Service Specialist (formally SCL) • School-based or community agency staff • School Resource Officer (SRO) • ESL/Bilingual • Special Ed Dept. staff person • School psychologist, curriculum coach • School-based agency staff (Family Resource Center, CARY, SafePlace, etc) • Communities in Schools (CIS) • School Nurse • Parent Support Specialist • School Social Worker (if applicable) • Student • Mentor • Probation Officer

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Campus Team Member Roles and Responsibilities

Team Member Roles CST Chair: (Administrator or designee) As the campus leader, the first goal is to obtain support and commitment from all staff members and to ensure that a productive meeting culture is formed and maintained throughout the year. The CST Chair leads all CST meetings and ensures the group follows the agreed-upon norms. Timekeeper: This member keeps the team meeting on schedule and is comfortable alerting team members to time considerations. Recorder: This member documents meeting notes and interventions in the eCST. He/she also emails the other campus members when necessary. Advocate: Each child staffed by the CST will be assigned an advocate who is responsible for checking on the student’s progress on the assigned interventions and goals. This person could be the child’s teacher or another staff member who sits on the CST.

All Team Members’ Responsibilities include:

• Understands the theoretical framework behind CST • Understands the Campus Child Study System Process, including structures for Tier 1, Tier 2,

and Tier 3. • Serves as models of campus CST implementation • Helps to support structures and procedures • Participates actively in the CST team process by regularly attending meetings and following

through on all team decisions Team Meeting Norms

During the first team meeting, consider establishing group norms and sharing them with the entire staff. Norms can help ensure the meeting runs smoothly and should be reviewed regularly. Below are a few group norms you may want to consider:

• Stay on task- avoid side conversations. • Be an active participant in the process. • Come prepared to the meeting with any necessary data and information on the student. • Remain solution focused. Do not spend time venting about the student or blaming

individuals or circumstances for the problem.

Team Meeting Agenda The CST Chair ensures there is an agenda for every team meeting. The agenda will include:

A. Students being staffed for the first time by the CST

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B. Students being progress monitored by the CST

C. Students with extenuating or special circumstances for whom the team should be aware

It is recommended the chair send the agenda, with specific times and names of students to be staffed, out ahead of time, to all relevant members of the CST so members can be present at and come prepared to the meeting.

Team Problem-Solving Process: CAPTURE We recommend Child Study Teams utilize a standardized problem solving process when staffing students with academic, behavioral, and/or attendance challenges. The eCST tool has a built in problem solving process to assist teams as they work to develop and document the student support plan. The process is called CAPTURE. CAPTURE is an acronym- with each letter referring to one of the seven steps of the problem solving process. The seven steps include:

1. Collecting data 2. Analyzing data 3. Planning goals, interventions and services; 4. Thinking through the details 5. Updating stakeholders 6. Responding to challenges 7. Evaluating the plan

More information on CAPTURE, including webinar training, can be found by logging into the eCST tool and clicking on the header “Meetings.”

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Teacher Feedback for CST There may be occasions when teachers who have a child being staffed by the CST are not able to attend the CST meeting. When this is the case, you may want to consider having those staff members fill out a teacher feedback form. We’ve included two samples below: Staff Interview/Self-Reflection (Sample 1)

Student: _______________________ Teacher/Staff person:_______________________ Date:________

What are the student’s strengths?

What are the most challenging behaviors the student is exhibiting? What do these behavior(s) look like and sound like? How frequently does the problem behavior(s) occur? Are there times of day when the problem behavior is most likely to occur? Least likely? (Morning, afternoon, arrival, etc.) What situations, activities, or tasks seem to set off the problem behavior (Difficult tasks, transitions, structured activities, small-group settings, teacher’s request, particular individuals, missed medication, lack of sleep, conflict at home, etc...) Are there certain situations, tasks or activities where positive behaviors are most likely to occur? Are there specific peers or adults whose proximity is associated with a high likelihood of the problem behaviors? Are there peers or adults whose proximity is associated with a high likelihood of positive behaviors? What has been done to address the problem behavior(s)? How is the student performing academically? Do you believe academic challenges may be contributing to the behavioral issues?

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What problem solving or communication skill(s) could the student learn in order to reduce the occurrence of the problem behavior? (Getting attention appropriately, conversation skills, taking turns, asking for help, ignoring peers, moving ahead to easier items, asking for a break, asking for help, expressing emotions, etc) Who should be involved in planning and implementing interventions?

Adapted from O’Neill, R.E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and

program development for problem behavior: A practical handbook. Pacific Grove, CA: Brooks/Cole Publishing. Adapted from Dunlap, G., Iovannone, R., Kincaid, D., Wilson, K., Christiansen, K., Strain, P., English, C. (2010) Prevent teach reinforce:

The school-based model of individualized positive behavior support. Baltimore, MA: Paul H Brookes Publishing Co.

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Staff Interview/Self-Reflection (Sample 2)

Student: _______________________ Teacher/Staff person:_______________________ Date:________

What are the student’s strengths?

What concerns do you have regarding this student? What situations, activities, tasks, people, or times of day seem to contribute to the concern (Ex. difficult tasks, transitions, structured activities, small-group settings, teacher request, missed medication, lack of sleep, conflict at home, etc.)? Are there certain situations, activities, tasks, people or times of day when the student is more likely to be behaviorally and/or academically successful? What has been done to address the concern?

Thank you for your feedback!

Adapted from O’Neill, R.E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behavior: A practical handbook. Pacific Grove, CA: Brooks/Cole Publishing.

Adapted from Dunlap, G., Iovannone, R., Kincaid, D., Wilson, K., Christiansen, K., Strain, P., English, C. (2010) Prevent teach reinforce: The school-based model of individualized positive behavior support. Baltimore, MA: Paul H Brookes Publishing Co.

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Sample Team Meeting Agendas

(SAMPLE 1) TEAM AGENDA

Date: CST Chair: Recorder: Participants:

1. Student to be reviewed for progress monitoring (30 minutes)

1. Student A 2. Student B 3. Student C 4. Student D 5. Student E 6. Student F 7. Student G

2. New students to be staffed (30 Minutes)

1. Student A (staff member presents the student to the team, provides summary of problem areas, what has been tried, pertinent background info. strengths, etc). Team recorder is documenting this into the eCST tool.

2. Student B

3. Students with special circumstances

(SAMPLE 2) Child Study Team Meeting Agenda

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Date: CST Chair: Recorder: Participants:

Student Updates: New Students to be staffed:

Next Steps:

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Vertical Teams Organization Chart

LBJ

Pearce

Andrews

Blanton

Harris

Pecan Springs

Garcia

Jordan

Norman

Overton

Sims1

LASA Reagan

Dobie

Graham

Walnut Creek

Winn

Webb

Barrington

Brown

Hart

Pickle

Anderson

Murchison

Doss

Davis

Hill

Summit

Grace Martino-Brewster (CSS Facilitator) Marisa Zappone (CSS Facilitator) Kimberly Wilson (Social Service Specialist) Sam Scott (LBJ Dropout Specialist) Laura Garza (Pearce Dropout Specialist) Raymond Lopez (Garcia Dropout Specialist)

Jane Ross (CSS Facilitator) Mernell Lovell (Social Service Specialist) Daniel Garza (Reagan Dropout Specialist) Timothy Terry (Webb Dropout Specialist) Maria Hernandez (Dobie Dropout Specialist)

Kafi Down (CSS Facilitator) Ron Armbruster (Social Service Specialist) Dorothy Salas (Anderson Dropout Specialist)

Evelyn Jones-Hill

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Eastside/ International

Martin

Allan

Allison

Brooke

Govalle

Metz

Ortega

Sanchez

Zavala

Crockett

Bedichek

Odom

Pleasant Hill

St.Elmo

Williams

Covington

Boone

Cunningham

Galindo

Joslin

Sunset Valley

Austin

O.Henry

Barton Hills

Mathews

Bryker Woods

Pease

Casis

Zilker

Small

Oak Hill

Patton

Jane Nethercut

Leah Wallace (CSS Facilitator) Sherri Patton Grubb (Social Service Specialist) Rosy Otero (Austin Dropout Specialist)

John Thoms (CSS Facilitator) Lisette Garza (Social Service Specialist) Alma Mena (Social Service Specialist) Daniel Muchaca (Martin Dropout Specialist Diana Trimino (Eastside Dropout specialist)

Margaret Bachicha (CSS Facilitator) TBD (Social Service Specialist) Corazon Aquilar (Crockett Dropout Specialist)

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Travis

Fulmore

Becker

Dawson

Linder

Travis Heights

Mendez

Rodriguez

Widen

Houston

McCallum

Kealing

Blackshear

Campbell

Lee

Maplewood

Oak Springs

Lamar

Brentwood

Gullett

Highland Park

Ridgetop

Reilly

Lanier

Burnet

Cook

McBee

Pillow

Read

Wooldridge

Wooten

Dianna Groves

Kemal Taskin (CSS Facilitator) Laura Gold-Hernandez (Social Service Specialist) Gloria Obregon (Fulmore Dropout Specialist) Vanesa Espinoza (Mendez Dropout Specialist) Sammy Seijas (Travis Dropout Specialist) Corazone Aguilar (Eastside Dropout Specialist)

Kim Fredrick (CSS Facilitator) Bree Borgsteadt Larry Walker (McCallum Dropout Specialist) Neasel Conner (Kealing Dropout Specialist)

Colette Williams (CSS Facilitator) Olga Alvarado (Social Service Specialist) Vanessa Espinoza(Mendez Dropout Specialist) Daniel Sifuentes (Paredes Dropout Specialist)

ALC

ACES Rosedale

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Akins

Paredes

Blazier

Casey

Kocurek

Langford

Menchaca

Palm

Perez

Bowie

Bailey

Baranoff

Cowan

Baldwin

Gorzycki

Clayton

Kiker

Mills

Margaret Hester

Monica Flores (CSS Facilitator) Mary Beer (Social Service Specialist) Angelita Sais (Garza Dropout Specialist)

Laurel Nelle (CSS Facilitator) Dorothy Garza (Social Service Specialist) Bertha Cherry (Akins Dropout Specialist) Norma Martin (Lanier Dropout Specialist)

Garza Ann Richards

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Child Study System Frequently Asked Questions When will the Child Study System begin on my campus? The official launch of the Child Study System is scheduled for fall 2011. What is the Child Study System (CSS)? The CSS is a district-wide initiative focused on supporting academics, behavior and attendance needs for all students. This is accomplished through a three-tiered integrated Response to Intervention (RtI) model. Each campus will maintain a Child Study Team (CST) and will use the eCST Advanced Case Management Tool to set goals for individual students receiving Tier 2 and Tier 3 Interventions. The District Child Study Teams, consisting of a Child Study Facilitator, Social Worker, and Dropout Prevention Specialists will provide tailored support to campus CSTs. What is a campus Child Study Team (CST)? CST is a campus-based problem solving team that meets at least every 2 weeks to discuss students needing intensive support for academics, behavior and/or attendance. Students who have been provided with interventions at Tier 1 and Tier 2, but have not shown sufficient progress toward an identified goal, may be referred to the CST. CST functions include: intensive problem solving, case management, crisis management, referral to outside agencies, and referral for further testing. The recommendation is that the principal or another administrator leads the CST. How will the district Child Study Support Team assist my campus? A district support team, composed of a Child Study Vertical Team Lead, Child Study Facilitator, Social Service Specialist, and a Dropout Prevention Specialist, will support each vertical team. The campus CST will receive external support through a menu of professional development modules on tools, processes and protocols related to the Child Study System. Training will be available in a variety of formats, including online and in person. The Child Study Support Team will also provide campus-based assistance to Child Study Teams and teachers. How does CSS differ from IMPACT? Each campus will receive support from a Child Study Support Team and there will be a new online system for entering and tracking data. Ongoing training will be available for teachers, administrators and support staff. This website also provides resources and tools to help support implementation. Is the CST only for kids who are going to get tested for Special Education? No. A student who is staffed at a CST meeting may or may not be referred to the school psychologist or educational diagnostician for further testing. The goal of the CST is to review all of the interventions and strategies that have been attempted and ensure that they have been given enough time to be proven effective. The team will recommend additional interventions as needed. If the team decides that all interventions and general education resources have been exhausted, then the student may be referred to the educational diagnostician.

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When should I refer a child to the CST? Students who are struggling with academic, behavior, attendance or speech/language issues, and have not responded to early interventions at Tier 1 and Tier 2, ought to be referred to the CST. When should I begin documenting interventions for students in the eCST? When a student needs additional support to be successful in the school environment, individuals working with the student should begin documenting those interventions in eCST. What does progress monitoring actually mean? Progress monitoring involves collecting measurable data, through which the student's performance toward a specific goal is monitored, over a defined period of time. How much time should be spent talking about a child at the CST meeting? All relevant interventions and case notes should already be entered into the eCST before a student is referred to the CST so that the meeting can focus on problem-solving rather than information gathering. The length of time needed for the process will vary depending on the complexity of the student's needs. Will a student's intervention history follow them if they change campuses? Yes. Can I go online to get tools or samples of work? Yes, you can explore our website to obtain all of the practical tools you will need for Child Study Systems. www.childstudysystem.com Who do I call at the district level if I have questions? Contact the Child Study System Facilitator assigned to your campus if you have questions or concerns regarding district level support for your Child Study Team. How do we get help for the PreK/K student who enters school with exceptional needs and no supports or assessments to work with? Documentation and data collection should begin as soon as a concern is noticed. Our staff will assist in training, tailoring interventions to high-needs students and providing advocacy for you with the special education department if it is warranted. For students who may meet the criteria for consideration of an obvious need determination and/or placement, campuses should contact the appropriate special education staff right away. It seems like the above process could take about 24 weeks to work through. Is this correct? Although there are general guidelines, there is no set requirement for how long it will take a student to move through the process. More students will have their needs met at Tier 2, than will go through the entire Tier 3 process and need evaluation for special education services. For students whose needs are met at Tier 2, the process

http://www.childstudysystem.com/�

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can take as little as three weeks. Additionally, for students who meet the criteria for consideration of an obvious need determination and/or placement, the process may be expedited. Should we record data on the case management tool for all students who have a discipline referral? What I'm trying to understand is if we should establish a "case" for all 800 students on campus? No. Any discipline referral information will still be entered into DEEDS and will auto populate into the eCST tool. There is no need to duplicate documentation. Formal documentation of an action plan for improving behavior, including goals, parent contact, interventions, and services is only needed in the eCST for students receiving Tier II or Tier III supports. When the committee is assigning goals to a particular student for intervention, is there something on the system that allows a teacher to select from pre-existing goals (like a menu?) Because of the wide variety of student issues, we are unable to provide a list of pre-existing goals. However, there will be resources built into the tool that will assist teachers and staff with writing measurable goals and will provide examples of goals for behavior, attendance, academics, and speech-language. Will there be models available for what good progress monitoring looks like? Yes, there will be resources built into the tool that will help teachers and staff with progress monitoring, including sample forms. When does CSS become active? All campuses will receive training over the summer and will begin using the eCST tool and conducting Child Study Teams at the beginning of the 2011-2012 school year. Is the eCST only for AISD or will it give info from other school districts? Unfortunately, the eCST tool will not be able to pull in information from other school districts. However, if students move between schools in the district the information will follow them. When is the training this summer? Teachers and administrators are already scheduling professional development. The dates for summer training are July 11, July 14, July 20, and July 26. More information can be found on e-Campus. How is data on students new to the district going to be inputted? How quickly after entering AISD? Will the data be sent to out of district school when the child leaves the district? The eCST tool is an internal AISD system. However, campuses may print out a summary of goals, interventions, services, etc. and include this information in the cumulative folder if the student leaves the district.

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Glossary of Child Study System Terms STRUCTURES

Child Study System (CSS) - The CSS is a district-wide initiative focused on supporting academics, behavior and attendance needs for all students. This is accomplished through a three-tiered integrated Response to Intervention (RtI) model. Each campus will maintain a Child Study Team (CST) and will use the eCST Advanced Case Management Tool to set goals for individual students receiving Tier 2 and Tier 3 Interventions. The District Child Study Teams, consisting of a Child Study Facilitator, Social Worker, and Dropout Prevention Specialists will provide tailored support to campus CSTs. Child Study Team (CST) - A campus-based problem-solving team that replaces the campus IMPACT team. The CST meets on a regular basis to identify, intervene and monitor the progress of students with academic, behavioral, attendance or speech language needs at Tier 3 and uses the eCST to document interventions and progress. Child Study Support Team (CSST) - Consists of the Child Study System Facilitator, the Dropout Prevention Specialist and the Social Service Specialist. This team provides training and support to ensure that the Child Study System and Child Study Team are functioning effectively and that campus staff members are fully trained on how to use the eCST technology. Vertical Team Cluster (VTC) - Vertical teams are being clustered with regard to enrollment patterns, geographical proximity, school characteristics and service needs in order to efficiently provide support horizontally across the cluster. This will allow Child Study Support Team staff to periodically focus staff resources to meet the unique needs of campuses in the entire cluster and facilitate cooperation across vertical teams. Vertical Team Lead – Individuals responsible for supervising members of the Child Study Support Team in their work with campuses. They are responsible for the training and effective functioning of school counselors, dropout specialists, social service specialists and child study system facilitators and coordinate support relating to critical incidents for campuses in their Vertical Team Cluster. Child Study System Facilitator (CSSF) - Individuals responsible for overseeing the effective delivery of services available through the Child Study Support Team. They assist campuses in implementing effective Child Study Teams, ensure that all staff members understand how to use the eCST tool and provide training to staff members on a three-tiered model of support.

http://www.childstudysystem.com/ecst.html�

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Dropout Prevention Specialist (DPS) – Specialists who works with campuses to promote positive school attendance, identify truant students early and create effective intervention strategies to reduce truancy and increase school attendance. This specialist works closely with the Child Study Support Team and campus staff to make data-based decisions about students with attendance issues and help to establish effective interventions. Social Service Specialist (SSS)- Licensed counselors or social workers who are primarily responsible for linking students and families with the most intensive needs to services and resources available at school and in the community. They also provide support for critical incidents and crisis intervention and deliver professional development related to social services to campus staff. eCST Advanced Case Management Tool - Allows campus staff to document academic, behavioral and attendance interventions, progress monitor, track services and enter notes related to student support. The system pulls relevant data, including grades, attendance, discipline, assessments and enrollment, from other AISD platforms and facilitates easy access to necessary information. This system replaces eIMPACT. Early Warning Indicators/monitoring - eCST Advanced Case Management allows administrators to group students by key risk factors so that their progress may be easily monitored by campus staff. Filters and alerts can be set to facilitate early identification of students needing additional support or intervention. Student Dashboard – A basic overview of a student’s grades, discipline and attendance data that allows for quick identification of strengths and potential challenges. Leadership Team - This refers to the team of administrators and other campus leaders designated by the principal to make key decisions regarding the campus and the surrounding community. The leadership team will prioritize Child Study System needs based on the beginning of the year needs inventory and will progress monitor systems at Tiers 1, 2 & 3.

PROCESSES

Response to Intervention (RtI) – The practice of providing high-quality instruction and interventions matched to student needs, monitoring progress frequently to make changes in instruction or goals, and using data to make important educational decisions. Tier 2 Early Stage Problem Solving Team – When students’ needs are not met by universal core supports (academic, behavioral and attendance

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related), teachers collaborate with colleagues (teams or individuals) to begin addressing concerns through group or individual interventions at the initial onset of challenges. Progress Monitoring – The process of data collection and analysis which gauges student responses to instruction or interventions. This process occurs over a set amount of time and is used to determine intervention effectiveness and to adjust supports as needed for individual students. Core Instruction – The basic academic instruction that all students receive in the educational setting, including a high level of rigor, cultural inclusiveness, comprehensive content and effective instructional practices. 80-85% of students should show sufficient academic progress as a result of core instruction. Tier 1 – Universal academic, behavioral and attendance supports that are provided to all students in a school and are intended to prevent challenges. Tier 2 – Academic, behavioral and attendance interventions that are provided to groups of students or individual students whose progress monitoring data do not show sufficient progress at Tier 1. Goals and interventions are developed in response to an identified need(s) and are targeted at the development of a specific skill(s). Tier 3 – Intensive academic, behavioral and attendance interventions that are provided to individual students whose progress monitoring data do not show sufficient progress toward an identified goal at Tier 2. The Child Study Team is primarily responsible for identifying goals and interventions at this level. Social Emotional Learning – The capacity to recognize and manage emotions, to solve problems effectively, and to establish positive relationships with others. These competencies are essential for all students and for the future workforce. SEL targets a combination of behaviors, cognitions, and emotions. Safe and Positive School Climate – The overall positive environment in a school that results from a focus on building strong relationships among students and adults in the educational setting, establishing clear behavioral expectations and actively supervising students. Classroom Management – A set of teacher practices that promote a positive, safe, civil and productive learning environment by developing policies and procedures that promote positive student behaviors and structure appropriate responses to negative behaviors when they do occur. Social Service Intake Interviews - A clinical assessment completed by the Social Service Specialist identifying needs, supports and risk factors for

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students identified through the Child Study Team that is used to assign resources for a student needing Tier 3 interventions. On occasion, this tool can be used for students needing Tier 2 interventions to identify and incorporate preventive services as assigned by the Child Study Team. Wraparound Services – An intensive, holistic, community based method of working with individual students with complex needs and their families in order to develop their problem-solving skills, coping skills and self-efficacy by connecting them with community resources. These services can be accessed through outside agencies including Community Partnership for Children (CPC), Youth and Family Assessment Center (YAFAC) , and Communities in Schools (CIS). CAPTURE – An in depth problem-solving process to follow when creating an individualized plan for a student presenting academic, behavioral and/or attendance challenges. This involves seven steps: collecting data; analyzing data; planning goals interventions and services; thinking through the details; responding to challenges and evaluating the plan. Critical Incidents – A tragedy, crisis, disaster or catastrophe (personal or communal) that impacts either an individual campus or multiple campuses and has a high emotional impact on students and/or staff. (Examples: suicidal outcry, physical violence, death of a student, natural disaster, contagious disease). See AISD Critical Incidents quick reference for more information. Cultural Proficiency and Inclusiveness - Policies, practices and behaviors that enable individuals to interact effectively in a diverse environment to promote the success of all members of the community. This ensures all members of the learning community are safe, welcome, valued and respected for who they are, and for their talents, skills and abilities.

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