Case Management Roles and Responsibilities: Provide ongoing consultation and guidance on the use of new and innovative Special Education methods, strategies, and materials which enhance the education progress of students with special needs • Consult with teachers, administrators, and parents regarding the operational aspects of special education services• Develop, write and manage IEPs which include annual goals for students with special needs • Coordinate appropriate curricular resources to ensure IEP objectives are met in an organized and sequential manner • Provide consultation on curriculum accommodations which assists staff in accommodating the curriculum to meet the learning style and needs of the child with a disability • Attend staff trainings, meetings, committees, and teacher meetings • Ensure all students on caseload are making progress on all goals • Maintain on-going communication with parents • Collaborate with specialists (OTs, SLPs and other related service providers) and school staff on monitoring student progress throughout the year, including annual IEP goals • Support assigned students receiving student support services • Obtain academic present levels/baselines • Follow-up with other service providers as needed to confirm that IEP attendance, reports, and services are being completed • Complete ongoing contact logs and service logs • Be available for families on your caseload as needed basis via phone and online during school hours • Draft Prior Written Notices, and other IEP related documents to send within timelines • Coordinate IEP meetings and follow up on attendees • Ensure all documents are submitted and available prior to IEP meeting (psychologist’s report, related services provider reports/goals, GE/parent progress reports) and forwarded to IEP team members • Send all reports to parents within state and federal time lines• Obtain signatures on Assessment Plans and/or IEP documents • Draft IEP’s and hold transition meetings, as appropriate • Follow-up with parent, teacher and/or service provider concerns • Work closely with special education administration team to ensure compliance and report any concerns • Keep files in Educational Software (EdDocVermont) compliant • Update (EdDocVermont)with services, accommodations, IEP dates and other necessary information • Attend professional development meetings • Attend special education department meetings • Complete IEP Progress Reports for each student, including Related Services Provider progress as reported by the Related Services Providers • At the end of the year gather all individual student records and communications for digital archiving (IEP’s, monthly progress notes from teacher, parent input form, reports from evaluations, etc.)  • Respond as soon as possible but no later than 24 hours to parent, student, teacher and administrative inquiries via phone and/or e-mail during regular work week • Attend in-person meetings as scheduled • Perform other duties as assigned. 

Case Managers will schedule their own IEP Meetings. Building Administrators will provide coverage for classroom teachers.

If you do not reach the family after 3 attempts, you can schedule the meeting without them.

Individual Education Plan (IEP) IEP Fact Sheet 

An IEP is a written document for each child with a disability that is developed, reviewed, and revised in accordance with the State of Vermont Special Education rules. This includes students placed in or referred to an alternative placement. 

***IEP MEETINGS WILL BE SCHEDULED BY CASE MANAGERS***

Gathering Information: Special educators must collaborate with the student’s full IEP team and collect data before composing the IEP or having the 

meeting.

• Present Levels

Initial IEPs:  Each eligible student must have an IEP developed within thirty (30) days of the initial eligibility meeting. 

Annual IEPs:  Annual review of an IEP must occur by one (1) year from the IEP meeting date.  It is permitted to have your meeting earlier; this date becomes the new IEP annual review date.  

• IEP Checklist at MAUSD

Progress Tracking for Goals and Objectives:  IEP goals and objectives should be assessed XXXX dates. Special educators should gather information from general educators, educational assistants, and related service providers. 

10 Day Rule:  When writing an IEP, there should be 10 days from the IEP Meeting date to the Initiation of Services.  This gives enough time for the IEP to be written, and sent to the parent/guardian allowing the family to review the IEP and respond using Form #12: Parental Input Page before services start. 

IEP meeting date: 9/10/2023       Initiation of Services: 9/20/2023

Meeting Procedures 

While specific procedures and protocols may vary amongst schools and special educators, below are important aspects that should be incorporated into IEP and Evaluation meetings. 

See IEP Team Meeting Agenda, Evaluation Plan Team Meeting Agenda, and Evaluation Determination Team Meeting Agenda for specific meeting procedure options. 

For IEP Meetings

• Use an agenda from above

• Offer Parental Rights in Special Education and explain sections pertinent to the meeting

• Provide copies of materials being discussed at the meeting with all participants ahead of time to review

• Meeting minutes/notes should be taken. Assign a note-taker. Upload notes in EdDoc

• Ensure all meeting participants understand where and when the meeting is taking place.

• If all agenda items are not covered in the meeting, schedule a follow-up IEP meeting.

Proficiency Based IEPs with Jen Patenaude  

Initial Evaluations will be scheduled by the Coordinators.

Re-Evaluations will be scheduled by Nicole. 

Evaluations (Initial and Triennial Reevaluations)

The purpose of special education evaluations is to determine eligibility for special education services under IDEA and determine appropriate programming. MAUSD uses procedures to ensure that proper identification of students with disabilities occurs through the implementation of sound evaluative practices. Evaluations are defined as observations, tests, and other diagnostic measures, individually selected and administered to determine the existence of a disability, the effect the disability has on the child’s educational and functional performance, and the need for specialized services. 

Least Restrictive Environment -  to the maximum extent appropriate, the student is educated with their non-disabled peers. The use of special classes, separate schools or other removal of the student from the general education environment only occurs if the nature or severity of the student’s disability is such that the student cannot be successfully educated in the general education environment with the use of supplementary aids and services. LRE means that eligible students should be taught with their peers as much as possible. LRE may look different for each student 

Extended School Year Services (ESY):  The term extended school year services means special education and related services that are provided to a child with a disability beyond the normal school year. IEP teams determine whether a student requires summer services in order to receive a Free and Appropriate Education (FAPE). There are specific criteria that define whether a student requires ESY services. Please refer to the Vermont Special Education Rules 

Transition Pages for High School Students:  All high school case managers must include transition services for students turning 16 within the IEP year.  The transition process starts with the student completing an interest inventory each year.  From the interest inventory, students’ strengths and interests can be assessed for future planning in Employment, Education, and, if appropriate, Independence.  The assessments and planning will help the student attain annual transition goals that will prepare the student for long-term goals after graduating high school.  Case managers will use the Transition Planning Form  and the Ind 13 Accessible Checklist NTACT to complete the IEP Transition Page Process. 

Vermont Adult Learning 

New VT AOE transition resources -

Writing Quality Secondary Transition IEPs that Include the Required Elements of Indicator 13 – July 2023

This is one of the most comprehensive transition resources that VT AOE has created. This document is designed to support educators who write and review Individualized Education Programs (IEP) for students ages 16 through 21 in Vermont. It contains rule definitions for each element as well as guidance, tips, and compliant and non-compliant examples as well as actual IEP exemplars from Vermont high schools with all personally identifiable information removed.

Vermont Indicator 13 Checklist- Self Assessment for Special Educators – Updated July 2023

This one page tool for high school special educators is designed to be a quick reference guide to the 8 elements of Indicator 13 as well as an easy way to self-assess for I-13 compliance. This one pager was updated this summer of 2023 based on feedback from the field as well as working closely with the AOE special education monitoring team.

Vermont AOE Summary of Performance – Special Educator Self Assessment – Updated July 2023

This document is designed to be a reference for special educators working with graduating seniors on writing their Summary of Performance (SOP). Following this document should help increase the compliance of the SOP as these same criteria are how the VT AOE monitoring team will review SOPs submitted by LEAs as part of cyclic or selective monitoring

Add in application for SBC/social worker

Please contact Nicole (nicole.heffernan@mausd.org)  if you need transportation added to your IEP.

Quarter 1 IEP Progress Report Due:  

Quarter 2 IEP Progress Report Due:  

Quarter 3 IEP Progress Report Due:  

Quarter 4 IEP Progress Report Due:  

Each IEP must have  progress report dates complete on document