Angelman syndrome (AS) is a rare neurogenetic disorder that is characterized by myriad genetic, physical, and behavioral abnormalities (Buiting et al., 2016; Thibert et al., 2013; Wheeler et al., 2017). Due to complex developmental delays and intellectual disability associated with AS, including gross/fine motor delays, lack of speech, and seizures, students with AS benefit from collaborative multidisciplinary teams of evaluators and interventionists (Calculator, 2015). Changes in the manifestations and severity of AS sequelae across the lifespan also require that students are closely monitored throughout their time in schools. Adjustments to a student's accommodations, modifications, related services, and educational goals may need updating more frequently than other students receiving special education services who do not have AS (Calculator, 2015; Pollack et al., 2018; Williams et al., 2017). School psychologists are in a particularly beneficial position to help coordinate and oversee the ongoing evaluation and updating of student education plans among these multidisciplinary teams.