1 / 20

Case Facilitators: A Best Practice Model for Evaluation, Due Process and Coordination

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

avalon
Télécharger la présentation

Case Facilitators: A Best Practice Model for Evaluation, Due Process and Coordination

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Case Facilitators: A Best Practice Model for Evaluation, Due Process and 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 • Specialist • Behaviorist/ Therapist • Case Manager • Clerk • Conciliator/ Mediator • State Accountability

  4. 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

  5. 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

  6. The Challenge • Challenges Vary…… • Setting up a model with existing staff at no additional cost • Higher caseloads for case managers • Fewer non-teaching responsibilities

  7. 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

  8. 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

  9. Results • 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

  10. 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

  11. 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 • 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

  12. 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

  13. The Essence of the CF Model • Due Process Excellence • Consistency, Training, Flexibility • Building Leadership • Team Building • Interagency Collaboration • Comprehensive Evaluation

  14. 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

  15. Due Process • Maintain student data • School district representative at IEP meetings • Schedules and facilitates IEP team meetings • Compliance quality assurance

  16. Evaluation • Referral process • Timelines/ Permission • Administer/ Interpret assessments • Student observations • Compiles evaluation data for eligibility • Writes Evaluation Reports

  17. 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

  18. 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

  19. Final Thoughts • Continues to allow staff to “teach” • Roles and responsibilities continue to evolve to reflect the changes in the “world of special education”

  20. Questions??? • Contacts:

More Related