Child Study Team

An IEP is a written legal document that lays out the program of special education instruction, supports, and services that students with learning disabilities need to make progress and thrive in school. Both the individualized plan and program are covered by the Individuals with Disabilities Education Act (IDEA).

A learning disability under IDEA is defined by New Jersey Administrative Code, 6A:14-3.5, which describes the criteria for the 14 categories of learning disability.

After your child is determined to be eligible for special education and related services, a meeting will be held to develop your child’s IEP. The IEP is a written plan that describes in detail your child’s special education program. The IEP should describe how your child currently performs and your child’s specific instructional needs. The IEP must include detailed and measurable annual goals and short-term objectives or benchmarks.

Section 504 prohibits discrimination against people with disabilities as defined under the Section, including both students and staff. The regulations require identification, evaluations, provision of reasonable accommodations, and procedural safeguards to students enrolled in Lindenwold Public Schools. The focus is to ensure that the educational system provides the full range of reasonable accommodations necessary for students to participate in and benefit from public education programs and activities.

The definition of disability for this purpose is a person who has a mental or physical impairment that substantially limits one or more major life activities. Examples include caring for oneself, performing manual tasks, walking, seeing, hearing, speaking breathing, learning, and working.

A referral is a written request for a Child Study Team evaluation that is submitted to the Director of Special Services when a child is suspected of having a disability and might need special education services.

Students between the ages of 3 and 21 suspected of having an educational disability may be referred to the Child Study Team for an evaluation.

Intervention and Referral Service (I&RS) teams are building-based, inter-disciplinary teams that meet regularly to develop intervention plans for students experiencing significant academic and/or social-emotional difficulties in the classroom. Once the I&RS has exhausted its resources and determines that additional information may be necessary, or feels that the student may be educationally disabled, the I&RS team makes a referral to the Child Study Team for a possible Child Study Team evaluation.

Parents/Guardians may initiate a Child Study Team referral for their child who may be experiencing significant academic and/or social-emotional difficulties in the classroom by submitting a written request to the Director of Special Services.

The New Jersey Department of Education requires that the Child Study Team include a School Psychologist, a Learning Disabilities Teacher-Consultant, and a School Social Worker.

Once the referral has been received by the Director of Special Services, the Child Study Team has twenty (20) calendar days (excluding school holidays) to schedule an Identification Meeting (sometimes called an initial evaluation plan meeting). This meeting includes a social worker, psychologist, learning disabilities teacher-consultant, classroom teacher, and the parent. As appropriate, a speech and language specialist may attend.

No, students who are referred for to the Child Study Team are not automatically assessed. At the Initial Planning/Identification Meeting, it is determined if a Child Study Team Evaluation is warranted and if so an Evaluation Plan is developed.

If the team determines an evaluation is not warranted, they may refer to the school’s I&RS committee, requesting that the I&RS committee amend the current Action Plan and/or refer the child to the 504 committee

An evaluation is the process used to determine whether a student has a disability. This process includes a review of any relevant data, and the individual administration of any tests, assessments and observations of your child. For an initial evaluation, at least two child study team members and other specialists, as required or as determined necessary, must participate. A minimum of two assessments of your child are needed to determine eligibility for special education and related services. Each assessment must be conducted by a person who has appropriate training, or who is qualified to conduct the assessment through his or her professional license or certification.

An evaluation is needed when the parent(s), members of the child study team and the student’s teacher meet and decide that the student may have a disability.

The expertise of the social worker lies in assessing the student relative to the family, the school, and the community. This professional generally gathers information concerning the student’s health, family, and school history as it pertains to the student’s current school functioning. The social worker is also the professional responsible for coordinating community resources on behalf of students and their families.

Once it is determined that Child Study Team assessments are necessary, an initial evaluation plan is developed. Written consent for testing must be provided by the parent/guardian. The district then has ninety (90) days to complete the agreed-upon evaluations. Within the ninety (90) days an Eligibility Conference is scheduled where the evaluations are interpreted and it is determined whether the student is eligible for special education and/or related services.

No, before a student receives services an Individual Education Program must be developed and agreed to. In Cherry Hill, the goal is to serve students in the Least Restrictive Environment, which is specific to each student.

The members of the Child Study Team, as determined by the New Jersey Department of Education, are a School Psychologist, a Learning Disabilities Teacher-Consultant and a School Social Worker.

The school psychologist has expertise in determining a child’s level of cognitive and conceptual development. In addition, the psychologist is concerned with the emotional status of the student, and how both internal and external factors may affect behavior and performance in school. The school psychologist works with both general education and special education teachers to maximize a student’s potential

The learning disabilities teacher-consultant (LDT-C) is trained to determine the learning styles of students, to determine specific achievement levels in a variety of content areas, and to recommend specific teaching methods and strategies that may benefit a student. This professional is generally called upon to model specific strategies and methods that may benefit students.

The development of age-appropriate speech and language skills is essential to the learning process and to a student’s social, emotional, and academic growth. Students must be able to comprehend language, express their thoughts and opinions, interact effectively and efficiently with peers and adults, and produce speech, which others can easily understand.

The Cherry Hill Public Schools provide speech and language services to students ages 3-21 who demonstrate a need to improve their speech and language skills in articulation, language, fluency, or voice disorder in order to achieve academic success.

Students can be referred for speech and language services by their parents or their classroom teachers if they are concerned about a student’s speech and language proficiency as part of a Child Study Team Evaluation or as a stand-alone. The goal of these services is to help students develop the speech and language skills necessary for positive interpersonal relationships and academic success.

Occupational Therapy is a related service which is designed to help students within a school setting who are showing an educational related difficulty, which impairs his/her ability to function in the school environment. Occupational Therapists use purposeful activity to facilitate a student’s active participation in the areas of self-care, academic and/or vocational pursuits, as well as play and leisure activities. Using direct and indirect services, as well as assistive technology and environmental modifications, school occupational therapists collaborate with parents, teachers, and other educational staff to help implement a child’s program. The goal of services is to assist a student to function well within the school setting.

Physical Therapy is a related service, which is designed to help students access their school environment and participate safely and to the best of their ability in their academic curriculum. School physical therapists address functional limitations such as difficulties with mobility, transitions or gross motor skills, as well as interventions that address impairments that contribute to those functional limitations such as posture, balance, strength, and coordination. Difficulties in these areas must impact upon student participation in their educational program and environment.

When the evaluation is completed, eligibility is determined collaboratively at a meeting according to N.J.A.C. 6A:14-2.3(k).

To be eligible for special education and related services:

· A student must have a disability according to one of the eligibility categories according to N.J.A.C. 6A:14-3.5(c);

· The disability must adversely affect the student’s educational performances; and

· The student must be in need of Special Education and Related Services (specially designed instruction).

The school district must provide a copy of the evaluation report(s) and documentation to be used to make a determination of eligibility to the parent (or adult student, when applicable) not less than 10 days prior to the meeting.

After your child is determined to be eligible for special education and related services, a meeting will be held to develop your child’s IEP. The IEP is a written plan that describes in detail your child’s special education program. The IEP should describe how your child currently performs and your child’s specific instructional needs. The IEP must include detailed and measurable annual goals and short-term objectives or benchmarks.

Except when a member of the IEP team has been excused from attending the meeting with parental consent in accordance with NJAC 6A:14 the following persons must attend IEP meetings:

· Student, if appropriate;

· Parent;

· Not less than one general education teacher (to the extent appropriate), if the student is or will be participating in regular education;

· Not less than one special education teacher (or special education provider where appropriate);

· At least one child study team member;

· Case manager;

· School district representative;

· Others at the discretion of the parent or school district; and

· If transition will be discussed at the IEP, a representative of any other agency likely to provide or pay for services.

· Copies of your child’s IEP;

· Bring others with you to the meeting;

· Record IEP meetings if you inform the other persons orally or in writing, prior to the meeting stating that you intend to record the meeting;

· Record IEP meetings if you inform the case manager in writing prior to the meeting stating that you intend to record the meeting;

· Have the IEP implemented within 90 days of the school district’s receipt of your consent for the first evaluation;

· Have the IEP implemented as soon as possible following the IEP meeting;

· Have the IEP reviewed at least annually; and

· Have extended school year services considered by the IEP team.