Case Manager 3-5 Level 1

POSITION TITLE: Case Manager 3-5 (Level I)
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REPORTS TO: CDS Regional Site Director?
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SUMMARY DESCRIPTION:

A Case Manager Level 1 assists parents and their children aged three through five to access the procedural safeguard and services that are authorized under Maine?s special education system.? They work as a part of a team to meet the requirements of the Individuals with Disabilities Education Act of 2004 (IDEA) for Part B and Maine Unified Special Education Regulations, Chapter 101.? This individual does not have written authorization to commit the agency?s funds.

 

REPRESENTATIVE TASKS include, but are not limited to:

Parent Communication

  • Establishes effective rapport with parents.
  • Communicates program information to parents.
  • Ensures that the Child Find process is explained to parents.
  • Ensures that parents receive answers to their questions.
  • Ensures that parents receive accurate explanation of the results of the child?s screening/assessment.

Intake and Screening

  • Reviews referrals and performs pre-assessment activities.
  • Performs initial intake and screening of children by using screening tools and personal observation (as determined by the Site Director).
  • Coordinates with medical and health providers.
  • Refers for evaluation and/or reviews other options (i.e. not referring for evaluation, using existing reports, etc.) with parents.

 

Evaluation and Assessment

  • Ensures that intake information is collected and elicits relevant additional information from parents and team members.
  • Ensures that the team is adequately prepared for evaluation and assessment activities.
  • Conducts observations in Least Restrictive Environment as appropriate.
  • Gathers and reviews documentation specific to the child?s developmental history.

IEP Team

  • Ensures that screening and assessment findings are reported to the team.
  • Facilitates and ensures the development, review and evaluation of each child?s Individual Education Plan (IEP).
  • Informs parents of the protections under the procedural safeguards of the Maine Special Education regulations.
  • Assists with the development of a transition plan from preschool to public school services, as appropriate.
  • Ensures parent input into development of IEP.

 

Coordination of Services

  • Facilitates/coordinates services across agency lines.
  • Serves as the single point of contact within the CDS system in helping parents to obtain the services and assistance they need.
  • Assists parents in gaining access to the early intervention services or Free and Appropriate Public Education (FAPE) services.
  • Facilitates, coordinates and monitors the timely delivery of available services.

 

Recordkeeping, IEP Writing, and Other Documentation

  • Ensures that a complete IEP is developed.
  • Documents that children are served in least restrictive environments.
  • Ensures that communication (i.e. personal contacts, e-mail, letters, phone calls, etc.) is documented as it occurs.
  • Maintains documentation appropriate to procedural safeguards under IDEA 2004 and Chapter 101.
  • Ensures that screening summaries, evaluations and observations are documented.
  • Provides information for, or completes data entry and electronic documentation tasks necessary to meet CDS and Department requirements.

Other

  • Performs any other appropriate duties as assigned by the Site Director.

 

MINIMUM QUALIFICATIONS:

  • Bachelors Degree in Special Education, Child Development, Early Education or an equivalent area of study; or
  • Meets the standards set forth in the Experience Rubric for Case Manager Level 1
  • Successful background, criminal records, fingerprinting and reference checks

REQUIRED KNOWLEDGE, ABILITIES AND SKILLS:

  • Working knowledge of child development, disabilities, family systems, and special education methods
  • Demonstrates knowledge and understanding about preschool children who are eligible under Part B of IDEA 2004 and Maine Regulations Chapter 101
  • Ability to interact with a wide variety of people
  • Ability to facilitate the provision of individual and group services in a variety of settings and models
  • Ability to effectively communicate, orally and in writing
  • Ability to maintain composure in stressful situations
  • Ability to establish an effective rapport relationship with children and parents
  • Ability to work collaboratively as a member of an IEP team
  • Ability to travel to a variety of locations