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1342.12 Companion
July 12, 2017
Page 34
1)
The CSC recommends further intervention strategies and/or consideration for supplementary
services (e.g., English as a second language [ESL], instructional support (IS), compensatory
education (Comp Ed), reading/language arts specialist (LARS), etc.)
2)
The parent withdraws the referral that they previously submitted and withdraws consent to
evaluation and potential implementation of special education services. This action must be
documented in the CSC minutes and PWN must be provided indicating whether the CSC is
proposing a referral and that the parent refuses to proceed.
3)
Documentation from pre-referral intervention strategies demonstrates there is no adverse
educational impact for the student.
If parent’s referral and request for evaluation was not accepted, the CSC must provide the parent with
appropriate PWN and Notice of Procedural Safeguards.
Assessment Planning
DoDM 1342.12E4 S6 p 27-30
Any student who is receiving, or is entitled to receive, educational instruction from DoDEA and who is
referred to the CSC for a suspected disability shall receive a full and comprehensive diagnostic
evaluation of the suspected disability and educational needs. Before eligibility determination and
development of an IEP, this evaluation shall be conducted. The evaluation will be based upon an
assessment plan that addresses the suspected disability and related concerns. The assessment plan will
include the requirements of DoDEA to substantiate that a disability exists.
Participants at the Assessment Planning Meeting
Assessment Plan CSC
The assessment plan is developed at a CSC meeting that includes at a minimum the following
individuals:
1.
The referring teacher;
2.
A special educator knowledgeable in each area of suspected disability;
3.
A school administrator or designee; and
4.
Assessor, or evaluator whenever possible.
The CSC may invite other individuals such as related service personnel who may be involved in
the assessment of the student. This would include personnel responsible for supplementary
programs in which the student is or has participated.
Parent participation in the development of the assessment plan is not required. Parents may be
invited to the meeting, as appropriate, to minimize circumstances that may lead to parent
objection to necessary evaluations.
At least one CSC member must be qualified to provide or supervise special education.
At least one CSC member must be knowledgeable of the general education curriculum.
At least one CSC member must be knowledgeable of school resources.
The evaluator or assessor knowledgeable about the suspected disability and relevant
assessment procedures must be invited to the assessment planning meeting. There may be
times when one or more of these personnel will be unable to attend the meeting. When this
occurs, the absent personnel must provide input and the CSC should proceed with the meeting
and development of the assessment plan.