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Case Manager Meeting SOP — Prior, During, After

Source: Three Shannon Flaherty SpEd Team Meeting decks (combined):

Localized 2026-05-10.

When to use: Before/during/after any IEP, AED, or Eligibility meeting on your caseload. This is the operational SOP Shannon has trained the SpEd team on across multiple meetings.

Master Calendar Checks (do this each fall when calendar drops)

When Shannon shares the Sped Master Calendar (early September), verify:

If anything is wrong: email Shannon. Do NOT change the calendar yourself. (See master-calendar-protocol.md.)

PRIOR to the meeting

Step Detail
Contact parent Begin outreach early — meets DCPS due-diligence (3 attempts / 3 days / 2 modes — see parent-communication-log.md)
Send Letter of Invitation (LOI) In SP: Documents > Create New Doc > Sped Notices > LOI
Send Outlook calendar invite Specify in notes whether virtual or in-person. Offer parent both (parent preference). Send invite even before parent confirms — can edit later.
Who to include in invites Flaherty, IEP team members, gen ed teachers, Morales, Kenny, Carrasco, D. Ortiz, Paloma Lopez (only if gen ed teacher coverage will be needed — contact Paloma well in advance; day-of/before is too late)
Enter your data For AED: attendance, screenings, etc. For IEP: all pages other than RSP goals and Present Levels
Ensure other team members complete their parts 2 days prior to AED, 10 days prior to IEP. Proofread.
Send Draft IEP home Electronic or hard copy, 10 days prior to meeting
Prep materials Procedural Safeguards, Medicaid Consent, documents for parents, signature pages
Log 3 communications 3 days, 3 modalities, with details. In SP: Profile > Contact Logs Part B > Add New Contact Log

DURING the meeting

AFTER the meeting

Standard post-meeting checklist (every meeting)

Extended post-meeting checklist (from Oct 2025 deck — annual review specific)

Eligibility Determination (re-eval / triennial) — Special Workflow

From the Jan 2025 deck. Case manager is responsible for:

  1. Finalizing Evaluation Summary Reports
  2. Completing Eligibility Determination Report — 2 pages (Report + Disability Worksheet)
  3. Writing a PWN — for continued eligibility, action is "Proposing Continuing Eligibility"
  4. Finalizing Eligibility Determination Report
  5. Uploading Meeting Notes

Consent form rules (re-eval / triennial)

Required order (per Shannon's recurring reminder)

  1. Part B Referral
  2. Parent Acknowledgement Letter (auto-generates after Referral; verify + finalize)
  3. AED
  4. Parent Consent for Initial/Reevaluation

Skipping or reordering breaks the eligibility report. Full detail at reeval-eligibility-flow.md.

Psych Evaluations — Rules

From the Sept 2025 deck:

Worked Example — Annual Review PWN Language

From the Jan 2025 deck. This is a real example showing how to phrase the three required PWN content elements for an annual review where services changed.

Scenario

Annual IEP review. Team proposed: modified/new goals across all areas of concern, increase in math services from 2 → 3 hours/week (limited progress), decrease in OT from 2 → 1.5 hours/month (goal removed due to good growth), no change to speech-language.

Description of Proposed or Refused Action

The LEA proposed modified and/or new goals in all areas of concern to address current student needs. An increase from 2 to 3 hours/week of math services were proposed due to limited progress on goals. All service hours will continue to be provided outside the gen ed setting. A reduction in OT services from 2 to 1.5 hours/month were proposed due to the removal of a goal. Speech-language services hours were not changed.

Explanation of why the LEA is proposing or Refusing the Action

The LEA proposed an increase in math service hours due to limited progress with previous goals. The student made good growth in OT, indicating a need for less intensive supports. Specialized instruction and related services outside the general education setting continue to be the most effective as they allow for maximum student attention.

Description of each evaluation procedure, assessment, record, or report used as a basis for the proposed or refused action

The team considered a variety of data including Progress Reports, i-Ready Math and English Reading diagnostic assessments, STAR Spanish Reading assessments, student work samples, classroom-based assessments, and teacher and parent input as a basis for the proposed action.

What this example demonstrates well

Important caveat (Mekoce-specific)

Per your memory feedback_pwn_service_rationale.md: NEVER justify service changes as "reflecting current delivery" — implies prior IEP was under-specified or the student was overserviced. The Shannon example above doesn't fall into that trap (it cites student-progress data as the basis, not "what we've actually been doing"), but watch for it when adapting this template.

Bancroft IEP Team Members (Reference)

Per the Sept 2025 deck, standard distribution list for meeting invites includes:

Plus log delivery in Parent Contacts after sending.

Connection to other docs

Part of the DCPS SpEd Case Manager Yearbook · Back to index