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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

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

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  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:

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