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1342.12 Companion
July 12, 2017
Page 90
8.
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.
Preparation for IEP Modification Meeting
Before the modification meeting, the special educator(s) and related service provider(s) have the
responsibility to:
1.
Provide parent with Notice of Meeting;
2.
Review the criteria for progress toward goals as specified in the IEP;
3.
Prepare progress report summary specific to the IEP’s goals/(objectives);
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 IEP Modification Meeting
The Case Manager has the responsibility to:
1.
Provide the parents with prior written notice at the conclusion of the IEP modification meeting
that outlines what the CSC is proposing and any items that the CSC refused; and
2.
Provide parents with completed copy of the modified IEP.
Dismissal of Special Education Services
DoDM 1342.12E4 S7 p 31
Dismissal of special education services indicates the student will no longer be eligible for special
education and related services. This will occur after the student has been evaluated and found ineligible
by the CSC. Documentation for the dismissal including the educational progress report is recorded in
the CSC minutes/PWN. A variety of assessment tools and strategies used to make the determination
may include and is not limited to the following:
Formal standardized assessments (parent permission required)
Record reviews to identify areas of strengths and needs
Student and parent surveys and interviews
Classroom observations
Teacher(s) reports
System-wide assessments
Criterion-referenced assessments