2.0 Case Manager Roles and Responsibilities

All special education teachers within the Yosemite Valley and Monarch River Academy Organization serve as the Case Manager for those students who are educated within their classrooms. As Case Managers the following duties are part of your roles and responsibilities:

1. Scheduling and coordinating the assessment process with service providers including the obtaining parent consent for the assessment.

2. Scheduling IEP meetings. This includes ensuring all team members including SARC representatives are invited and aware of the IEP meeting. Notices for the IEP meeting should be sent no less than 10 days prior to the IEP meeting and confirmed one day prior.

3. Coordinating with general education teachers and all related service providers to discuss IEP goals/objectives to be proposed, discussed and implemented.

4. Ensuring a translator is available for the IEP meeting.

5. Ensuring all necessary documents are created in draft form prior to the IEP meeting. These documents include but are not limited to:

• All applicable IEP pages (including the IEP meeting agenda)

• Assessment/Present level reports

• Team member excusal forms, if needed

6. Ensuring all IEP documents are edited electronically during the IEP meeting.

7. Ensuring all IEP team members have an updated copy of the finalized IEP document once it has been finalized and parent/student consent has been received.

8. Ensuring all students on your caseload receive services in accordance with their IEP and that all services are recorded.

9. Ensuring ongoing communication and collaboration with parents of students on caseload. Includes but not limited to:

• Ensuring performance feedback related to student IEP goals are communicated in accordance with IEP objectives.

• Ensuring IEP meetings are held for those students who are not making adequate progress to meet IEP goals or who have achieved IEP goals earlier than expected.

• Ensuring e-mails and phone calls are returned and all parent concerns are addressed in a timely manner

• Ensuring concerns regarding student behavior, health status, or attendance are addressed with parent(s)

10. Ensuring the Director of Special Education is aware of any concerns regarding students on caseload including but not limited to:

• Parent concerns identified through any parent communication (phone, email, meeting, etc.)

• Any lapse in service provision

• Behavioral concerns within the classroom

• Concerns with placement

• Concerns with IEP documents created by previous IEP teams

• Concerns with curriculum as it relates to the student IEP goals/objectives Page.