TOD POD, Episode 42: Case Management with Jessica Laing

Host: Deanna Barlow
Guest: Jessica Laing
Date: March 25, 2024

Episode Overview

This episode dives deep into the role of case management for itinerant Teachers of the Deaf (TOD), featuring insights from Jessica Laing, a seasoned TOD and case manager. Host Deanna Barlow and Jessica compare their varied experiences, unpack the benefits of being a dedicated case manager for Deaf and Hard of Hearing (DHH) students, discuss organizational strategies, and explore the 3:1 itinerant teaching model. The conversation is rich with practical tips, candid reflections, and actionable takeaways for DHH professionals.

Key Discussion Points and Insights

1. Introduction to Jessica and Her Role

• Background: Jessica has been a TOD for 11 years, has a bilateral moderate-to-severe hearing loss, and uses hearing aids. She serves 18 students across 6 schools in one district, personally case managing 12 of them ([00:45]).

  “I have been working in my current district for nine years...I currently support 18 students on my caseload and I personally case manage 12 of those students.” —Jessica ([00:45])

• Mobility & Caseload Contrast: Her current setting is more centralized compared to previous rural roles, which involved hours of travel.
• Student Range: Supports students from preschool through graduation ([00:45]).

2. How Case Management is Assigned

• Determination of Case Manager ([02:31]):
  • If DHH is the primary disability, Jessica is the case manager.
  • If another disability is primary, a different special educator or SLP oversees the case ([02:31]).
• Team Decision: Primary disability is decided by a multidisciplinary team based on evaluation ([03:04]).

3. Responsibilities as DHH Case Manager

• Multi-faceted Role ([03:38]):
  • Schedules and coordinates IEP meetings, writes IEPs at school year's start.
  • Organizes early engagement meetings with students and families to discuss IEPs, classroom technologies, and seating.
  • Collaborates year-round with educational audiologists and general educators.
  • Troubleshoots hearing tech; creates visual aids and best practice resources for teachers.
  • Conducts spring acoustic sound analyses to recommend optimal classroom placements.

  “We go into potential future classrooms to determine what would be the best classroom placement for that student for the following year...and provide that information to administrators.” —Jessica ([04:40])

4. Benefits of DHH Teachers as Case Managers

• Holistic Support ([05:42]):

  • Jessica describes a more direct line to students’ needs versus districts where a separate case manager adds complexity ([05:42]).

  “It kind of sounds like being the case manager gives you the opportunity to have a little more holistic support of the student.” —Deanna ([05:42])

• Streamlining: Direct oversight ensures timely and appropriate accommodations, particularly during district-wide assessments ([06:27]).

  “At least I…I feel like I’m aware and…I know those accommodations are being met and provided.” —Jessica ([06:27])

5. The 3:1 Itinerant Model

• Description & Origin ([07:39], [07:49]):

  • Based on Karen Anderson’s article (2019), the 3:1 model involves three weeks of direct service followed by one week focused on classroom observations, teacher collaboration, and administrative duties.

  “It’s three weeks of direct support, so that pulling out of the classroom to work on…advocacy, vocabulary, auditory goals. And then on that fourth week…more supported.” —Jessica ([08:01])

• Implementation ([08:01], [09:40]):

  • Observations during support weeks identify practical issues, such as students’ use of microphones ([11:30]).
  • Flexible IEP scheduling matches this cycle.
  • Jessica reports improved student outcomes since switching to this model ([10:51]).

  “Since implementing this model, my students have demonstrated so much more success in meeting their goals.” —Jessica ([10:51])

• Advice for Adoption:

  • Start with administrative approval; adjust student IEPs progressively ([14:14]).
  • Clearly explain benefits and logistics to families and staff ([15:11]).

6. Organization and Paperwork Strategies

• Calendaring Systems ([17:04]):

  • Uses both paper and Google Calendar (color-coded by school).
  • Adds teachers to Google session invites, enabling real-time updates (e.g., cancellations).

  “I like the Google Calendar because I can add teachers to each session…and they can just write a quick note on there, like, canceled, student is out today.” —Jessica ([17:04])

• IEP Scheduling ([18:03]):

  • Schedules all IEPs at annual early engagement meetings, clustering meetings when possible in her support week ([20:02]).
  • Aligns with other service providers’ schedules for maximum participation.

• Meeting Reminders & Drafts ([22:05]):

  • Uses scheduled emails and calendar events for reminders.
  • Sends IEP drafts a week ahead, with internal deadlines for team members’ contributions.

7. Challenges of Case Management

• Admin Overload & Guilt ([24:27]):

  • Balancing paperwork, scheduling, and oversight for multiple students.
  • “Not being able to be in two places at once” and concern for meeting all student needs ([24:43]).

  “It’s just a lot of admin work…you always have to be two steps ahead.” —Jessica ([24:27]) “It’s like, on your computer where you have all these tabs open. I feel like that’s my mind all of the time.” —Jessica ([25:31])

• Advocacy & Staff Understanding ([26:18]):

  • Explaining DHH impacts to staff who may not "see" the disability.
  • Advocating for additional services when not immediately understood by others.

8. School and State Variations

• Different Approaches ([27:36], [28:07]):
  • Some states/counties require a special ed teacher as case manager, others allow the TOD.
  • Organizational and communication models differ, impacting streamlining of service provision.

9. Building a Support Network

• Isolation in the Field ([35:06]):

  • Jessica stresses the value of creating connections with other DHH teachers and educational audiologists in the area.

  “It can be a really lonely profession…they are truly, like, my sounding board…I just think having that sense of community is really important for this profession.” —Jessica ([35:06])

• Group Collaboration:

  • Quarterly meetings for idea sharing and support ([35:06]).

10. Tips for New or Prospective DHH Case Managers

([32:03])

• Seek administrative support for the 3:1 model.
• Present the unique responsibilities of the TOD, beyond direct instruction.
• Cultivate strong organizational systems and flexible approaches.
• Assertively advocate for student needs (with supporting evidence/literature).
• Proactively network with colleagues for best practices and professional camaraderie.

“Just being organized is really, truly key to be a successful case manager…being flexible…being assertive with advocating for students.” —Jessica ([32:03])

Notable Quotes & Memorable Moments

• On Direct Oversight:

  “It kind of sounds like being the case manager gives you the opportunity to have a little more holistic support of the student.” —Deanna ([05:42])

• On the 3:1 Model:

  “Since implementing this model, my students have demonstrated so much more success in meeting their goals.” —Jessica ([10:51])

• On Paperwork and Organization:

  “I feel like I’m a little extra…I do like a paper calendar that’s color coded for each school…I also have my Google Calendar, which looks like very much the same.” —Jessica ([17:04])

• On Job Challenges:

  “It’s like, on your computer where you have all these tabs open. I feel like that’s my mind all of the time 247 when it comes to this job, just because…you want the best for your students and there’s a lot to manage.” —Jessica ([25:31])

• On Professional Loneliness:

  “It can be a really lonely profession…I just think having that sense of community is really important for this profession.” —Jessica ([35:06])

• Surprise Moment:

  “One time I walked in to a school and the student had been out for surgery. They didn’t tell me what kind of surgery. They came back with a cochlear implant. And I was like, oh, wow. What have been helpful for someone to have told me that information?” —Deanna ([30:32])

Timestamps for Important Segments

• [00:45] Jessica’s background and current caseload.
• [02:31] How case management assignments are determined.
• [03:38] Overview of case manager responsibilities.
• [07:49] Introduction to the 3:1 itinerant model.
• [10:51] Positive impacts of the 3:1 approach.
• [14:14] Shifting to the 3:1 model district-wide.
• [17:04] Organizational systems and tools.
• [22:05] Strategies for reminders and IEP coordination.
• [24:27] Challenges of being a TOD case manager.
• [27:36] Variation in approaches across states/districts.
• [32:03] Advice and attributes for new case managers.
• [35:06] Building a support network in the field.

Resources and Further Reading

• Karen Anderson’s Article on 3:1 Model (Referenced by Jessica)
• TOD Facebook Group: For finding and connecting with other TODs.
• Show notes (including transcript and links): listen.topa.com (as mentioned by Deanna)

Final Takeaway

Jessica Laing illustrates how a strategic approach to case management—particularly with the 3:1 model—can improve outcomes for DHH students while supporting staff efficiency and minimizing burnout. Her practical systems, advocacy, and community-minded approach offer invaluable guidance for professionals seeking to improve or assume a case management role.