Child Study Team

Students are considered handicapped under N.J.A.C., 6A: 14 when they are impaired physically, emotionally, intellectually, or socially to such an extent that without the aid of special facilities, special time schedules, related services, and/or special methods of instruction, they would not, in the judgment of the child study team, be able to receive an appropriate education similar to other students who are not handicapped. Determination that individual students are so handicapped and the recommendations for the appropriate educational program and/or school placement is the function of the basic Child Study Team employed by a local board of education.

The basic Child Study Team consists of a school psychologist, a learning disabilities teacher consultant, and a school social worker. A Child Study Team may also include a physician, a psychiatrist experienced in working with students, a neurologist, an ophthalmologist, a physical, speech or occupational therapist, parents, student, and others as recommended by the basic Child Study Team in light of particular referring problems. Other members of the school professional staff [administrators, counselors, teachers, and the speech therapist] may be asked to participate in Child Study Team evaluations, as requested by the team supervisor.

Members of the Basic Child Study Team and Their Responsibilities

[Please view Faculty/Special Services for photos and biographies]

Supervisor

The supervisor directs the activities of the team members. When all the information is evaluated by the Child Study Team, the supervisor arranges for a staffing conference, which includes all involved school personnel, the student and parents/guardians of the student. After a decision has been made, the supervisor [in cases of classification] assigns to the student a Case Manager to plan the most appropriate educational program for the student.

The supervisor also directs the evaluations/re-evaluations within the appropriate timelines as specified in N.J.A.C., 6A: 14. In addition, the supervisor arranges the preparation of the Individualized Education Program [IEP] and ensures parental/legal guardian participation in the evaluation, classification and IEP planning. Newly enrolled classified students are referred to the supervisor who makes a decision, along with other Child Study Team members, concerning appropriate school placement.

School Psychologist

A psychological evaluation shall be conducted by a certified school psychologist and shall include, but not be limited to, a comprehensive battery of assessments that are intended to assess the intellectual, social, and emotional development of the student.

Social Worker

A social case study shall be made by a certified school social worker and shall include, but not be limited to, an evaluation of the family and community factors which contribute to the student’s problem and other factors that may serve as supportive resources.

Learning Disabilities-Teacher Consultant

An educational assessment shall be made by an approved learning disabilities-teacher consultant and shall include, but not be limited to, an evaluation of the nature and causes of learning disabilities as well as a determination of the student’s educational strengths and areas in need of improvement on a functional level.

Procedures For Requesting Child Study Team Services

Faculty members are encouraged to discuss concerns about students who are exhibiting learning difficulties with the student, the student’s parents/guardian, counselor, and the teacher’s supervisor and administrator. If the difficulties are not resolved through these procedures, a referral to the student intervention and referral services team [formerly the student assistance team] would be appropriated. The student intervention and referral services team will gather additional information, in cooperation with the Guidance Department, and refer the student to an appropriate resource which might include a full Child Study Team evaluation with possible special services and program placement.

Transition Services

Transition from school to adult life continues to be a major focus of Federal and New Jersey regulations for students with disabilities. Appropriate services should be provided to classified students in order to prepare them for future employment, post-secondary education, independent living, community participation and life skills. The Child Study Team ensures that transition service needs are included on IEPs for students with disabilities beginning at age 14 and that at age 16, transitions services are provided to the student such as, but not limited to:

· Inviting and preparing students to participate in their IEP meetings

· Providing programs and transitions services based upon individual student

needs

· Inclusion of transition needs and services in the student’s IEP

· Establishing linkages with local agencies and services

· Teaching self-advocacy skills to students

· Informing students of the process for obtaining accommodations when

entering college.