CST Frequently Asked Questions
What makes a child eligible for services?
To be eligible for special education and related services: (1) A student must have a disability according to one of the eligibility categories; (2) The disability must adversely affect the student’s educational performance; and (3) The student must be in need of special education and related services (New Jersey Department of Education, 2009).
After my child is evaluated by the CST what happens next?
Once the evaluations are completed, a collaborative meeting (otherwise known as an eligibility meeting) is scheduled by the student’s case manager where the results are reviewed and a determination is made as to whether the student is eligible for special education and related services. If the student is eligible, the IEP Team discusses programming and placement options to meet the students’ educational needs. If a parent is in agreement and signs the Individualized Educational Program/Plan services will typically go into effect the next school day.
What is an Individualized Educational Program/Plan (IEP)?
The IEP is a written plan that describes your child’s special education program, their current performance, and instructional needs, modifications that are made to the general education curriculum, accommodations provided in the classroom, related services needed to assist the student in accessing the general education curriculum and goals and objective for the plan.
What is the parent’s part in the child’s IEP?
The parent(s) is an active member of the IEP Team who has the right to share concerns and voice opinions relevant to their child’s educational program. Feedback and collaboration is expected in order to address each child’s individual needs so that each child is afforded a free and appropriate education.
Am I supposed to get my child evaluated on my own or wait until the school agrees there is a need?
Parents are free to do as they wish with their child. However, it is always a good idea to collaborate with the student’s teacher and consult with the Child Study Team before parents initiate evaluations as they can be costly.
If I get an evaluation on my own, must the school accept and implement any recommendations I receive from a third party?
The school district must consider any independent evaluation, including one you pay for, when making decisions regarding your child’s special education program.
However, the school district is not required to accept the evaluation report or incorporate any of its recommendations in your child’s IEP.
If my child is pulled out of class for special services, what part does my child's general education teacher have in the IEP process?
If a child is pulled out of the class for special services, it is because the child is receiving his or her instruction in a separate setting for one or more subjects. This setting is different from the general education classroom because the child is receiving specialized instruction in a smaller sized class with other students with disabilities. The general education teacher’s part in the IEP process is to report on the child’s progress in the area of instruction which he or she provides the student with and the student’s social and behavioral functioning in the general education setting.
Is my child entitled to busing and/or an aide on the bus?
All students in the district, whether they are receiving general education or special education, are entitled to busing. Every request for an aide on the bus is handled on an individual basis. Many factors are considered when making the determination of having an aide on the bus which includes but is not limited to the child’s level of need.
My child is classified. What summer services are available for my child?
The IEP team shall make an individual determination regarding the need for an extended school year program based upon each student’s educational needs. An extended school year program provides for the extension of special education and related services beyond the regular school year. An extended school year program is provided in accordance with the student's IEP when an interruption in educational programming causes the student's performance to revert to a lower level of functioning and recoupment cannot be expected in a reasonable length of time. The IEP team shall consider all relevant factors in determining the need for an extended school year program and develop a program designed to maintain the student’s educational needs to avoid undue regression (New Jersey Administrative Code, 6A:14-4.5(c), 2010).