EC 2013-14
Program Standards for Serving Students with Disabilities
Roles and Responsibilities
School Administration
Case Manager/EC teacher
EC Lead Teachers
Compliance Staff (CS)
Behavior Management
 Provide a school environment
conducive to the acceptance and
education of ALL (Pre-K-12)
students
 Ensure students with disabilities
participate in the general education
environment, per IEP
 Ensure students with disabilities
and EC teachers have access to
standard course of study textbooks
and supplementary materials
 Ensure the master schedule
supports effective service delivery
for students with disabilities
 Utilize EC teachers, EC assistants,
Behavior liaison
and job coach assistants
(high school only) effectively
 Provide EC teachers time to
complete required paperwork and
testing
 Ensure all administrative staff
is trained to use CECAS
 Provide storage
 Provide support for new EC
teachers
 Evaluate EC teachers based on the
TPAI-R or other evaluative tool
being used, including completion
of case manager responsibilities
 Serve as LEA Representative for
IEP team meetings
 Monitor compliance including:
annual reviews, initial placements,
re-evaluations, transfer students,
discipline procedures and
headcounts
 Ensure case managers participate in
all relevant instructional and
compliance workshops (i.e.
Referral to Placement, Writing
Quality IEPs, Discipline,
Administering Educational Tests
and Conducting Effective
Meetings)
 Monitor Medicaid Fee for Service
submissions by Speech/Language
Therapist
 Obtain expert knowledge of the
students on your caseload
 Provide general education teachers a
copy of IEP at the beginning of each
year and when changes occur
thereafter
 Ensure students’ schedules match
IEPs
 Adhere to Referral to Placement
procedures (coordinate initial
placements, transfer students and reevaluations)
 FAX or e-mail all required
information and forms within 24
hours and on the date due to the
office
 Develops and maintains all assigned
student IEPs. Take minutes for all
IEP team meetings and make sure
they are placed in the students file
within 24 hours after the meeting.
 Complete annual reviews in a timely
manner
 Submit names of students having
DRAFTS and final paperwork to CT
for review before the meeting
 Complete progress reports with
supporting documentation
 Establish tracking system for annual
reviews, initial evaluations, transfer
students, re-evaluations and progress
reports
 Complete transition planning
documents and IEPs within the last
30 days of school (Pre-K to K,
5th - 6th, 8th - 9th or12th
graduation/exit)
 Complete paperwork in a timely
manner
 Participate in all relevant
instructional and compliance
workshops (i.e., Referral to
Placement, Writing Compliant IEPs,
Discipline, Attend all EC meetings,
Conducting Effective Meetings)
 Maintain knowledge of current
district level information provided by
Programs for Exceptional Children
 Collaborate with testing coordinator
to address necessary IEP
accommodations for state and local
assessments
 Oversee adherence to compliance
standards at the school
 Utilize an evaluation/annual review
Tracker
 Review Power School data
Share with administration, and EC
staff
 Ensures that minutes for all IEP team
meetings are complete and make sure
they are placed in the students file within
24 hours after the meeting.
 Support case managers with IEP
development and paperwork completion
 Review each case managers’ drafts and
finalized paperwork
 Collect and submit each EC teacher’s
class size audit sheet
 Notify Data Manager of all transfer
students
 Ensure progress reports are disseminated
by each case manager with report cards
 Coordinate headcount responsibilities
with case managers and communicate
status updates to administration and DM
 Participate in all central office
Compliance Facilitator meetings
 Assist with training school staff in
compliance issues
 Facilitate transition process (Pre-K to K,
5th-6th, 8th-9th or 12th graduation/exit)
 Collaborate with administration to ensure
appropriate scheduling for students with
disabilities
 Collaborate with administration to
develop and monitor schedule of EC
assistant(s), BMT(s) and Job Coach(es)
 Monitor that students with disabilities
and EC teachers have access to standard
course of study textbooks and
supplementary materials
 Review and process EC ADM orders;
maintain EC instructional materials
inventory
 Act as liaison between school and
Case Manager
 Assist with scheduling of students with
disabilities
 Complete data collection tasks as assigned
 Review Power School user activity
 Attends IEP meetings as needed
 Reviews CECAS and Power School
 Review behavior packets prior to Discipline
decisions assignment or 45 day alternate
educational placements
 Collaborate with EC teachers regarding
compliance standards
 Collaborate with Lead teacher/Chair regarding
instructional matters
 Monitor the completion of compliant
paperwork
 Assist with headcount
 Facilitate change of placement to a selfcontained and public separate programs
 Conduct CIPP audits as assigned
 Act as outside LEA Representative as assigned
 Provide instructional, compliance and
educational testing professional development
 Establishes a system for monitoring IEP team
meetings
 Assist schools when possible to address
referrals to E C
 Work collaboratively with the EC
Department to enhance
instructional delivery for students
with disabilities
 Attend meetings with EC central
office staff
 Work collaboratively with the EC
Department to ensure compliant
paperwork
 Work collaboratively with the EC
Department to present behavior,
instructional and compliance
training
 Work collaboratively with the EC
Department and schools to address
parent concerns
 Monitor instructional delivery and
behavioral issues for the schools in
the Learning Community
 Communicate behavioral concerns
and issues of individual schools,
Principals and EC Director
 Monitor and manage PRC 29’s
focus points
 Monitor the suspensions at the
school levels
 Track the behavior data at the
schools to reduce suspensions and
students referred to EC
7-21-13