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Purpose of the Pre-Child Study and Child Study Process
The pre-child study and child study process is an intervention activity designed to meet
the needs of students experiencing learning and adjustment problems through the
development of specific interventions and strategies tailored to meet identified
weaknesses. A Student Intervention Plan is developed during pre-child study activities and
a Child Study Action Plan is developed by the Child Study Committee if Tier 1 strategies
do not result in marked improvement. The process involves administrative, instructional,
and support personnel in providing alternatives and interventions within the general
education setting.
Objectives of the Pre-Child Study and Child Study Process
1. Analyze student learning and behavioral characteristics and needs.
2. Assess aspects of the curriculum, teaching methods, and environmental factors
that influence student learning and adjustment.
3. Develop, implement, and monitor a Student Intervention Plan or Child Study Action
Plan within the general education program to improve student performance.
4. Determine and justify the need for formal assessment with documentation of
unsuccessful results of the Student Intervention Plan and Child Study Action Plan.
Pre-Child Study
Pre-child study activities are initiated and monitored by the classroom teacher with the
support of colleagues and building specialists. In some buildings, school administrators may
participate in pre-child study activities.
Child Study Committee Members
The Child Study Committee is made up of school and division personnel. The Child Study
Committee will consist of at least three persons, including:
• The principal/ designee who schedules and conducts meetings and maintains records of
committee actions.
• The student’s classroom teacher.
• The student’s parent/ legal guardian.
• Specialists in the problem area. This may include, but is not limited to: reading
specialist, counselors, audiologist, school nurse, physical education teacher, speech/
language pathologist, special education teacher.
• School psychologist and/or school social worker (must attend if child study meeting
may lead to a referral for evaluation).
• Referring source as appropriate if other than a member listed above (except when
referring source would breach confidentiality of the student).
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