do now: 3 minutes

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Do Now: 3 Minutes

In groups of 3:

1. Draw a K-W-L chart2. Take 3 minutes to complete the K (know) and W (want to know)

sections of your chart. What do you know and want to know about case management and special education law?

K W L

- Case management has something to do with an IEP

- What are the responsibilities of a case manager?

For Example:

Case Management and Sped Law

July 20, 2010

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Objectives

Special educators will be able to:

• Describe their role as case managers and how IDEA guides them in this work

• Backwards plan a hypothetical caseload

• Write IEP goals for two hypothetical students

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Norms

• Own your own learning and the learning of others

• Parking lot questions that aren’t relevant to whole group

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Agenda

• (5 minutes) Opening

• (20 minutes) What is a case manager?

• (20 minutes) Backwards planning your caseload

• (20 minutes) Writing IEP Goals

• (5 minutes) Closing

• (10 minutes) Optional Q&A

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Agenda







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What is a Case Manager?

• A case manager is two things:

– A dogged advocate for kids, ensuring that students on our caseloads receive the special education services and instruction they need.

– Efficient. We manage caseload responsibilities efficiently so that we can spend as much time as possible instructing students.

• The case manager’s job is dictated by the Individuals with Disabilities Act or IDEA

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IDEA: What is it?

• A federal law that ensures students with a disability have access to a free, appropriate, public education

• Defines special education to mean specially designed instruction to meet the needs of a child with a disability

• Defines what is means to be a child with a disability and what kinds of disabilities there are

This is HUGE because until 1975, public schools did not have to

admit students with disabilities if they claimed they couldn’t serve

them!

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IDEA: What It Guarantees Students with Disabilities and Their Families

• A FAPE: Free and Appropriate Public Education

• An IEP: Individualized Education Program

• To learn in the LRE: Least Restrictive Environment

• Related Services as needed

• A highly qualified teacher

• Protection from disciplinary action if the behavior resulting in disciplinary action is a manifestation of the disability.

• Parents are informed of any and all upcoming meetings, assessments, etc. and are invited to participate.

An IEP includes:•the child’s present levels of performance

• measurable annual goals• how progress toward goals are to be measured and reported

• special education services, related services, and supplemental aids to be provided• curricular modifications

• Least Restrictive Environment data • explanation of time the child will not participate along with non-disabled peers

• accommodations to be provided during standardized assessments•Transition plan for students over 16

By ensuring that students with disabilities learn in the LRE, they spend as much time with their general education peers,

and are included in general education classes as much as possible.

Related services include things like counseling, speech and language support, occupational therapy, transportation, etc.

If a student manifests his disability in a way he can’t totally control, he can’t get in trouble. Yay!

Reasonable effort must be made to involve parents. This usually means:•At least one invite to meeting is sent via certified mail

• At least three attempts of contact are made before meeting is held without parent

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IDEA: The Placement Process

Intervention Services

Initial Referral

Consent to Evaluate

Evaluation Eligibility Meeting

IEP Development Meeting

Placement Recommendati

on

Consent to Services

A student is not making adequate progress. Before a school refers the student to be evaluated or SPED services, the school must provide intervention services.

A student can be referred to be evaluated for special education services by:• A parent• Teacher• Agency• Other school staff

It is recommended that after a referral, the parent be invited in to meet with an intake specialist (i.e. SPEDCoordinator or team) to review existing data and obtain the parent’s informed written consent to evaluate the student.

After a parent providesinformed written consent, a student must be evaluated inall areas of suspected disability. “Evaluation”means the process by whichthe school and parent worktogether to:• Review existingInformation.• Determine whether the child is eligible.• If so, what services the child needs.

In the final stage of the evaluation process, the parent meets with the IEP team to review the assessments. The teamdecides:• Whether the child is eligible;• If eligible and needs special education, whether (s)he needs related services.

If the student is found eligible for special education services, the teamdevelops an Individualized EducationProgram (IEP).

Next, the IEP Team must offer an appropriate continuum of supports andservices in the Least RestrictiveEnvironment (LRE).

A parent must consent to placement inorder for a student to receive specialeducation services.

60 days 30 days

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IDEA: The Special Education Process Ongoing

IEP implemented and progress measured

(Over the Course of the Year)

IEP Annual Review Meeting(Yearly)

Reevaluation Triennial Meeting

(Every Three Years)

Once the IEP is created, the student received the services on it and progress toward goals is measured.

IEP reviews the IEP and student progress and adjusts the IEP as needed OR exits student from special education services.

“Evaluation”means the process by whichthe school and parent worktogether to:• Review existingInformation.• Determine whether the child is eligible.• If so, what services the child needs.

Over the school year

Every three yearsEvery year

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Agenda







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Backwards Planning Your Caseload

• Just like you backwards plan your lessons, you will backwards plan your caseload.

• Backwards planning your caseload:– Increases efficiency– Ensures you hit your deadlines

• Let’s try backwards planning a small, hypothetical caseload– I do – We do– You do

Take out Handouts A and B

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Agenda







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Writing IEP Goals

• As a case manager, you will write IEP goals for any academic area negatively impacted by the students’ disability (usually math, reading and/or writing)

• An IEP goal should be based on standards and target the remedial skills the student must master to access grade-level general education standards.

• An IEP goal must include the following components:

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Steps to Writing IEP Goals

• Assess to identify the most important remedial skills the student must master to access grade-level general education standards.

• Determine answers to all goal components

• Write goal as a statement.

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Steps to Writing IEP Goals, Continued

Watch how you may write a reading goal for a student named Malik

• Step 1: Assess to identify the most important remedial skills the student must master to access grade-level general education standards.

– Malik is a 9th grader who reads on a 5th grade level. – The most recent running records assessment, indicates that Malik reads fluently but struggles with word endings. He

also struggles with making inferences on grade level texts.

• Step 2: Determine answers to all components for targeted remedial skills

Component Malik’s Goal

When? By June 1, 2011

Who? Malik

What? Will read word endings accurately and fluently

Under what conditions? When reading books on a 5th grade level

To what extent? With 80% accuracy

How consistently? In 4 out of 5 trials

By what standard? As measured through running records

Component Malik’s Goal

When? By June 1, 2011

Who? Malik

What? Will make accurate inferences

Under what conditions? When reading books on a 5th grade level

To what extent? With 80% accuracy

How consistently? In 4 out of 5 trials

By what standard? As measured through running records

• Step 3: Write goal as a statement– By June 1, 2011 Malik will read words endings accurately and fluently and will make accurate references when reading

books on a 3rd grade level with 80% accuracy in 4 out of 5 trials as measured on running records assessments.

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Writing IEP Goals, Continued

• Let’s try writing some IEP goals– I do – We do– You do

Take out Handout B

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Agenda







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Closing

• Objectives Revisited: Special educators will be able to:

– Describe their role as case managers and how IDEA guides them in this work

– Backwards plan a hypothetical caseload

– Write IEP goals for two hypothetical students

• What’s Next?

– Resources

– Regional support

– Exit Slip

– Optional Q&A now

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Agenda







do now: 3 minutes

Documents