CHILD STUDY TEAM
The Child Study Team (CST) is a group of professionals employed by the Roxbury Board of Education who provide consultative, evaluative, and prescriptive services to teachers and parents in regard to students who are experiencing school-related difficulties.
Learning Disabilities Teacher Consultant
The Learning Disabilities Teacher-Consultant (LDT-C) is trained to determine the learning styles of students, to determine specific achievement levels in a variety of content areas, and to recommend specific teaching methodologies and strategies that may benefit a student. This professional is generally called upon to model specific strategies and methods that may benefit students.
The school psychologist has expertise in determining a child’s level of cognitive and conceptual development. In addition, the psychologist is concerned with the emotional status of the student, and how both internal and external factors may affect behavior and performance in school. The school psychologist works with both general education and special education teachers to maximize a student’s potential.
School Social Worker
The expertise of the social worker lies in assessing the student relative to the family, the school, and the community. This professional generally gathers information concerning the student’s health, family, and school history as it pertains to the student’s current school functioning. The social worker is also the professional responsible for coordinating community resources on behalf of students and their families.
District Child Study Team
- Stacey Estes - School Social Worker
- Kathryn Mosher - LDT-C
- Kristen Palmieri - School Social Worker
- Dominick Scassera - School Psychologist
- Nicholas Sciancalepore - School Psychologist
- Kathryn Ventricelli - LDT-C
- Sherlyne Dalupang - School Psychologist
- Susan Redwood - LDT-C
- Deborah Wetreich - School Psychologist
- Keeshana Wright - School Social Worker
- Jennifer Baxter - School Social Worker
- Dr. Julie Flannery - School Psychologist
- Dr. Michael Mosher - School Psychologist
- Jessica Susin - School Social Worker
- Alexis Vergara - School Psychologist
The Roxbury School District provides speech and language services to students from age 3, in our preschool disabilities programs if found eligible for special education, and in Kindergarten thru age 21 who demonstrate a need to improve their speech and language skills in articulation, language, fluency, or voice disorder in order to achieve academic success. Students can be referred for speech and language services by their parents, classroom teachers, and the Intervention & Referral Services team if they are concerned about a student’s speech and language proficiency as part of a Child Study Team Evaluation or in isolation. The goal of these services is to help students develop the speech and language skills necessary for positive interpersonal relationships and academic success.
Occupational TherapySchool-based Occupational Therapy is a related service designed to help students who are showing difficulty that impairs his/her ability to function in the school environment. Occupational Therapists use purposeful activity to facilitate a student’s active participation in the areas of self-care, academic and/or vocational pursuits, fine-motor development, and sensory integration techniques. Using direct and indirect services, as well as assistive technology and environmental modifications, school occupational therapists collaborate with parents, teachers, and other educational staff to help implement a child’s program.
Physical TherapySchool-based Physical Therapy is a related service designed to help students access their school environment and participate safely and to the best of their ability in their academic curriculum. School physical therapists address functional limitations such as difficulties with mobility, transitions, or gross motor skills, as well as interventions that address functional limitations such as posture, balance, strength, and coordination. Difficulties in these areas must impact student participation in their educational program and environment.
Behavioral SupportThe Roxbury Public School District is supported by two district Board Certified Behavior Analysts (BCBAs). The role of the behaviorists is to support our special programs in developing behavior management protocols and creating student-specific behavior plans. They work regularly with district staff providing a variety of training, as well as determining and implementing specific behavior strategies to help support students in the school building. Behaviorists work collaboratively with parents and the child study team to provide parent training, develop programs, and determine appropriate goals for students.
Counseling ServicesCounseling supports are provided through a variety of professionals and measures throughout the Roxbury Public Schools. The first level of social and emotional support beyond the classroom teacher is with each student’s guidance counselor. For students who require more intensive therapeutic needs, counseling can be provided by one of the district school psychologists or school social workers. The third level of support is provided through Thrive counseling services, which provides consultative in-district counseling for students and their families. The main focus and relationship between our students and the Thrive Counselors are based on therapeutic rapport and support in order to help the student meet success in the school setting and beyond.
Transition ServicesRoxbury High School students are supported by our district Transition Coordinator, whose goals are to help students develop and progress towards individualized post-secondary goals. The Transition Coordinator works collaboratively with the Child Study Team and each student's IEP team to develop transition goals and create a plan with attainable steps to help each student develop and grow skills necessary for post-secondary success and fulfillment. The Transition Coordinator helps parents connect with outside agencies and organizations within the community, at the county, state, and federal level to provide continuity of service as students transition out of school and into adulthood.
District Related Service Providers
- Shelby Barbato, M.S. SLP-CCC
- Danielle Evans, M.S. SLP-CCC TSSLD
- Bryant Hatch, M.S. SLP
- Janet Kasliner, M.S. SLP
- Allison Rommel, M.S. SLP-CCC
- Stephanie Weiss, M.S. SLP-CCC
- Chelsea Betz, M.S., OTR/L
- Dr. Kevin Franco, OTD, OTR/L
- Tessa Giordano, M.S., OTR/L
- Patricia Russo,
- Dr. Diane Tavares, PT, DPT, MS
- Jennifer Perez, MSW, BCBA
- Alexis Somers, M.A., BCBA
- Birsen McGinley