Function ~ Process ~ Responsibilities Child Study Team Function ~ Process ~ Responsibilities Kierstin Gant ~ Social Worker Stephanie Lancaster ~ Learning Disability Teacher Consultant Erin Lichtenwalner ~ School Psychologist

School Social Worker Case Manager Gathers information regarding: Home Environment Developmental History Adaptive Functioning

Learning Disabilities Teacher Consultant Case Manager Conducts Academic Achievement Assessments Works with teachers on academic interventions

School Psychologist Case Manager Assesses: Intellectual Functioning Visual/Perceptual Skills Behavioral and Emotional Status

Case Manager Responsibilities New Jersey Administrative Code Title 6A Chapter 14: Special Education (6A:14-3.2) The Case Manager Shall: Be knowledgeable about the student’s educational needs and program Be knowledgeable about special education procedures and procedural safeguards Have apportioned amount of time for case management responsibilities Be responsible for transition planning

Referrals to the Child Study Team Referrals can be made in writing by: A Physician A Parent A Teacher/Intervention &Referral Services Team Within 20 days (including weekends and excluding holidays)of the receipt of the written referral, the child study team must hold an Evaluation Plan Meeting

6A:14-3.3 Location, referral and identification 3. The procedures shall include: i. Utilizing strategies identified through the Intervention and Referral Services program according to N.J.A.C. 6A:16-8, as well as other general education strategies; ii. Referral by instructional, administrative and other professional staff of the local school district, parents and state agencies, including the New Jersey Department of Education and agencies concerned with the welfare of students. iii. Evaluation to determine eligibility for special education and related services; and/or iv. Other educational action, as appropriate. (b) Interventions in the general education setting shall be provided to students exhibiting academic difficulties and shall be utilized, as appropriate, prior to referring a student for an evaluation of eligibility for special education and related services. (c) The staff of the general education program shall maintain written documentation, including data setting forth the type of interventions utilized, the frequency and duration of each intervention, and the effectiveness of each intervention. 69 1. When it is determined through analysis of relevant documentation and data concerning each intervention utilized that interventions in the general education program have not adequately addressed the educational difficulties, and it is believed that the student may have a disability, the student shall be referred for evaluation to determine eligibility for special education programs and services under this chapter. 2. A determination whether or not to conduct an evaluation shall be made in accordance with (e) below. (d) A direct referral to the child study team may be made when it can be documented that the nature of the student's educational problem(s) is such that evaluation to determine eligibility for special education services under this chapter is warranted without delay. 1. The parent may make a written request for an evaluation to determine eligibility for services under this chapter. Such a request shall be considered a referral and shall be forwarded without delay to the child study team for consideration.

Evaluation Plan Meeting Meeting held to determine if evaluations are warranted Required Attendants: General Education Teacher LDTC School Social Worker School Psychologist Parents (must be invited)

Evaluation Plan Meeting Continued Review existing evaluation data Prior Interventions Medical Information Vision and Hearing Screenings, other relevant medical data Ensure there is not a lack of instruction in Reading including the essential components of reading instruction or math Ensure that the student’s difficulties are not due to limited English proficiency Research shows that it takes a typically developing child up to 7 years to acquire academic English Language

Required Elements of an Evaluation Evaluations in the areas of concern May include Behavioral and Adaptive Rating Scales, Physical Therapy, Occupational Therapy, and Speech and Language Therapy evaluations Academic Achievement Assessment Cognitive Assessment Social History Assessment Classroom Observation Teacher Input

Initial Evaluation Timelines Initial Evaluations cannot begin until written consent is received from the parent or guardian From that date: Days 1 – 60: Evaluations Conducted Reports Written Reports Mailed Out (10 days prior to the eligibility meeting) Eligibility Meeting Held Days 61-90: If student is eligible and parents agree on recommendations, the program is implemented If the parents do not agree on the recommendations, they have 30 days to review and consent or dispute

Eligibility Determination Categories for Classification: Auditorily Impaired Autistic Cognitively Impaired Communication Impaired Emotionally Disturbed Multiply Disabled Deaf/Blindness Orthopedically Impaired Other Health Impaired Preschool Child with a Disability Social Maladjustment Specific Learning Disability Traumatic Brain Injury Visually Impaired

Eligibility Determination Continued Students will be found eligible if criteria is met under specific categories according to the New Jersey Special Education Law & the disability impacts the child’s education Medical diagnoses do not necessarily mean the child has a need for special education

Specific Learning Disaiblity 22 point discrepancy between the student’s IQ and Learning Scores Can be found in the scores for: Basic Reading Skills Reading Comprehension Oral Expression Listening Comprehension Mathematical Calculations Mathematical Problem Solving Written Expression Reading Fluency

Communication Impaired Student demonstrates average level cognitive skills Student demonstrates language delays from a comprehensive evaluation and a sub-area evaluation both falling below the 10th percentile Student shows a difference in their verbal and non-verbal abilities in their IQ

Emotionally Disturbed A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that it adversely affects the student’s education performance due to: Inability to learn that cannot be explained by intellectual, sensory or health factors Inability to maintain or build satisfactory or personal relationships with peers and teachers Inappropriate types of behaviors or feelings under normal circumstances General pervasive mood of unhappiness or depression Tendency to develop physical symptoms of fears associated with personal or school problems

Other Health Impaired “Chronically ill” student characterized as having limited strength and vitality or alertness due to a chronic or acute medical diagnosis, in respect to the educational environment, that adversely affects a student’s educational performance. Examples could be: ADHD, heart condition, epilepsy, diabetes, leukemia, or Tourette Syndrome.

Other Meeting Information IEPs expire after 1 year An Annual Review must be held at least one time a year to review progress and plan for the following year’s IEP IEPs may be changed during the year due to program changes, related service changes, or goals and objectives being adjusted and changed