Special Needs » Child Study Team Bridging the Gap

Child Study Team Bridging the Gap

Role of The Child Study Team (CST):

  • Considered the CASE MANAGER for students who receive special education and related services
  • Responsible for creating, changing, and maintaining the Individualized Education Plan, or IEP
  • CST members schedule and conduct Annual Review/ Eligibility Meetings. Teachers will be invited to attend these meetings. A child’s special education teacher and/or regular education teacher is asked to attend the meeting to provide information about the students current performance in his/her classes.
  • Contact parent(s) regarding the IEP meeting
  • Attend parent/teacher/student conferences (initial contact with parent, teacher initiated, classroom challenges, etc.) on an as needed basis
  • Conduct meetings with students (IEP, challenging behaviors in class, counseling, etc.)
  • The LDT-C and School Psychologist are responsible for testing for initial evaluations/re-evaluations. Teachers will be contacted for student availability and teacher input. Either examiner may observe a student in the classroom.
  • Conduct student observations for the purpose of observing reported behaviors, gathering information for the IEP, or at a parent’s/teacher’s/administrator’s request

IEP at a Glance:

The “IEP at a Glance” may include the following relevant information:
  • Identifying information (Some information may be from the previous school year; however, the IEP is current)
  • Student Interests and preferences
  • Present Levels of Academic Achievement and Functional Performance, or PLAAFP (relevant medical information, recent evaluation scores, a social history, and teacher input)
  • Behavior Intervention Plan, or BIP (if needed)
  • Modifications/Accommodations for instruction and testing to be used in the classroom
  • Supplementary Aids and Services (TA support, counseling, personal aide, etc.)
  • Supports for staff
  • Goals and Objectives

The IEP:

An IEP is a state monitored document. It is TIME SENSITIVE and must be completed by a specific date or it is considered to be OUT OF COMPLIANCE subject to delays in services for the student. Your input is greatly needed and is a valuable part of deciding program placement and behavior intervention plans for students. Please take the time to complete the “Teacher’s Input Form” when requested by the student’s Case Manager in order to create an appropriate educational/behavioral plan. When you receive this form, please return the completed form to the Case Manager whose name appears on the form.
  • ALL SPECIAL EDUCATION TEACHERS should be creating and recording Goals and Objectives for each student on their class list DIRECTLY INTO THE IEP VIA EASYIEP. Any teacher who needs additional information about the Goals and Objectives, passwords, or instructions should contact the Case Manager immediately.
  • PLEASE NOTE: IEPs cannot be completed if the Goals and Objectives are not recorded appropriately and in a timely manner.
  • A student’s IEP can be viewed in its entirety in any CST member’s office. Staff members viewing the IEP must sign the log sheet.
  • Teachers should refer to the “Accommodations and Modifications” as well as the “Goals and Objectives” section outlined in the “IEP at a Glance” as a way to gauge the student’s level of mastery of skills taught. There may also be grading information indicated in other sections of the IEP that should be considered when grading students with an IEP.
  • School personnel may consult with CST/ Case Manager as to how students with learning disabilities or other educational challenges learn and how to effectively teach students with various disabilities. Graduation requirements will be monitored. Discipline: Case Managers will check FOCUS regularly for discipline referrals regarding class cutting, uniform infractions, hall sweeps, detention, or other minor infractions and speak with students regarding recurring incidents. Case Managers MUST be notified in the event of ACS/SUSPENSION. If a student is suspended for a total of ten (10) days or more, intermittently or consecutively, a Manifestation Hearing must occur. The student and parent, the disciplinarian who handled the last referral or designee, the student’s Case Manager, an Administrator, and a teacher must attend The Manifestation Hearing.


  • Case Managers will monitor school and class attendance regularly.
  • A CST member is assigned to the attendance committee.

Student Referral to the Child Study Team by a Teacher:

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. The staff of the general education program shall maintain written documentation, including data setting forth the type of interventions utilized, the duration and frequency of each intervention, and the effectiveness of each intervention. Teachers submit a request to I&RS to assist with this process.
It should be noted that a parent has the right to refer a child for a CST evaluation at any time by submitting a written request to Tonya Santos, Director of Special Education