Special Education Case Managers are expected to put Kids First. When we put Kids First, it is important to be objective and do what is best for our students without personal experience and perspective interfering. While the role of a case manager entails more than listed below, these expectations highlight how to put Kids First.
Collegiality/Professionalism and Collaboration
Facilitates collaborative IEP team to meet the student’s needs
Establishes & maintains strong relationships with legal education decision makers, students, teachers, staff, & community-based supports (see conversation starters below)
Conducts student-centered IEP meetings
Actively participates in building and district professional learning
Instruction
Implements researched-based practices
Knowledgeable about available resources
Matches accommodations/modifications and resources to student needs
Integrates a variety of learning modalities into instruction
Serves students by a highly effective co-teaching model
Understands instructional standards to ensure students’ needs are met through appropriate scaffolding of instruction, accommodations and/or modifications
Incorporates employability and citizenship skills into on-going instruction
Implement IEP as written
Data Based Decision Making
Daily instruction is aligned with IEP goals
Monitors progress weekly on all IEP goals and make instructional decisions based on the data
Aligns interventions, supports, & services with student needs
Makes placement decisions based on data about student performance & need
Timely, Accurate and Quality Paperwork
Holds IEP meetings at least annually
Begins developing IEPs at least a month prior to meeting (See IEP Planning chart)
Writes well-written PLAAFPs, goals, accommodations & modifications aligned with student need
Updates progress reports and send home at least as often as general education peers receive a grade report
Turns in error free paperwork within 10 school days after meeting
Case Management
Advocates for students
Knows individual needs of each student on caseload & strives for student awareness & self-advocacy
Communicates the needs of students on caseload to the adults that work with them on a regularly (general ed teacher, related service providers, etc.)
Ensures that each student on caseload is making progress on IEP goals & in the general education curriculum; adjusts instruction accordingly if the student is not making progress
Ensures that all IEP supports are implemented including accommodations/modifications
Communicates the success of students on caseload to their legal education decision maker
Leads the IEP team in the decision-making process for instructional & behavioral support needs for students
Ensures student is educated in their least restrictive environment (LRE)
Communicates with building administration regarding student needs when appropriate
Respects the private nature of knowledge possessed about students and their families and use that knowledge only in student’s best interest
Special Education Case Manager
Roles and Expectations
Instructional Services
Plan and provide high quality instruction to meet student needs.
Collaborate with general education teachers in planning and implementation of IEP and instruction.
Distribute student IEPs and ensure understanding with the team; have necessary staff sign “Received and Understand IEP” document.
Ensure the provision of accommodations and modifications specified in the IEP throughout the school day in both the general education and special education setting.
Monitor progress regularly, at least every two weeks and report progress as often as general education to legal education decision maker(s).
Monitor implementation, teaching, and progress on student behavior intervention plans.
Planning and Drafting IEP
Maintain google calendar to outline dates and locations- Coordinator or TL will come to observe and facilitate, if needed, on occasion.
Plan IEP meetings for at least 2 weeks prior to IEP due date.
Create IEP in Webkidss 2 weeks prior to meeting.
Contact parents 2 weeks in advance of meeting and send written notice to both parents.
If a student is age 14 or above, invite the student to the meeting.
Document two contacts in two different ways.
Send a meeting invite on outlook to LEA and gen ed; ensure availability 2 weeks in advance.
Collect present level data, during plan time (not missing instruction time) including information from gen ed teachers.
Draft IEP with current data and goals (using Goalbook, Unique, etc).
Submit draft IEP to LEA and parents at least 2 days in advance of meeting.
Executing IEP Meeting
Secure a space for the meeting in advance of meeting; prepare the area in advance of the meeting time.
Prepare paperwork before meeting; bring parent rights. See IEP agenda form for list of paperwork.
During the meeting, follow the agenda, including reviewing each aspect of the IEP and asking the team for questions or concerns; involve all team members in the discussion. Ensure parent voice.
If at any time an IEP team member expresses concern about something in the IEP, then an amendment meeting should be held. This includes general education teachers, legal education decision maker(s), related service providers, if applicable, and LEAs.
IEP Submission
Turn in IEP paperwork within 10 school days.
Turn into MIS data clerk and SPED Teacher Leader
Special Education Paraprofessionals
Below are some typical roles of paraprofessional and teachers. Please note that roles will vary dependent upon classroom assignment and needs of students.
Role of the Teacher
Supervise the paraprofessional
Develop lesson plan and instructional program
Train the paraprofessional
Monitor the provision of the services provided by the paraprofessional
Diagnose educational needs
Plan instructional programs
Grade student performance
Take complete responsibility for teaching new concepts and skills
Revise instructional programs
Design instructional materials
Design and implement discipline plans
Select diagnostic instruments and interpret the results
Communicate with legal education decision makers
Role of the Paraprofessional
Assist the special education teacher to provide special education or related services to students with exceptionalities, disabilities, or gifted, who are eligible for special education as documented on each student’s IEP.
Participate in planning and carrying out instructional activities (academic, behavioral, & life skills)
Assist students in performing activities directed by the lead teacher
Monitor and reinforce student performance following best practice instructional strategies
Assist with construction of and/or obtain instructional materials for students
Assist in clerical duties as requested by the lead teacher
Supervise and monitor students as directed by the lead teacher or building administrator
Assist students on and off school bus
Practice safe handling procedures, teach and/or provide basic hygiene & feeding if required
All Staff will:
Follow all policies and procedures established by the Wyandotte Comprehensive Special Education Cooperative and the district to which you are assigned.
Maintain confidentiality