Guidance for Consult Services for Related Services on an IEP
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1OverviewWhen a student demonstrates sufficient progress in their deficit area with a related service and no longer requires direct related services, the IEP team may transition the related service providers role to a consultative model. In this capacity, the related service provider provides consultative (indirect) support to teachers, staff, and families to address needs, maintain the student’s progress, and ensure continued success in accessing their educational environment. This guidance outlines the decision-making process and documentation requirements based on data.
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2Steps for Moving a Student to Consultation
Review the Student’s Current Needs:
Are there ongoing needs pertinent to the related services from the evaluation that require measurable progress and targeted intervention?
Will the student still be able to make progress in the curriculum or functional areas without direct intervention/ specialized instruction in these areas?
If the student has made sufficient progress and no longer requires direct service, consider whether consultation will adequately support them.
If consultation alone is sufficient, ensure the team documents the rationale for this shift and that it is explicitly defined in the IEP.
Document the Decision:
Use the PLAAFP section to describe the student’s current level of functioning and the reasoning for transitioning to a consultation model.
Use the "Supports for School Personnel" section on the Educational Accommodations page to outline the scope and purpose of consultative services for various related services.
Document additional conversations and observations in the meeting notes section of the IEP.
If a student is on consult minutes only, no goal is written.
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3Sample Language for IEP Documentation
PLAAFP Social Work Example
Student Strengths and Needs: (Student) has demonstrated significant progress in self-regulation and social interaction skills over the past year. They are now able to identify their emotions, use coping strategies, and seek help from adults when needed. These skills allow (Student) to access and participate in the educational environment with minimal support. While direct social work services are no longer required, occasional consultative input will help ensure (Student) maintains their progress and receives support during transitions or challenging situations.
Educational Accommodations and Support
Supports for School Personnel: Consultation with the school social worker will be provided as needed to support staff in implementing strategies that promote (Student’s) self-regulation, social interaction, and coping skills. The social worker will collaborate with teachers and other staff to address any emerging concerns and provide guidance on behavior management techniques, SEL integration, and family communication.
