Managing Caseloads
Analysis and Action
WHY DO IT?
n Part of National Agenda
(Goal 4)
n Critical to the provision of Quality Programming
n Collects data – you need data to make plans and advocate for change
What It Should Do
A Caseload Analysis should-
n Be Based on Assessment
l Not just a reflection of what you do and how you spend your time
l Not based on the time you “have available”
l According to AER, assessments for our students need to include FVE, LMA, and ECC - at a minimum
To Be Effective
Your analysis should
l Be a collaboration between you and an administrator
l Be completed annually (at most)
l Reflect best practices (adequate time allotment and frequency, address ECC goals)
To Be Effective
You need to
l Evaluate results
l Identify problem areas
l Recommend action
l Present results
Who Needs the Analysis?
n Administrators
l To efficiently use Human Resources (their people - YOU)
l To efficiently use monetary resources (their budget)
l To identify future staffing needs
Who Needs the Analysis?
n You
l To help you determine manageability of your caseload
l To identify areas that are “eating” your time (travel, other duties)
l To identify areas where you need more time (direct services, assessment, planning, etc)
l To improve your effectiveness and satisfaction
Who Needs the Analysis?
n Your students
l To assess and meet their needs
l To ensure their rights
l To move from services to programming
n Comprehensive
n Consistent
n Address unique needs of the expanded core
Ways to Lessen Your Load Without Cutting Services
n Braillist or clerical support
n Divide up Braille students
n Work with schools so you’re notified if a student is absent
n Review your schedule to limit travel
l Schedule students by school or area
n Role Release and Collaboration
Challenges
n Educating Administrators
l Heterogeneous population
n Priority of services
l Services based on needs (not numbers)
l Fluctuating needs
l Material prep time
Advocating for Change
n Determine services based on student needs and assessment – not available time
n Assess and address ECC
n Be honest and accurate in your evaluation of your services
n Communicate with administrators
Asking for Change/Help
n It does not say you can’t do your job
n It may mean that you have to give up some of the students you are most connected to
n May change your duties
n May change your schedule
More Change
n It is you advocating for the services your student needs
n It is you protecting your long term job satisfaction (and mental health)