Case Management 101

1. Case Management 101 Presented by The Office of Special Education and Supports 2010-2011 School Year

2. Case ManagerDefinition • The Case Manager is defined as “the local school representative appointed by the principal, who is authorized to supervise and commit local resources for special education and related services. The case manager must be knowledgeable of special education procedures and communicate effectively with parents and staff.” • CPS Procedural Manual, pg. 5.7

3. CASE MANAGERS • Now that you’ve been appointed to the position what does that mean? • The Principal is confident that the Case Manager is able to serve as the advocate for all students with disabilities.

4. Case Managers Case Managers are the Pillars of the entire IEP process. Case Managers are the liaisons between teachers, administration, parents, and students.

5. Effective Case Managers Must: • Develop an understanding of Special Education Law and CPS Policies • Possess impeccable communication and people skills • Be extremely organized • Have ability to problem solve and multi-task • Maintain proficiency skills to manager others • Sustain compliance in meeting deadlines • Impart knowledge to others to improve service for SwD

6. Case Manager Responsibilities Responsibilities include but are not limited to the following: • Assisting with the development of quality IEPs. • Developing the schedule for all meetings. • Acting as the facilitator of all IEP meetings. • Monitoring and maintaining compliance. • Maintain communication with all stakeholders and IEP team members.

7. Meeting Responsibilities • Before • During • After the meetings

8. Case Manager’s Responsibilities Prior to the IEP Meeting • Review the tracking list • Review CPS Students needing annual reviews • Schedule Assessment Planning meetings • Complete the assessment assignments • Schedule Eligibility Determination meetings (FIE) and IEP meetings • Monitor to ensure that all pre-conference activities are successfully completed within required timelines

9. Case Manager’s Responsibilities Prior to the IEP Meeting • Determine the date/time/location of the IEP meeting with active participation of parents and other necessary team members • Prepare written conference notice to the IEP Team (including parents) at least ten (best practice is 20) calendar days prior to the meeting. Ensure all team members are aware of the schedule. • Encourage parents to complete an IEP Family Report to be included with other annual review and • Gather any assessment reports from teachers and related service providers

10. Case Manager’s Responsibilities Prior to the IEP Meeting • Inquire about the health insurance status of the child with the parent (see Procedural Manual Appendix page 232) • Identify students who require hearing/vision screenings • Determine which Team member will review previous evaluation reports and report as the evaluation • Representative at the annual review meeting • Prepare an agenda for the meeting (if necessary)

11. Case Manager’s Responsibilities Prior to the IEP Meeting • Arrange accommodations for parents as necessary (e.g., interpreter or translator) • Prepare/Open draft of electronic documents. (We recommend approximately two months beforehand.) • Establishing a schedule for review of drafts with administration and team members

12. Conference Notifications • A “Conference Notification” form must be provided to the parent 10 calendar days before the meeting. • Notice forms must be provided to the parent in their native language unless not feasible. If not feasible, oral translation or other appropriate mode of communication will be necessary. • Include “Notice of Procedural Safeguards …” with Conference Notification form.

13. SCHEDULING IEP MEETINGS • Create a tentative yearly schedule using the open evaluation and annual review IEP documents • Communicate with Related Service providers for days of availability that are not on the school’s IEP team day – and make adjustments to the calendar accordingly. • Distribute a calendar of events weekly to SPED teachers and Related Service Providers • Create and send out Notice of Conference documents at least 10 calendar days in advance of the triennial or annual IEP due date. (Best Practice is 20 days prior) • Create an event log for each method of the NOC delivery

14. Scheduling IEP Meetings • For parents that have a history of not attending the IEP mtg. – send the NOC two ways on the first invite (make sure one of the deliveries is certified mail). • To move forward with an IEP meeting, we must demonstrate at least three methods of delivery to proceed without parent participation Please note that if the parent did not respond to the first notice and has not contacted you to reschedule the meeting you must contact the parent THREE times using THREE DIFFERENT modes of communication (e.g., phone, mail, etc.), including at least one written form, of the rescheduled meeting time. • If you have followed the above procedure and the parent does not call or show to the second meeting, can proceed with the IEP meeting. or • Please note that if the parent and school have agreed to three meeting dates and the parent has not attended at all three meetings, you may proceed with the third meeting without the parent. • When possible call parents/guardians to remind them of the IEP mtg. a day or two before.

15. SSM Help Procedures • Read the guided actions and error messages in SSM • Consult the Help Docs • Call the Help Desk – technical • Call your SSA - policy • Do not call the SSM Team to override or un-finalize

16. SSM eIEP Documents • Know how to locate all forms • Know who has access to all forms • Who completes and when forms have to be completed (i.e. Learning Environment Screening) • Know the IEP process from referral through finalization • Know how and when to finalize all forms • Complete, finalize and give parents copy at the meeting • Copies for student’s file • Know legal procedures to facilitate and guide team for quality IEPs

17. Helpful Documents The documents listed under the Help Documents on SSM especially: • Completion of IEP Process • All How to’s • SSM Newsletter • Procedure Notices • SSM version of PDF documents • All required Consent forms in Spanish • CPS/OSES Policies and Bulletins (posted on the CPS/OSES Website) • OSES Procedural Manual (posted on the CPS/OSES Website)

18. SSM Student Profile • Know all the data fields in the Student Profile – Student Summary, Evaluation, Eligibility, Related Services, Testing Accommodations, Transition • Know the manual data entry fields • Be able to discern all reasons why the student is on the tracking reports

19. FACILITATION OF IEP MEETING • Locate and prepare a well lit and clean area for the meeting. • Gather all required IEP Members • Greet the parent(s)/ guardian(s) – Promote a positive and cooperative partnership among all stakeholders • Make sure that the parent is seated to facilitate view of documents • Review the procedural safeguards with the parent(s)/ guardian(s) • Secure the parent(s)/ guardian(s) signature with a date indicating that they received the procedural safeguards

20. Case Manager Responsibilities During the IEP Meeting • State the purpose of the Meeting (Go over the meeting agenda if document was created.) • Initiate the introduction of all IEP members • Follow the Domains for IEP members to read their reports • Allow the parent(s)/ guardian(s) to ask questions • Complete and finalize documents in order

21. Case Manager Responsibilities During the IEP Meeting • Acquire all required signatures for all the appropriate documents. Have all IEP team members sign the participation page (cover sheet of the IEP) • Provide the parent(s)/ guardian(s) with finalized copies of documents • Distribute relevant copies of relevant sections of the IEP to staff • All documents with original signatures should be placed in the student’s IEP file

22. Case Manager Responsibilities During the IEP Meeting • If appropriate, obtain written documentation that a parent waived ten day notice of conference • Recording of Case Manager’s Notes from IEP meeting • Reviewing document for accuracy prior to finalizing

23. IEP Team Members • District Rep (Case Manager) • Parent • Student – must be invited at 14 • Special Education Teacher • General Education Teacher (teacher who is, or may be, responsible for implementing a portion of the IEP, so that the teacher can participate in discussions about how best to instruct the student) • Evaluation Rep – person who is able to explain assessment and evaluation data to parent (special education teacher, general education teacher, related service provider) • Transition Rep (special education teacher, counselor, case manager, general education teacher) • Necessary Clinicians/ Related Service Providers • Bilingual Specialist for ELL • Interpreter/translator, if necessary for parent • Person knowledgeable about student invited at discretion of CPS or parent

24. Case Manager Responsibilities - Implementing the IEP • Attach students to Providers • Inform all staff involved in the implementation of the IEP of their responsibilities to implement the IEP as written • Provide copies or relevant sections of the IEP to staff who have a responsibility for the education of the student, ensure staff members are able to access the document electronically • Monitor to ensure that all services delineated in the IEP are delivered. If services cannot be implemented within ten days, contact the Specialized Services Administrator or senior advisor for assistance

25. Case Manager Responsibilities - Implementing the IEP • Request records from previous schools for new students • Check classroom location and materials for age and grade appropriateness • Ensure placement, classes, and programs are aligned-be part of the scheduling process • Check class size and age regulations

26. Attend Case Manager Meetings: ShareWhat You Have Learned With principals Policy changes School data Best practices With teachers Best practices in the classroom Strategies IEP development

27. BREAK Come back for …..The Procedural Requirementsof theIndividuals with Disabilities Education Improvement Act(IDEA 2004)andIllinois Regulations

28. IDEA 2004 Concerned withOver-identification • IDEA states that early interventions (i.e. scientifically based early reading programs, positive behavioral interventions, and early intervening services) should be provided to students in grades K-12 who are NOT currently disabled but need additional academic and behavioral support to succeed in general education classroom (20 USC § 1400(c)(5)(F))

29. Referral Process for a Full and Individual Evaluation • A request for an initial special education evaluation (full and individual evaluation) can only be made by a parent, school district employee, state education agency, community service agency, or other state agency. • In CPS, request must be made in writing to the school principal or case manager and should include supporting documentation (e.g. private evaluation, academic interventions, etc.) • If parent unable to make written request, school must assist the parent in making written request.

30. Response to anEvaluation Referral If the school decides not to conduct an evaluation: • Within 14 school days the parent shall be provided written notice of the school’s decision not to conduct an evaluation and, the reasons for that decision using the “Notice of Referral Decision” form; and • The parent shall be provided with written notice of: a) The date of the referral and the reasons for which the evaluation was requested; and b) The reasons for which the school decided not to conduct a full and individual evaluation.

31. Response to an Evaluation Referral (Continued) If the school decides to conduct a full and individual evaluation: • A written notice of the decision must be provided to the parent using “Notice of Referral Decision” form; • A team, which should include the parent, must convene and the assessment planning/consent form be prepared and provided to the parent within 14 school days of receiving the written referral; • Parental written consent must be obtained; • The evaluation and IEP must be completed within 60 school days of the date consent received.

32. Early Childhood Referral • If the child has an Individual Family Service Plan (IFSP), then Child Find should have been triggered and this student should have been evaluated and have an IEP, if eligible, in place and ready for implementation on his or her 3rd birthday. • If the child does not have an IFSP, but is referred with at least 60 school days remaining before his or her 3rd birthday, then we must evaluate the child and make sure that, if eligible, an IEP is in place for implementation by his or her 3rd birthday. • If the child does not have an IFSP, but is referred with fewer than 60 school days remaining before his or her 3rd birthday, then we follow the standard 60 school day evaluation process.

33. Informed Written Consent • Complete Assessment Planning form first by convening a meeting of relevant team members. For any evaluation, you must check at least one relevant domain that needs additional information and provide sources of data. • Complete appropriate Consent for Evaluation form – additional or no additional information needed. • Parent must sign and date after reviewing attached Assessment Planning form

34. Parental Consent • Parental consent shall be obtained before conducting any evaluation or reevaluation of a child. If parent refuses to consent to a required reevaluation the Chicago Public Schools shall request a due process hearing at least 30 days prior to the expiration of the triennial due date. If parent does not respond to consent for reevaluation and three different attempts were made to get consent (one certified mail), school can proceed with reevaluation • Parental consent can be revoked by the parent either in written form or verbally. • If school disagrees with the parent’s revocation of consent for an evaluation – the evaluation must stop immediately and due process may be requested. • See OSS Bulletin 32 regarding Parental Revocation of Consent for additional information.

35. The Definition of “Parent” • IDEA 2004 defines “parent” as: • a natural, adoptive, or foster parent • an ISBE appointed Surrogate parent • a Guardian, but not the State, if child ward of State • an individual acting in place of a natural or adoptive parent, including grandparents, stepparents or other relative, with whom the child lives or an individual legally responsible for the child’s welfare • DCFS (i.e. caseworker or educational liaison) is NOT the parent for IDEA 2004 purposes, but is a State Agency under the referral process.

36. Consent for Provision of Special Education and Related Services • Prior to beginning initial IEP development, parent MUST consent to special education and related services by signing and dating a consent form. CPS form: Consent For Initial Provision of Special Education and Related Services • If parent refuses to provide the consent for services the IEP team does not have to develop the IEP, but sometimes it might make sense to develop the IEP before the consent is provided by the parent. • IDEA 2004 specifically provides immunity to school districts with respect to a students educational difficulties when a parent refuses to consent for services • Consenting to services Does NOT mean that a parent waives their procedural safeguards

37. Parent Participation is Important Whenever a meeting is to be held which a parent has a right to attend: • No later than 10 days prior to the proposed meeting, the Chicago Public Schools shall notify the parents in writing of the purpose of the meeting, the proposed date, time, and place for the meeting, who else will be in attendance, and the parent’s right to invite other individuals. • A parent can waive the 10 day prior notification for IEP conference. The waiver should be a written waiver. • Don’t proceed without the parent at 1st meeting attempt unless parent consents. ISBE looks for proof of attempt to secure parent participation at IEP meetings.

38. Eligibility A child shall not be determined to be a child with a disability if the determinant factor is: • Lack of instruction in reading, including essential components of reading as defined in No Child Left Behind: • “Essential components of reading instruction” means explicit and systematic instruction in phonemic awareness, phonic, vocabulary development, reading fluency including oral reading skills and reading comprehension • Lack of instruction in math; or • Limited English proficiency. Reminder - If student is suspected of having a learning disability, IEP team MUST complete the LD Determinant Factors section of the FIE and if found eligible for “LD”, complete consensus form

39. IEP Meeting Flexibility • IEP team member’s attendance may be excused for part of or the entire meeting, with approval of parent and district • Parent and school must consent in writing (Please note that if a parent does not agree to the excusal, the team member must continue to attend the meeting). • Excused team member must submit written input • See OSS Bulletin &&&& • Other means of participation (e.g. phone conference)

40. IEP Meeting Flexibility Continued • IEP revisions without formal meeting • Parent and school can agree not to convene IEP meeting to make revisions • Form parent must sign indicating agreement to waive meeting • On Waiver form we should indicate what revisions will be made • Refer to SSM help document for any assistance needed.

41. Autism Spectrum Disorders Factors for IEP Development • Every IEP developed for a student with an autism spectrum disorder must include the consideration of seven factors or core areas to ensure that the needs of the students are being addressed. • See ISBE Memorandum #08-1 issued on July 24, 2008. • Effective since January 1, 2008.

42. Individualized Education Program Meeting Request A child’s teacher or a child’s parent may request the review of the child’s IEP at any time. Within 10 days after receipt of such a request, the school shall either agree and notify the parent or notify the parent in writing if its refusal, including an explanation of the reason no meeting is necessary to ensure the provision of a Free Appropriate Public Education for the child.

43. Graduation • IDEA 2004 makes it clear that Districts are not required to evaluate students prior to termination of student’s eligibility due to high school graduation or reaching age of 22 • IDEA 2004 requires that District provide a student who has graduated with a high school diploma or has aged out at 22 with a summary of student’s academic achievement and functional performance, which must include recommendations on how to assist the student on meeting postsecondary goals • Illinois regulations allow services through the day before the 22nd birthday. • If the student meets high school graduation criteria and has been provided the special education support and services, including transition services and related services, necessary to facilitate his or her integration into society then we can issue the student a high school diploma before the student reaches his or her 22nd birthday.

44. Brittany’s Law • High schools students with disabilities that have attended high school for four (4) years, under the CPS interpretation of Brittany’s Law, can participate in the graduation ceremony and return to school the following school year or during ESY to continue receiving services. • A Certificate of Attendance is provided at the ceremony rather than a high school diploma. • Law only speaks to ceremony, not other graduation activities.

45. Procedural Safeguards • Ensure that parents are given hard copy of Explanation of Procedural Safeguards • Must be provided to parent 1 time per year except also upon initial referral, filing a complaint, or parent request • Up-to-date Procedural Safeguards can be found on the Illinois State Board of Education website (www.isbe.net) and in SSM. • Explain rights to parents at meeting • For students who are 17 & 18 years old, ensure Transfer of Student Rights, ISBE form 34-57.I is given • Right to copies of student records (15 school days to provide records)

46. Independent Educational Evaluation (IEE) • A parent can requests an IEE at public expense in writing to the Superintendent of School District if they disagree with the schools evaluation. • If the school district disagrees with the need for an IEE, it shall initiate a due process hearing within 5 days following the receipt of a written parental request for an IEE. • We must convene a meeting to consider any private evaluations presented to us by the parent to determine whether IEP changes are necessary.

47. Transfer Students • Students transferring within CPS – implement the IEP • Students that transfer in from another school district or state must: • Immediately be provided “Comparable” services while the school determines whether to accept the IEP, revise the IEP or develop new. • If student enrolling from out of state, a special evaluation may be warranted given differences in eligibility criteria between states (e.g. LD eligibility or DD age level) • IEP “Conference Notification” must be sent within 10 days of enrollment. • If we do not receive an IEP from the former school district within 10 calendar days of our request for records, then we must initiate an IEP meeting within 10 calendar days of the expiration of this waiting period to develop a new IEP (i.e. An IEP must be developed within 21 calendar days of enrollment if we do not receive an IEP to implement from the former school district). • Review transfer questions within SSM.

48. Requirements Regarding Transfer Students • When a student with a disability transfers into the District and is presented for enrollment, the District shall enroll and initiate educational services to the student immediately. The District shall ensure that the child has an IEP in effect. • If a student with a disability transfers into the District, the receiving school shall request the student’s records from the sending school district by the end of the next business day after the date of enrollment. • In the case of an inability to obtain an IEP from the sending school district, the receiving District should place the student in a setting that it believes will meet the child’s needs until an IEP is received or the new IEP is developed.

49. Requirements Regarding Transfer Students (Continued) • The District may adopt the IEP that the former school district developed and no IEP meeting is required if the following conditions are met: a) a copy of the child’s current IEP is available; b) the parents indicate satisfaction with the current IEP; and c) the District determines that the current IEP is appropriate and can be implemented as written. • If the District disagrees with the sending school district’s IEP or is unable to obtain an IEP from the sending school district, then no later that 10 days after the date of the child’s enrollment, the District must provide written notice of the proposed meeting date to develop the new IEP.

50. IDEA 2004 and Charter Schools • Charter Schools issued charters through the Chicago Board of Education, are considered equivalent to all other CPS schools and must follow the same special education procedures and rules (i.e. services, discipline, etc.)