Child Study Team          

 District-wide Student Personnel Services fall under the director and assistant director of student personnel services.

          The basic child study team is composed of a school psychologist, a school social worker, and a learning disabilities teacher-consultant.  The purpose of the child study team is to identify and plan for those children with educational disabilities that require special education services.  Special education classes at the Long Valley Middle School include four resource centers rooms and five classes for children with learning disabilities. Additionally, a speech and language therapist provides evaluations and therapy as prescribed.

Identification

    Identification of a child to the Child Study Team means making a written request that the Child Study Team meet to determine the need for an evaluation of that child.  A child is evaluated by the Child Study Team to determine his/ her eligibility for special education and/or related services and, if eligible, to help determine an appropriate educational program.

          According to the rules and regulations governing special education, (N.J.A.C. 6:28­3.2h). Interventions in the regular public school program to alleviate educational problems shall be provided to the pupil unless the pupil's education problem(s) is such that direct identification to the child study team can be supported and documented.  Written documentation of the intervention(s) and its effect, if any, shall be made by the staff of the regular education program.  The parent(s) shall be informed of the interventions attempted and receive a copy of the written documentation."

          Therefore, identification to the Child Study Team should be supported through written documentation of intervention(s) and its (their) effect.  This written documentation is provided by the regular teaching staff.

          In general, prior to any decision regarding identification of pupil to the Child Study Team for determination of eligibility for special education program or services, a request by staff member shall be made of the Intervention and Referral Services Team (I & RS) to review/recommend interventions in the regular public school program.

          The following exceptions to the  Intervention and Referral Services Team apply:

          1.       Intervention and Referral Services Team is not required for a pupil whose educational; problem(s) is such that direct identification to the Child Study Team is supported and can be documented.

          2.      Parents may identify their child to the Child Study Team directly.  The Child Study Team shall determine the need to conduct an evaluation (6:28-3.2).

          While the parent has the right to identify his/her child, the Child Study Team has the right to meet and determine whether or not to accept the request for evaluation. If the request is denied, it may be appropriate that the student be referred to the  Intervention and Referral Services Team.

          A written report of the intervention(s) effect and other data collected regarding the pupil shall be the responsibility of the identifying teacher. If an assistance plan has been developed by the  Intervention and Referral Services Team for a student, then the Follow-up Report will serve as documentation. If the student is a direct or parent identification, or has not gone through a  Intervention and Referral Services Team follow-up meeting, additional input from the classroom teacher and principal as well as the Intervention Worksheet must be completed and will serve as documentation.

          Once it has been determined that a child should be considered for identification, the identifying teacher will:

          1. Complete an Identification Form.

                  This form serves as a source of information for Child Study Team members.  While it is not sent to parents, the reason for identification stated by the teacher is used on the notification form received by parents and the identification form becomes part of the student's file to which parents have access.

          2. Document Intervention

                  If the student has been discussed in  Intervention and Referral Services Team, a copy of the Follow-up Report is considered sufficient as documentation and should be attached.

          If the student is a direct identification, an Intervention Worksheet must be completed as part of the identification.

          3. Contact the Parent

                  Prior to submitting the above forms, the parent must be contacted by the identifying teacher.  The purpose of this contact is to inform the parent of the identification, provide clarification for reason for identification and ascertain whether or not the parent is in agreement with this action.  In addition, it is deemed extremely beneficial to provide the parents with a brief explanation of the written documents that will be sent to them.  An explanation of these documents is included below as well as a copy of each in the appendix.

          4. Route forms

                  Following completion of the above, the identifying teacher should submit the signed forms to the school nurse to complete health information.  These forms are then given to the school principal. If the child has been discussed by  Intervention and Referral Services Team, the principal answers question #5 and signs.  If the student is a direct identification, the principal answers questions #1-5 and signs.  At that point the principal forwards the form to Special Services.  Upon receipt of the identification form and documentation of interventions, the Child Study Team will meet to make a determination whether or not to conduct an evaluation.  The parent will be provided with written notice of this determination within 30 days.

                  If the team determines to conduct an evaluation, it will also design an Evaluation Plan for the Child.  At that time a Child Study Team member will be designated as case manager.  The case manager will be responsible for assuring continuity and completion of services and will serve as a contact person to whom questions and concerns can be addressed for that student.

                  In the case of a parent identification, the classroom teacher or team leader (at the middle school level) will be responsible for completing the Identification Form as well as the Sections VJI and VIII.  Submittal procedures remain the same as above.

                  The parents receive a copy of the following forms and letters:

          1.      Documentation of interventions (I&RS Team Forms or Interventions Worksheet).

          2.      A letter of notification of determination of need for evaluation.

          3.      Parental Rights - "'Parental Rights in Special Education" which is a booklet describing parents' procedural safeguards and due process rights.

          4.      A letter describing the major functions and procedures of the Child Study Team as well as the referral/evaluation process.

          5.      The Evaluation Plan.

          6.      Permission Slip for Evaluation.

          The purpose of evaluation is to determine eligibility for special education and determine an appropriate educational program and placement.

          Following the receipt of written parent permission, evaluation can commence.

Child Study Team Records         

        All students who have been evaluated by the child study team should have a notation of this testing in their permanent record.  All staff members are encouraged to review child study team records of students in their classes.

          These records may not be removed from the Student Personnel Services office by any staff member.  This is extremely important so that security and confidentiality can be insured with regard to this sensitive information.