My child is struggling in school. What supports do you provide?
Chapel Hill-Carrboro City Schools is committed to instructional excellence and continuous improvement to ensure every child learns. With high standards and expectations, it is inevitable that some students may struggle. CHCCS makes every effort to be cognizant of students who may need additional support to reach grade level standards, both academically and behaviorally; students are screened several times throughout the year as a way to identify students needing more support. All students are regularly monitored to ensure grade level performance and communication between home and school is expected. Administrators, teachers, and staff are prepared to intervene and provide additional support as soon as they suspect potential problems.
There may be times when you believe your child needs help, but hasn’t been identified through our screening system. That’s ok...here are some helpful steps for what you can do to help your child.
Step 1. Talk with your child’s teacher
Set up a time to talk to your child’s teacher(s). Items to discuss are:
a. What is the problem? As a parent, where do you see your child struggling? What are the teacher’s concerns?
b. What support is available in the classroom to help your child in the identified area of concern?\
c. What can you do at home to support your child?
d. How will you know if the support is helping? Ask the teacher how he/she will monitor your child’s progress.
e. Create a plan for communication. How will the teacher keep you informed about your child’s progress?
f. Make a plan to follow up with the teacher within a few months. If your child continues to struggle, discuss Step 2 with your child’s teacher.
Step 2. Targeted support identified through the problem-solving model
If your child continues to struggle even after differentiated classroom support, more targeted supports are available.
a. Your child’s teacher will participate in problem-solving with his/her colleagues. As a team, they will work to identify more targeted support for your child and develop a plan of action.
b. Your child’s progress is monitored regularly.
c. The problem-solving team will review your child’s progress and make changes as needed.
d. Create a plan for communication. How will the teacher keep you informed about your child’s progress?
e. Make a plan to follow up with the teacher within a few months. If your child continues to struggle, discuss Step 3 with your child’s teacher.
Step 3. Individualized problem-solving
If your child continues to struggle after targeted support and teacher collaboration, more intensive and individualized supports are available.
a. You will be invited to participate in problem-solving with your child’s teacher along with specialists, such as literacy coach, school psychologist, counselor, and administrators, at your child’s school.
b. The problem-solving team will work collaboratively to develop an individualized plan with intensive supports.
c. Your child’s progress will be monitored weekly and supports adjusted as need.
*Please note the problem-solving model described above follows the Policies Governing Services for Children with Disabilities, specifically NC 1503-2.5 where two interventions to address skill deficiencies and documentation of the results of the interventions, including progress monitoring documentation is required before a student can be considered eligibility for services in most categories, including Other Health Impaired, Specific Learning Disabled, and Severely Emotionally Disabled.