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Case Facilitators: A Best Practice Model for Evaluation, Due Process and Coordination. Overview. The Problem The Rationale for Change The Challenge The Results The Model Today Final Thoughts. The Problem:. Special Education staff overwhelmed by various roles: Evaluator

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Presentation Transcript
  • The Problem
  • The Rationale for Change
  • The Challenge
  • The Results
  • The Model Today
  • Final Thoughts
the problem
The Problem:
  • Special Education staff overwhelmed by various roles:
    • Evaluator
    • Teacher/ Caregiver
    • Specialist
    • Behaviorist/ Therapist
    • Case Manager
    • Clerk
    • Conciliator/ Mediator
    • State Accountability
the problem1
The Problem:
  • Time Study showed:
    • Less than 2/3 of service providers’ time during the school day spent in direct instruction.
    • 19% of service providers' time during the school day spent in administering assessments, writing evaluation reports, attending child study meetings and consultation
    • Special Education Evaluations take between 20-40 hours each
rationale for change
Rationale for Change:
  • Need to develop a system that maximized direct instructional time at no extra cost to the school district
  • To develop a system that increased Due Process Compliance
  • Having consistency across the district
  • Improving quality of special education due process procedures
the challenge
The Challenge
  • Challenges Vary……
    • Setting up a model with existing staff at no additional cost
    • Higher caseloads for case managers
    • Fewer non-teaching responsibilities
the challenge1
The Challenge
  • Find key people to become facilitators
    • Excellent “people skills”
    • Flexible
    • Comfortable with change
    • Well organized
    • Special Education experience
    • Good writing skills
    • Being able to summarize information in a “parent friendly” manner
    • Extensive knowledge of special education laws, requirements and community resources
the challenge2
The Challenge
  • Little to no direct instruction time for facilitators
  • Time for frequent meetings for training and development of model
  • To get others to accept the position (at first)
  • Distinguishing the roles and responsibilities between a CF and Case Manager
  • Program Changes
    • Albert Lea started with 5 case facilitators in 1986. Currently, Albert Lea has 8.5 FTE
    • Faribault started in 2009 with 2 CF’s and 5 Due Process clericals
    • St. Peter started in 2008 with 1 secondary CF, currently has 3.5 CF’s
    • Waseca Area Schools started in 2004 with 3 CF’s, currently has 6 CF’s

Increased consistency in identification of students with disabilities

  • Responsibilities for documentation and evaluation delegated to staff who are not providing direct instruction
  • Increased time for preparation of materials and direct instruction by teachers
  • Frees up time for building administration to complete other duties
  • Allows sped director a “snap shot” of special education happenings or concerns
  • CF’s put out fires before they become explosions
  • New changes did not disrupt the whole system
  • Implementing change can be difficult when learning the new roles; however, over time, the model is highly valued
  • Developed “experts” in profession who are also leaders
  • Site based management evolved
  • Improved communication from district level to building level which provides consistency throughout the district
  • Identifying trends across the district
  • Increased district and state-wide test scores
where are we today
Where are we Today?
  • Case Facilitator Model Concepts have evolved to meet the needs of the individual districts
    • MDE monitoring and compliance states a qualitative difference is noted in districts that have a CF model
the essence of the cf model
The Essence of the CF Model
  • Due Process Excellence
  • Consistency, Training, Flexibility
  • Building Leadership
  • Team Building
  • Interagency Collaboration
  • Comprehensive Evaluation
consultation coordination
Consultation/ Coordination
  • Pre-referral Interventions
  • Building Contact
  • Problem Solving
  • Consult with outside agencies
  • Facilitates building level meetings
  • Training
  • Distribution of Completed forms to all team members
due process
Due Process
  • Maintain student data
  • School district representative at IEP meetings
  • Schedules and facilitates IEP team meetings
  • Compliance quality assurance
  • Referral process
  • Timelines/ Permission
  • Administer/ Interpret assessments
  • Student observations
  • Compiles evaluation data for eligibility
  • Writes Evaluation Reports
albert lea district demographics
Albert Lea District Demographics
  • Total Student Population— 3,300
  • Number of School Buildings/ Sites– 7
  • Number of Students with Disabilities-- 659
  • Number of Case Facilitators-- 8.5 FTE
  • Average Case Facilitator Caseload— 84
  • Student to Teacher ratios: 1:18 to 1:21
final thoughts perceived advantages
Final Thoughts: Perceived Advantages
  • Continues to be strongly supported by Special Education staff, Administration and Parents
  • Monitoring and Compliance Data
  • CIMP
  • Low Special Education staff turnover rate
final thoughts
Final Thoughts
  • Continues to allow staff to “teach”
  • Roles and responsibilities continue to evolve to reflect the changes in the “world of special education”
  • Contacts: