Understanding the N.E.S.T. "Norfolk Educational Support Team" Process
In this letter you will find information about:
What should I do if I have concerns about my child’s academic or social performance?
Parents who are aware their child is having a difficult time with reading, math, writing or other aspects of school work and who have concerns about whether their child is making effective progress in school, should present the initial parent concerns to the classroom teacher.
Upcoming parent/teacher conferences provide an opportunity for this conversation. Writing down your questions prior to parent conferences and sharing your question(s) with the teacher prior to the conference via email, so he/she is prepared to address your concern, is a great first step.
What is N.E.S.T.?: Who, What, When
N.E.S.T. stands for "Norfolk Educational Support Team" and is an integral part of the MTSS (Multi-Tiered System of Supports) approach to supporting students. The N.E.S.T. Team consists of a group of highly qualified educators who meet regularly to support classroom teachers in responding to the needs of students who are struggling to meet grade level academic benchmarks, behavioral or social/emotional expectations, or other areas that are impacting their success in school. The team consists of a classroom teacher from each grade level, the school psychologist, the school adjustment counselor, the reading and math specialists, a special education teacher and the building principal or assistant principal. Speech and language pathologists, the occupational therapist, the physical therapist and the behavior specialist may be invited to participate, as professionally determined by the Team.
The primary goal of the N.E.S.T. Team is to collaboratively:
If a student is struggling to make gains with accommodations and supports that the general education teacher has put in place, it is expected that the building N.E.S.T team is convened to problem-solve and develop an “action” plan collaboratively. Any staff member working with a student can convene the building N.E.S.T team.
Research shows that most students are able to be successful when given the opportunity to access regular education supports. Interventions typically last 8 to 10 hours (or about 4 to 6 weeks), depending on the area the student needs support with. After implementation and progress monitoring, the N.E.S.T. Team reviews the data regarding the student’s progress. If the student is making adequate progress, the supports are continued and data is collected for another four to eight weeks. Progress is reviewed again at the end of that time period. If the student is not making adequate progress, the Team may recommend additional interventions (such as working with a reading or math specialists or school adjustment counseling). Supports are adjusted and scaffolded as needed based on the data. During this process, the team might recommend a referral for an evaluation by the special education department to determine if the child has a disability that may be impacting his/her ability to access the curriculum or make effective progress.
There are no timelines regarding how long children should receive these interventions. Supports are always provided in addition to the Core Curriculum (see the MTSS link for more information above).
How are parents involved in N.E.S.T.?
Parents are included as important partners throughout the N.E.S.T process. They are given information at each step of the process. Initially, they are informed of the teacher’s concerns and asked for input regarding their child. They are also told when the referral is made. The results of the interventions that are recommended by the Team and implemented by the teacher are shared with parents at the end of the four to eight week period(s). Parents are given information regarding activities and/or strategies they can use at home to support their child in collaboration with the school, as professionally determined.
Why is N.E.S.T. important?
Oftentimes, action plans structured by the N.E.S.T. team are enough to support students and help them to overcome learning challenges. It is important to follow the continuum of services and consider all general education options, so students' can be educated with their peers in the least restrictive environment. Too, special education evaluations take time – time away from learning in the classroom (evaluations can average from 2 to 10 hours) and the stresses related to testing. Engaging in an MTSS support period (intervention) helps to ensure this is the direction the Team may want to pursue.
If a student does not reach the desired level of progress in response to these targeted supports, they are then referred for a comprehensive evaluation and considered for eligibility for special education services under the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004). The data collected during the intervention periods are included and used to help make the eligibility decision.
It should be noted that at any point during the support period and NEST process, IDEA 2004 allows parents to request a formal evaluation to determine eligibility for special education. An intervention process cannot be used to deny or delay a formal evaluation for special education.