Appendix B: Roles and Responsibilities in Special Education Related Service Provider
The Related Service Provider is not typically the case manager for students assigned to his/her caseload who receives specialized academic instruction provided by a special education teacher/specialist. Speech/Language specialists (when not the sole provider of special education services), Occupational Therapists, Educational Related Mental Health Service Providers, and Behavior Specialists are some, but not all, related service providers. A. Conducts Screenings, When Appropriate Screening definition: Education Code 56321(f) "…the screening of a pupil by a teacher or specialist to determine appropriate instructional strategies for curriculum implementation shall not be considered to be an assessment for eligibility for special education and related services”. Screening may be provided to guide instruction and curriculum implementation but may not be conducted to determine if further special education assessment is necessary. Screenings do not require an Assessment Plan; however, it is strongly recommended that the parent be notified prior to any screening on their child. The related service provider is responsible for the following: • Informs parent of the need to file a written request for assessment when a verbal request is made. • Provides assistance in completing this written notice if necessary. Completes an Assessment Plan in collaboration with other special education staff whenever an assessment for the development or revision of the IEP is to be conducted and does not begin assessment until the Assessment Plan is signed and returned by the parent/guardian. Conducts appropriate assessments in the areas of suspected disability. • Provides a written report of all assessment(s) conducted. • Provides assessment information at IEP meetings and makes program and/or service recommendations when appropriate. • Completes appropriate sections of the SEIS IEP prior to the IEP meeting such as Draft Present Levels of Academic Achievement and Functional Performance and draft Goals/Objectives/Benchmarks. • Arrives at the IEP Team meeting on time, prepared to share copies of the assessment report, if appropriate, and other documents that will be shared with the IEP team, and, if an annual or triennial, with data on goal progress, attendance record, and other pertinent data. • Provides direct services as indicated in the IEP. • Serves as consultant to administrators, other special education support staff, regular classroom teachers, and parents and provides resources as needed.
BP 5004 – Instructional Planning and the IEP
Page 32
Desert Mountain Charter Special Education Local Plan Area (DMCS) (rev. 09/18)
Made with FlippingBook - professional solution for displaying marketing and sales documents online