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

1
Case Facilitators A Best Practices Model for
Evaluation, Due Process and Coordination
ALBERT LEA AREA SCHOOLS Keith Erickson, Dir. Of
Special Services Steve Bracker, Case
Facilitator Jill Harves, Special Education
Coordinator GLENVILLE-EMMONS SCHOOLS Linda
Johnson, Dir. Of Special Education
MASE Best Practices Conference May 6, 2004
2
Overview

• The Problem
• The Rationale for Change
• The Challenge
• The Results
• The Model Today
• Final Thoughts

3
The Problem in 1985-86

• Sp. Ed. staff overwhelmed by various roles
• Evaluator
• Teacher
• Specialist
• Behaviorist
• Case Manager
• Clerk
• Conciliator/Mediator

4
The Problem cont.

• 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

5
Rationale for Change

• Need to develop a system that maximized
• direct instructional time at no extra cost to the
• school district

6
The Challenge

• Set up 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

8
The Challenge

• No direct instruction time for facilitators
• Time for frequent meetings for training and
  development of model

9
Results

• Five case facilitator positions created
• Program Changes
• 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

10
Results cont.

• New changes didnt disrupt the whole system
• Implementing change was relatively swift and
  painless
• Developed experts in profession who are also
  leaders
• Site based management evolved

11
Today

• CASE FACILITATOR MODEL
• Consultation/Coordination
• Due Process
• Evaluation
• Core conceptualization remains the same

12
CASE FACILITATOR MODEL
Consultation/Coordination
Consistency
Training Flexibility
Building Leader
Due Process
Evaluation
The essence of the model
13
Overall Model Attributes

• Consistency
• Training
• Flexibility
• Building Leader

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 parties

Roles and Responsibilities
15
Due Process

• Maintain student data
• School district representative at IEP meetings
• Schedules facilitates IEP team meetings
• Compliance quality assurance

Roles and Responsibilities
16
Evaluation

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

Roles and Responsibilities
17
Albert Lea District Demographics

• Total Student Population 3936 (Public
  Non-Public)
• Number of school buildings/sites 7
• Number of Students with Disabilities 618 88
  (B-5)
• Number of Case Facilitators 7 (K-12) and
• 1 (ECSE)
• Average Case Facilitator Caseload 88

18
Final Thoughts Perceived Advantages

• Continues to be strongly supported by sp. ed.
  staff, administration and parents
• Monitoring and Compliance Data
• CIMP
• Low sp. ed. staff turnover

19
Final Thoughts cont.

• 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 Keith Erickson (507-379-4824)
kerickso_at_albertlea.k12.mn.us Linda Johnson
(507-448-3334 johnsonli_at_geschools.com Steve
Bracker (507-379-5254) sbracker_at_albertlea.k12.mn.u
s Jill Harves (507-379-4825) jharves_at_albertlea.k12
.mn.us