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Case Conference Committee Procedures

Module ID# 27
Type: Training
Revised: 09/2008

Author Spot Light:
Indiana Department of Education,
Center for Exceptional Learners


Module Description - Instructional Outcomes
Instructional Events - Instructional Evaluation

MODULE DESCRIPTION:

In this module, procedures for the case conference committee will be outlined.  Indiana’s special education rules promulgated in the Indiana Administrative Code at 511 IAC 7-32 through 7-47, or Article 7, is where the regulations for the case conference committee are found.  The requirements for the case conference committee are specifically found in Article 7 at:

  • 511 IAC 7-42-2 Notice of CCC meetings
  • 511 IAC 7-42-4 Written notice before initial case conference committee meeting
  • 511 IAC 7-42-3 CCC participants
  • 511 IAC 7-39-1,2 Educational Surrogate Parent
  • 511 IAC 7-42-5 CCC meetings
  • 511 IAC 7-42-7 Written notice by the public agency and parental consent
  • 511 IAC 7-42-8 IEP Implementation

Click Here to download a copy of Article 7

As you examine the issue of case conference committee meetings, there are five major areas that will be addressed in this module:

  1. Notice of the case conference committee meeting
  2. Case conference committee participants
  3. Case conference committee meetings
    - When they must be convened
    - What must be discussed and considered by the committee
  4. The Written Notice by the public agency
    - What the notice must include
    - When the notice must be given to parents
    - How the notice is given to parents
  5. Parental Consent

INSTRUCTIONAL OUTCOMES:

Upon completion of this module, the student will be able to:

  1. Know when and to whom the notice of a case conference committee meeting must be sent. 
  2. Identify the required participants of a case conference committee meeting. 
  3. Identify proper procedures for conducting a case conference committee meeting. 
  4. Identify when and how written notice must be provided to parents and when parental consent must be obtained.

INSTRUCTIONAL PROFICIENCIES:

Standard #1: Foundations:
Educators of students with exceptional needs understand the field of special education as an evolving and changing discipline based on philosophies, evidence-based principles and theories, relevant laws and policies, diverse and historical points of view, and human issues.

Performance 3
Conducts educational and other professional activities that are compliant with local/district level policies and procedures.

Performance 5
Accesses professional resources to remain current on state and federal regulations and evidence-based practices regarding special education services and procedures.

Knowledge 3
Understands state and federal regulations, local level policies and procedures, and due process requirements as they relate to assessment, eligibility, and placement of students with exceptional needs.

Knowledge 4
Knows the rights and responsibilities of parents, students, educators, and other professionals as they relate to students with exceptional needs.

Standard #10: COLLABORATION:
The educator of students with exceptional needs collaborates with families, colleagues, related service providers, and community members in culturally responsive ways to support students’ learning.

Performance 1
Communicates effectively in verbal, nonverbal, and written modes.

Performance 2
Initiates, establishes, and supports direct, ongoing relationships with parents.

Knowledge 3
Knows how to develop and implement individualized educational program as part of a collaborative team.

INSTRUCTIONAL EVENTS:

  1. Study the narrative section and visit web sites contained within the text.
     
  2. Study case studies and answer questions regarding each case study.
    Case #1-Julie
    Case #2-Jeff
    Case #3-Liz
    Case #4-Alex
    Case #5-Chuck
  3. Participate in online discussion with other users.

INSTRUCTIONAL EVALUATION:

Above Expectation

Meets Expectation

Below Expectation

Correctly answers 14 – 16 Case Study questions

Correctly answers 11 – 13 Case Study questions

Correctly answers fewer than 11 Case Study questions

Participates in all online discussions

Participates in all but 1 online discussion

Does not participate in two or more online discussions

Reflection defines more than two ways in which the IEP process can foster good relationships with parents and students

Reflection defines two ways in which the IEP process can foster good relationships with parents and students

Reflection can define one or no ways in which the IEP process can foster good relationships with parents and students

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