The primary responsibilities of the case manager are to:
· assure compliance with procedural requirements,
· communicate and coordinate among home, school, and other agencies, regular and special educational programs,
· facilitate placement,
· train classroom staff, and
· schedule team meetings.
· Goals and objectives written in measurable format
· Statewide assessments
· Extended School Year
· Modifications and Accommodations (including consideration of assistive technology and graduation plan as necessary)
· Services (Frequency per week)
· Least Restrictive Environments
· Extended School Year
· Reports individual student achievement according to the standard in the school based on documentation of student progress
· Establishes a mechanism to communicate with parents (i.e., notebook, phone log, e-mail, fax, etc.
· Responsible for IEP development, progress reporting and overall communication.
· Plans weekly schedule for all educational assistants working with
student on caseload.
· Plans lessons/activities for each student on caseload.
· Completes all reports
· Assures that all materials and services are in place for the student.
· Communicates needs of the student's safety and welfare to all team members.
· Establishes ongoing communication with parents for student progress and/or concerns.
· Documents parent communication plan and establishes a system of documentation of contacts *Use the communication tab in CAMPUS to document parent communication. Case managers can also use parent contact logs.
· Student Health and Safety Plans
· Student disabilities
· Specific health and safety concerns/student responses
· Student's personal equipment and how to use to support academic achievement
· School equipment used by students to support academic achievement
· Special communication systems or specific strategies for the student
· Specific student needs to support progress
· Behavioral Intervention Plans
· Student specific safety plans for school and the bus
Emergency Plans and Procedures
· Emergency cards for each student
· Emergency evacuation plans for individual students and class
· Fire drills
· Tornado drills
· Universal precautions
· Lock down procedures for the class
· Documentation charts/reports for student achievement
· Health and Safety Reports
· Incident Accident Reporting Form (Students and Staff)
· Continuous Improvement and Monitoring Plan forms
· Petty cash
· Ordering supplies and materials
· Equipment repairs
The case manager, related service staff, and administration train classroom staff:
· District Competence
· Site-based training
· District wide training
· Building policies and procedures
· Field trip permission forms
· Emergency cards and supplies to be taken on field trips
· Classroom schedules
· Student information
· Emergency plans and procedures
· Behavioral Management Plans
· Building Policies and Procedures
Special education teachers are expected to be part of the building PNC that handles all referral to special education. They may be involved in any of the below tasks:
· Provides referral form to teacher who is referring a student
· Collaborate with regular education staff regarding pre-referral interventions
· Notifies team members who need to attend the meeting.
· Establishes meeting times with parents and sends out meeting notice with Parent's Rights Brochure.
· Assures that the referral form from teacher is complete and ready for the special education meeting.
· Follows district guidelines for the identification, assessment and individual educational plans for students qualifying for or receiving special education services.
· Develops or incorporates curriculum learning components based on student needs
· Develops and implements modifications and accommodations for each student
· Provides assistive technology as defined in the IEP.
· Establishes and implements graduation plan.
· Establishes student baselines before instruction.
· Plans and implements instructional delivery.
· Plans presentation of lesson.
· Documents student response to curriculum.
· Determines assessment plan for curriculum.
· Provides interventions, accommodations and/or adaptations for student achievement
· Structures learning environment for each student
· Maintains license
· Participates in building and district wide in-service/training
Prior to holding an IEP meeting, several tasks need to be completed to ensure that the required team members are in attendance and that the information presented is organized. If possible, begin planning for IEP meetings three to four weeks prior to the anticipated meeting time. This will give all team members ample time to prepare and ensure availability for them to attend the meeting.
1. Plan the date and location of the meeting.
2. Verify the time and date with parents/guardians first. Inform parents of who will be attending the meeting as well as the purpose of the meeting. You may also want to provide parents with information about how they can contribute to the meeting.
3. Once the date has been verified with the parent/guardian, coordinate the time and location with the required team members. Federal law requires the following team members to be present at all meetings: parent/guardian, school district representative, special education teacher, and regular education teacher representative.
4. All students should be encouraged to attend their IEP meeting. Students in grade eight or age 14 should always be invited to the meeting. If they do not attend, the student should be consulted as to their interests and preferences regarding their educational program.
5. Send a notice of the meeting to parents and enclose the parent’s rights brochure with the meeting notice.
6. If it is and annual IEP, begin to compile data on the previous year’s goals and objectives. Data should be presented in a manner that reflects the criteria statements in the objectives.
7. Prepare statements on the strengths of the student as well as concerns that need to be addressed.
Before the IEP Meeting
· A room free from outside distractions
· Ample room for all team members to sit and space to take notes.
· Alert office personnel to expect parents and make them feel welcome.
· Hold phone calls.
· Have pencils, paper, and copies of reports available for team members.
· Position team members. The facilitator should sit next to the parent.
Beginning the IEP Meeting
· Introduce yourself and invite the other team members to do the same having them state their relationship to the student.
· Welcome the parent and give them a copy of parental rights.
· Explain the purpose of the meeting. Set the agenda and ask if there are any additions to the agenda.
· Set time parameters. Communicate with the team that if all agenda items are not addressed, another meeting may need to be held. This motivates all members to stay on task.
· Be open and encouraging
· Serve as a catalyst by posing questions
· Maintain harmony; remind participants of shared goals and appropriate meeting behaviors
· Don’t ramble
· Gather support for ideas before the meeting
· Don’t control or dominate the discussion
· Take notes on all that occurs
· Use and elicit “WE” behaviors
· Exercise follow-up questions
1. Decide to make the meeting worthwhile
2. Attempt to answer the leader’s questions, especially if there is long silence
3. Defend your ideas, but exercise appropriate meeting behavior
4. Don’t ramble
5. Study the agenda; assemble your information to share. Don’t wing it.
6. Practice listening skills; don’t engage in side discussions
7. Take notes and ask questions. Note errors that occur, so they can be corrected.
8. Demonstrate a “WE” attitude
9. Suggest closure for items that aren’t resolved within allotted time.
10. Volunteer for follow up tasks that are assigned
Conducting the Meeting
When conducting the meeting, note the following tips:
1. Stay student focused
2. Stick to the agenda; ignore irrelevant comments.
3. Use the term APPROPRIATE when describing the students program. Do not use the word BEST.
4. Watch body language and voice tone. Sandwich problematic issues with positive statements. Disgruntled parents walk away upset because of poor communication.
5. Meet with staff in advance to make sure they are familiar with the needs of the student.
6. Do not take parents complaints personally, however, feel free to adjourn the meeting if members become verbally abusive and reconvene at a later date.
7. Steer away from past problems and focus on the student’s future needs.
8. Give consideration to all the parent requests; however, make recommendations based on data and professional expertise.
9. Try to have staff members at the meeting who the parent has developed a level of trust.
Dealing with Demanding Parents
1. Stay calm. Don’t be defensive
2. Again, if the parent uses the term BEST to advocate for their child’s program, remind the team that their task is to determine the most APPROPRIATE program for the student.
3. Do not take parents complaints personally, however, feel free to adjourn the meeting if members become verbally abusive and reconvene at a later date.
4. Maintain an exceptional tracking system that will assist you in meeting due process timelines and progress on goals and objectives. It’s easier to defend the student’s program when there is data to support the school districts position.
5. Remember parents do not have the right to demand the type of curriculum used with the student.
6. The assignment of teaching or paraprofessional staff that works with the student is a school district decision.
10 Things That Can Slow a Meeting Down
1. Don’t interrupt too much
2. Start on time
3. Follow up on your responsibilities
4. Listen and refrain from side bar conversations
5. Try to avoid arriving late
6. Refrain from sarcastic comments that stifle creativity
7. Come prepared
8. Deal with unanticipated issues
9. Stay positive
10. Encourage others who don’t participate to share their ideas or concerns
1. Inform parents that the minutes from the meeting will be incorporated into the IEP.
2. Briefly review the minutes of the meeting from the Record of Team Meeting form
3. Recap the services being offered and any changes that are being recommended.
4. Encourage the parent to review the IEP upon receiving it and call if they have any questions.
5. Thank the parents and team members for coming
|ASD||Autism Spectrum Disorders - Difficulty with communication and social interaction; can range from Mild-Severe, includes Asperger Syndrome; may be neurobiological in nature.|
Communication Disorders - Problem articulating sounds; problems with expressing oneself
language problems); may be non-verbal and need assistive technology to communicate; voice
problems; fluency/stuttering problems.
|CID||Communication Interaction Disorders|
Developmental Adapted Physical Education - Child must first have a diagnosed disability from the above list in order to receive P.E. service.
Developmental Cognitive Disability - Low cognitive ability and low adaptive functioning; Old terminology was Mild-Moderate Mentally Impaired/Moderate-Severe Mentally Impaired.
|D/HH||Deaf or Hard of Hearing|
|EBD||Emotional-Behavioral Disorders - Inability to cope or to maintain normal relationships; difficulty behaving in a socially appropriate manner (Includes but is not limited to depression, aggression, conduct disorders, may not be in touch with reality).|
|NBD||Neurobiological Disorder (comes under this category when there is a chemical imbalance instead of behavioral problem)|
Early Childhood Special Education/Developmental Disabilities (DD) Birth-6 years 11 months; Child diagnosed with any of the above disabilities (Services may be provided in a center-based, home-based, or community-based setting)
|EIA||Early Intervention Alliance - Birth to Age 2 children with special needs|
|ELL||English Language Learners (the students)|
|ESL||English as a Second Language (the program)|
|FAN||Functional Academic Needs|
|LEP||Limited English Proficiency|
|OHD||Other Health Disabilities - Muscular Dystrophy, Hemophilia, Tourettes, ADD/ADHD, brain tumor; a long list of disabilities that fit into this category exists which often results in excessive absenteeism and lowered achievement.|
|SLD||Specific Learning Disability - A significant discrepancy between ability & achievement, processing problems, and underachievement|
|BI||Traumatic Brain Injury (often as a result of an accident or stroke)|
|ALC||Alternative Learning Center|
|BIP||Behavior Intervention Plan|
|CCC||Curriculum Coordinating Council|
|CIMP||Continuous Improvement Monitoring Process|
|CTIC||Community Transition Interagency Committee|
|FAS||Fetal Alcohol Syndrome|
|FBA||Functional Behavior Assessment|
|HSI||Human Services Inc.|
|III-P||Individual Interagency Informational Plan|
|IEP||Individual Educational Plan|
Individual Family Special Plan
|IEIC||Interagency Early Intervention Committee|
|KLDM||Kindergarten Language Development Model|
|LCTS||Local Collaborative Time Study|
|MAP||Measures of Academic Progress|
|MARSS||Minnesota Automated Reporting Student System|
|MDE||Minnesota Department of Education|
|PBIS||Positive Behavior Intervention Supports|
|PLC||Professional Learning Community|
|PRT or TPR||Parental Rights Terminated or Terminate Parental Rights|
|RTI||Response to Intervention|
|SIOP||Sheltered Instructional Observation Protocol|
|SAC||Subject Area Committee (relates to Curriculum); there is an elementary and secondary curriculum committee and also special ed. elem. & secondary.|
|SCOPE||School and Community Opportunities for Preschool Exception Age 3-5 special needs children served in the home or community, i.e., St. Marks Nursery School, Community Nursery School, B. Lake or DEC Stepping Stones. The least restrictive setting for ECSE|
|SEED||Seeking Educational Equity and Diversity|
|TSES||Total Special Education System|