Since the latest research establishing the
benefit of intensive reading instruction, and since the recent reading
emphasis resulting from the No Child Left Behind initiative, a greater
amount of intensive instruction time in the area of reading is being
conducted by each case manager. The resource programs for all academic areas
of reading, math and written language have significantly increased over the
past few years, as well.
The increased numbers of students with more significant disabilities, those
with oneóon óone instructional assistants and those with resource programs
generally require more of the case managers time than is needed for students
with less in involved disabilities or needs.
This time is spent for the following:
Resource program academics
Consultation with staff and regular
Larger teams for programming
Larger teams for crisis intervention
Larger teams for monitoring
Greater time for crisis intervention and readiness with walkie-talkie
Greater degree of classroom accommodations
Greater time planning with classroom teachers
Significant amount of time managing instructional assistants
Significant amount of time scheduling for self and instructional assistant
Significant increase in parent meeting time
Significant increase in assessment administration time
Increase in documentation and general legal paperwork
Special Education Teacher/Case Manager Responsibilities:
Provide direct supplemental/remedial instruction to
students in accordance with Individualized Education Plans and/or
Ensure that that each studentís case activities are
conducted in accordance with the special education procedures as outlined
in federal and state rules/regulations.
Through the special education team process, ensure that
each student with an educational disability has an Individualized
Education Plan and special education placement appropriate to meet his or
her unique educational needs.
Conduct standardized, criterion referenced, or informal
evaluations needed to assess the overall needs of students.
Collaborate with classroom teachers and related service
providers to assess and monitor student progress, and report in writing on
progress toward IEP goals at least as often as standard report cards are
Consult with classroom teachers and related service
providers to facilitate and ensure proper implementation of
accommodations, modifications and other IEP requirements.
Monitor the educational programs of students; call team
meetings as necessary to problem solve or make adjustments to special
Provide guidance and feedback to instructional assistants
as necessary for them to deliver effective classroom and school support to
students with educational disabilities.
Ensure required components of the special education process
are appropriately completed within required timeframes.
Ensure thorough and accurate documentation of all aspects
of the special education process, and maintain a comprehensive and
organized confidential file for each student.
Act as facilitator and chair of all required special
education team meetings; actively solicit input from all team members
Maintain open and effective two-way communication between
school and parents of students with educational disabilities.
Seek advice and consultation from supervisors as needed;
keep supervisors informed of challenges and potentially difficult cases.