The term case manager is generally used to refer to a student’s homeroom teacher in special education, special class programs. Case management duties are:

• Manage the case, or school days, of each of your students

• Make regular contact home to the families

• Work as a team with paraprofessionals, teaching assistants, therapists and counselors assigned to your classroom

• Making sure that the IEPs of your students are accurate and complete

  • 1. • Verifying that each student has a current IEP and FBA/BIP if applicable. Coordinate development of FBA/BIP if required, ONLY AFTER consent is received

       • Ensuring that the IEP is relevant and updated at annual/reeval and requested reviews in compliance with special education law including: present levels of performance (PLPs), transition planning, standards based writing, goals and objectives when applicable, and updated testing scores, and related services when applicable.

       • Sending an email to the instructional supervisor informing them when a student’s IEP is not current, not being properly implemented or when the teacher is requesting a meeting of the CSE to consider a change in the IEP.

       • Verifying monthly data reports on students and their services if applicable.

       • Attend all CSE meetings for your students

       • Take CSE meeting notes on the CSE recording sheet that is added to the student’s file

       • Updating all team members regarding programs and services resulting from a CSE meeting.

• Getting, organizing, correlating and maintaining academic, behavioral and goal specific data on your student

• Complete academic testing (WWJ) for reevaluation ONLY AFTER consent is received

• Keep your supervisor informed of significant issues related to the students

• For HS students:

  • 1. • Stay apprised of all transitions, transcripts, state testing, credit issues, CDOS requirements, etc.

       • Complete career plans annually

       • Complete exit summaries for graduates

• When instruction is departmentalized, remember:

  • 1. • Everyone has a voice in the IEP. As case manager, you COORDINATE feedback and ensure that it is reflected in the IEP.

       • Includes PE, especially for physical development PLEPs.

Therapists are responsible for:

• review of each student’s IEP in regard to the accuracy of the related services as prescribed on the IEP as delivered and as reported in logs.

• maintaining constant assurance that they and BOCES have current, valid prescriptions and that these match the IEP.

• sending an email to the appropriate BOCES instructional supervisor informing them whenever a student’s IEP is not current, not being properly implemented, or when the therapist is requesting a meeting of the student’s CSE

• providing their instructional supervisor with current updated information regarding their caseloads.

• For Turning Point classes, the general 'rule of thumb' would be that counselors update the present levels (sometimes called PLPs) in the IEP related to social emotional functioning.

A teaching assistant, under the general supervision of the special education teacher, can assist in the delivery of special education services but cannot serve in place of a special education teacher.

The following description of duties is provided as guidance in determining the appropriate role for teaching assistants:

• working with individual students or groups of students on special instructional projects;

• providing the teacher with information about students which will assist the teacher in the development of appropriate learning and behavioral experiences;

• assisting students in the use of available instructional resources and development of instructional materials;

• assisting in the development of instructional materials;

• assisting in providing testing accommodations;

• utilizing their own special skills, and abilities by assisting in instructional programs in such areas as: foreign languages, arts, crafts, music and similar subjects;

• assisting in related instructional work as required;

• and assisting students with specific health related activities as appropriate serving as a job coach for Work Based Learning

Teacher aides perform non-instructional duties under supervision determined by the local school district in accordance with Civil Service Law.

The following description of duties is provided as guidance in determining the appropriate role for teacher aides:

• preparing scripts for recording purposes;

• assisting in physical care tasks and health-related activities as appropriate;

• assisting students with behavioral/management needs;

• assisting in the set-up of laboratory equipment, conduct experiments, and performing limited reviews of student laboratory reports;

• assisting in the technical preparation and production of media programs;

• reading to and playing audio-visual materials for children in lower grades;

• assisting in proctoring and other tasks related to the administration of examinations;

• assisting in the correction of test papers, recording of grades, maintaining of files and preparing statistical reports;

• managing records, materials and equipment; and

• supervising students (e.g., watching students during recess, hall transitions, etc.).

A team leader, under the leadership of a building principal, serves as a direct offshoot of the principal, liaising with and between staff. Team leaders show collegial leadership and the ability to build relationships, support and advocate for themselves and others, and the ability to lean into discomfort to better the team and the students that we serve. Team leaders model fantastic leadership skills and lead by example. Teacher leaders require great organizational skills, flexibility and growth mindset. Team leaders facilitate weekly meetings with larger teams consisting of paraprofessionals, therapists, monitors, and teachers. Team leaders also meet consistently with principals.