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

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

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

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

5. 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

6. 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

7. 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.

8. 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)

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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.

18. 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