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1342.12 Companion
July 12, 2017
Page 72
Requirements
DoDM 1342.12E4 S8, p 32-37
All requirements for developing the IEP, including the parent signature, must be satisfied
before a student receives initial special education and related services. The IEP process
requires the following:
1.
An appropriately staffed meeting to develop the IEP to be held within ten days of the eligibility
determination meeting
2.
A written document (the IEP) of the decisions reached at the meeting
3.
Written documentation of the team's rationale for the decisions and actions taken at the
meeting (the meeting minutes/PWN).
The participants at the CSC meeting to develop the IEP shall include:
DoDM 1342.12E4 S8, p 32-33
Required CSC Participants at the IEP Development Meetings
The meeting must include the following individuals:
1.
An administrator or administrative designee. The administrative designee is assigned by the
principal or assistant principal and reports back to the administrator on what occurs during the
meeting. The administrative designee cannot be one of the student’s general education or
special education teachers. This designee must be qualified to provide or supervise the
provision of special education and knowledgeable about the general education curriculum and
available resources. (An administrator or qualified administrative designee must attend all
initial IEP meetings.)
2.
At least one of the student's general education teachers if the child is, or may be, participating in
the general education environment. At the secondary level, the teacher(s) who teach the
subject(s) most likely to be impacted by the student’s disability should be invited to the
meeting.
3.
One or more special education teachers or providers who will be providing or are qualified to
provide special education or related services to the student.
4.
One or both of the student's parents or guardian.
5.
A representative of the evaluation team who is knowledgeable about the evaluation procedures
used and can interpret the instructional implications of the results of the evaluation. This
person can be, but does not have to be, the special education teacher.
6.
A member of the Early Intervention Services (EIS) if the student is transitioning from EIS.
7.
The child, if appropriate (participation of secondary students is encouraged).
8.
Translators or interpreters, if appropriate.
9.
Additional persons at the discretion of the parents or the school, who have knowledge or special
expertise regarding the child or the IDEA, including, but not limited to, related services
personnel, if they have worked with or are expected to work with the student.