EC Case Management

1
EC Case Management

• Department for Exceptional Children
• Gaston County Schools
• 2009 - 2010

2
Some Things Never Change

• EC TEACHER AS CASE MANAGER

3
Things you already do

• Serve as case manager for assigned students
• Receive referral from SSMT
• Draft IEPs
• Schedule Meetings
• Facilitate IEP meetings
• Annual Review meetings
• Addendum meetings
• Serve as LEA
• Annual Review meetings
• Addendum meetings

4
Some Things are Different but not New

• EC TEACHER AS CASE MANAGER

5
Additional things you will now be doing

• Serve as case manager
• Monitor 90 day timeline
• Track 3rd Year Reevaluation Dates
• Facilitate IEP meetings
• Referral meetings EC Teacher can serve as LEA
• Eligibility meetings Administrator as LEA
• FBA meetings EC Teacher can serve as LEA
• MDR meetings Administrator as LEA

6
Case Management for New Referrals
7
Beginning the process

• Collaborate with the SSMT during the Intervention
  Process to ensure appropriate interventions are
  being used.
• Determine a rotation schedule for assigning EC
  Teachers as case managers of new referrals to
  balance the work load.
• Upon receipt of the Student Study Packet, review
  the folder for completeness. If necessary, work
  with the SSMT to complete or correct the folder.
  Never just return it with notes.
• When the EC teacher receives the completed
  written referral, the 90-day timeline begins.
• Schedule a referral meeting 7 10 days from the
  date the referral is received using invitation in
  EasyIEP.

8
Before During the Meeting

• Review the Student Study Packet with the
  psychologist to determine if an evaluation is
  needed and the areas to be evaluated.
• Transfer the information from the Student Study
  Packet to pages 1 2 of DEC 1 in EasyIEP.
• Enter demographic information in CECAS.

• Facilitate the meeting.
• Review the information from SSMT.
• Complete EC sections of the DEC 1 (page 3 4) in
  EasyIEP.
• Complete DEC 2 in EasyIEP if conducting
  evaluation.
• Complete DEC 5 in EasyIEP if not conducting
  evaluation.

9
Monitoring the process

• After the meeting, complete the Referral Section
  on the Special Ed screen of CECAS. If an
  evaluation was initiated
• Note the date of the 90-day timeline
• Complete the consent to evaluate date, purpose
  and consent given section on the Special Ed
  screen
• Complete all forms in EasyIEP
• Notify any required related service personnel of
  the need for evaluation
• Track the completion of the evaluations to ensure
  compliance with the 90-day timeline

10
Finishing the process

• Schedule a meeting upon completion of the
  evaluations and prior to the end of the 90 days.
  Give the parents and required staff, including an
  administrator, to serve as LEA 7 10 days notice
  using invitation in EasyIEP.
• Review the results with the psychologist.
• If eligibility is possible, develop a draft IEP
  in EasyIEP to present at the meeting.
• Prepare in EasyIEP the DEC 3, DEC 5 and DEC 6 to
  be completed during the meeting. (The
  psychologist is responsible for the DEC 3
  Worksheets.)
• Facilitate the eligibility determination meeting.

11
After the meeting

• Complete the Eligibility Determination and
  Consent for Placement sections of the Special Ed
  screen in CECAS.
• Enter the IEP information on the Plans screens of
  CECAS.
• Complete CECAS Data Sheet and send to Sherry
  Wilson at DEC.
• Complete all forms in EasyIEP.
• Organize the EC folder and place all
  documentation on the brackets.
• Notify SSMT chair of the decision of the team.

12
Student is found ineligible for Exceptional
Childrens Program

• CECAS Procedures
• On Special Ed screen, complete the Evaluation
  section by checking No under Eligible?
• Click save
• Record status will change to No EC Services
• The record will not yellow/gray out for one year,
  so the information can be pulled for CIPP
• Make NO changes to this screen
• If student is referred for evaluation at a later
  date, you must contact Ann Lowe, Karen Miller, or
  Elizabeth Millen

13
Case Management for Reevaluations
14
Beginning the Process

• Review all folders and generate a list of all
  reevaluation due dates. Be sure to check Annual
  Review dates as well.
• Use a calendar to plan the time frame for the
  reevaluation meetings.
• Students requiring testing for the reevaluation
  should be scheduled early in the year to allow
  enough time to complete the testing.
• Students not requiring testing may be scheduled
  closer to the due date unless the team feels
  testing is warranted.
• Do not schedule the meeting so close to the due
  date that testing cannot be done if the team
  decides testing is needed.
• Remember Once a reevaluation has begun, the IEP
  can not be changed for any reason.

15
Before and During the meeting

• Psychologist completes the Record Review and
  Summary of previous assessment sections of the
  DEC 7 in EasyIEP.
• Prepare a draft DEC 2 in EasyIEP.
• Schedule the meeting giving the parent and
  required participants 7 10 days notice using
  EasyIEP invitation.
• If no testing is anticipated, prepare a draft IEP
  in EasyIEP.

• Facilitate the meeting.
• Review and complete the DEC 7.
• If the team decides to test, complete the DEC 2.
• If the team decides to determine eligibility
  without testing complete in EasyIEP
• DEC 3 (no worksheets)
• DEC 4
• DEC 5

16
Monitoring the process

• After the meeting, complete the Evaluation
  Section on the Special Ed screen of CECAS. If an
  evaluation was initiated
• Complete the consent to evaluate date, purpose
  and consent given section on the Special Ed
  screen.
• Complete all forms in EasyIEP.
• Notify any required related service personnel of
  the need for evaluation.
• Track the completion of the evaluations to ensure
  compliance before the due date.

17
Finishing the process

• Schedule a meeting upon completion of the
  evaluations and prior to the due date. Give the
  parents and required staff including an
  Administrator as LEA, 7 10 days notice.
• Review the results with the psychologist.
• If continued eligibility is possible, develop a
  draft IEP in EasyIEP to present at the meeting.
• Prepare the DEC 3 DEC 5 in EasyIEP to be
  completed during the meeting. (The psychologist
  is responsible for the DEC 3 Worksheets.)
• Facilitate the eligibility determination meeting.

18
After the meeting

• Complete the Eligibility Determination section of
  the Special Ed screen in CECAS.
• If the student is not eligible, when you check
  No and save, the status will change to
  Transferred to Regular Ed and you are done.
• If eligible, enter the IEP information on the
  Plans screens of CECAS.
• Complete CECAS data sheet and send to Sherry
  Wilson at DEC.
• Complete all forms in EasyIEP.
• Organize the EC folder and place all
  documentation on the brackets.

19
Students No Longer Enrolled in GCS
20
The Student Moves

• Records are requested from different LEA
• EasyIEP Procedures
• Contact Ann Lowe, Karen Miller or Elizabeth
  Millen
• CECAS Procedures
• Click Exit Button on the Special Education Screen
• Select reason (Moved, known to be continuing)
• Exit date must be the NCWise exit date
• Records are requested within Gaston County
• Contact Ann Lowe, Karen Miller, or Elizabeth
  Millen
• Must have NCWise enrollment date for receiving
  GCS school

21
The Student Graduates

• CECAS Procedures
• On Special Education Screen, change grade to
  Graduate click SAVE
• On Special Education Screen, click exit button
• Select reason for exit
• Graduated with Regular Diploma
• Received a Certificate
• Date must be the last day of the school year
• Complete Data Sheet on any students who do not
  graduate at end of school year. Do not follow
  any of these steps.
• EasyIEP Procedures Contact Ann Lowe, Karen
  Miller or Elizabeth Millen

22
Student Drops Out

• Check to ensure the student is at least 16 years
  old
• CECAS Procedures
• On Special Ed screen, click Exit button
• Select reason Dropped Out
• Date must be the dropped out date from NCWise
• Click save
• EasyIEP Procedures
• Contact Ann Lowe, Karen Miller or Elizabeth Millen

23
Facilitating FBA Meetings
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Why conduct an FBA?

• The Functional Behavioral Assessment (FBA)
  Process is in place to provide an in depth
  analysis of student behavior that results in
  their removal from school.  The FBA Process must
  be used for students suspended 10 consecutive
  days or more than 10 cumulative days however,
  the FBA Process should be used as a positive
  behavioral intervention for students that have
  had a history of behavioral issues in the school
  setting.  GCS recommends an FBA after 7 days of
  OSS have been accumulated. This preventive aspect
  of the FBA Process will assist school teams to
  address student behaviors early and prevent
  possible out of school suspensions or placements.

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Before the meeting

• Schedule the meeting giving the parent and
  required personnel including an administrator to
  serve as LEA 7 10 days notice
• Complete the following
• Teacher Interview
• Student Interview
• Parent Interview
• Collect the following
• Discipline Data from NCWise
• Behavioral Data formal informal data

26
During the meeting

• Review collected data
• Identify the problem and analyze why it is
  occurring
• Identify appropriate behaviors
• Determine the function of the problem behavior
• Identify target behavior
• Identify replacement behavior and design
  instruction to teach replacement behavior
• Determine appropriate positive and negative
  consequences
• Complete the behavior intervention plan
• Set the date for the review of the plan

27
After the meeting

• Update the Plans screen with a new plan as an
  addendum meeting.
• Complete all forms in EasyIEP.
• Add all changes to IEP in the folder. You do not
  need to print a new IEP but all information must
  match.
• Send a reminder of the review meeting 7 10 days
  prior to the scheduled date using EasyIEP
  invitation.

28
Facilitating MDR Meetings
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Why conduct an MDR

• A disciplinary change in placement occurs when a
  student is removed for more than 10 consecutive
  school days.
• A disciplinary change in placement occurs if the
  student has been subjected to a series of
  removals that constitute a pattern
• The series of removals total more than 10 school
  days in a school year
• Because the students behavior is substantially
  similar to the childs behavior in previous
  incidents that resulted in the series of
  removals AND
• Because of such additional factors as the length
  of each removal, the total amount of time the
  student has been removed, and the proximity of
  the removals to one another.

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When to conduct an MDR

• If school personnel determine the removal will
  constitute a change in placement, they must send
  home Prior Written Notice (DEC 5a) and a Handbook
  on Parents Rights with the LEA disciplinary
  action form.
• This notifies the parent a manifestation meeting
  will occur and serves as the Invitation to
  Conference.
• Complete in EasyIEP.

31
Before the meeting

• Collect the following information
• History of disciplinary actions during current
  school year
• FBA and supporting data
• Current disciplinary incident and the
  administrative authoritys written findings
• Create MDR and related forms in EasyIEP
• Contact an Administrator to serve as LEA
• Consult with school psychologist

32
During the meeting

• Review the history of disciplinary actions
• Review the current disciplinary incident
• Complete the questions on the MDR form
• Determine if the conduct was a manifestation of
  the disability.
• Complete DEC 5

33
Next Step

• Is a manifestation

• Is not a manifestation

• Discipline Case is Closed
• IEP team must
• Review FBA and BIP and modify if necessary
• Return the student to the placement from which
  he/she was removed, unless the parent LEA,
  through the IEP process, agree to a change of
  placement. (Except in the case of special
  circumstances)

• School personnel may apply the same disciplinary
  procedures as they would for students who do not
  have disabilities.
• IEP team determines what services must be
  provided so the student continues to participate
  in the general ed curriculum, progress toward
  annual goals receive behavioral intervention
  services
• Review FBA BIP

34
After the meeting

• Update the Plans screen with a new plan as an
  addendum meeting.
• Complete CECAS Data Sheet and send to Sherry
  Wilson at DEC
• Complete all forms in EasyIEP
• Send a reminder of the review meeting 7 10 days
  prior to the scheduled date using EasyIEP
  invitation.

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Questions and Discussion
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Resources

• Pick up as you leave.