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| Case Study Procedure | B.
Student Study Team | What is a Student
Study Team | How to Start the Process?
| Referral Format | Student
Study Team Meeting Procedure |
| Case Study Procedure |
1. Students are referred for case study by parent,
teacher, counselor, or administrator.
2. An assessment team reviews student’s
a. school history
b. test history
c. teacher comments
d. work samples
e. interventions tried and alternatives considered.
3. Parent consent for assessment is obtained by appropriate
assessment team member.
4. The assessment team members:
a) Conduct parent interview to obtain parent’s perception
of student’s learning and behavior at home and at school.
b) Review health and developmental history with School
Health Officer.
c) Ascertain level of English proficiency and determine
whether or not there is a language processing disorder.
d) Review educational assessment data to help determine
educational functioning levels.
e) Administer achievement test.
f) Administer other tests as needed.
5. The assessment team holds conference with parents/guardians,
teachers, and student when appropriate.
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B. STUDENT STUDY
TEAM
Rational for Student Study Team |
Educators and parents share concerns relative to helping
students who have difficulty achieving success in regular
education but do not qualify for special education program.
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| What is a Student
Study Team? |
A Student Study Team is a problem-solving group of
teachers and parents who offer structured support and
assist teachers in varying instructional strategies
to promote student learning competence. Teacher referral
to the student study team is the first step in seeking
assistance with a learning problem prior to or in place
of referral for psycho-educational case study.
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| How to Start
the Process? |
A teacher, parent, counselor, or principal has expressed
a concern about a particular student. Concerns may include
behavior, or academic problem.
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| Referral Format |
The following information has been found important
to the student study team
at the time of referral
- Identifying information, e.g., name, sex, grade,
birthdate, and age;
- School history, e.g., times retained, tutoring
or special class placement, schools attended, attendance
record, past and present teachers’ comment;
- Summary of previous test results;
- Summary of interventions attempted to solve the
problem and outcomes of these attempts;
- Summary of relevant parent conferences;
- Concise statement of the student problem or reason
for referral, i.e., what the student cannot do that
is expected, or what behavior is being exhibited
that is not desirable and the precise circumstances
in either case; and
- Compilation of student work samples attached that
help illustrate the problem.
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| Student
Study Team Meeting Procedure |
Case Referral The person making the referral provides
a brief overview of the referral.
Problem Statement Team members agree on the nature of
the problem(s) -what the student does or does not do
that interferes with learning (e.g.,distractibility,
failure to complete assignments).
Desired Changes Team members agree on the target behaviors
which must occur to affect learning.
Alternative Strategies Team members brainstorm intervention
strategies,techniques, or materials to facilitate desired
behaviors or a solution to theproblem.
Intervention Plan The team specifies an intervention
plan. What materials or modifications and human resources
are needed, who will implement the plan, and how long
will the plan be in effect. Responsibilities for carrying
out the recommended plan are established.
Plan Monitor A team member is designated as a monitor
who will review the implementation of the plan at periodic
intervals. This individual also will coordinate the
activities of others involved as necessary.
Reviewing the Effectiveness of the Plan A date is set
for review. If the plan is successful and no further
assistance is needed, the case is closed. If the plan
is not effective, the team members review the original
intervention plan and seek agreement on the nature of
the problem. A new intervention may be developed or
the student may be referred for psycho-educational evaluation.
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