Office of Special Education & Supports

1. Office of Special Education & Supports Case Manager Meeting December 2010

2. Agenda • Welcome • World Sport Chicago* • eIEPupdates • Program updates • Medicaid Billing Consent* • Transportation Update and FAQs • Selective Enrollment • ESY reminder • 8th grade IEP reminder • Snapshot • Implementation Plan • Toolkit • Assessments • Response to Intervention • Proportionate Share • Private Residential: Non-academic need (Resource for parents) • Transition and Travel Training* December 2010

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 2010 • October 2010 • December 2010 • January 2011 • February 2011 • April 2011 December 2010

4. ShareWhat You Have Learned • With principals • Policies • Procedures • Changes • With teachers • Best practices • Strategies • IEP development December 2010

5. World Sport Chicago December 2010

6. E-IEP updates December 2010

7. eIEP Updates • RTI in SSM—it’s coming!! • SSM upgrade • Server Time Out Errors • SSAs canNOT“un-finalize” IEPs anymore • You must go through a revision or reconvening of the meeting to ensure the IEP is accurate. • Be very careful/attentive to detail before finalizing (i.e. spelling, names, LRE minutes, providers) December 2010

8. Notice of Conference • Notice of Conference should be used to invite ALL members of the IEP team necessary (using SSM calendar, SSM invite, paper copy in hand, email reminder). • This ensures the clinicians know the conference date AND can then get their reports drafted 10 days in advance of the meetings (as per the Procedural Manual). • Changes in the date of a meeting can be reflected in the NOC and then communicated to everyone (versus making the change on a school-based schedule, where it is possible that someone is not informed). • A best practice is to develop the schedule as a team to ensure availability of clinicians. December 2010

9. Autism and the IEPDiane Schreiber (Beard) • Review the Autism sections on Language and General Considerations December 2010

10. Medical Billing December 2010

11. Parental Consent (for Medicaid Reimbursement) U.S.D.E. Ruling eIEP Collects Parent Response As of October 13, 2006, the U.S. Department of Education requires the Chicago Public Schools to obtain parental consent for state reimbursement of health-related services provided to students with disabilities who are covered by public benefits or insurance. In addition, parents must be given the opportunity to refuse consent for state reimbursement, although all required services must continue to be provided to the student at no cost to the parents. 1st Option: YES or 2nd option: NO or 3rd option: NO RESPONSE * YESis the preferred response * However, as the U.S.D.E ruling states, parents have the right to refuse consent December 2010

12. Parental Consent (for Medicaid Reimbursement) Summary of Current eIEP Responses YES 26, 860 NO 233 NO RESPONSE 1,343 • Reminders: • The “No Response” option was developed to give parents the opportunity to obtain more information about Medicaid Reimbursement before giving a Yes or No response. Action: Please follow up with parents who gave “No Response”. • Utilize the “Notes for Parents” link within the eIEP to further explain the U.S.D.E ruling to the parent. Or download the notes from http://www.oism.cps.k12.il.us/pdf/oss/Parental_Consent_Notes.pdf (or see next slide) • Always print the Medicaid Reimbursement form (after you enter the parent’s Yes or No response) *Thank you for your support of the Medicaid reimbursement program* December 2010

13. Notes for Parents December 2010

14. Transportation December 2010

15. Transportation The Office of Special Education and Supports (OSES) and the Bureau of Student Transportation (BST) is working collaboratively to ensure all students with disabilities who are entitled to transportation services per the IEP are routed. If you need additional assistance regarding transportation requests, routing or staffing, please contact the BST at (773) 553-2860. December 2010

16. Transportation-Steps to Access Upon completion of the student IEP or enrollment, where the student is eligible for transportation services, Case Managers should use the following steps: • Enter a transportation request in SIM • All Early Childhood Students must be entered as “AM” or “PM” on the request to ensure the appropriate pick-up and drop-off time • Confirm the transportation request was entered by reviewing the request in SIM • Submit a request for a Bus Aide position in ORACLE, if required December 2010

17. Transportation Student Enrollment (SIM) IEP Meeting (SSM eIEP) Required Services Determined Eligible for Transportation Request Transportation in SIM If required, Request Bus Aide in ORACLE If student is eligible per the IEP and the request is entered in SIM, student will be routed December 2010

18. Transportation FAQ’s • How do I route a student in SIM? (see transportation overview) Click Transportation, Action-Add Transportation, Entry Date-Today’s Date, Code-SE, Pick up location-Home, Submit • What if the student’s address is different than the address in SIM? Update the address on the SIM Demographic Page, enter an exit date on the existing transportation request (this will delete the request), enter a new transportation request • How do I know if the request has been submitted? Check the Edit Transportation page • What do I do if the transportation request is rejected? Determine the reason for rejection, delete the rejected request and enter a new request with the corrected information. December 2010

19. Transportation FAQ’s • What if the parent refuses transportation services after the IEP has been finalized? Complete an IEP Revision for the Transportation section only. • What if a parent wants transportation but the student is not eligible per the IEP? Reconvene the IEP meeting. • What if the student requires a bus aide? If the child is not on a bus with an existing aide the principal will need to call or email Kathleen Fussell to obtain a new position. • Who do I contact for assistance in recruiting a bus aide? Katie Doyle, Office of Human Capital  December 2010

20. Transportation FAQ’s • What if the student requires specialized transportation? Transportation must be stated on the IEP in SSM and a transportation request must be submitted in SIM at the school where the child will be attending before bus service can begin. • What if the student requires an air-conditioned bus? The need for air-conditioning must be stated in the IEP and that portion of the IEP needs to be forwarded to either Elizabeth Perkins or Linda Parker and they will direct the bus company to make the change. • What if the student requires a nurse on the bus? Contact the OSES Nurse Manager December 2010

21. Selective Enrollment, ESY, 8th graders December 2010

22. Selective Enrollment • Please encourage your students to apply for selective enrollment schools. • DEADLINE is December 17th. December 2010

23. ESY Reminder **For Track E schools, please gather data in this period before break regarding regression and retention of information for students. December 2010

24. 8th Grade IEPs • Please complete 8th grade IEPs by: February 1st, 2011. December 2010

25. Snapshot December 2010

26. 2010-11 Snapshot Timeline • Review Spring 2010 Snapshot results • Address “Red” and “Yellow” Components • Use the Toolkit to access resources • 2010-11 Snapshot will be implemented in April and May. • Only provides a “snapshot”;OSES is well aware that not everything will be captured within the one-day visit • For this reason, it is notto be used to evaluate but to guide and inform. • Is transparent and a learning process • Should be done collaboratively with the principal and school staff to encourage capacity building December 2010

27. 2010-11 Snapshot Toolkit • An electronic resource guide for principals and school staff to use in order to learn more about the different sections of the Inclusive Practices Snapshot • Includes resources which will guide principals on how to better support their school staff towards improving Inclusive Practices at their school • Aligned to the major components of the Inclusive Practices Snapshot: (A) Students with Disabilities are Integrated -Students with Disabilities are Engaged in the School Community -Students are in the Least Restrictive Environment (B) IEPs Support Access (C) Core Curriculum Part I -Research and Standards-Based Curricula -School Uses Universal Screening -Teachers are Differentiating Instruction to Meet Needs of Students with Disabilities (C) Core Curriculum Part II -Staff is Collaborating to Meeting the Needs of Students with Disabilities -School is Implementing Effective Co-teaching Practices (D, E) Interventions and Progress Monitoring December 2010

28. Snapshot Toolkit Preview (Sample) December 2010

29. Assessments December 2010

30. Elementary Assessment Calendar Scantron DIBELS ISEL December 2010

31. Elementary Assessment Calendar STEP mClass Explore Reading Benchmark December 2010

32. Elementary Assessment Calendar Math Benchmark Writing Limited 8th Selective December 2010

33. Elementary Assessment Calendar Access NAEP ISAT December 2010

34. Area 27 Assessments • Brigance • MISA • Dash-II • Hawthorne • Unique December 2010

35. Response to Intervention: SLP December 2010

36. Speech-Language Pathologist’s Roles in the RTI Framework • Program Design • Collaboration • Service Models • Individual • Group • Classroom

37. Program Design SLPs assist with design and implementation of RtI: • Explain the role that language plays in curriculum, assessment, and instruction, as a basis for appropriate program design • Utilize evidence-based practice for language and literacy assessment and intervention approaches • Plan for and conduct professional development on the language basis of literacy and learning • Interpret a school’s progress in meeting the intervention needs of its students

38. Collaboration SLPs collaborate and/or consult with families, teachers, administrators, and other special service providers: • Assist with universal screening • Participate in progress monitoring systems • Contribute to intervention assistance teams • Provide expertise to meet the needs of students in initial RTI tiers with a specific focus on language learning and literacy • Help families understand the language basis of literacy and learning as well as the specific language issues pertinent to an individual child

39. Service Models SLPs provide interventions for individual students, groups of students, or whole classrooms for students at-risk: • Conduct screenings and/or assessments to track students at-risk • Provide evidence-based interventions to intervene with students who may respond to intense short-term interventions rather than being placed in special education • Identify, use, and disseminate evidence-based practices for speech and language services or RTI interventions at any tier

40. Speech-Language Impact on Learning

41. References Ehren, B., Montegomery, J., Rudebusch, J., & Whitmire, K. (2006). Responsiveness to intervention: New roles for speech-language pathologists. Retrieved on December 10, 2010 from www.asha.org Gottfred, Catherine. (October, 2010). Interventions for the struggling reader. Apostolic Church of God, Chicago, IL.

42. Proportionate Share December 2010

43. December 2010

44. December 2010

45. Private Residential: Non Educational Need (Resource for Parents December 2010

46. Community Alternatives Unlimited • 8765 W. Higgins Road, Suite 300Chicago, Illinois 60631phone: 773-867-4000TTD: 773-867-4168fax: 773-867-4165e-mail: info@cau.orgweb: www.cau.org • Community Alternatives Unlimited is the first case management agency in Illinois that provides independent case management services to individuals with a wide range of disabilities, including developmental disabilities, mental health needs, hearing, visual and physical impairments. • Case management is a service. This direct service provides assistance to people with developmental disabilities and people with mental disabilities. The goal of case management is to link a consumer with the services he or she needs. Case management aims to minimize the feeling that he or she is being shuffled around, waiting in the wrong line, or being caught in "red tape." Case management exists with a wide variety of organizations. Fundamentally, it is a collaborative process that attempts to achieve multiple outcomes, including quality care, cost containment and consumer empowerment. December 2010

47. Individual Care Grant http://www.dhs.state.il.us • Eligibility Requirements to obtain ICG funds for intensive community-based care or residential treatment: • Parent/guardian must be a resident of Illinois. • The child must have a severe mental illness. • The child must be enrolled in an approved educational program. • The child is not past the age of 17 years and 6 months before submission of the completed application. • Contact Information and Request Application • For an ICG application, call 773-794-4884 or http://www.illinoismentalhealthcollaborative.com/contact.htm December 2010

48. PotLuck December 2010

49. Transition and Travel Training December 2010

50. Age-Appropriate Assessments • Are conducted annually to form the basis of a transition plan. Life After High School • Each year, the transition assessments should be revisited in a more specific manner, targeting the student’s development. For a student close to 14 1/2, a career exploration measure or interest inventory is typically satisfactory. For an older student, a vocational skills assessment is more appropriate.