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Foreword 		5
Chapter 1: Special Education Department and Case Study Committee 		7
Special Education Department 		8
Case Study Committee (CSC) 		8
Roles in the CSC Process 		9
CSC designated lead or chair person 		9
School Level Administrators 		10
Case Managers (Student Specific) 		10
CSC Meetings 		10
Documentation Requirements 		11
Above School Consultation with CSC 		11
Timeline Guidance 		11
Processing the Referral Timeline 		11
Written Invitation 		12
Phone/Verbal Invitations 		13
Parent Not in Attendance 		13
Related Services Participation 		13
Student Participation 		13
Chapter 2: Procedural Safeguards 		15
Prior Written Notice (PWN) 		16
PWN Content Requirements 		16
Overview of Special Education Process and Timing of PWN Requirement 		18
Consent 		20
Conference 		21
Mediation 		21
Due Process Hearing 		21
Administrative Complaints 		21
Independent Educational Evaluation (IEE) 		22
Confidential Files 		25
Transfer of Rights (Age of Majority) 		26
Chapter 3: Child Find 		27
Persons Responsible for Child Find 		28
Community Child Find Activities: 		28
In School Child Find Activities: 		29
Chapter 4: Referral and Assessment Planning 		31
Pre-referral 		32
Procedures 		32
Timeframe for Pre-referral Process 		32
Referral Sources and Acting on the Referral 		32
Parent Referrals 		33
Teacher Referrals 		33
Referral 		33
Accepting the Referral 		33
Not Accepting the Referral 		33
Assessment Planning 		34
Participants at the Assessment Planning Meeting 		34
Documenting the Meeting 		35
Assessment 		35
Areas of Assessment 		35
Assessment Materials/Procedures 		36
Multidisciplinary Team 		36
Notifying Assessors 		36
Parental Consent 		37
Consent Requirements 		37
Consent for Initial Evaluation 		37
Consent for Reevaluation 		37
Documentation of Attempts 		37
Consent for the Initial Provision of Special Education and Related Services 		37
Completing Assessments 		38
Assessment Reports 		38
Computer-Generated Scoring Profiles and Reports 		38
Assessment Synthesis Meeting 		38
Chapter 5: Eligibility Determination 		41
Eligibility Meeting Requirements 		42
CSC Membership 		42
Required Participants at the Eligibility Meeting 		42
Conducting the Meeting 		42
Procedural Safeguards Notice 		42
Documenting the Decision 		42
Guide to Determination of Educational Impact 		43
Eligibility 		44
Areas of Disability 		44
Autism Spectrum Disorder Eligibility Guide 		46
Required Assessments 		46
Recommended Assessments to assist the CSC to meet eligibility criteria 		46
Criteria 		46
Deafness Eligibility Guide 		48
Required Assessments 		48
Criteria 		48
Deaf-blindness Eligibility Guide 		49
Required Assessments 		49
Recommended Assessments to assist the CSC to meet eligibility criteria 		49
Criteria 		49
Developmental Delay Eligibility Guide 		50
Required Assessments 		50
Recommended Assessments to assist the CSC to meet eligibility criteria 		50
Criteria 		50
Emotional Impairment Eligibility Guide 		51
Required Assessments 		51
Recommended Assessments to assist the CSC to meet eligibility criteria 		51
Criteria 		51
Hearing Impairment Eligibility Guide 		52
Required Assessments 		52
Recommended Assessments to assist the CSC to meet eligibility criteria 		52
Criteria 		52
Intellectual Disability Eligibility Guide 		53
Required Assessments 		53
Criteria 		53
Orthopedic Impairment Eligibility Guide 		54
Required Assessments 		54
Recommended Assessments to assist the CSC to meet eligibility criteria 		54
Criteria 		54
Other Health Impairment Eligibility Guide 		55
Required Assessments 		55
Recommended Assessments to assist the CSC to meet eligibility criteria 		55
Criteria 		55
Specific Learning Disability Eligibility Guide 		56
Required Assessments 		56
Recommended Assessments to assist the CSC to meet eligibility criteria 		56
Criteria 		56
Speech-Language Impairment Eligibility Guide 		57
Required Assessments 		57
Recommended Assessments to assist the CSC to meet eligibility criteria 		57
Criteria 		57
Traumatic Brain Injury Eligibility Guide 		58
Required Assessments 		58
Recommended Assessments to assist the CSC to meet eligibility criteria 		58
Criteria 		58
Visual Impairment including Blindness Eligibility Guide 		59
Required Assessments 		59
Recommended Assessments to assist the CSC to meet eligibility criteria 		59
Criteria 		59
Multiple Disabilities Eligibility Guide 		60
Required Assessments 		60
Recommended Assessments to assist the CSC to meet eligibility criteria 		60
Criteria 		60
Re-evaluation For Eligibility – (Triennial Re-evaluation) 		61
Assessment Requirements for Re-evaluation 		61
Chapter 5: Reference Documents 		63
Areas of Disability Quick Reference Chart 		64
Educational Impact Analysis Guide 		66
Predicted Scores for Adaptive Behavior and Academic Achievement based upon Full Scale Cognitive Ability (IQ) 		68
Chart For Developmental Delay Reference 		69
Chapter 6: Developing the IEP 		71
Requirements 		72
Required CSC Participants at the IEP Development Meetings 		72
Initial IEP Meeting 		73
Individualized Education Program (IEP) 		73
IEP Components 		74
Accommodations 		76
Transportation 		77
Least Restrictive Environment (LRE) 		78
Most Restrictive, Least Restrictive Chart 		79
Related Services 		80
Educational Services and Supports vs. Medical Support 		80
Consultation 		81
Reaching a Consensus and Implementation of the IEP 		81
Implementation of the IEP 		81
Revocation of Consent for all Special Education Services 		82
Revocation of Consent for a Particular Service 		82
Chapter 7: System-wide Assessment, Post-Secondary Assessment and Alternate Assessment 		83
Accommodations for System-wide Assessment 		84
DoDEA System-wide Assessments 		84
Postsecondary Assessment Accommodations 		84
Alternate Assessment 		84
Overview 		84
Participation Criteria 		85
Assessment Results 		85
Chapter 8: Reviewing and Revising the IEP 		87
Annual Review 		88
Annual Review CSC 		88
Required CSC Participants at the IEP Development Meetings 		88
Preparation for IEP Annual Review 		88
Out-of-Date IEP 		89
Modifications to the IEP 		89
Modification CSC 		89
Required CSC Participants at the IEP Modification Meetings 		89
Dismissal of Special Education Services 		90
Chapter 9: Incoming Records 		91
Students Enrolling with an Active IEP 		92
Students Enrolling without a Copy of an Active IEP 		93
Students Enrolling with an Outdated IEP 		93
Students Enrolling with Other Information 		93
Incoming Records Process Summary Chart 		94
Chapter 10: Preschool Services 		95
Preschool Case Study Committee Meetings 		96
Preschool CSC Participants 		96
Screening Procedures – Child Find 		96
Child Find Screening Summary 		97
Age of Eligibility 		97
Eligible on the Third Birthday 		97
Entry Before Age Three 		97
Entry After Age Three 		97
Age Limitation 		97
Transition 		98
Transition from Early Intervention Services to DoDEA PSCD Before Age 3 		98
Transition to DoDEA PSCD after Age Three 		99
Transition with Individual Family Service Plan (IFSP) to DoDEA PSCD after Age Three 		99
Transition from Preschool Services to Other Special Education Programs 		99
Delivery of Preschool Services 		100
Service and Placement Options for a Preschool Child with a Disability 		100
Chapter 11: Secondary Schools: Transition Planning For Post-Graduation 		101
Academic Planning 		102
Grading 		102
Transition Services 		102
Specific Transition Services 		103
CSC Responsibilities for Individual Transition Planning 		103
Instructions Pertaining to Students with an Individual Education Program 		103
Transition Planning by Age Sixteen 		104
CSC Considerations 		104
Transition Assessment 		104
Vocational/Transition Services 		104
Seven Major Categories of Transition Services 		105
Transfer of Rights (Age of Majority) 		105
Graduation 		106
Determination of Honors 		107
Summary of Performance/Final Year Transition Plan Form 		108
Chapter 12: Disciplinary Procedures 		111
Disciplinary Procedures 		112
Whether a Removal Constitutes a Change of Placement 		112
Short Term Removals 		112
Current Disciplinary Removal for 10 or Less Consecutive School Days and the Total Removals in the School Year are for 10 or Less Cumulative School Days 		112
Current Disciplinary Removal for 10 or Less Consecutive School Days but the Total Removals in the School Year exceed 10 Cumulative School Days. 		112
Long Term Removals 		113
Current Removal for 11 or More Consecutive School Days 		113
Manifestation Determination Review (MDR) 		113
Membership List 		113
Conducting the Manifestation Determination Review (MDR) 		114
How to Determine Manifestation 		114
MDR CSC Determines the Behavior WAS a Manifestation of the Student’s Disability 		115
MDR CSC Determines the Behavior WAS NOT a Manifestation of the Student’s Disability 		115
Determination of Alternative Educational Setting (AES) and Continuation of Services in AES 		116
Note: Removals under this special exception require a manifestation determination review. 		116
Safety to Self or Others 		116
Expulsion 		116
Students Not Yet Determined Eligible for Special Education 		117
Chapter 12: Reference Documents 		118
Discipline of Special Education Students Flow Chart 		119
Manifestation Determination Review Discussion Guide 		121
Resource Chapters 		125
Resource Chapter 1: Special Education Considerations: English Language Learners 		127
Distinguishing Between Second Language Acquisition and Disability Characteristics 		128
Characteristics of ELL Students with and without a Disability Chart 		129
Special Education Program Guidelines for English Language Learners 		131
Pre-referral Process 		132
Special Education Pre-referral Process for a Student Currently Enrolled with English Language Learner (ELL) Services 		132
Pre-referral Information 		133
Formal Referral to CSC 		133
Planning and Administering Assessments 		133
Non-Standardized Assessment 		134
Language Proficiency/Dominance 		134
Eligibility for Special Education Services 		135
IEP Development 		135
Resource Chapter 2: Challenging Behaviors: Classroom Behavior 		137
Behavior Challenges 		138
Functional Behavioral Assessment (FBA) 		138
Conducting a Functional Behavioral Assessment 		138
Collecting Preliminary Data 		138
Techniques for Conducting an FBA 		138
Behavior Intervention Plan 		139
Summary of the Guidelines for Developing a Behavioral Intervention Plan 		139
Forms and Templates for Challenging Behaviors 		140
Functional Behavioral Assessment Report 		141
Part 1 (Description) 		141
Part 2 (Function) 		142
Part 3 (Suggestions for Intervention) 		143
Behavioral Intervention Plan 		144
Resource Chapter 3: Assistive Technology (AT) 		145
Legal Definition of Assistive Technology 		146
Continuum of Categories of Assistive Technology 		146
Legal Definition of AT Services 		146
AT Considerations 		147
Possible AT Consideration Outcomes 		147
Critical Elements of a Successful AT Consideration 		147
Assistive Technology Documentation within the IEP 		148
Assistive Technology Evaluations 		148
School-Owned AT Used in Home Settings 		150
The Relationship between AT and Least Restrictive Environment (LRE) 		150
The Relationship of AT to the Provision of Accessible Instructional Materials 		150
Training Needs to Effectively Implement AT 		150
Assistance 		150
DoDEA Request Form: Assistive Technology 		151
Resource Chapter 4: Special Education Records: Maintenance & Organization 		153
Section 1: Definition of Special Education Confidential Record 		154
Section 2: Confidentiality Requirements for Special Education Records 		154
Section 3: Cumulative School Records 		154
Section 4: Special Education Records Organization and Content 		154
Section 5: Transfer of Records From Non-DoDEA School to a DoDEA School 		156
Incoming Non-DoDEA IEPs 		156
Section 6: Transfer of Records to a DoDEA School/Non-DoDEA School 		157
Transfer to another DoDEA School 		157
Transfer to a Non-DoDEA School 		157
Section 7: Content of Archived Envelope 		157
Section 8: Summary 		158
Records Locator Form 		159
The Records Locator Form identifies other files that include educational information maintained on the student. The Record Locator Form must be maintained in a secure location. 		159
Record of Access Form 		159
Incoming Records Form 		160
Section 9: Disposition of Inactive Records 		161
Resource Chapter 5: The IEP: Extended School Year Services (ESY) 		163
Extended School Year (ESY) 		164
Determining the Need for ESY Services 		164
Factors to Be Considered by the CSC 		165
What the Services Can Look Like 		166
Resource Chapter 6: The Assessors: Special Education & Speech 		169
Assessment 		170
Duties and Responsibilities 		170
General Duties 		170
Appendix 		173
Administrative Instructions, Directives, and Guidance 		174
Frequently Used Forms 		175
Frequently Used Charts 		176
Glossary 		177
Acronyms 		177
Definitions 		178
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