Child study team evaluation

[Jennifer_S]

My son is 9 years old and in the third grade. We have been more than happy with his education in our public school up until this year. In the beginning of the year, we received a letter from the school, stating that our s on would be placed in a basic skills reading class. We were surprised because we felt that he was a good reader, and much improved over the summer. We sent a letter, stating that we did not want him removed from his regular class for basic skills instruction at this time. We had one parent/teacher conference, early in the year (regularly scheduled conference) the teacher couldn't seem to find one nice thing to say about our son. A few weeks before the next scheduled conference (second marking period) Our son came home talking about going to a new reading class. As I questioned him, it became clear that he was in fact going to the basic skills reading class. I immediately contacted the principal and requested to meet with her and with the teacher. I brought along a private reading assesment that we had done for our son. The teacher (with a master's degree in special ed) who did that assessment felt that there was no grounds for placing him in basic skills reading. When I asked the teacher what the criteria was that she used to evalutate my son, she had nothing to say but that he was driving her crazy. I stood my ground on the reading issue and was surprised when my son came home with a D in reading. I again asked for a meeting, and my husband and I attended, along with the principal. I asked her to see his grades to determine what caused his grade to be so low, she had nothing to show me. His grade this marking period is up to a B and the rest of his grades are up as well. So I was surprised to get a letter from the Child Study Team, asking for a meeting to discuss testing him for learning disablilities. My question is do I have enough reason to refuse? I understand they can do it with or without my consent, is that true? He is a pretty smart kid and all of his grades are B or higher (except one C in Social Studies) I just don't trust the teacher's judgement on this, and have heard that once this process is started, it's hard to stop. I should also mention that we had a similar experience with this same teacher, regarding our older son. Any advise would be appreciated.

[perroloco2]

Originally Posted by Jennifer_S

So I was surprised to get a letter from the Child Study Team, asking for a meeting to discuss testing him for learning disablilities. My question is do I have enough reason to refuse? I understand they can do it with or without my consent, is that true? He is a pretty smart kid and all of his grades are B or higher (except one C in Social Studies) I just don't trust the teacher's judgement on this, and have heard that once this process is started, it's hard to stop. I should also mention that we had a similar experience with this same teacher, regarding our older son. Any advise would be appreciated.

The Child Study Team can meet without your consent; however, it seems awfully early in the process for them to want to test him for learning disabilities.

I would go to the meeting and take the assessment from the outside evaluator.

You didn't name your state, but unless your son attends a year-round school, you'll probably only have one meeting before the end of the year. Next year, he'll have a new teacher, and hopefully a different perspective on your son's abilities.

In my experience, the CST process is a l-o-n-g one, and most often does not lead to testing. An intervention plan is established for the student, and his progress is monitored over time. So, I don't agree "that once this process is started, it's hard to stop." Lots of teachers feel that once the process starts, it's hard to keep it going!

[abys32]

Hi Jennifer,
I'm so sorry that this has been such a frustrating experience for you. I hope your child is not having an awful time in school.

The child study team may NOT evaluate (test) your child without your signed consent.
However, if they inform you in writing that they are holding a meeting, they may hold one even if you decide not to attend. You (the parent) are a member of the team at this meeting. The school must change the date or time of the meeting at your request if you cannot attend as scheduled (but they will not change to after school hours). It is best if you attend the meeting and *listen* to everyone before giving your input. Usually the school psychologist will attend this meeting. You should confirm this with the person sending you the letter and insist that this person attend. The psychologist will often see things differently than the teacher or adminstrator because they are trained differently. At the conclusion of the meeting, there may be a decision not to evaluate him. You might also decide that you would like to agree to an evaluation or testing of his skills and his abilities. If you agree, this does not commit you (or your son) to any special classes or interventions. The team must provide copies of the report of the evaluation results to you (which you must read thoroughly!!) They must also meet with you to discuss the results and answer any questions you may have and then discuss their recommendations regarding his education program. You still do not have to agree to any changes.

At this point they may recommend no changes to his education. If they recommend a special education program it must be written in an IEP Individualized Education Plan. That document is a legal document. They may not place him in a different class without it and it also requires your signed consent.

They should provide to you (or you may request) a copy of the special education law and your rights as a parent. Read it thoroughly!! Often these resources include information to contact a local advocate agency if you feel you need one.

Perroloco is correct that the whole process can and often takes a long time. The school may agree to postpone the meeting at your request to give the teacher next year a chance to get to know your son. This request is not part of any formal procedure, but they may agree to it to keep the peace with you.

Technically the school has the legal power to do what they believe is in your son's best educational interest even if it conflicts with your wishes. There is 99.99% chance that if you agree to nothing, they will not excercise that right because it requires lawyers and hearings, etc. Parents usually prevail and the school would not likely win a case about a child with a B average going to special ed anyway. You are the power player here. NO ONE gets to tell you what happens with your child's education.

I know this is long, but that being said. IF your child might be having trouble with any area if his education, wouldn't you want to find out if that is true? It can be a hard pill to swallow, but if he gets the right support from you and the school he may very well like school more and get good grades. The right support does not necessitate his removal from the class he is in. All the tests and all the extra attention are all provided to you for free (if it is needed) and it is worth thousands of dollars.

Since it is the end of the school year, my own preference would be to wait and find out if the teacher next year reports the same problems as the teacher this year. If so, that suggests your son may be experiencing a real learning problem. If not, it suggests the teacher (from this year) may be experiencing a real teaching problem Ask to postpone. I would love to know the outcome, if you don't mind.

[abys32]

[quote=perroloco2;2274627]The Child Study Team can meet without your consent; however, it seems awfully early in the process for them to want to test him for learning disabilities.

I have a feeling that basic reading class was the "early" part of the process.

[perroloco2]

Originally Posted by abys32

I have a feeling that basic reading class was the "early" part of the process.

Yes, that was undoubtedly one of the interventions. However, in my experience, it's still awfully early to move ahead with testing. Of course, I can't speak for the way every school district proceeds, but most delay testing for quite a long time in accordance with RtI.

[abys32]

Originally Posted by perroloco2

Yes, that was undoubtedly one of the interventions. However, in my experience, it's still awfully early to move ahead with testing. Of course, I can't speak for the way every school district proceeds, but most delay testing for quite a long time in accordance with RtI.

RTI is interventions that the school must try to improve a child's school performance before they refer the child to the child study team for testing. It consists of broad based strategies that should be available in the regular classroom to any child that needs it. (In other words not special education by a different name). It should be measurable. If the child shows improvement as a result of the intervention, they would not continue with a referral. If the child continues to show difficulty and sufficient improvement cannot be measured, the child is referred.

Time is not really the most important issue. Many interventions require a great deal of time though in order to provide adequate time to measure change. It could theoretically take a week if it can measure something. It often differs by district, school, team, teacher, and certainly by child. Not well defined. She mentioned the reading class was discussed with her early in the year and we have come to the end, so I am guessing they have what they think they need to proceed. Also because they sent the letter requesting the meeting.

[perroloco2]

Originally Posted by abys32

RTI is interventions that the school must try to improve a child's school performance before they refer the child to the child study team for testing. It consists of broad based strategies that should be available in the regular classroom to any child that needs it. (In other words not special education by a different name). It should be measurable. If the child shows improvement as a result of the intervention, they would not continue with a referral. If the child continues to show difficulty and sufficient improvement cannot be measured, the child is referred.

Time is not really the most important issue. Many interventions require a great deal of time though in order to provide adequate time to measure change. It could theoretically take a week if it can measure something. It often differs by district, school, team, teacher, and certainly by child. Not well defined. She mentioned the reading class was discussed with her early in the year and we have come to the end, so I am guessing they have what they think they need to proceed. Also because they sent the letter requesting the meeting.

I'm very familiar with RtI since I implement it on a daily basis throughout the school year.

Your experiences with it must be markedly different than mine.

[abys32]

Originally Posted by perroloco2

I'm very familiar with RtI since I implement it on a daily basis throughout the school year.

Your experiences with it must be markedly different than mine.

I assumed you were familiar, but that Jennifer may not be. I have read the regulations. What is your school's program like?
Do you participate in CST meetings as well?

[perroloco2]

I don't really think Jennifer is coming back, but I guess we'll see.

At my school, we use AIMS-Web to identify areas of deficiency, design interventions for individuals or groups of students, adjust interventions when needed per assessments, etc. It isn't unusual for the CST process to begin half-way through the year, but it rarely leads to testing until the next year or the following year (if at all), even when the child shows little to no progress.

Apparently, over the years too many children have qualified for special ed services when their academic problems may be a result of something besides a learning disorder. I'm sure that has happened. In fact, I know it has happened. However, with the current standards for referral, it's difficult to get help for students who clearly need it.

I participate in CSTs whenever I have a student with an IEP, or when I've referred a student to CST.

[abys32]

I hate to veer off topic, but if she does come back I guess she can always ask what we are talking about.

The flipside is that many students who do have a learning disability don't *test* that way until 3rd grade, not because they don't have one, but because of the way tests are designed. So they slip through the cracks for a few years and it is obvious to everyone. Then in 3rd grade they suddenly get the help they needed and have missed a few crucial years of specialized reading instruction. That is something I have seen. An 11th grade good-looking popular guy crying to his school counselor because he can't possibly do his literature class. He was tested in 2nd grade. No services. By 11th grade the tests gave a very clear picture of a severe learning d/a. His mom said he told her he is "just dumb." No one should think that about themself.

He was unsuaul in that despite feeling like a failure in school and embarrassed by academic participation, he was popular and well liked by teachers too. Many of those kids also get in trouble in school because they would rather look like a clown than stupid in class and they hate school and teachers.

The kid built a spiral staircase in his parents' home as a project at tech school. He was a hard worker and nice guy. My guess is that he saved money on college and probably started making big bucks right out of high school in the family business. They owned the business and hired the engineers, lawyers, accountants, etc... Nothing wrong with learning trade skills. We all live in houses and someone had to build them and get paid for it.

Has your district used RTI as a reason for placement in special ed without additional formal testing?

[perroloco2]

No, RtI is not a substitute for the actual testing. It's the method of acquiring the data needed to justify testing.

Since this discussion has gone off topic, let's take this to the visitor wall or PM if you have any other quesions.