Case Management

  • Guiding Principles

    Providing appropriate circles of support for diverse learners is always a team endeavor. Each person involved in supporting the student has an important role to play, and communication among team members is an important responsibility for all involved. However, it is important to have one person designated as the primary point of contact between parents, specialists, and teachers who work with a student who is receiving special education services. The case manager serves as this point of contact and coordination for the team.

    In most cases, the learning specialist (special education teacher) serves as the case manager for the student. The case manager is always an advocate for the student, the student's biggest cheerleader, and helps the team stay focused on the student's long term dreams and goals.

    Procedural Guidance
    The responsibilities of the case manager include:
    • Coordinating with school psychologists and other evaluators to ensure that all evaluations are completed within 60 school days from the date of consent to the date of eligibility
    • Ensuring that all parental notices and consents are completed and uploaded into ePEP
    • Convening and facilitating IEP meetings (including initial, special and re-evaluation eligibility determination meetings and annual reviews within 365 days)
    • Ensuring special education and related services for a student are implemented in accordance with the IEP 
    • Coordinating with Columbia Regional Services regarding students who require low-incidence services (hearing or vision)
    • Ensuring that all relevant student data is entered into ePEP in a timely manner
    • Preparing for IEP meetings
      • Determining the date/time/location of the IEP meeting with active participation of parents and other necessary team members
      • Preparing written notice to the IEP Team (including parents) at least ten school days prior to the meeting
      • Preparing students to participate in their IEP in an appropriate manner
      • If at all possible, sending home a draft of the proposed IEP to parents prior to the IEP meeting
    • Creating a welcoming, productive environment for meetings
      • Arranging accommodations for parents as necessary (e.g. interpreter or translator)
      • Facilitating the meeting, knowing the audience, and making adjustments as necessary
      • Featuring the student's voice in the meeting
      • Facilitating the completion of the ePEP IEP document at the meeting (use projection when possible)
    • Finalizing the IEP and all paperwork in ePEP within 14 days after the meeting
    • Informing all staff involved in the implementation of the IEP of their responsibilities to implement the IEP as written
    • Ensuring all teachers and related service staff who have a responsibility for the education of the student have access to ePEP or a paper copy of the IEP
    • Ensuring progress notes are entered into ePEP and sent to parents, for each goal area at the end of every grading period


    Case Management FAQs
    When would a Speech Language Pathologist serve as the case manager for a student?
    When a student's eligibility is either ASD or Communication Disorder AND the student only has Speech, Language, or Social Communication as areas of specially designed instruction.