This is more complicated that the two step and somewhat easier than the fox trot. In an effort to improve my practice and provide adequate service to students in my district I am finding the issues surrounding caseload number and composition of the caseload difficult to obtain any clarity on. Would it be useful to us to begin to look at the role 'assessment' plays in determining educational goals? Are we assessing out students in order to quide our practice with respect to their individual needs? If so, then, would not this information also provide us with a means to prioritize caseload and then number? Your thoughts? Anyone want to dance?
Caseload and composition dance - care to join?
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Posted 1 year ago #
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Well, given things (and stories) in OUR district right now, I would like jump into the fray with a slightly DIFFERENT angle...is there a way to find out how many students on a caseload based on FTE????? I know it can't be 'set' because we are all too different (distances between school, numbers in each school), degree of need, etc....but is there ANYTHING to go on? Besides the 'regular and direct' service which is differently defined by each district?
AND, middleast person :-), I THINK I have on my laptop a formula that I found that I gave out to my class this summer about things to think about when priorizing....I will look for it.
Posted 1 year ago # -
Please clarify what you mean re: FTE and caseload numbers. I've never heard anyone refer to FTE when determining numbers on caseload. Also, identifying and determining 'Direct' service caseload should NOT differ between districts. I may be trying to simplify things but if one follows the guidelines as outlined a caseload cap can be determined (taking into differences in districts with respect to travel) I believe the issue is that we're not following the guidelines and this is where the variation in definition exists. Identification of 'hearing loss' is not enough to secure direct intervention.
Posted 1 year ago # -
I keep forgetting that this forum exists!!! Well, this may not be true in most districts, but here it matters.....the smaller the caseload numbers, the less the FTE...yes, a case can be made for the really needy kids that you need to see often, or SHOULD see often, but when the school trustees/upper management look at cuts, THEY look at numbers on a caseload. I also think that regular and direct service varies between districts--this may be 2 times a week in some districts, once a week in others and every 2 weeks in some. I have VERY few students on my caseload this year (we seem to have a dirth of hard of hearing kids at the moment) and I expect that I will have to do a lot of justification for keeping my time up--the students I see have significant hearing losses and need me a lot, but I do know that given budget shortfalls, there will be cuts to student services, and I know that caseload numbers will be looked at. ...so WHAT are the guidelines...have I missed something in it being more specific that 'educationally significant' and 'regular and direct'??????
Posted 1 year ago #
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