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Case Facilitators

This overview presents the Case Facilitator Model (CFM) as a transformative approach in special education. The model addresses overwhelming roles faced by staff, highlights the need for improved direct instructional time, and ensures compliance with due process. By redistributing responsibilities and enhancing communication, educational districts can create a more effective learning environment. The CFM has proven successful through increased consistency in identifying students with disabilities, improved preparation time for teachers, and streamlined documentation processes. The evolution of this model demonstrates its adaptability to various district needs.

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Case Facilitators

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  1. Case Facilitators A Best Practice Model for: • Evaluation • Due Process • Coordination

  2. Overview The Problem The Rationale for Change The Challenge The Results The Model Today Final Thoughts

  3. THE PROBLEM… Special Education staff overwhelmed by various roles: • Evaluator • Teacher/caregiver • Case Manager • Specialist

  4. Behaviorist Therapist Conciliator Mediator State Accountability Team teaching The Problem…

  5. 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

  6. 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 Provide consistency across the district Improve quality of special education due process procedures

  7. The Challenge • Set up a model with existing staff at no additional cost • Higher caseloads for case managers • Case managers willingness to change roles • Good communication systems

  8. Setting up the System…. • Find key people to become facilitators • Excellent “people skills” • Flexible • Comfortable with change • Well organized • Special education experience

  9. Setting up the System…. • Good writing skills • Being able to summarize information in a “parent friendly” manner • Extensive knowledge of special education laws, requirements and community resources • Team leadership skills

  10. Barriers Can Be… Time for frequent meetings for training and development of model Distinguishing the roles and responsibilities between a case facilitator and case manager Acceptance of new processes

  11. Results • Program Changes • Albert Lea started with 5 case facilitators in 1986. Currently, Albert Lea has 8.5 • Waseca Area Schools started in 2004 with 3 CF’s, currently has 6 CF’s • St. Peter started in 2008 with 1 secondary CF, currently has 3.5 CF’s • Faribault started in 2009 with 3 CF’s and 5 Due Process clericals

  12. RESULTS… • 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

  13. RESULTS… • Frees up time for building administration to complete other duties when CF is the admin. designee • Allows sped director a “snap shot” of special education happenings or concerns • CF’s put out fires before they become explosions

  14. RESULTS… 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 Single contact for special education in buildings

  15. RESULTS… • 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 • Due process training streamlined

  16. Where are we Today? • Case Facilitator Model concepts have evolved to meet the needs of the individual districts • Varying staff • Varying responsibilities • Varying contract language • MDE monitoring and compliance states a qualitative difference is noted in districts that have a CF model

  17. The Essence of the CF Model Due Process Excellence Consistency, Training, Flexibility Building Leadership Team Building

  18. The Essence of the CF Model • Interagency Collaboration • Comprehensive Evaluation • Increased instructional time –case managers • Case management workload is more balanced

  19. Consultation/ Coordination Ensures pre-referral interventions occur Building contact Problem solving Consults with outside agencies

  20. Consultation/ Coordination • Facilitates building level meetings • Training • Distribution of due process forms • Monitoring and compliance

  21. Contacts: • Tami Alphs- talphs@albertlea.k12.mn.us • Christine Gorman- cgorman@faribault.k12.mn.us • Julie Ladwig -ladj@waseca.k12.mn.us • Gretchen Priebe- prig@waseca.k12.mn.us • Vanessa Rotchadl-vrotchadl@faribault.k12.mn.us • Lindsay Engberg- lengberg@faribault.k12.mn.us

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