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WELCOME to the Illinois State Board of Education Public Forum for Focused Monitoring CENTRAL CHSD 71 December 11, 2012.

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Presentation on theme: "WELCOME to the Illinois State Board of Education Public Forum for Focused Monitoring CENTRAL CHSD 71 December 11, 2012."— Presentation transcript:

1 WELCOME to the Illinois State Board of Education Public Forum for Focused Monitoring CENTRAL CHSD 71 December 11, 2012

2 Agenda Welcome, introduction, and overview of visit Discussion questions Wrap-up and team leader contact information 2

3 Guidelines Please turn cell phones off or on vibrate. Save your comments and questions for the discussion part of this forum. As you listen to this presentation, reflect on the bigger picture regarding special education placements in this district. 3

4 What is Focused Monitoring? Focused Monitoring is a process that selects priority or core areas to examine or monitor for compliance and results. 4

5 Focused Monitoring in Illinois Focused Monitoring concentrates on how districts make educational placement decisions for students with disabilities. 5

6 Remember: All students are general education students first. 6

7 What is Educational Placement? Educational placement is the setting in which a student receives special education services. The setting in which the student receives his/her services is defined as the educational environment. 7

8 Curriculum, Classroom, or Setting 8 These terms are used when making placement decisions: Curriculum is the instruction and materials adopted by the district as the general education course of study. Classroom is the physical location where students receive their general education instruction for learning. Setting is the location within the building and grounds in which all students interact; this includes the general education classroom, cafeteria, playground, hallways, etc.

9 What is the Least Restrictive Environment (LRE)? LRE refers to the legal mandate that requires, to the maximum extent appropriate, that children with disabilities be educated with nondisabled children. Removal from the general educational setting occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. 9

10 Continuum of Services Educational Placement Options 10

11 Why Does Illinois Focus on Educational Placement? 11 Compared to the national average, districts in Illinois are less likely to place students with disabilities in the general education classroom. Percentage of Students with Disabilities that are inside the General Education Setting 80% or more of the school day

12 Why Was This District Selected for a Focused Monitoring Review? Districts are selected based on having the lowest percentage of students with disabilities placed in the general education setting 80% or more of the school day when compared to other districts of similar type and size in Illinois. 12

13 Size and Type of Districts in Illinois 13 Like Group (Size/Type) District Enrollment Range Number of Districts Group 1 Small Elementary DistrictsLess than Group 2 Medium Elementary Districts284 – 1, Group 3 Large Elementary DistrictsMore than 1,88195 Group 4 Small Unit DistrictsLess than Group 5 Medium Unit Districts546 – 1, Group 6 Large Unit Districts*More than 1,907*98 Group 7 High School DistrictsAll districts included100 Total 866

14 District Selection District GroupNumber of Districts Small Elementary 0 Medium Elementary 8 Large Elementary 2 Small Unit 2 Medium Unit 8 Large Unit 1 High School 9 Total 30 14

15 District Data Comparison School Year Percentage of time in General Education 80% District All High School Districts in Illinois State Target 49.6%49.9%51% 15

16 Introduction of Parent Team Member LYNDSEY REEDY * Parent * 16

17 Purpose of Forum Discussion ISBE seeks to gather information on how special education placement decisions are made in this district. 17

18 Determined at least annually. Located as close to the students home as possible. Considered after goals and objectives are developed. Based on individual needs identified and documented. Educational Placements for Students with Disabilities Are: 18

19 Follow the Least Restrictive Environment (LRE) mandate referenced in state and federal regulations. Maintain students with disabilities inside general education settings with same grade peers to the maximum extent appropriate (with the provision of adequate supplemental aids and services). Removal of students with disabilities from general education settings (in all or part) only occurs when the students needs can not be met in this setting. Educational Placement Decisions 19

20 Parent Participation at IEP Meetings Parents/guardians are important IEP team members. Parents/guardians have the right to voice their concerns and provide input about special education services and placement at the IEP meeting. Parents/guardians may invite any person to the IEP meeting who has special knowledge about their child. Parents/guardians may request a meeting at any time to discuss changes and revisions to the IEP. 20

21 Discussion Questions 1. Did the district discuss placement options available for your child? If so, which options were presented? Give examples... 21

22 Discussion Questions 2. What input do you have in the discussion of and the decision about where your child receives special education services? 22

23 Discussion Questions 3. What discussion takes place regarding supports and services that could be provided to your child to enable him or her to participate successfully in the general education setting? Assistive Technology Related Services Modifications Resource Support Behavior Intervention Plan Language support Paraprofessional Accommodations

24 Website Information Special Education and Support Services Parent Guide: Educational Rights and Responsibilities: Understanding Special Education in Illinois Forum Survey 24

25 References 1.Individuals with Disabilities Education Act (2006, August). 2.Rea, Patricia J., McLaughlin, Virginia L., Walther- Thomas, Chriss (2002, Winter). Outcomes for Students With Learning Disabilities in Inclusive and Pullout Programs. Exceptional Children, Vol. 68, No. 2, pp Idol, Lorna (2006, March/April). Toward Inclusion of Special Education Students in General Educations. Remedial and Special Education, Vol. 27, No. 3, pp

26 Parent and Educator Partnership Director: Merle Siefken Toll Free:

27 If you have questions about the Focused Monitoring process, please contact: Illinois State Board of Education ANDREA SHRYOCK (217) North First Street Springfield, Illinois Contact Information


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