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 – Teacher/ Caregiver – Specialist – Behaviorist/ Therapist – Case Manager – Clerk – Conciliator/ Mediator – State Accountability

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 hours each

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

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

Setting up the System…. 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

Barriers Can Be… 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

Results Program Changes – Albert Lea started with 5 case facilitators in Currently, Albert Lea has 8.5 FTE – Faribault started in 2009 with 3 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

– 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

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

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

The Essence of the CF Model Due Process Excellence Consistency, Training, Flexibility Building Leadership Team Building Interagency Collaboration Comprehensive Evaluation Increased instructional time Case management workload is more balanced

Consultation/ Coordination Ensure pre-referral interventions occur Building contact Problem solving Consult with outside agencies Facilitates building level meetings Training Distribution of due process forms Monitoring and compliance

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