Transition Case Management Colorado Transition Leadership Institute June 2008 Steve Kennedy Colorado Transition Leadership Institute June 2008 Steve Kennedy.

Transition Case ManagementTransition Case Management

Colorado Transition Leadership InstituteJune 2008

Steve Kennedy

Colorado Transition Leadership InstituteJune 2008

Steve Kennedy

In this session we will: In this session we will:

Explore the logic and logistics of an advocacy-based case management approach for achieving better high school transition results (and more satisfying work for adults and students)

Assess team Indicator 13 status re: coordinated transition activities and service

Plan for next steps

Explore the logic and logistics of an advocacy-based case management approach for achieving better high school transition results (and more satisfying work for adults and students)

Assess team Indicator 13 status re: coordinated transition activities and service

Plan for next steps

Case Management In SchoolsCase Management In Schools

What does a “case manager” typically do in your school or system?

What does a “case manager” typically do in your school or system?

The LandscapeThe Landscape

Much has been written about all the many elements of good transition planning/programming (since at least 1990!) Assessment, goals, experiences, skills, agencies, services, IEPs, etc.

Too little emphasis has been placed on how it is all tied together--

Models exist in our own and allied fields

Much has been written about all the many elements of good transition planning/programming (since at least 1990!) Assessment, goals, experiences, skills, agencies, services, IEPs, etc.

Too little emphasis has been placed on how it is all tied together--

Models exist in our own and allied fields

The BasicsThe Basics Each student with an IEP has a single case

manager who:

Each student with an IEP has a single case manager who:

Is the ‘keeper of the case’ Has the ‘whole picture’ of the student’s

transition plan Keeps and watches the student’s ‘performance

dashboard’ Is the ‘go to’ person for student, parents, staff

re: the student’s transition plan and IEP Consistently ‘rides herd’ and ‘shepherds’ the

process Keeps an eye on the forest AND the trees for

and with the student

Is the ‘keeper of the case’ Has the ‘whole picture’ of the student’s

transition plan Keeps and watches the student’s ‘performance

dashboard’ Is the ‘go to’ person for student, parents, staff

re: the student’s transition plan and IEP Consistently ‘rides herd’ and ‘shepherds’ the

process Keeps an eye on the forest AND the trees for

and with the student

A zero reject model wherein….A zero reject model wherein….

Nothing is left to chance. Nothing falls through the cracks. A responsible adult takes and keeps the

reins and shares them as the student/parent receives the needed training and has developed the skills required to lead the transition wagon train.

Nothing is left to chance. Nothing falls through the cracks. A responsible adult takes and keeps the

reins and shares them as the student/parent receives the needed training and has developed the skills required to lead the transition wagon train.

Allied ExamplesAllied Examples

Medical case management Human Services case management Business project management and client

case management

Medical case management Human Services case management Business project management and client

case management

Education ExamplesEducation Examples

Early Childhood special education Some severe needs special education

programs Some mild-moderate programs PLCs- Professional Learning Communities Urban schools literature At-risk student literature

Early Childhood special education Some severe needs special education

programs Some mild-moderate programs PLCs- Professional Learning Communities Urban schools literature At-risk student literature

Making the Case for Case Management

Making the Case for Case Management

Guiding BeliefsGuiding Beliefs

Students need an advocate-and-nudge who knows their entire ‘case’.

Students need a ‘quarterback’ on their team. Parents and students need and deserve a single

‘keeper of the plan’. We too often find ourselves structured into

‘professional silos’. We can and should arrange school resources to

make four years of high school transition work organized, effective, and empowering.

Students need an advocate-and-nudge who knows their entire ‘case’.

Students need a ‘quarterback’ on their team. Parents and students need and deserve a single

‘keeper of the plan’. We too often find ourselves structured into

‘professional silos’. We can and should arrange school resources to

make four years of high school transition work organized, effective, and empowering.

Guiding Principles for Advocacy-based Case

Management

Guiding Principles for Advocacy-based Case

Management A ‘coordinated set of activities’ requires coordination.

Transition is a complex maze for adults let alone for students.

High schools and community agencies aren’t organized for easy navigation.

The larger the school, the more case management is necessary.

The emerging RtI world is a case management world.

A ‘coordinated set of activities’ requires coordination.

Transition is a complex maze for adults let alone for students.

High schools and community agencies aren’t organized for easy navigation.

The larger the school, the more case management is necessary.

The emerging RtI world is a case management world.

WIFM?What’s In It For Me?

WIFM?What’s In It For Me?

Without a systematic case management approach it will be difficult in most places to achieve the results that are required and that we desire.

Without a systematic case management approach it will be difficult in most places to achieve the results that are required and that we desire.

Manage and Advocate for What?Manage and Advocate for What?

Student’s IEP is effective, useful throughout the year, and compliant.

Student receiving the full range of needed assessments, services, and supports in a variety of settings.

Student accessing the needed school and community experiences, e.g., courses, training, career exploration/internships, work, etc., for post-secondary success.

Student’s IEP is effective, useful throughout the year, and compliant.

Student receiving the full range of needed assessments, services, and supports in a variety of settings.

Student accessing the needed school and community experiences, e.g., courses, training, career exploration/internships, work, etc., for post-secondary success.

Student developing critical post-secondary-workplace competencies

Student accessing key community resources, e.g., adult services providers, post-secondary institutions, employers, and advocacy groups.

Student planning IEP, leading IEP meetings, developing and using self-advocacy skills.

Student and family identifying and managing the psycho-social/life-stage challenges inherent in the transition process.

Student developing critical post-secondary-workplace competencies

Student accessing key community resources, e.g., adult services providers, post-secondary institutions, employers, and advocacy groups.

Student planning IEP, leading IEP meetings, developing and using self-advocacy skills.

Student and family identifying and managing the psycho-social/life-stage challenges inherent in the transition process.

Functions of the Case ManagerFunctions of the Case Manager

Identify what is needed for the student in key transition arenas and potential means for getting what is needed.

Monitor progress and effectiveness of services/experiences in each arena and adjust kind and intensity accordingly.

Identify what is needed for the student in key transition arenas and potential means for getting what is needed.

Monitor progress and effectiveness of services/experiences in each arena and adjust kind and intensity accordingly.

Functions, cont’dFunctions, cont’d

Advocate that what is needed be in place and implemented and/or adjustments are made.

Communicate to share documented data and

findings and to build key relationships.

Empower students and families to own and operate the educational plan.

Advocate that what is needed be in place and implemented and/or adjustments are made.

Communicate to share documented data and

findings and to build key relationships.

Empower students and families to own and operate the educational plan.

Within in each of these functions, convene and facilitate, designate and delegate others when needed or mandated, e.g. team meeting, IEP meeting, department meeting.

Within in each of these functions, convene and facilitate, designate and delegate others when needed or mandated, e.g. team meeting, IEP meeting, department meeting.

Adjusting the DialAdjusting the Dial

DO FOR? DO WITH? CHEER FROM THE SIDELINE?

DO FOR? DO WITH? CHEER FROM THE SIDELINE?

Levels of Management/AdvocacyLevels of Management/Advocacy

1. IEP Development- compliant and effective

2. IEP Implementation- follow-up and follow-through

3. Team and School Level-- policy, structures, and processes

1. IEP Development- compliant and effective

2. IEP Implementation- follow-up and follow-through

3. Team and School Level-- policy, structures, and processes

Level 1: Preparing an IEPLevel 1: Preparing an IEP

Application of

Case Management Functions

Application of

Case Management Functions

Transition AssessmentTransition Assessment

Identify Monitor Advocate Communicate Empower

Convene, facilitate, delegate, designate



Post-Secondary GoalsPost-Secondary Goals





Annual GoalsAnnual Goals





Transition ServicesTransition Services





Agency ConnectionsAgency Connections





Course of StudyCourse of Study





Writing the IEPWriting the IEP

Is evaluation info synthesized, concise and useful?Does everything begin with good, individualized

assessment?Is the student involved in creating the IEP? In

leading the meeting?Do all parts of the IEP connect to post-secondary

goals?

Is evaluation info synthesized, concise and useful?Does everything begin with good, individualized

assessment?Is the student involved in creating the IEP? In

leading the meeting?Do all parts of the IEP connect to post-secondary

goals?

Transition Case Management Colorado Transition Leadership Institute June 2008 Steve Kennedy Colorado Transition Leadership Institute June 2008 Steve Kennedy.

Documents

client case management

student slide

transition wagon train

single case manager

steve kennedy slide

service plan

students performance

allied fields