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Pre-Child Study Procedures
Tier 1 Early Intervention/ Pre-Child Study
Increasing student achievement and adjustment to school require specific and early
intervention based on student data. As teachers and school personnel identify students
exhibiting difficulty in the general education setting, the following procedures will be
initiated and followed by the classroom teacher.
• The classroom teacher will consult with parents and school personnel as
appropriate: other teachers, counselor, reading specialist, nurse,
administrators, support staff
• Using form CS-1 Student Intervention Plan, the teacher will:
o identify specific weaknesses to target based on student performance
data.
o identify classroom based interventions and/or strategies to
implement to address targeted weaknesses.
o use classroom assessments to monitor student progress.
Timeline
The amount of time spent in Tier 1 with a Student Intervention Plan will vary from student
to student. Adequate time should be allowed for strategies/ interventions to be fully
implemented so that accurate student data can be obtained to document their
effectiveness. Typically, this process takes 4-6 weeks.
Completing the Student Intervention Plan
The classroom teacher will follow the process below when identifying weaknesses,
selecting strategies and interventions, and monitoring progress. The teacher’s efforts will
be documented on the Student Intervention Plan CS-1. Typically, this process is followed
with teachers using grade level colleagues and school based specialists as support. Schools
may decide to follow this process using the support of school administrators as well. In
either case, these are Tier 1 pre-child study activities that are delivered within the
general framework of the classroom and documented on the Student Intervention Plan.
1. Using data to identify weaknesses: Teachers use screening and progress
monitoring assessments to identify specific weaknesses. These weaknesses, and the
supporting data, are recorded in the first column of the Student Intervention Plan
(CS-1). Record only one weakness in each space. It is important to note that it is
not always possible to address several weaknesses at one time and priority should
be given to the 1-3 skills that will serve as prerequisites for future learning. As
students progress toward achieving goals, additional goals may be added.
2. Determining goals: Based on grade level benchmarks and what students need to be
able to do, in the second column, teachers will write a goal in relation to each
identified weakness. It is important that goals are specific and measurable.
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