Case Manager

The Chicago Public Schools (CPS) has set ambitious goals to ensure that every child—in every school and every neighborhood—has access to a world‑class learning experience from birth, resulting in graduation from high school college‑and‑career‑ready. In alignment with the mission of the Office of Diverse Learner Supports and Services (ODLSS), our schools strive to provide high quality and specially designed instructional supports and services for all students with disabilities within their least restrictive environment. We work collaboratively with the goal of improving the academic achievement of all students with disabilities by ensuring they receive meaningful and relevant access to grade level core instruction within their school. Responsibilities Serving as the local school district representative at all required meetings under the IDEA and as the 504 Coordinator for all meetings under Section 504 Fulfilling all the Roles & Responsibilities delineated in the ODLSS Procedural Manual for the local school district representative Ensuring all IDEA and Section 504 timelines are met Ensuring that all parental notices and consents for Full and Individual Evaluations and placements are processed and provided in the native language where feasible and placed in the student temporary files Sending parents/guardians copy of draft IEP materials and if applicable paraprofessional, ESY, and Learning Environment Intervention forms, along with copies of all other conducted evaluations and any other collected data at least five school days prior to the meeting Ensuring an interpreter is invited to all IEP and 504 conferences (including initial and reevaluation eligibility determination meetings, and annual reviews) for parents who are limited English proficient Coordinating all referrals for a Full and Individual Evaluation (FIE) to ensure that all required components are addressed and that the process is completed within 60 school days after receiving signed parental consent, including but not limited to referrals for Assistive Technology/Alternative‑Augmentative Communication evaluations or functional behavioral assessments (FBAs) Convening and chairing IEP and 504 conferences (including initial and reevaluation eligibility determination meetings, and annual reviews) and acting as the District Representative Ensuring that IEP teams are utilizing qualitative and quantitative data when making service decisions in the development of an IEP Finalizing each student’s IEP or 504 Plan in the SSM at the meeting and providing the student’s parents/guardians with a copy Ensuring that all relevant student data is entered into SSM in a timely manner Arranging special education and related services for a student within the school in accordance with the students IEP and contacting ODLSS to arrange assignment in another school if necessary to implement the IEP Consulting with the ODLSS District Representative regarding students who require low‑incidence services or regarding problems that develop in the implementation of procedures In collaboration with the principal, overseeing and ensuring the implementation of all IEPs and 504 Plans for each student with disabilities in the school Training and supporting school staff regarding the implementation of the IDEA and Section 504 requirements Attending all ODLSS professional development and meetings targeted at supporting the case manager/local school district representative Assisting the school’s scheduler/programmer with programming all students with disabilities in accordance with their IEPs In collaboration with the principal, scheduling paraprofessionals in accordance with students’ IEPs and 504 Plans Qualifications Type of Education: Completion of a Bachelor’s or Master’s degree in special education or a Master’s degree in educational administration Valid Professional Educator License (PEL): Special Education (PK‑Age 21) endorsement or School Support Personnel endorsement with a supervisory endorsement Experience: Two or more years of experience in special education Knowledge, Skills, and Abilities: Expertise in special education curriculum and service provision Knowledge of general education curriculum Demonstrated understanding of the individual needs of students with disabilities from a variety of language and cultural backgrounds Strong knowledge of federal and state laws and regulations regarding the delivery of special education and related services Knowledge and understanding of CPS resources Knowledge of intervention and assessment strategies for disabled and non‑disabled students Knowledge of multi‑tiered systems of support (MTSS or RTI) Ability to establish and maintain effective working relationships with administrators, staff, students, parents, governmental and community agencies, and employers Ability to problem‑solve, work on a team, use data to guide work, and clearly communicate to multiple stakeholders Demonstrated expertise in customer service, consensus building, and use of problem solving skills and strong written, verbal, presentation, and interpersonal communication skills Benefits Health & Wellness: Your Care, Your Choice Medical Plan Options Pharmacy Vision Behavioral Health & EAP Employee Wellness Program Financial Security: Planning for Today and Tomorrow Basic Life Insurance Life and Disability Insurance Pension Plans Supplemental Retirement Plans (403(b) and 457(b)) Flexible Spending Accounts (FSAs) Spot Pet Insurance Work‑Life Balance: Supporting Your Personal and Professional Life Collectively, CPS offers competitive paid time off policies. #J-18808-Ljbffr