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1342.12 Companion
July 12, 2017
Page 89
4.
Discuss and record pertinent information related to current classroom performance; and
5.
Send the parents a draft copy of Present Levels of Academic Achievement and Functional
Performance and goals (and objectives) for the new IEP. This draft is based on the
recommendations made by the classroom teacher(s), the special educator(s), and related
service personnel after considering the progress reported on the current IEP.
Responsibilities of the Case Manager at the Conclusion of the Annual IEP Meeting
The Case Manager has the responsibility to:
1.
Provide the parents with prior written notice at the conclusion of the annual review meeting
that outlines what the CSC is proposing and any items that the CSC refused; and
2.
Provide parents with completed copy of the annual IEP.
Out-of-Date IEP
An out-of-date (DoDEA or non-DoDEA) IEP will remain in effect and the student will continue to receive
special education services until a new IEP can be developed and finalized by the CSC.
Modifications to the IEP
An IEP can be modified by the CSC at any time at the request of the school, parents, or related service
providers. Any modification of the IEP, including the removal of related services, must take place in a
CSC meeting unless the parents and school agree that convening an IEP meeting is not necessary. In
that case, the modifications can be made without convening a meeting and the parent is provided PWN
and a copy of the modified IEP. The option to not convene a meeting does not apply to an annual
review meeting.
Modification CSC
Required CSC Participants at the IEP Modification 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.
The child, if appropriate (participation of secondary students is encouraged).
7.
Translators or interpreters, if appropriate.