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Professional Knowledge and Application:
The special education teacher/case manager is responsible to ensure that due process procedures and timelines comply with federal and state regulations, with the supervision and assistance of the building administration, and Director of Special Services.

The Special Education Teacher/Case Manager:

  1. Demonstrates knowledge of IDEA, current legislation, regulations, policies, litigation, and ethical issues related to the provision of educational services, including least restrictive environment, due process, assessment, discipline, transition, supplemental services and supports, specialized healthcare and assistive technology, to individuals with all types of disabilities across the age range.
  2. Demonstrates deep and thorough knowledge of diverse student learners and differentiated instruction.
  3. Understands characteristics of individuals with disabilities across the age range, including levels of severity and multiple disabilities and their influence on development, behavior and learning; with knowledge about the impact of language disorders, processing deficits, intellectual cognitive abilities, behavioral/emotional/social disorders, and physical (including sensory) disabilities on learning and behavior.
  4. Maintains accurate knowledge of typical developmental characteristics of the age group and exceptions to the general patterns; displaying knowledge of the extent to which individual students follow general patterns.
  5. In consultation with designated reading and math specialists, develops observable/measurable goals that identify current levels of ability/performance and expected outcomes through growth, while assisting the team in clear wording to document student progress towards established benchmarks/objectives.  Goals are highly appropriate to the situation in the school and to the age of the student, developed following consultations with students, parents, and colleagues.
  6. Consistently helps school personnel/IEP team members on educational goals and the implication of direct and related services as they relate to the education environment and IDEA.
  7. Develops short and long-range plans consistent with curriculum/personal/social-emotional/medical goals, learners’ diversity, and learning theory; developed through collaboration with administration and teachers.
  8. Demonstrates understanding of assessment methodologies that have been adapted for individual students as appropriate including physical adaptations to meet a student's individual needs; incorporating multiple sources of evidence and clear recommendations for improving services on an on-going basis.
  9.  Demonstrates comprehensive preparation and participation for meetings/activities; displaying strong capabilities in presentation of information both verbally and in writing; creating well written reports reflective of student progress.

Learning Environment:
The special education teacher/case manager uses an understanding of individual, group motivation and behavior to create a safe school environment.  This environment creates a positive culture with active engagement in learning and self-motivation while managing classroom procedures and provides academic and social-emotional supports as needed.

  1. Prepares or consults with the classroom teacher in preparing and arranging the classroom environment that promotes student learning and independences.
  2. Establishes and shares classroom rules and behavioral expectations with students and team members.
  3. Managers and monitors student behavior per classroom rules, student code of conduct, and behavior intervention plan.
  4. Monitors the use and care of equipment and materials within the classroom environment to prevent injuries and damage.
  5. Supervises, evaluates and plans assessments for teaching assistants.
  6. Selects, orders, and inventories assessment materials, and classroom supplies.
  7. Creates an environment where interactions with students and staff reflect mutual respect and dignity for all students.
  8. Skillfully evaluates the environment on an ongoing formative basis and maintains a learning environment that meets the needs of students as they grow, develop, or change within academic and social-emotional well-being.
  9. Physical space for services and assessment is highly organized and inviting; respecting aspects of organization, schedules, routines and transitions that promote development and learning.
  10. Provides a daily routine and consistently adjusts the daily routine/structure to meet the needs of individual students, anticipates unexpected situations.

Delivery of Service and Practice:
The special education teacher/case manager will ensure the development, and implementation of Individualized Education Plans (IEPs) in compliance with federal, state, and local legislation and policies. This includes, but is not limited to, managing an individual student case load, providing direct service minutes, monitoring related service minutes, consultation with general education teachers, and collaboration and participation/facilitation in IEP, grade level team, problem solving, individual and team special service department meetings.

  1. Ensures all due process procedures and timelines are met.
  2. Responsible for establishing initial and ongoing communication with parents for student academic/behavior progress, questions, concerns, meetings and provisions within the IEP.
  3. Maintain a special education caseload/class list. (Eligibility Criteria, Annual Review, Re-Evaluation Date, Direct/Related Service Minutes Per Week). Creates and maintains a special education file for each student(Most Recent IEP, Parent/Family contact information, communication log, work samples, assessment information, attendance, and discipline information).
  4. Monitors the evaluation, annual review, reevaluation process and implementation of the IEP for consistency of related service, accommodations, and modifications.
  5. Communicates with all staff who have contact with the student caseload regarding their individual responsibilities and the goals, accommodations, assessment information, and behavioral plans of the students.
  6. Collects, analyzes, and reports data in a meaningful timely manner.
  7. Provides current and updates case load data (number of students, direct/related service minutes, progress on goals, grades, discipline, behavior intervention plan, 1:1 aide).
  8. Prepares for and/or facilitates IEP meetings.
  9. Implements direct service minutes per the IEP.
  10. Plans and implements daily lessons that align with research based curriculum and students’ individual goals and objectives.
  11. Plans and implements group and individual lessons utilizing a variety of motivational and age appropriate materials for students to explore, manipulate and use learning activities.
  12. Plans and designs lessons that incorporate questioning techniques to engage active participation of all learners.
  13. Promotes a classroom culture that views all students as competent learners.
  14. Instructs students in academic subjects using a variety of techniques/methodologies, to reinforce learning and to meet students’ varying needs and interests.
  15. Facilitates problem solving necessary to improve academic/social performance based on data acquired through diagnostic, formative, authentic and summative assessments.
  16. Completes ongoing assessment of students through progress monitoring, curriculum based measures, etc.
  17. Incorporates technology into the classroom.
  18. Assists students in activities of daily living.
  19. Provides clear directions for classroom activities so students know what they are to do.
  20. Instructs students in daily living skills, recreational/leisure activities, and self-advocacy to promote independence and self-sufficiency.
  21. Establishes clear objectives for all lessons/units/projects and communicates those objectives to students and team members.
  22. Coordinates the placement of students with disabilities into the general education settings with appropriate accommodations/modifications.
  23. Conducts detailed and individualized assessment of student needs to contribute to program planning and instruction.

Collaborative Relationships
The special education teacher/case manager understands his or her role as a professional, establishing high standards of reciprocal collaborative relationships with students, families, community and educational personnel, and contributes to the development of relationship building.  The special education teacher/case manager understands self-reflection, the importance of active participation in problem solving teams; importance of the development of programs or systems of care that support and enhance the health, social and emotional well-being, and safety of students.

  1. Participates in building activities as required.
  2. Attends and participates in IEP meetings, Grade Level Team Meetings, Problem Solving Team meetings, and the Lindop PAEC Committee Meeting.
  3. Communicates and the referral process and provides the necessary forms to staff.
  4. Enters and completes appropriate documentation and forms for the referral process, and all IEP meetings.
  5. Collaborates with staff regarding pre-referral interventions.
  6. Notifies team members and department of special services who need to attend IEP meetings.
  7. Prepares for and/or facilitates IEP meetings.
  8. Collaborates with the Special Services Department in establishing meeting times with parents and sending out meeting notices.
  9. Completes applicable forms and documents within the IEP.
  10. Collaborates with parents/guardians, administrators/team members to develop individual education plans for students’ educational, physical and social development.
  11. Collaborates with parent/guardian/administration/team members to discuss students’ progress and determine priorities/additional supports and/or resources.
  12. Keeps ongoing anecdotal records including both progress and behavior incidents and consequences.
  13. Communicates with parent/guardian, administration and team members.
  14. Prepares written reports for meetings and department reports as required.
  15. Provides consultation to general education teachers, related service staff, and families regarding the implementation of services and supports within the IEP.
  16. Continually assesses and takes an active role in communicating to problem solve with staff in order to best meet the educational needs of students.
  17. Maintains appropriate documentation of family/teacher communications; displaying high priority of communication between home and school; as well as general teachers and educational personnel within the building.
  18. Consults and collaborates with other school personnel in gathering and giving information for establishing and planning for respective roles in the modification of the student’s academic and social-emotional needs.
  19. Collaborates with other school personnel to support students in establishing collaborative relationships with peers, adults and development of advocating for self as to the academic and social-emotional and needs within the educational setting and generalization to the community.

Professional Conduct, Leadership, and Professional Growth:
The special education teacher/case manager understands his or her role as a professional, maintains standards of professional conduct, and provides expertise and knowledge to improve students’ learning and well-being. The special education teacher/case manager understands self-reflection, the importance of efficient data collection and manipulation; constantly pursuing professional development opportunities and researched based supports in communication abilities.

  1. Provides frequent and appropriate information to families about the information within student IEPs and conveys information about individual student progress in a culturally sensitive manner.
  2. Maintains a highly systematic record keeping and data management system for monitoring student’s academic and social-emotional progress, including service logging, while consistently reflecting upon the best practice and refining services to meet needs of individual students.
  3. Understands the scope of his or her practice and seeks additional resources and assistance as needed to meet the individualized needs of students; seeks out professional development strategies to stay current on researched based instructional strategies, services and professional growth; maintaining highly accurate reflection procedures and relying on an extensive repertoire to suggest alternative strategies.
  4. Establishes a leadership role with colleagues and makes substantial contributions to School and District events.  Provides leadership in the development / improvement of School and District regulations and guidelines.
  5. Demonstrates knowledge of resources, strategies, networks, organizations, and unique services that work with individuals with disabilities and their families including career, vocational, and transition support, including possible funding agencies and financial sources for transition age (14 ½ years old) students (local, state, and federal).
  6. Demonstrates high professional judgment and advocates/models for others within the educational setting and community.
  7. Demonstrates knowledge of rights to privacy, confidentiality, and respect for differences among all persons interacting with individuals with disabilities.
  8. Provides leadership to others in maintaining ethical standards of medical practice and teaching.
  9. Follows district guidelines for the identification, assessment and individual education plans for students qualifying or receiving special education services.
  10. Observes and follows all Lindop policies and procedures; maintains high levels of professionalism and commitment through punctuality and attendance.
  11. Other duties as assigned by the Lindop Administration.



1.    Current Illinois Teaching Certificate with LBS 1 endorsement.
2.    Bachelor’s degree in Special Education from accredited university
3.    Previous experience in Special Education preferred but not necessary for hire.
4.    Experience working with diverse student populations.


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