GUIDELINES FOR SPECIAL EDUCATION TEAM
RESPONSIBILITIES FOR DUE PROCESS
Principal or
Administrative
Designee
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Special Education
Teacher/Service
Provider
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Case Manager
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Social Worker
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Provide oversight and supervision of the building’s special education department
including due process procedures
Meet with resource leader once per month to review spreadsheet and follow up with
staff as needed to ensure compliance
Support, encourage and supervise teachers; remind teachers of expectation that due
process timelines must be kept
Ensure staff have what they need to ensure timely due process
Ensure that there is at least one regular education teacher present at IEP team
meetings.
Discipline staff members whose due process paperwork is routinely late
Establish a list of staff to be the Administrative Designee when he/she is not available.
Ensure that the student and parent/guardian are afforded due process, which includes
full participation in IEP Team meetings for evaluation, determinations of eligibility,
development of IEPs and other meetings related to the provision of special education
service
Participate in evaluation/reevaluation process including providing notice, conducting
evaluation/reevaluation, writing reports, and participating in team meetings to determine
eligibility and student needs.
Document student levels of performance, needs, goals, objectives and progress at
required intervals
Conduct and document continuous progress monitoring activities
Design and implement specialized instruction
Design and implement appropriate evaluation including aspects of FBA, and progress
monitoring procedures
Consult with regular education teacher on accommodations and modifications
Engage in collaborative co-teaching as appropriate
Coordinate in scheduling due process action due for child study agenda.
Ensure that the student and parent/guardian are afforded due process, which includes
full participation in IEP Team meetings for evaluation, determinations of eligibility,
development of IEPs and other meetings related to the provision of special education
service
Coordinate team activities and services in the general education and special education
environment for individual students, including evaluation/reevaluation (notice and
report) IEP, Progress Reports, Manifestation Determination, change in placement and
Exit from Service
Write and/or compile documents related to activities listed above
Conduct evaluations and provide services as required by IEP
Maintain a contact log
Document in due process file reasons for “late” due process activities in the contact log
Ensure that the student and parent/guardian are afforded due process, which includes
full participation in IEP Team meetings for evaluation, determinations of eligibility,
development of IEPs and other meetings related to the provision of special education
service
Present and discuss compliance spreadsheets with IEP staff at weekly building SPED
meetings, alerting staff to upcoming and overdue due process issues. Arrange monthly
meetings with principal to discuss due process issues
Ensure that the student and parent/guardian are afforded due process, which includes
full participation in IEP Team meetings for evaluation, determinations of eligibility,
development of IEPs and other meetings related to the provision of special education
service
Maintain oversight and/or an awareness of the Special Education services within the
building including the procedures and practices which address the requirements of
Special Education Due Process
Serve as a resource to the Special Education team members and administrator in the
area of Special Education Due Process
Social Worker
(cont’d)
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School
Psychologist
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General Education
Teacher
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Consult and assist with interventions around behavior concerns
Provide direct or indirect service when appropriate to the student as indicated on the IEP
Conduct parent/guardian interviews and complete parent surveys as appropriate for
evaluations and FBAs
Inform parents of services available in the community or from the county as appropriate
Coordinate and report Functional Behavioral Assessments (FBAs) as needed and as
required for EBD evaluations and after the 10th cumulative day of suspension
Participate in evaluation process by attending evaluation planning, report meetings, and
IEP meetings as appropriate
Recommend evaluation procedures in accordance with state eligibility requirements and
best practice and addressing the pertinent questions of the IEP team
Conduct evaluations as specified in evaluation plans and complete appropriate sections of
reports
Coordinate and report Functional Behavioral Assessments (FBAs) as needed and as
required for EBD evaluations and after the 10th cumulative day of suspension
Serve as a resource to the Special Education team members and administrator in the
area of Special Education Due Process
Present and discuss compliance spreadsheets with IEP staff at weekly building SPED
meetings, alerting staff to upcoming and overdue due process issues. Arrange monthly
meetings with principal to discuss due process issues
Ensure that the student and parent/guardian are afforded due process, which includes full
participation in IEP Team meetings for evaluation, determinations of eligibility,
development of IEPs and other meetings related to the provision of special education
service
Maintain oversight and/or an awareness of the Special Education services within the
building including the procedures and practices which address the requirements of
Special Education Due Process
Conduct parent/guardian interviews and complete parent surveys as appropriate for
evaluations and FBAs
Conduct and document two (2) pre-referral interventions for each area of concern for eight
(8) weeks prior to referring a student to the Child Study Team.
Participate in IEP team meetings.
Provide accommodations and adaptations in the classroom as written on IEP(s) or 504
plans.
Include special education students in all events, lessons and activities in the school and
class as appropriate
Collaborate with special education teachers to allow efficient provision of special
education resources – both within the classroom and in pull-out
Ensure that the student and parent/guardian are afforded due process, which includes full
participation in IEP team meetings for evaluation, determinations of eligibility,
development of IEPs and other meetings related to the provision of special education
service
Special Education
Saint Paul Public Schools
9/5/06 Child Study Form