1342.12 Companion

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1342.12 Companion
July 12, 2017 Page 8
Special Education Department
The school administrator (principal or assistant principal) has the ultimate responsibility for the
implementation of th The overall responsibilities of the Special Education Department
are to provide a medium for communication among special educators, general educators, related
services personnel, student services specialists, administrators, assessors/evaluators, parents and other
faculty. Responsibility includes:
1. Assist in the Child Find process for children within the school and community with identified
disabilities or with suspected disabilities.
2. Ensure that a student who is entitled to receive instruction from a DoDEA school is referred to
the CSC if that student has a suspected disability.
3. Ensure that an appropriate evaluation of the student's suspected disability is conducted in
accordance with provisions o Enclosure (E) 4 Section (S) 6 page (p) 27-30.
4. Maintain written records of all CSC activities (e.g., records of referrals, special education
department meetings).
5. Monitor the development, implementation, review, and revision of the Individualized Education
Program (IEP) of each student with a disability.
6. Provide opportunities for parent participation in the CSC process
E4 S1 a, b, & d p 24).
7. Ensure that parents are informed of all procedural safeguards (e.g., confidentiality, protections
in evaluation, due process, and least restrictive environment) and that school personnel follow
the procedural safeguards in the process E4 S19 p 47-52).
8. Maintain a record management system that facilitates monitoring in accordance with the
requirements o E4 S16 p 44).
9. Monitor students' cumulative files to ensure that they do not contain personal information
prohibited by the Privacy Act of 1975, 5 U.S.C. 552a May 14, 2007).
10. Conduct and provide documentation of regular reviews to ensure ongoing compliance with
procedural regulations and guidelines.
The Special Education Department meets on a regular basis to address responsibilities and
administrative tasks. Department meetings contribute to the effective functioning of the special
education program.
Case Study Committee (CSC)
E4 S1, 2 p24, 25.
The Case Study Committee (CSC) refers to a school-level multidisciplinary team, including the parents,
responsible for making educational decisions concerning a student with a disability. A CSC, at minimum,
consists of a parent/guardian, a special education teacher, a general education teacher, and an
administrator/designee (who is knowledgeable about the general education curriculum and available
resources). The general education teacher is only required if the student has a general education
teacher or if the student will have a general education teacher during the life of the IEP. For instance,
when developing an IEP for a PSCD student transitioning to Kindergarten, The PSCD student may not
have a general education teacher but as a kindergartener will have a general education teacher. A
general education kindergarten teacher is to be present at this type of IEP. A CSC may also include
additional professionals such as counselors, nurses, psychologists, and related services providers, as
appropriate based on the academic and/or functional needs of the student. The student may also be a
member of the CSC when appropriate.