Student Services

Child Study Team Services
The Child Study Team (CST) is a group of professionals employed by the Somerset Hills School District who provide consultative, evaluative and specific services to teachers and parents in regard to students who are experiencing school-related difficulties.

Who is on the Child Study Team?
The Child Study Team is comprised of the School Psychologist, the School Social Worker, and the Learning Disabilities Teacher Consultant (LDT-C), as determined by the New Jersey Department of Education. Through the use of evaluations the Child Study Team determines whether or not a child is in need or eligible for special education services. The Speech therapist and other related services providers also work in conjunction with the CST, when such services are needed.

School Psychologists
Alexa Lavalle, BHS
Morgan Stout, BMS
Ashley Kellett, BMS
Meredith Panik, Bedwell

School Social Workers
Cassie Incledon, BHS
Megan Wolff, BHS
Kelly McSpiritt, Bedwell

LDTC
Wendi LaBruno, Out of District

What does a Case Manager do?
Every student who is classified as eligible to receive Special Education and Related Services is assigned a case manager, who is a member of the CST. The case manager is responsible for coordinating the development, monitoring, and evaluating of the effectiveness of the IEP. The case manager facilitates communication between home and school and coordinates the annual review and triennial re-evaluation process. The case manager is knowledgeable about the students’ academic and behavioral needs, and consults with school personnel to ensure that these needs are met. 

What is the Child Study Team process?
The process begins with the parent/guardian being notified, in writing, of a meeting with the Child Study Team. A booklet titled Parental Rights in Special Education(PRISE), prepared by the New Jersey Department of Education, is also provided to the parent/guardian. This booklet advises parents of their basic rights and responsibilities in the procedure. 
The first meeting is an initial planning meeting at which time all of the available student and teacher information is reviewed with the parent/guardian, the Child Study Team, the child’s teacher, and others who might have knowledge of the child and his or her difficulty in school. After the information is reviewed, a decision is made whether or not the child may have an educational disability. If there is agreement that an evaluation should be conducted, the nature and scope of the evaluation is discussed and written parental/guardian consent for the evaluation is required.
Each document that is prepared and/or signed is copied for the parent/guardian, and they are reminded throughout the process of their rights. 
Members of the Child Study Team conduct individual evaluations based on their specialties. A written report is prepared and sent to the parent/guardian in advance of an Eligibility Meeting, held to discuss all of the evaluations and to receive the recommendations of the Child Study Team. Parents/guardians may bring others to any meeting if desired but should inform the Child Study Team which individuals will be present at the meeting.

Overview of Special Education Process in New Jersey

Topic	Process
Referral	A referral is a written request for an evaluation that is given to the school district when it seems possible that a child may have a disability and might need special education and related services. Parents, school personnel and agencies concerned with the welfare of students may make a referral to the school district where the student resides.
Identification Meeting	Within 20 calendar days of receiving a referral, the school district must hold a meeting to decide whether an evaluation will be conducted. If the school district decides to conduct an evaluation the group will select the types of testing and other procedures that will be used to determine if the child needs special education services.
Evaluation	An evaluation is the process used to determine whether a child is eligible for special education and related services. The process includes a review of any relevant data, and the individual administration of any tests, assessments and observations of the child. At least two child study team members must participate in the initial evaluation along with any other specialists whose observations are necessary for a meaningful assessment of the child's needs.
Eligibility	When the evaluation is completed, the school district holds a collaborative meeting to determine if the child is eligible for special education and related services. Prior to the meeting, the school district must give the parent a copy of the evaluation reports(s) and other documents and information that will be used to determine the child's eligibility. The parent must receive this information no less than 10 calendar days before the meeting. To be eligible for special education and related services:   A student must have a disability according to one of the eligibility categories;   The disability must adversely affect the student's educational performance; and   The student must be in need of special education and related services.
Individualized Education Program (IEP)	After it is determined that a child is eligible for special education and related services, a meeting is held to develop the child's IEP. The IEP is both a plan and a process. The plan is a written document that describes in detail a child's special education program. The process is the ongoing sharing of information between the family and school district to meet the child's developmental and educational needs. The IEP should describe how the individual child currently performs and the child's specific instructional needs. The IEP must include measurable annual goals and short term objectives or benchmarks. When parental consent is granted, the IEP is implemented as soon as possible following the IEP meeting and within 90 calendar days of the school’s receipt of parental consent for the first evaluation.
Annual Review	Annually, or more often if necessary, the IEP team will meet to review and revise the IEP and determine placement.
Reevaluation	A child must be reevaluated every three years, or sooner if conditions warrant, or if the parent or the child's teacher requests it. Reevaluation is conducted when a change in eligibility is being considered.
Parental Consent	When must the school district obtain parental consent?   Before a child is evaluated for the first time to determine whether a child is eligible for special education;   Before a child's special education program begins for the first time;   Before a child is tested as part of a reevaluation; and   Before a child's records are released to a person or organization that is not otherwise authorized to see them.

 

Referral Process

What is a referral?
A referral is a written request for an evaluation that is given to the school district when a child is suspected of having a disability and might need special education services. 
Interventions in general education have been attempted and documented; the interventions do not alleviate educational difficulties.

Who can make a referral?
Parents
School Personnel
Agencies concerned with the welfare of students
If you believe that your child may have a disability, you may refer your child for an evaluation by submitting a written request to your school district.  When writing to the school district about special education issues, you may write to the Director of Student Services. This must be a letter (handwritten or typed) with an original signature of the parent/guardian.

It is important to include the following information in the referral letter:
Your name
Your child's name
Your child's school and grade level (if applicable)
Your phone number and address
Reason for referral or concerns

What happens when a referral is made?
Within 20 calendar days (excluding school holidays, but including summer vacation) following receipt of a referral of a student, the Child Study Team (school social worker, school psychologist and learning disabilities teacher consultant) shall meet with the parent and the student’s regular education teacher to determine the need for a comprehensive evaluation and to design an Evaluation Plan.  A speech and language specialist will also attend the meeting if the suspected disability includes that area or the child is age 3-5.  Upon receipt of parental consent, the evaluation will begin. 

Are students automatically tested if the request is made?
No.  Once a request for a Child Study Team evaluation is made, an identification meeting must be scheduled.  At that meeting, it is determined if a Child Study Team Evaluation is warranted and if so, an evaluation plan is developed.

Section 504

What is Section 504?

Section 504 is a part of the Rehabilitation Act of 1973 that prohibits discrimination based upon disability.  Section 504 is an anti-discrimination, civil rights statute that requires the needs of students with disabilities to be met as adequately as the needs of the non-disabled are met.

Who is covered under Section 504?

An eligible student under Section 504 is a student who (a) has a physical or mental impairment which substantially limits one or more of such person's major life activities such as learning, self-care, walking, seeing, hearing, speaking, breathing, working, and performing manual tasks., (b) has a record of such an impairment, or (c) is regarded as having such an impairment. 

What is an "impairment" as used under the Section 504 definition?

An impairment as used in Section 504 may include any disability, long-term illness, or various disorder that “substantially” reduces or lessens a student’s ability to access learning in the educational setting because of a learning-, behavior- or health-related condition. 

Many students have conditions or disorders that are not readily apparent to others. They may include conditions such as specific learning disabilities, diabetes, epilepsy and allergies. Hidden disabilities such as low vision, poor hearing, heart disease or chronic illness may not be obvious, but if they substantially limit that child’s ability to receive an appropriate education as defined by Section 504, they may be considered to have an “impairment” under Section 504 standards. As a result, these students, regardless of their intelligence, will be unable to fully demonstrate their ability or attain educational benefits equal to that of non-disabled students (The Civil Rights of Students with Hidden Disabilities under Section 504 of the Rehabilitation Act of 1973). The definition does not set forth a list of specific diseases, conditions or disorders that constitute impairments because of the difficulty of ensuring the comprehensiveness of any such list. 

What are "major life activities"?

Major life activities include, but are not limited to: self-care, manual tasks, walking, seeing, speaking, sitting, thinking, learning, breathing, concentrating, interacting with others and working. As of January 1, 2009 with the reauthorization of the Americans with Disabilities Amendment Act, this list has been expanded to also include the life activities of reading, concentrating, standing, lifting, bending, etc. This may include individuals with AD/HD, dyslexia, cancer, diabetes, severe allergies, chronic asthma, Tourette ’s syndrome, digestive disorders, cardiovascular disorders, depression, conduct disorder, oppositional defiant disorder, HIV/AIDS, behavior disorders and temporary disabilities (e.g., broken writing arm, broken leg, etc.). Conditions that are episodic or in remission are also now covered if they create a substantial limitation in one or more major life activity while they are active. 

What does "substantially limits" mean?

Substantially limits is not defined in the federal regulations.  New guidance from the Americans with Disabilities Amendment Act states that Section 504 standards must conform with the ADAAA and is “intended to afford a broad scope of protection to eligible persons.” In considering substantial limitations, students must be measured against their same age, non-disabled peers in the general population and without benefit of medication or other mitigating measures such as learned behavioral or adaptive neurological modifications, assistive technology or accommodations.

Who can refer a child for consideration for evaluation under Section 504?

Anyone can refer a child for evaluation under Section 504.  The key to a referral is whether the group of persons who are knowledgeable about the child suspects that the child is suffering from a mental or physical impairment that substantially limits a major life activity and is in need of either regular education with supplementary services or special education and related services.  

What information is used in doing an evaluation under Section 504?

Under Section 504, no formalized testing is required. The 504 Committee should look at grades over the past several years, teacher’s reports, information from parents or other agencies, state assessment scores or other school administered tests, observations, discipline reports, attendance records, health records and adaptive behavior information. Schools must consider a variety of sources. A single source of information (such as a doctor’s report) cannot be the only information considered. Schools must be able to assure that all information submitted is documented and considered. 

What types of accommodations will my child receive if determined eligible under Section 504?

Each child’s needs are determined individually. Determination of what is appropriate for each child is based on the nature of the disabling condition and what that child needs in order to have an equal opportunity to compete when compared to the non-disabled. The ultimate goal of education for all students, with or without disabilities, is to give students the knowledge and compensating skills they will need to be able to function in life after graduation.

Parents and guardians are now able to view their child's IEP and IEP Progress Reports through the Parent Portal. You will find the directions below for you to access your child's IEP Progress Reports and finalized IEP. If you are having any trouble accessing your child's IEP or Progress Reports, please contact your child's case manager. We will be following the same timeline as the school buildings for when the Parent Portal is opened. 

Special Education Parent Advisory Group (SEPAG) provides support, guidance and a safe sharing environment for families of children with special needs. Any parent or guardian of students with an Individualized Education Plan can be a member.

The Somerset Hills School District recognizes the importance of providing services to children with special needs through its Project Child Find efforts. An evaluation for children and adult students ages 3 to 21 can be provided to those who appear to have delays in communication, motor, social-emotional, or learning areas. 

The evaluation is available to preschoolers; to highly mobile students with disabilities, such as migrant and homeless students; and to students who may be disabled even though they are advancing from grade to grade. Children found to be eligible for special education and related services are entitled to free and appropriate special education programming and related services.

If you have a child who appears to have one or more of the following signs: significant delays in acquiring language or significant speech delays, significant difficulty walking, running, or manipulating small objects, frequent health problems or disabilities present from birth, consistent difficulty with seeing or hearing, tendency toward temper tantrums or excessive anxiety or shyness, significant difficulty playing appropriately with other children; and/or significant difficulties paying attention and listening, please contact the Department of Student Services at 908-630-3013.

https://www.nj.gov/education/specialed/childfind/