1342.12 Companion

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1342.12 Companion
July 12, 2017 Page 81
The CSC considers the most appropriate services based on the needs of the student within the least
restrictive environment. All related services are directly linked to educational (academic and functional)
goals on the IEP.
Consultation
Consultation is scheduled time when the CSC Team members, designated on the IEP, collaborate to
discuss the implementation of the student’s program. Consultation services directly support the
student’s goals (and objectives) in order to make meaningful progress. Specific goals (and objectives)
for which consultation services are provided are written in the student’s IEP. The purposes for
consultative services are:
1. To provide a process for collaborative problem solving. Educators, aids, and service providers
can design effective intervention strategies that allow students to be successful
2. To ensure that a student's educational program is coordinated across all teachers involved in the
student's program. This practice supports the student's success because the student can
generalize learning across settings.
Consultation time is not to be confused with planning time to carry out collaborative teaching
arrangements in the general education classroom. It should be used for curricular, environmental,
and/or behavioral interventions and accommodations to support the student’s strengths and learning
style in the classroom and is listed as such on the IEP.
Reaching a Consensus and Implementation of the IEP
A consensus is formed through an informal process of gathering and considering all factors, concerns,
and professional guidance. It is inappropriate for the CSC to make decisions or reach consensus based
on a majority vote. The CSC should, at all times, work towards consensus among all members, including
the parents, but with the understanding that the school has ultimate responsibility to ensure an
appropriate educational program. The CSC should make every effort to resolve differences. If
consensus cannot be reached at the IEP meeting, document the differing positions, adjourn the meeting,
seek additional support from the district ISS, and determine an appropriate time to reconvene.
After IEP development, the CSC shall:
1. Provide the parent PWN of what DoDEA is proposing and/or refusing E4 S19, p
47, 48.
2. Seek parental consent by their signature on the IEP before delivery of special education and
related services, E4 S17, p 44-46.
3. Provide a copy of the signed IEP to the parents E4 S19, p 48, 50.
Implementation of the IEP
E4 S9 p 35, 36
The CSC must:
1. Ensure the IEP commences as soon as possible after it is developed, in accordance with the
implementation dates stated on the IEP.
2. Ensure the provision of special education and related services, in accordance with the IEP.
3. Ensure that the student’s IEP is accessible to each general education teacher, special education
teacher, related service provider, and any other service provider who is responsible for its
implementation, and that each teacher and provider is informed of: