STUDENT SUPPORT

1. STUDENT SUPPORT The role of the Child Study Team and The Referral Process Presented by Ellen Balesterri O’Connell LDT/C

2. Contents • Background on Special Education • I and R S • The Referral Process • Roles and Functions of the Child Study Team

3. Background of Special Education 1975 – Public Law 19-142 – “Education for all Handicapped Children Act” 1983 – The extended version of PL 94-142 1990’s – Individuals with Disablities Education Act (IDEA)

4. Intervention and Referral Services • Intervention and Referral Services – I and RS - a general education initiative. • Committee includes: Administrator, general education teacher, support staff and teacher who is making the request. • To aid student learning within the general education setting.

5. The Process • New Jersey State Board of Education: schools are to, “ establish and implement a coordinated system….for the planning and delivery of intervention and referral services………..to assist students who are experiencing learning, behavior, or health difficulties……..” and to, “assist staff who have difficulties addressing students’ learning, behavior or health needs.” (NJAC,6A:16-7.1a) www.njdoe.gov

6. I and R S • Documentation detailing the presented area of concern. • Group makes suggestions concerning strategies to use to aid in student’s learning. • Teacher documents the results and presents them to the committee at a later date.

7. Referral Process • If the student does not meet with success with the interventions, then the I and R S Committee refers the student for an evaluation by the Child Study Team. • The Parent is invited to a meeting with the CST and teachers to discuss the information, and concerns. • The Parent may or may not give consent to proceed with an evaluation. If yes….

8. The CST and Their Roles • School Psychologist – trained in psychology as it pertains to education and may conduct counseling as it pertains to education. Assesses for cognitive functioning • School Social Worker – provide services to students and families, aids students attain success in academics.

9. Roles of the CST • Speech – Language Specialist – experts in areas of communication disorders. • Learning Disability Teacher Consultant (LDT/C) – dually certified as a teacher and LDT/C. Performs academic assessment, uses understanding of classroom functioning, effective teaching and adaptive instruction to maximize student learning.

10. The Mix • The method of evaluating a student: - Cognitive Testing - Academic Testing - Social History - Speech – Language Evaluation If needed The team might suggest: - An eye examination - A visit to the student’s physician Both to rule out underlying medical conditions.

11. The Meeting Process • After all evaluations are complete, a meeting is called to review the findings. • If a student meets the criteria of a learning disability then an Individual Education Program (IEP) is created with the parent and student to best meet the learning needs of the student.

12. Individual Education Plan • Placement – The least restrictive environment. • Annual Review – All stakeholders meet to review and revise the IEP. • Triennial Reevaluation- All stakeholders meet to discuss retesting. • Monitoring of academic, developmental, functional and behavioral needs of the student is a collaborative effort.

13. Conclusion • The evolving process of Special Education and Related Services. • IDEA and its reauthorization in 2004 expanded and improved the delivery of services to individuals and families. • I and R S in the general education setting. • CST evaluation if interventions are not successful.

14. Conclusion • I E P developed by all stakeholders and reviewed annually. • Student placed in the least restrictive environment. • Back where it all began – tied in general education…… with a wide range of available support services.