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Child Study Teams
Old 02-07-2006, 01:40 PM
 
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Could someone please point me to a resource about Child Study Teams or describe how your school runs their Child Study Team meeting.
Thanks!


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which state?
Old 02-07-2006, 02:50 PM
 
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I assume by the term 'Child Study Team' that you may be in NJ, because these teams are known by many different names, depending on state. If it's NJ, I could give you some insight.
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Old 02-08-2006, 03:40 AM
 
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Dear maj,
no, I'm in Michigan, but could you give your insight anyway? I would really appreciate it.
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how we do it
Old 02-09-2006, 03:22 PM
 
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Hi again. Usually the meetings start with a case manager beginning the meeting, clarigying for everyone that we're there for a re-eval., an IEP meeting, a new eval., whatever it is, and teachers/others talk about the positives-progress the student has made, strengths he/she has. Then the parent(s) usually has an opportunity to share his/her/their thoughts. Teachers often follow, stating what they see in the classroom, and mentioning concerns they have. The current levels of functioning usually follow, and then the goals for the next year. The speech therapist/OT/PT/etc. give their reports. Accomodations recommended for the next year, including for state tests, are usually towards the end of the meeting. The meeting ends with the parent choosing to sign or not sign the proposed IEP. Depending on age, the student may or may not be there; if they are, they are offered a chance to speak near the beginning (although anyone can speak at any time, really, but I'm referring to when each person says their summary).

This is essentially what happens both in my teaching district and in my home district (since my own kids have IEPs). Sometimes one of the people attending may have to leave quickly or arrive a bit late, and then the meeting may go along in a different order, but this is what I've experienced most of the time.

'Hope this is helpful.
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Cst
Old 02-10-2006, 02:39 AM
 
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I'm in Massachusetts, and we do our CST differently. We view the purpose of CST to provide startegies and insight to help the child be successful to keep a child OUT of special education. I am a sped teacher. We are having a difficult time with teachers assuming because a child has to spend a little extra time on homework, or are getting Bs or even Cs, that there must be something "wrong" with the kid. They used to do immediate referral. Our sped kids were about 30% of the population, because the sped director would give in to parent demands. Weird. Most places the parents cringe at the thought of their kids being "SPED."

Our CST is strictly teacher based and includes classroom teacher, and a core of 4 or 5 other teachers, including sped. There is a form to fill out listing concerns. The classroom teacher and the CST brainstorm additional strategies and interventions to address the area of concern. The classroom teacher then implements these ideas ovcer a 4-6 week period, keeping careful documentation. DOCUMENTATION is key. After 4-6 weeks, the CST meet again to see if there are signs of success. If so, other strategies may be initiated for a further trial of 4-6 weeks. If no success, the child may then be referrred to sped. During this time, the parent is involved with conferences, etc, but is NOT parent of the actual CST meetings because sometimes we talk about other kids, or how teacher x did this.

The imprortant part is that documentation is kept with meeting notes, and all attempts to help the child BEFORE referral to sped. We got our entire process through the state DOE.


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Child Study Team
Old 02-12-2006, 11:32 AM
 
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MMB,
The way my school does a Child Study is hilarious. NOBODY meets.
The school psychologist comes into the room for 5 minutes and looks
at the kid, then a few days later the OT/PT folks come in and do the same
thing. The speech and language specialist is the only one who makes
regular, consistent observatioins during the "study" period (which an last
up to 60 days before the meeting-that-never-happens).

Then the teacher of record sends questionnairs ('input' forms) to
all staff that comes in contact w/the kid, as well as to the parents.
Sometimes they come back, sometimes they don't. When the
questionnaires come back, they go to the counselor. She files them.
Nobody to my knowledge meets and talks about them.

But something must happen, somewhere, because...

...one day, the kid disappears from one teacher's roll book and appears on another
teacher's roll book...that is, if it was determined in the "study" that
the kid has to have a new placement. If the kid never disappears,
it is concluded that the "study" deemed him/her appropriately
placed.

It's like a fanthom thing...all these people...short spurts of individual
observations...papers that hardly ever come back...and then the
kid either stays or goes. What was "studied" remains a mystery.

Once, I was asked by the psychologist to "sign a placement" determination for a "study" determining that a given child should be
placed in Life Skills (child was formerly in Multiple Disabilities)...but
the problem was, I had already taught this child 3 years prior..he
was no longer my student. When I had him, he already WAS in
Life Skills....turns out nobody ever "met" after the "study" to move
him officially OUT of Multi-Dis, TO Life Skills....ooops! But...the
teacher who had originally taught this child in Multi-Dis setting
was long gone..and the new teacher had never taught the kid...I was the only teacher on board to date who had had some experience w/this kid.

That's how it's done in my school. No wonder we didn't make AYP
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To all that replied
Old 02-12-2006, 02:43 PM
 
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Thanks for all the input. It is so weird how it is different everywhere!
Thanks again,
mmb
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