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This document can be scrolled in its entirety, or click on a topic below to go to that section.
What can be done if teachers and parents have concerns about a child’s learning, speaking, listening, behavior, organization, or motor skills?
Who is on the Child Study Team?
The Child Study Team consists of the building principal and special education personnel who meet weekly to discuss students who are having difficulty in school for a variety of reasons. See list below.
What happens at the first Child Study Team meeting?
An initial referral meeting is scheduled where the classroom teacher and parents review and discuss their concerns. At this meeting it is decided if a formal assessment is necessary to determine the need for special education services or if other interventions are needed. If the decision is made for a formal educational assessment then the Child Study Team decides which areas need to be assessed and who will conduct the assessment. For this assessment to take place, the parent/guardian must give written permission. The Child Study Team has 30 school days to complete the assessment process.
What happens after the assessment?
The Child Study Team will schedule a meeting to review assessment results to determine if the student meets Federal and State criteria for special education services. Members of the assessment team will share the results verbally and in a written report with the student’s parent(s)/guardian(s) and classroom teacher. Information gathered during the assessment will be used by the team to make recommendations for enhancing the student’s success in the classroom.
What if my child qualifies for special education?
Parent(s)/guardian(s), classroom teacher, and special education staff will meet to write an Individual Education Program. This IEP details the goals and objectives that will be used to meet the child’s assessed needs. A parent’s permission is necessary to initiate special education services.
Questions Commonly Asked By Parent(s)/Guardian(s)
Q: How will my child feel about special education assessment or service?
A: It has been our experience that students like to go to the resource room. They like the rewards and success they experience in individual or small group settings. Many children leave their classrooms for a variety of reasons throughout the school day.
Q: What are typical classroom adaptations that can help my child?
A: The following is a list of commonly used classroom adaptations for a variety of needs:
Q: If my child receives special education, what will be missed if he/she leaves the classroom?
A: What the student misses from the classroom is determined on an individual basis by the IEP team. If a certain subject area is a very positive experience, we try not to pull the student during that time. If the total reading or math program is provided in the special education resource room, we serve the student during their classroom reading or math time.
Q: Can you predict how long my child will be in special education?
A: It is not possible to predict how long a child will need special education services. What we do know is that most children need some direct instruction to increase their skills. They need to learn how to compensate for their disability and capitalize on their strengths. If needed, special education service is available through high school. Students who receive special education are re-evaluated every three years to determine if there is continuing need for service.
Q: Can my child be “cured?”
A: If a child is diagnosed with a disability, it is not something that can be “cured.” Students can become very successful if they acquire the skills they need, capitalize on their strengths, and advocate for themselves to get necessary adaptations.
When given instruction, children with speech disorders are often able to correct their errors and be dismissed from service.
For more information about various areas of disability, see the Child Study Team’s library of resources in room 33.
Cedar Island Child Study Team
School Psychologist: Sandra Crossett
School Social Worker: Linda English
Full Service Special Education Teachers: Jean Hainlen, Diane Denkmann
Speech/Language Pathologist: Alice Olson
Occupational Therapist: Sara Pederson
Developmental Adapted Physical Education: Michelle Sibinski, Jay Solberg
Developmental Cognitive Disability Teachers: Jay Lokken, Cassie Popehn
Disability areas include:
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