STAR Case Manager Handbook 22-23

STAR
Case Manager

Handbook

Table of Contents

STAR Program ....................................................................................................................................... 3
Case Manager Responsibilities .................................................................................................... 4
Due Process .............................................................................................................................................. 5
Organization ............................................................................................................................................. 5
Communication and Monitoring ............................................................................................... 6
Classroom/School Management ................................................................................................ 7
Emergency Plans and Procedures ............................................................................................. 8
Scheduling ................................................................................................................................................ 8
Field Trips and Transportation ..................................................................................................... 9
Campus Training for Classroom Teacher, Support Staff and Parents ............ 10
Curriculum Development and Instructional Design ................................................. 11
Professional Development .............................................................................................................12
Facilitating a Learning Plan Meeting ...................................................................................... 12
Learning Plan Meeting Agenda ............................................................................................... 16

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STAR Program

The STAR Program (Students Transitioning to Academic Readiness) is designed to support
the academic and social success of our currently enrolled ANS students who are on the
autism spectrum (Pathways-8th) and/or students who have a combination of goals related
to Social skills, Communication, Executive Functioning, and/or Inferential Reasoning. We
believe that students on the autism spectrum will learn best when they learn and play with
their classmates in the mainstream classroom for most of the day, but we also believe that
our students with autism will benefit from receiving specialized instruction for part of their
day. In a setting with reduced sensory input and social demands, we can better support
students to learn to self-regulate their emotions, actions, and attention to assure that they
are growing in their communication, social, literacy, and math skills.

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Case Manager
Responsiblities

It is the case manager’s responsibility to ensure that all specialized and/or related services
are provided to the child as outlined in the student’s ANS Inclusion Plan and make a good
faith effort to assist the student to achieve the goals listed in the plan.

General Description: A Case Manager is a licensed teacher or related service provider who
is a member of the ANS Inclusion Team and is responsible for coordinating instruction and
related services for the student. The Case Manager will coordinate the delivery of individual
learning services inside and outside of the classroom during the school day, and will be the
primary contact for parents.

Primary Responsibilities for the Case Manager are:
• To assure compliance with procedural requirements and accommodations
• Communicate and coordinate among home, school, and other agencies regular
and special learning programs
• Provide specialized instruction to support student goals that reflect best practices
and high-impact instruction.
• Facilitate placement
• Train classroom staff
• Schedule team meetings
• Observe classrooms and support teachers implementing effective strategies for
students

These are not the Primary Responsibilities of the Case Manager:
• Conducting or writing a comprehensive evaluation
• Complete assignments the students has not be able to complete in the classroom

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Due Process

Case managers will meet due process standards set by the American Nicaraguan School.
The Director of Inclusion may conduct file reviews to monitor due process. This may consist
of a review of a student(s) special learning file or evaluation reports.

• Present level of academic achievement and functional performance (PLAAFP)
• Goals and objectives written in measurable format
• Strengths/Limitations/Needs
• Internal and external assessments
• Extended School Year
• Modifications and Accommodations
• Services (Frequency per week)
• Least Restrictive Environments
• Reports individual student achievement according to the standard in the school

based on documentation of student progress

Organization

Student files will be maintained by the Case Manager. The Case Manager will be the person
in charge of sharing important information with classroom teachers and specialists in order
to provide the best service possible. The Case Manager will:

• Co-plan and organize all support staff each week to ensure accommodations
and additional learning needs are being met.

• Work closely with classroom teachers to ensure proper accommodations are
being implemented according to each student’s learning plan.

• Complete all reports that will be shared with classroom teachers and parents
• Coordinate all meetings with parents, classroom teachers and specialists to meet

each student’s learning needs.
• Assure that all materials and services are in place for the student.

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Communication
and Monitoring

Communication is key to supporting students with special learning needs. We believe
that in order to support each student fully, the Case Manager, classroom teacher and each
parent has a unique and special role in this process.

Role of the Case Manager

• Weekly communication in the form of a written summary, case log or checklist via email
or phone call to:

• Show growth or concerns aligned to each student’s learning plan
• Progress monitoring and an opportunity to engage with the Case Manager

• Conduct at least 3 formal meetings throughout the year with each family to:

• Discuss progress or areas of concern
• Establish and share new or future goals

• Communicates needs of the student’s safety and welfare to all team members
• If there is a behavior incident at school, the Case Manager will contact the parents

directly with an incident report and steps to follow.

Role of the Classroom Teacher

• Meets weekly with the Case Manager to address any learning needs and make
adjustments in the learning process. The classroom teacher is also expected to
communicate with the parent in conjunction with the Case Manager.

• Implement accommodations and modifications provided to support the student.

Role of the Parent

• Complete a comprehensive psychological-educational evaluation with an autism
spectrum diagnosis every three years.

• Engage with the classroom teacher and Case Manager on a regular basis.
• Implement similar/same routines and plan at home.
• Support an open discussion with your child about autism to build self-advocacy and a

positive identity with classmates in school.

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Classroom/School
Management

The Case Manager will train, review and collaborate with the classroom teacher and support
staff to:

• Review student health and safety plans
• Understand and implement student learning and behavior needs

• Provide a sensory diet or student profile to support student learning
• Review specific health and safety concerns
• Understand the student’s personal equipment, if any, and how to use to support

academic achievement
• Understand and implement specific strategies to support progress with behavior
• Understand and implement specific safety plans at drop off, school and dismissal.

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Emergency Plan
and Procedures

The Case Manager is responsible for creating an individual emergency plan for the classroom
teacher, when necessary. In most cases, each student will follow the same directions as
other students in the classroom when there is an emergency. When an individual plan
needs to be created to ensure additional safety measures, the Case Manager will:

• Create an emergency card with critical information
• Develop and train the classroom teacher and support staff for drills or actual

events.
• Fire
• Earthquake
• Shelter in place

• Identify one person and a back-up who is responsible for supporting the student
during a drill or event.

Scheduling

The Case Manager will work closely with the Principal to ensure each student receives
appropriate accommodations for instruction. Before student schedules are finalized, the
Case Manager will meet to identify proper placement based on learning and/or behavioral
needs.

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Field Trips and
Transportation

The Case Manager will be informed by the classroom teacher when there is a trip or event
off-campus to ensure all academic and safety measures are implemented. In most cases,
each student will follow the same academic and safety measures as other students in the
classroom when there is an off-campus trip or event. When special
recommendations or accommodations need to be created to ensure additional safety
measures, the Case Manager will:

• Support communication home to parents about the trip or event
• Design an emergency card with critical information and supplies to be taken on

trip or event
• Secure preferential seating to and from location
• Set clear expectations for expected behaviors and events in the trip.
• Allow students to understand the schedule of events happening in the trip.
• Attend the trip or event if additional support is needed

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Campus Training for
Classroom Teacher,
Support Staff and
Parents

The case manager will be the person in charge of all on-campus training for classroom
teachers and support staff who have direct contact with STAR students. On occasion, the
school will bring in Specialists for additional training to continue to develop all facets of our
program.

Training for Classroom Teachers include:
• Implementing each child’s ANS Learning Plan
• Specialized teaching strategies for students with various learning abilities and
needs
• Observations of implementation of accommodations and provide feedback.

Training for Support Staff include:
• Implementing each child’s ANS Learning Plan
• Specialized teaching strategies for students with various learning abilities and
needs
• One on one or small group intervention

Training for Parents include:
• Ongoing information about the STAR Program and yearly updates
• Specific training sessions for academic and skill-based effective strategies
determined by the School and/or Parents

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Curriculum
Development and
Instructional Design

The classroom teacher, along with the Director of Learning, are in charge of curriculum
development and instructional design. The Case manager will be included in the process,
but only to provide information about each student in the STAR Program. The Case
Manager’s role includes:

• Recommending curriculum learning components based on individual student
needs

• Developing and implementing modifications and/or accommodations for each
student

• Providing assistive technology as defined in the ANS Inclusion Plan, when
necessary

• Establishing and implementing yearly transitional plan
• Providing support for external assessments based on curriculum
• Recommending and supporting student baselines before instruction with the

classroom teacher and support staff
• Recommending and supporting instructional delivery as needed
• Observing and evaluating student response to chosen curriculum and strategies
• Recommending assessment plan for curriculum
• Recommending and providing interventions, accommodations and/or

adaptations for student achievement when necessary
• Recommending proper learning environment for each student with behavioral

needs

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Professional

Development

Continuous growth is an important factor in the development of the STAR Program. The
American Nicaraguan School is committed to ongoing training and support for faculty,
staff, parents and our students. The Case Manager will be in charge of organizing and
coordinating training, in conjunction with the Director of Inclusion, and will provide
opportunities throughout each school year for all members of our community.

Facilitating a Learning

Plan Meeting

Pre-planning

Prior to holding an Inclusion Plan meeting, several tasks need to be completed to ensure
that the required team members are in attendance and that the information presented
is organized. Planning should begin three to four weeks prior to the anticipated meeting
time. This will give all team members ample time to prepare and ensure availability for
them to attend the meeting.

1. Plan the date and location of the meeting.
2. Verify the time and date with parents/guardians first. Inform parents of who will

be attending the meeting as well as the purpose of the meeting. You may also
want to provide parents with information about how they can contribute to the
meeting.
3. Once the date has been verified with the parent/guardian, coordinate the time
and location with the required team members. Consider the following team
members to be present at all meetings: parent/guardian, Principal, specialists,
and the classroom teacher.
4. All students should be encouraged to attend their Learning Plan meeting.
Students in grade eight or age 14 should always be invited to the meeting. If
they do not attend, the student should be consulted as to their interests and
preferences regarding their educational program.

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5. At each Learning Plan Meeting, begin to compile data on the previous year’s
goals and objectives. Data should be presented in a manner that reflects the
criteria statements in the objectives.

6. Prepare statements on the strengths of the student as well as concerns that
need to be addressed. The Case Manager is prepared to share information for
next steps in regards to intervention or any area of need.

Before the Learning Plan Meeting

The physical set up of the room can lend to a positive and effective IEP meeting. Things to
consider:

• A room free from outside distractions.
• Ample room for all team members to sit and space to take notes.
• Alert office personnel to expect parents and make them feel welcome.
• Have pencils, paper, and copies of reports available for team members.
• The facilitator should sit next to the parent.

Beginning the Learning Plan Meeting

It is important that the Case Manager sets the tone and purpose of the meeting. Consider
the following:

• Introduce yourself and invite the other team members to do the same having
them state their relationship to the student.

• Explain the purpose of the meeting.
• Set the agenda and ask if there are any additions to the agenda.
• Set time parameters.
• Communicate with the team that if all agenda items are not addressed, another

meeting may need to be held. This motivates all members to stay on task.
• Inform parents that notes will be taken and incorporated into the Inclusion

Learning Plan. You or another team member should take minutes of the
meeting. Determine this prior to the meeting. Be sure to record the minutes on
the Record of Team Meeting form.

Meeting Etiquette for All Members

Consider the following traits for a meeting facilitator and a meeting participant.
Meeting Facilitator

• Be open and encouraging
• Serve as a catalyst by posing questions and proactively propose action steps.
• Maintain harmony; remind participants of shared goals and appropriate meeting

behaviors
• Gather support for ideas before the meeting
• Don’t control or dominate the discussion
• Take notes on all that occurs
• Use and elicit “WE” behaviors
• Exercise follow-up questions
• If consensus can’t be reached on an issue, discuss follow up options

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Conducting the Meeting

When conducting the meeting, consider the following tips:

1. Stay student focused.
2. Stick to the agenda; ignore irrelevant comments.
3. Use the term APPROPRIATE when describing the students program. Do not use

the word BEST.
4. Meet with staff in advance to make sure they are familiar with the needs of the

student.
5. Do not take parents complaints personally, however, feel free to adjourn the

meeting if members become verbally abusive and reconvene at a later date.
6. Steer away from past problems and focus on the student’s future needs.
7. Give consideration to all the parent requests; however, make recommendations

based on data and professional expertise.
8. Try to have staff members at the meeting who the parent has developed a level

of trust.

Dealing with Demanding Parents

If a meeting with parents becomes volatile, facilitators should use the following tips to
maintain a functional meeting.

1. Stay calm. Don’t be defensive
2. Again, if the parent uses the term BEST to advocate for their child’s program,

remind the team that their task is to determine the most APPROPRIATE program
for the student.
3. Do not take parents complaints personally, however, feel free to adjourn the
meeting if members become verbally abusive and reconvene at a later date.
Notify the Principal immediately if the Principal is not present in the meeting.
4. Maintain an exceptional tracking system that will assist you in meeting due
process timelines and progress on goals and objectives. It’s easier to defend the
student’s program when there is data..
5. Remember parents do not have the right to demand the type of curriculum
used with the student.
6. The assignment of teaching or paraprofessional staff that works with the student
is the School’s decision. The Case Manager will work closely with the school in
order to discuss appropriate settings for the student.

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Ending the Meeting

When ending the meeting, it’s important to bring proper closure to the decisions made,
so every team member understands their responsibilities with the student’s Learning plan.

1. Inform parents that the minutes from the meeting will be incorporated into the
Learning Plan and student file.

2. Briefly review the minutes of the meeting from the Record of Team Meeting
form.

3. Recap the services being offered and any changes that are being recommended.
4. Encourage the parent to review the Learning Plan upon receiving it and call if

they have any questions.
5. Thank the parents and team members for coming.

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Learning Plan
Meeting Agenda

____ Introductions
____ Initial team meeting notice
____ Parent Update
____ Classroom Teacher Update
____ Support Staff/Specialist Update
____ Discussion of Areas of Concern
____ Discuss New Goals and Objectives
____ Review Accommodations and Modifications
____ Review Service Providers and Service Minutes
____ Extended School Year Discussion
____ Parent or Teacher Questions and Comments
____ Discussion of Timeline for Paperwork to be Completed
____ Conference Summary Report

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Lomas de Monserrat
Managua, Nicaragua
Tel: + 505 2252-7310

PO Box 2670
www.ans.edu.ni