At Emerson Elementary in Owosso, Michigan, Principal Jessica Aue is helping her teachers transform their approach to student intervention with the innovative Child Study Team—a unique initiative that delivers individualized intervention to address the whole child. Here's how Jessica and her team have established an empathetic yet results-driven process that’s changing students’ lives, empowering teachers, and strengthening family relationships.
Child Study Team: A Collaborative Approach to Whole Child Intervention
A Child Study Team (CST) is a collaborative group of educators, psychologists, social workers, and parents who come together to identify and address challenges affecting students’ academic and social success. The purpose of the team is to implement effective, personalized intervention strategies that support the school’s goal of educating the whole child—not just through academic metrics, but by understanding their personal experiences, relationships, home life, and challenges.
The Child Study Team at Emerson believes that every child is more than just their academic scores. They dig deep to understand the whole child—exploring hobbies they enjoy, any trauma they’ve endured, their family dynamics, and their social environments. This holistic perspective helps determine personalized interventions that truly resonate.
The Child Study Team is about collaboration — bringing together different perspectives to create the best possible outcomes for students.
Identifying and Delivering Personalized Intervention
It’s a comprehensive process to identify students needing intervention and the type of intervention they need. But Emerson’s team has a successful process put into place to ensure all students get a fair chance at success.
Here are the steps to the CST process:
- Identification and Data Collection – Before students begin receiving extra support, teachers and staff collect comprehensive data through a prepared packet. This includes academic performance, social behaviors, and input from parents, all of which ensures the team has a complete view of the child’s challenges and needs.
- Collaborative Planning – The CST meets to create an action plan, assigning tasks to specific members. Educators and specialists work together to outline specific, research-based interventions.
- Implementation and Flexibility – The Title I team carries out interventions, which can be one-on-one, in small groups, or within the classroom. Flexibility is key—if a child isn’t progressing, the team evaluates alternative options.
- Follow-Up and Accountability – The team then holds ongoing meetings to evaluate progress, discuss plans, and refine strategies as needed, working closely with each student’s teacher.
The Title I team may lead the intervention strategies and implementations, but collaborating with the students’ teachers is also key to the CST success. Jessica recognizes the importance of the CST working closely with the rest of the staff. “The teachers are the experts,” she says. “Trust them. If there’s a lack of trust, figure out why and address it.” This trust allows flexibility and creativity within the intervention process while ensuring students receive the highest level of care and support.
Balancing Data and Relationships to Succeed
A huge strength of Emerson’s Child Study Team lies in its ability to balance data-driven decision-making with the context that comes from strong personal relationships with students and families.
“We use data, of course—things like test scores and progress monitoring results,” Jessica explains. “But we also know what students like to do and what their home life is like. This context helps us create interventions that are effective.” Jessica also emphasizes, “The people on your team make a huge difference. Our teachers, social workers, and psychologists know each student so well, which allows us to make better decisions. They’re not just staff members—they’re truly advocates for our kids.”
Prioritizing relationships has had ripple effects. Jessica’s philosophy of involving families closely in the process has fostered trust and collaboration between parents and the school. Families know they can rely on the team to care for their child while also holding them accountable, creating a balance of empathy and high expectations.
The focus on the whole child has made Emerson Elementary’s approach stand out. Teachers and staff have seen firsthand how a deeper understanding of each student leads to better outcomes—whether that’s catching phonics gaps missed by traditional assessments or creating unique behavioral interventions tailored to a student’s personality.
Scaling the Child Study Team Model
While Jessica acknowledges that the close-knit nature of Emerson Elementary helps make their Child Study Team successful, she believes the model can be scaled with the right commitment.
Some of her recommendations for scaling include:
- Consistency in Documentation – Ensure every team member is on the same page regarding student needs using standardized forms.
- Clear Action Plans – Assign specific responsibilities to team members and set deadlines to maintain accountability.
- Commitment to Relationships – Prioritize building strong relationships with families and students to sustain the success of the CST process.
- Open Communication – Maintain consistent and open lines of communication to avoid any potential mistakes that could ultimately impact the student negatively.
- Training and Resources – Ensure all team members, from teachers to social workers, have the tools and professional learning they need to succeed.
The Child Study Team at Emerson Elementary goes beyond typical interventions. It represents a philosophy rooted in trust, empathy, and high expectations for every student. By prioritizing relationships, using data effectively, and empowering staff to make professional decisions, Emerson models what intervention can look like when the whole child is considered. For principals, educators, and parents wondering how to get started, Jessica offers this advice: “Be consistent, value relationships, and always listen to the families. They know their children in ways that data never will.”
