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Role of the Case Manager

Cypress-Fairbanks Independent School District

2009

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Case Manager: Role of Special Educator and General Educator

Advocate Communicate Monitor Intervene Assist Collect, Interpret

and Defend Data

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Case Manager: Becoming Familiar With The Student

Special Education Teacher

• Meet the student, within the first 3 wks of school.

• Verify the schedule (pg. 4) and the ARD.

• Review ARD minutes from previous year for parent concerns and district commitments.

• Know student’s disability(ies).

General Education Teacher• Verify that the

student is in the correct class.

• Receive a copy of the IEP, FBA, BIP, and modifications.

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Case Manager: Becoming Familiar With The Student

Special Education Teacher

• Know the student’s instructional and related services including IEP, FBA, BIP and modifications.

• Make contact with the parents within the first 3 wks. of school.

• Build a relationship with parent and student.

General Education Teacher

• Ask questions/seek additional information regarding your concerns, disability areas, parent concerns, and district commitments.

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Case Manager: Communicating Relevant Information

Special Education Teacher

• Ensure IEP’s, FBA’s, BIP’s, and modifications have been distributed.

• Communicate parental concerns or requests to appropriate staff.

• Explain academic and behavioral/social strengths and areas of need.

• Alert administrators and nurses to changes in medications and medical conditions.

General Education Teacher

• Ask for clarification on IEP’s, FBA’s, BIP’s, and accommodations/ modifications if needed.

• Communicate with the special education teacher regarding how the student is functioning.

• Communicate any changes noted in student performance or participation level.

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Case Manager: Communicating Relevant Information

with the ICS Paraprofessional

Ultimately the general education and special education teachers are responsible for implementing the student’s program/IEP.

Para will receive training and follow-up support re: data collection methods, BIP implementation, and information on the area of disability.

Para will notify the case manager of student concerns. Para will follow local, state, and federal guidelines re: student

confidentiality. Para will communicate with general and special education

teachers; not the family.

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Case Manager: Monitoring Progress

Special Education Teacher

• Receive progress report with grades and conduct.

• Review progress report.

• For grades below 75, intervene with the student, parent, and teacher.

General Education Teacher

• Enter grades on progress report.

• Alert the parent and Case Manager of failing grades.

• Work with the student, parent, and Case Manager when grades fall below 75.

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Case Manager: Instructional Assistance

Special Education Teacher

• Ensure that the IEP and BIP are being implemented (collect data).

• Ensure that the modifications/ accommodations are being implemented and documented.

• Be familiar with the general education curriculum.

• Provide support, assistance, and encouragement to the teacher and student.

General Education Teacher

• Document implementation of the IEP and BIP.

• Document implementation of the modifications.

• Ask for assistance in the implementation and documentation of the IEP, BIP, and modifications.

• Communicate with the parent.

• Provide re-teaching, reminders, and encouragement to the student.

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Case Manager:Preparing for Annual ARD’s

Special Education Teacher

• Gather VCAMSS data from ALL teachers and related service personnel working with the student.

• Use VCAMSS data to develop Present levels of Academic Achievement and Functional Performance from all teachers. (PLAAFP)

• Use PLAAFP to identify strengths and concerns and develop IEP

General Education Teacher

• Complete “Student Information for Annual ARD’s for the Case Manager” (secondary).

• Alert the Case Manager of student’s areas of strengths and concerns.

• Document levels of performance.

• Review documentation and be able to articulate the use of modifications.

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Case Manager:Preparing for Annual ARD’s

Special Education Teacher• At the ARD have:

• Updated IEP’s;

• PLAFFP;

• Draft IEP’s;

• Placement Considerations

• State Testing and Accommodations Recommendations

General Education Teacher• At the ARD have:

• Academic grades and conduct;

• Documentation to support or discontinue use of selected modifications;

• Areas of strengths and concerns both academic and behavioral/social

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Case Manager: Preparing for Annual ARD’s

Special Education Teacher

• Grades

• Attendance information;

• Discipline information;

• Assessment Information (State and District assessment)

• Recommendations for programming and services based on data.

General Education Teacher

• Information related to how the student participated and benefited from the general education setting and curriculum;

• Information to support State Assessment decisions;

• Recommendations for programming and services based on data.