Special Education Case Manager

Case Manager/In-Service Coordinators

Education, Certifications, and Work Related Experiences:

• LBS1 Licensure and Type 75 Director of Special Education
• Experience with or strong desire to teach urban students
• Health examination for new employees part-time or fulltime:
• Chapter 122 Article 34-5 of the Illinois School Code mandates that School Boards shall require of new employees evidence of physical fitness to perform duties assigned and freedom from communicable disease, including tuberculosis. Such evidence shall consist of a physical examination and a tuberculin skin test and, if appropriate, an x-ray. The cost of such examination shall rest with the employee.
• Prior to employment, all non-certified personnel must have a physical examination.

Reports To: Director of Special Services

Job Goal: The Case Manager is responsible for ensuring that the school's special education programming is of high quality, effectively serves the needs of students identified with disabilities, and is compliant with local, state, and federal regulations. The role of the Case Manager is to provide an educational atmosphere where students have the opportunity to fulfill their potential for intellectual and leadership growth. This person is responsible for organizing and implementing an inclusion program that will result in students achieving academic success.

Responsibilities of the Case Manager include but are not limited to

• Lead the school's efforts to maintain compliance with all legal responsibilities for serving students with disabilities; prepare the school for local, state, or federal audits as necessary; maintain a highly organized, coherent, and legally compliant operation at all times regardless of an impending audit
• Establish and maintain an annual calendar of Individualized Education Plan (IEP) annual reviews, triennial re-evaluations, domain meetings, and other relevant meetings for the department; ensure the calendar is publicly posted for others in the department to access and that events are scheduled with sufficient notice to provide procedural safeguards for students and parents/guardians; ensure that applicable teachers and related service providers are provided with notice of meetings and substitute teachers are secured as necessary to ensure maximum participation in meetings
• Create and distribute the primary service provider caseloads at the outset of the school year; make changes and modifications throughout the year as needed
• Ensure that consent forms are obtained and parents/guardians are properly informed of upcoming meetings and events relevant to their student; provide conference notification forms via multiple communication sources (regular mail, phone call, email)
• Monitor teachers' completion of draft IEPs within the set timeframe and deadline noted by the school; review IEPs created by primary service providers and provide feedback, edits, and support in the refinement of the IEP
• Convene and chair all IEP conferences and act as the school's main representative in such meetings; ensure that all proper documentation is completed during the IEP meeting and distributed to applicable parties
• Utilize EasyIEP to open IEP documents, document communication with parent/guardian via the event log, and complete all necessary IEP forms; provide training and support to personnel in the department on EasyIEP
• Support the primary and related service providers in the development of IEP goals, Functional Behavior Analysis Behavior Intervention Plans (FBA-BIP), transition plans, and making recommendations and determinations for the Least Restrictive Environment (LRE) for students
• Advocate with the Office of Special Education Supports (OSES) to arrange for alternate placements for students when it is necessary and in the best interest of the student
• Establish and maintain a system for highly organized and effective record keeping especially as it relates to student files, consultation and collaboration logs
• Ensure the completion and distribution of IEP Progress Report by primary service providers
• As new students enroll in the school, ensure that IEPs are obtained from other schools or districts and that IEPs for new students are current; adhere to procedural rules regarding reconvening a meeting to develop a new IEP if the existing one cannot be obtained in a timely manner
• Ensure that all students with disabilities are scheduled into their appropriate LRE; work with the primary service providers to ensure that quarterly audits of student schedules take place
• Collaborate with the Building Principals to ensure that due process and safeguards are upheld in the discipline of students with disabilities
• Participate in monthly meetings with the Director of Special Education

Knowledge-Based Requirements:

• Strong working knowledge of local, state, and federal regulations and guidelines and best educational practices for serving students with disabilities
• Demonstrated ability to lead the work of others to produce successful and effective outcomes; proven experience with mobilizing and developing adults charged with implementing special education practices towards common goals
• Proficient with teamwork and collaborating with colleagues and administration
• Exhibit passion and the ability to thrive amidst change and challenging conditions while maintaining a positive outlook and forward looking perspective
• Attention to detail, highly organized
• Willingness and ability to meaningfully integrate technology across all content areas
• Pedagogical belief in benefit of using differentiated instructional programs
• Philosophy that all students deserve the opportunity to be a successful part of a fast-paced and rigorous technological and academic environment

Terms of Employment

195 days

Evaluation

Will be evaluated by the Director of Special Services.

April 14, 2017