Office of Specialized Services

1. Office of Specialized Services Case Manager Meeting October 2011

2. Agenda Overview Welcome eIEP updates SSM Supports Program updates Referral for an Initial Evaluation Low Incidence Disabilities Early Childhood IAA Office of Academic Enhancement (Selective Enrollment, Gifted Schools/Programs, etc) Proportionate Share Least Restrictive Environment (LRE) Reviewing an IEP utilizing the eIEP 2011 Checklist

3. Case Manager’s Meetings 2010-2011 • Small group meetings • More opportunity for discussion • More time for questions and answers • Opportunity to learn from each other • Schedule • September 2011 • October 2011 • November 2011/December 2011 • January 2012 • February 2012 • April 2012 • May/June 2012 (half day) October 2011

4. ShareWhat You Have Learned • With principals • Policy changes • School data • Best practices • With teachers • Best practices in the classroom • Strategies • IEP development October 2011

5. eIEP Updates eMDR Consent Flow Back SSM Home Page Communication and Calendar Service Records and Calendar Management Networks

6. SSA –Clinical Manager Support • Attend monthly case manager meetings – updates – issues – communication – support • Attend clinical manager meetings • Attend clinician meetings • Attend pre-case manager meetings • Case Manager Conference Call • Case Management classes

7. SSM Support Tuesday-Thursday – Case Manager and SSA Conference Call Web based training module Case Manager – SPED Teacher Clinics

8. Program Updates

9. Referral for an Initial Evaluation Key Points to Remember: • Lack of or insufficient RtI data is not a valid justification for denying a request for an initial evaluation. The RtI data can be concurrently collected during the 60 school day timeline. • Process map applies to students that are privately enrolled by their parent/guardian except that the private school would collect the RtI data. • Must respond to the request for initial evaluation within 14 school days upon receipt of the written request, including the assessment planning meeting.

10. Year 1 DRAFT – v12 05.2011 Referral for an Initial Evaluation – CPS Yes, RtI data has been collected. The student has/has not been provided with research-based standards-based core instruction and Tier 2 and/or Tier 3 Interventions and data has been collected to track the student’s rate of improvement Yes, the student has made appropriate progress through interventions (tiers) and data has been collected At this time, the team can deny the request for an evaluation based upon the decision that concerns in the request can be addressed through high quality classroom practices using differentiated instruction along with specifically tiered interventions Notice of decision must be sent within 14 school days • Case Manager with IEP Team determines if current available information (including RtI data) indicates student-based educational concern in any of the following areas: • Academic performance; • Communication; or • Social emotional learning Yes, the Team suspects that the student may have a specific learning disability Evaluation Request Received By School Yes, there is a student based educational concern in one of the 3 areas F B No, the student has not made progress through interventions(tiers) References RtI Data A E Specific special education evaluation process The team should agree to the Initial Evaluation based on the concerns and lack of data and IMMEDIATELY and CONCURRENTLY implement tiered interventions and collect relevant data. NOTE: Notice of decision must be sent within 14 school days No, RtI data has not been collected. The student has/has not been provided with research-based standards-based core instruction and Tier 2 and/or Tier 3 Interventions and data has been collected to track the student’s rate of improvement No, the team determined that through general education and based on the student’s documented progress, the student can make educational progress in an age appropriate curriculum with the use of high quality classroom practices and interventions using differentiated instruction No, the team suspects the concerns are related to another area or areas (e.g. Speech, Behavior, Cognitive Impairment, etc.) Yes, IEP is written, all members of the team including the parent sign the IEP, a copy of the IEP is given to the parent, and IEP is implemented A Is there a student-based educational concern? Does the Team suspect that the student has a specific learning disability? B Assessment Planning (Domain Meeting) Occurs C Does the student have a disability that requires specialized instruction? C No, the team determines based on the data and the assessments the student is not eligible for specialized instruction Team convenes Eligibility Determination Meeting to review data collection and appropriate assessments and determines whether or not the student has a disability and is eligible for special education and/or related services Parental Consent Obtained Does the student have a disability that does not require specialized instruction? D At this time, the team can deny the request for an evaluation based upon the decision that the concerns expressed in the request for evaluation can be addressed with the use of high quality classroom practices using differentiated instruction and interventions Notice of decision must be sent within 14 school days Has the student been provided with research-based standards-based core instruction and Tier 2 and/or Tier 3 Interventions (RtI) and has data been collected to track the student’s rate of improvement? D E 60 school day timeframe begins Yes, the student has a disability that does not require specialized instruction No, the student does not have a disability Notification of FIE sent to Parent Has the student made appropriate progress through interventions? F Team develops 504 Plan Student is not eligible for either an IEP or a 504 Plan

11. Low Incidence Disabilities

12. Low Incidence Disabilities:October Case Manager Meeting Office of Special Education & Supports 125 South Clark Street, Suite 800 · Chicago, Illinois 60603 Telephone: 773-553-1800 Gretchen Brumley Richard G. Smith, Ed. D. Jean McKeown Papagianis Deputy Chief Chief Officer Deputy Chief

13. Far South Side Collaborative Elementary Itinerant: Erika Ash High School Itinerant: Shirley Ross

14. South Side Collaborative Elementary Itinerant: Anita Nobles-DewAudrey Gary High School Itinerant: Katie Morgan

15. Southwest Side Collaborative Elementary Itinerant: Cindy SandersCarol Coffey High School Itinerant: Marilyn Spalla

16. West Side Collaborative Elementary Itinerant: Joanne WilkenJenny Stetson High School Itinerant: Chris Tomeczko

17. North/Northwest Side Collaborative Elementary Itinerant: Alicia Vondra High School Itinerant: Mel Uczen

18. Charter Schools Elementary and High School Itinerant: Catherine Lee

19. Low Incidence: UPDATES • If there are questions regarding students with low incidence disabilities or cluster programs, the school’s first point of contact is the itinerant. • Requests for staff presentations, observations, IEP support, etc. should all be presented directly to the itinerant. • If the itinerant is not providing a monthly schedule of their visits, is presenting information not consistent with district policy, or is not responding to emails or requests for onsite support, please contact Cassie Wells at 773/553-1845 to facilitate a resolution.

20. Low Incidence: RESOURCES • Autism Speaks • School Community Tool Kithttp://www.autismspeaks.org/family-services/tool-kits/school-community-tool-kit • Transition Tool Kithttp://www.autismspeaks.org/family-services/tool-kits/transition-tool-kit • 100 Day Tool Kit (New Diagnoses)http://www.autismspeaks.org/family-services/tool-kits/100-day-kit • Asperger’s Syndrome and High Functioning Autism Tool Kithttp://www.autismspeaks.org/family-services/tool-kits/asperger-syndrome-and-high-functioning-autism-tool-kit

21. Low Incidence: RESOURCES • Professional Development • IATTAPhttp://autism.pbisillinois.org/ • Ohio Center for Autism and Low Incidence disabilities (OCALI) • Autism Internet Modules (AIM) • http://www.autisminternetmodules.org/

22. Early Childhood

23. Early Childhood Students, with disabilities, are provided a continuum of services based upon individual need:

24. When Writing IEPs for Any Student with a Disability, Always Consider: • The IEP Team should decide the type and frequency of services the child requires to meet his or her needs • The specific supports and related service needs of the individual student • IEPs are NOT written to meet program needs, but rather to meet the individual student’s needs. • EXAMPLE: If an IEP Team determines that an early childhood student requires 100 minutes per week of services in the general education setting, the IEP team should write goal(s) for that amount of time only and the LRE grid should only reflect 100 minutes per week

25. IEP Goals Must Be Written at a Developmentally Appropriate Level If the student demonstrates an area of delay, the IEP goal(s) should be written to address that area(s) of need, which may be, but not limited to, one or more of the following area(s), based on the student’s needs and aligned to the Early Childhood Learning Standards: • Language Arts • Mathematics • Independent Functioning • Speech/Language • Social/Emotional

26. Inclusive Opportunities May Include, But Are Not Limited To: • Physical Education • Music • Library • Recess • Lunch/Breakfast (for full day students) • Any academic classes (e.g. language arts, mathematics, Art, etc.)

27. ECO and PLACEMENT Once the IEP is completed: 1.) IEP team must complete an Early Childhood Outcomes Entry Form (the first page only) and leave in draft form. The second page (summary form) of the ECO will be completed and finalized by the receiving teacher. 2.) If the student requires a placement to meet the needs of the IEP, please complete a Placement Request form. Email the form to the OSES Placement Unit.

28. The Early Learning Standards can be found at: http://www.isbe.state.il.us/earlychi/pdf/early_learning_standards.pdf

29. Depending on the child’s current level of functioning/readiness, here are some very basic skills for the IEP Team to consider when developing appropriate IEP goals/benchmarks for an individual student. Please remember the IEP goals need to align to the IL Early Childhood Standards.

30. Depending on the child’s current level of functioning/readiness, here are some very basic skills for the IEP Team to consider when developing appropriate IEP goals/benchmarks for an individual student. Please remember the IEP goals need to align to the IL Early Childhood Standards

31. Illinois Alternate Assessment (IAA) and Selective Enrollment

32. Illinois Alternate Assessment • The IAA is intended for students with the most significant cognitive disabilities. Students must meet the IAA Participation Guidelines to be eligible to take the IAA. IEP teams use these guidelines during the meeting to determine student eligibility. • Guidelines for 2011-2012 are available at http://www.isbe.net/assessment/pdfs/2012/iaa/IAA_Partic_Gdlines.pdf • Resources such as sample score sheets, frameworks, rubric, participation guidelines, video clips, RCDTS codes, and sample tasks and IAA implementation strategies can be found at: • www.iaapearson.com • http://www.isbe.net/assessment/iaa.htm • http://research.cps.k12.il.us/cps/accountweb/Assessment/IAA/

33. Illinois Alternate Assessment and the IEP • DO NOT indicate IAA under classroom testing accommodations; IAA is a district/state assessment • Students are to be tested according to the IEP in effect on the day of testing. Scores from tests other than what the IEP indicates will be invalidated. • Testing coordinators must confirm the appropriate test per student’s IEP PRIOR to conducting testing • Test invalidations impact state funding, school NCLB test participation rates, and most importantly our students.   • When IEP teams make the determinations about how our students can display their gains, whether that is via the ISAT or the IAA, it is our responsibility to ensure that those decisions are carried out.

34. Illinois Alternate Assessment and the IEP • In the eIEP, the IAA question automatically appears for some students based on the student’s disabilities, but the IEP team MUST still determine whether it is appropriate for the student to participate in the IAA. • The IEP team reviews the question and criteria for IAA to determine if the student will take the IAA and selects yes or no. If yes, the IEP team must provide an appropriate justification • For other students, it can be indicated when applicable when the SSA gives approval on the appropriate form and ONLY for students who meet all of the required guidelines • IAA question appears at the bottom of Section 10 (c)

35. Illinois Alternate Assessment test dates • Test Administration Window – All Schools, All Tracks • February 21th-March 16th • ISBE is suspending the writing assessments (grades 3, 5, 6, and 8) for the Illinois Standards Achievement Test (ISAT) and the Illinois Alternate Assessment (IAA) in the 2011-12 school year. The writing assessment component will still be part of the Prairie State Achievement Examination (PSAE) and the IAA given to 11th-grade students.

36. Office of Academic Enhancement and Options for Knowledge Applications • The application window is open from October 1-December 17 • Applications are to be submitted to central office, rather then the individual schools • For elementary magnet, magnet cluster, and open enrollment schools the standard application must be completed (one per child, can be used to apply to up to 20 schools) • For Regional Gifted Centers, Regional Gifted Centers for English-Language Learners, Classical Schools, Academic Centers, and International Gifted Program schools, a Selective Enrollment Elementary Schools (SEES) application (formerly GEAP) must be completed (one per child, can also be completed online) • For Selective Enrollment High Schools and Military Academies, the application designed especially for these schools must be completed (one per child, can also be completed online) • For College and Career Academies, the application designed especially for these schools must be completed (one per child, can also be completed online) • More information is available at http://cpsmagnet.org/index.jsp

37. Selective Enrollment • Review your list of students with disabilities and encourage eligible students to apply • The Options for Knowledge Fair is Oct. 1, 2011, from 9:00 a.m. to 12:00 noon at Malcolm X College, 1900 W. Van Buren • Eligibility requirements are: • for selective enrollment elementary (grades PK-3): no requirements • for selective enrollment elementary (grades 4-7): Students must score at or above the 70th percentile in one subject (reading comprehension or total math) and at or above the 60th percentile in the other subject (reading comprehension or total math) on a nationally normed test (typically ISAT). • for selective enrollment high schools (grade 9): Students must have stanines in reading comprehension and total math that total at least 10 (e.g., 3 in reading, 7 in math; 9 in reading, 1 in math) on 7th grade ISAT or nationally normed test

38. Selective Enrollment • Accommodations and modifications will be provided during the selective enrollment exam per the student’s IEP or 504 Plan • If IEP meetings for students from private schools are requested, please conduct the meetings in a timely manner to ensure that accommodations and/or modifications are appropriately documented prior to testing. Only CPS IEPs are accepted for testing. • OSES Contact person for questions about OAE’s Options for Knowledge process and students with disabilities: • Kylie Klein, kklein@cps.k12.il.us, 773.553.3483

39. Proportionate Share

40. Proportionate Share • OSES Central Office will enroll private school students as non-attending students at the CPS school closest to the private school. • If enrollment is solely for the purpose of creating and implementing a “Service Plan” for a student already determined eligible for special education services, the CPS school will receive the enrollment notification but no further action will be necessary. • If enrollment is for the purpose of an initial or reevaluation, OSES will create a Referral document. OSES will be mindful of whether the CPS school closest to the private school is already over impacted with pending evaluations and may enroll in the next closest school. • CPS school will complete and finalize the Referral, Assessment Planning and conduct any warranted evaluations. • If the student is determined eligible for special education, CPS school must offer FAPE and develop an appropriate IEP unless the parent/guardian waives the development of the IEP in writing. If the parent/guardian declines implementation of the IEP then the private school can develop the “Service Plan”.

41. Proportionate Share Cont. • CPS schools will not develop or implement proportionate share services under a “Service Plan” during the 2011-2012 school year. • Parent/guardian is to be referred to their private school’s affiliate office for the development and implementation of the “Service Plan”. • The student must remain active as a non-attending student at the CPS school whenever the child receives proportionate share services pursuant to a “Service Plan”.

42. Least Restrictive Environment (LRE)

43. …”That to the maximum extent appropriate, children with disabilities…..are educated with children who do not have a disability, and special classes, separate schooling or other removal of children with disabilities from the regular educational environments occurs only when the nature or severity of the disabilities is such that education in regular classes with the use of supplementary aids and services can not be achieved satisfactorily. “ Least Restrictive Environment IDEA Section 612:

44. Least Restrictive Environment LRE means: • The place a student would be educated if he/she did not have a disability. • Students with disabilities are educated with non-disabled peers through the use of supplemental aids and services in the general education classroom to the maximum extent appropriate.

45. Why do we need to review our LRE data? Monitoring the LRE data for your school is a way to: • Continuously review the special education placement decisions in your school • Collaborate as a team to notice if there are any trends in the LRE practices in your school • Provide opportunities for meaningful collaboration around LRE and placement decisions

46. Activity One

47. Where do I find my school’s LRE data? • First, log into SSM • Next, go to Reports and click on “Other Standard Reports” • Then, go to OSS-Phase 0 Reports, scroll down and click on Least Restrictive Environment Reports

48. Activity Two • Provide case managers with a copy of the LRE data for their school • Have case managers review their data • In small groups, compare/contrast their LRE data with other schools • Report out their findings

49. Determining Instructional Setting: Making the LRE Decision Discuss and Analyze General Consideration What has worked in the past? What has not worked? Where is the student now? Develop Student Outcomes Where do we want the student to be? What we expect the student to know and be able to do? Identify Specific Areas of Need In what areas does the student need additional supports in order successfully reach their outcomes? Identify Supports and Services Needed to Address Areas of Need What services does the student need to address each specific area of need? No Accommodations Accommodations Modifications Specialized Instruction Making the LRE Decision: How can the identified services and supports be implemented in the least restrictive environment? Discuss the following for each Area of Need: 1. Will the student be successful with the services and supports provided in the general education setting? 2. Will the additional supports and services identified by the team enable the student to be successful in the general education classroom? 3. Will the benefits of the general education classroom outweigh the benefits of a more restrictive setting? 4. Determine amount of time required in separate setting to meet student’s needs 5. Once you have completed steps 1 through 4 for each Area of Need, add up all Areas of Need to determine LRE for the student.

50. Determining Instructional Setting: LRE Decision Tree* Start Here for Each Area of Need 1. Will the student be successful with the services / supports provided in the general classroom? Setting is General Education Classroom Yes No 2. Would the additional supports / services identified by the team enable the student to be successful in the general education classroom? Setting is General Education Classroom Yes No 3. Will the benefits of remaining in the general classroom outweigh the benefits of a more restrictive setting? Setting is General Education Classroom Yes No 4. Determine amount of time required in separate setting to meet student’s needs Repeat Steps 1 through 4 for next Area of Need 5. Is there another Area of Need? Yes No Less Restrictive Most Restrictive 6. Add all Areas of Need to determine LRE for the student. Separate classroom up to 20% Separate Classroom 21-60% Separate Classroom 60% & above Separate Day School Residential School