Office of Special Education and Supports

1. Office of Special Education and Supports Case Manager Meeting September 2010

2. Agenda Overview Welcome/New Contact Information Case Manager Meetings Role of Case Managers Action Alert – Parents at the IEP meeting Action Alert – Language Model Indicators Role of SSA Brief overview of IDEA SBPS LD Eligibility in the Context of Rtl ESY, Transportation, IAA, Early Childhood New question to increase funds (Medicaid reimbursement) for skilled Post-Secondary Transition

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 • November 2010/December 2010 • January 2011 • February 2011 • April 2011

4. Goals 2010-2011 Theory of Action Co-Accountability Better academic performance of students with disabilities Improved access to the curriculum for students with disabilities Improve the quality of IEPs and assure implementation of IEPs

5. Case Manager’s Role • Ensure special education teachers distribute relevant sections of students’ IEPs to their teacher(s) • Coordinate all referrals for a full and individual evaluation • Assure • All required components are addressed • Process is completed within 60 school days • Assure parental notices and consents are processed and in the student’s file • Convene and chair all IEP conferences • Facilitate parent participation from CPS/OSS Procedural Manual

6. Action AlertParents and the IEP process • Parents must have ability to see and view the IEP during the meeting • Consider appointing a member of the IEP team to support the parent during the IEP meeting • Explain the purpose of the meeting / go over the meeting agenda, review the roles of various members and the procedures of the meeting to reduce parental anxiety and questions • Solicit and incorporate parent input • Practice user friendly, jargon free and people first language

7. Case Manager’s Role (cont’d) • Arrange special education and related services for students in accordance with IEPs • Contact OSES for low incidence disabilities to arrange placement in another school if necessary to implement IEP • Consult with OSES administrator regarding students who require low incidence services regarding problems that develop during the IEP process • Ensure that all relevant data is entered on SIM/eIEP prior to the due date • Ensure that SSM profile page is updated following IEP completion from CPS/OSS Procedural Manual

8. SSM Profile – Student Summary • SSM Student Profile page has some fields that must be manually updated • Service Provider and Minutes (manual) • Paraprofessional Provider and Minutes (manual) • Bilingual Program (manual) • Other fields come over from the finalized eIEP

9. Action Alert • Students with disabilities that are English Language Learners should have a language model indicator • This data must be entered manually on the SSM student profile page • SSM Report will allow you to see which students are missing the language model indicator to correct any student’s profile missing this information

10. Case Manager’s Role (cont’d) • Maintain student records in a secure location in the school • Develop technology skills • eIEP • SIM/CIM • Attend Case Managers’ meetings • Share what you have learned • Monitor all compliance

11. Case Manager Supports • Case Management 101 training • Training for new case managers or as a refresher or for anyone interested in more information about case management • Offered once a month via CPSUniversity • eIEP supports • eIEP web based training module on CPSUniversity • SSM eIEP help documents • eIEP SSM Case Manager Bridge Conference calls Dial in Number:  1-866-603-2932Participant Code:  1981051#Tuesdays 2:00 - 3:00 PM Thursdays 8:30 -9:30  AM • SSA

12. Specialized Services Administrator (SSA) The SSA: Support for all special education issues • Providing ongoing support based on data • Partnering with school to develop and/or sustain inclusive practices • Monitoring school progress on making improvements in special education focusing on • Classroom instruction • IEP development • Reporting on progress to principals, OSES, CAOs, and CEO

13. Share What You Have Learned • With principals • Policy changes • School data • Best practices • With teachers • Best practices in the classroom • Strategies • IEP development • With each other!

14. 2010-2011Another Data Driven Year District LRE Data School Wide Data Snapshot Tool Performance Data Compliance Data ISBE/EC Reports Performance Management Sessions

15. District LRE Dataas of 9/10/2010

16. School Wide Data • SSAs will review the following data: • Snapshot Tool • Access to curriculum • Classroom observations • IEP quality review tool • Performance Data • Benchmark assessments • ISAT/PSAE scores • Classroom data • Compliance data • ISBE/EC reports

17. Data collection – the Snapshot Visit The Snapshot is the tool used to collect data for the Scorecard 1 School-level Review 1 School-level Review Walk through + Document review 4 IEP Reviews 4 IEP Reviews Scorecard 3 Class Observations 20-25 min each Populated data from IMPACT, REA, and QES In order to measure a school’s growth during the school year, the Snapshot is implemented by your SSA once in the late fall or winter to be compared with the baseline data from the 2010 school year..

18. Understanding the Inclusive Practices Scorecard

19. District Wide Findings 2008-2009 • 1: ISBE Continues to Find that Placement Decisions in the Local Schools are Consistently Being Made Without Regard to the LRE Mandate • 1A: IEP Teams Do Not Make Individualized and Justified Placements Decisions in the Least Restrictive Environment • 1B: CPS Does Not Provide Students with Adequate Supports and Services When Placed in Less Restrictive Settings • 3: CPS Has Failed to Adequately Staff Schools and Appropriately Allocate Staff • 6 CPS Has Inadequately Formulated IEPs • 6A: Present Levels of Performance are Not Adequately Developed and Documented on IEPs • 6B: Annual Goals are Not Appropriate or Are Not Adequately Aligned with the IL Learning Standards on IEPs

20. District Wide Findings 2008-09 • 8: CPS Has Failed to Formulate IEPs that Adequately Consider the Delivery of Related Services in Settings that Include Nondisabled Peers • 9: CPS Has Failed to Formulate IEPs that Provide and Document Consultative Services Necessary to Ensure Students’ Access to the Least Restrictive Environment • 14: CPS Has Failed to Provide an Adequate Number of Individual and Classroom Aides to Provide Required Support Students with Disabilities in the Least Restrictive Environment • 15: CPS Has Failed to Conduct Adequate LRE Transition Planning for Students with Disabilities • 18: CPS Has Failed to Ensure that IEPs of Students with Disabilities are Fully Implemented in the Schools • 19: CPS Has Failed to Ensure that Students with Disabilities are Making Appropriate Progress from Year to Year

21. The Procedural Requirementsof the Individuals with Disabilities Education Improvement Act(IDEA 2004)andIllinois Regulations--Condensed Version -- Office of Special Education and Supports Chicago Public Schools March 8, 2010 Indicates that the content is updated

22. Referral Process for a Full and Individual Evaluation • A request for an initial special education evaluation (full and individual evaluation) can only be made by a parent, school district employee, state education agency, community service agency, or other state agency. • In CPS, request must be made in writing to the school principal or case manager and should include supporting documentation (e.g. private evaluation, academic interventions, etc.) • If parent unable to make written request, school must assist the parent in making written request.

23. Response to anEvaluation Referral If the school decides not to conduct an evaluation: • Within 14 school days the parent shall be provided written notice of the school’s decision not to conduct an evaluation and, the reasons for that decision using the “Notice of Referral Decision” form; and • The parent shall be provided with written notice of: a) The date of the referral and the reasons for which the evaluation was requested; and b) The reasons for which the school decided not to conduct a full and individual evaluation.

24. Response to an Evaluation Referral (Continued) If the school decides to conduct a full and individual evaluation: • A written notice of the decision must be provided to the parent using “Notice of Referral Decision” form; • A team, which should includes the parent, must convene and the domain and consent form prepared and provided to parent within 14 school days of receiving the written referral; • Parental consent must be obtained; • The evaluation and IEP must be completed within 60 school days of the date consent received.

25. Early Childhood Referral • If the child has an Individual Family Service Plan (IFSP), then Child Find should have been triggered and this student should have been evaluated and have an IEP, if eligible, in place and ready for implementation on his or her 3rd birthday. • If the child does not have an IFSP, but is referred with at least 60 school days remaining before his or her 3rd birthday, then we must evaluate the child and make sure that, if eligible, an IEP is in place for implementation by his or her 3rd birthday. • If the child does not have an IFSP, but is referred with fewer than 60 school days remaining before his or her 3rd birthday, then we follow the standard 60 school day evaluation process.

26. Informed Written Consent • Complete Assessment Planning form first by convening a meeting of relevant team members • Complete appropriate Consent for Evaluation form – additional or no additional information needed. • Parent must sign and date after reviewing attached Assessment Planning form • Informed written consent means that the consent must be “written” and therefore verbal consent is not sufficient.

27. Parental Consent • Parental consent shall be obtained before conducting any evaluation or reevaluation of a child. If parent refuses to provide consent for a required triennial reevaluation the Chicago Public Schools shall request a due process hearing at least 30 days prior to the expiration of the triennial due date. • Parental consent can be revoked by the parent either in written form or verbally. • If school disagrees with the parent’s revocation of consent for an evaluation – the evaluation must stop immediately and due process may be requested. • See OSS Bulletin 32 regarding Parental Revocation of Consent for additional information.

28. Reevaluation Consent • If a parent does not respond to our request for consent to conduct a three-year reevaluation of the student, we might be able to proceed with the evaluation without the parent’s consent. • School must make reasonable efforts to obtain the consent and SSM guidance questions should be specifically asking whether Certified Mail was one method of attempt before allowing school to proceed with the three-year reevaluation (i.e. messages to the parent via the student will not satisfy the “reasonable efforts” criteria).

29. The Definition of “Parent” • IDEA 2004 defines “parent” as: • a natural, adoptive, or foster parent • an ISBE appointed Surrogate parent • a Guardian, but not the State, if child ward of State • an individual acting in place of a natural or adoptive parent, including grandparents, stepparents or other relative, with whom the child lives or an individual legally responsible for the child’s welfare • DCFS (i.e. caseworker or educational liaison) is NOT the parent for IDEA 2004 purposes, but is a State Agency under the referral process.

30. Parent Participation is Important Whenever a meeting is to be held which a parent has a right to attend: • No later than 10 days prior to the proposed meeting, the Chicago Public Schools shall notify the parents in writing of the purpose of the meeting, the proposed date, time, and place for the meeting, who else will be in attendance, and the parent’s right to invite other individuals. • A parent can waive the 10 day prior notification for IEP conference. The waiver should be a written waiver. • Use alternate modes of participation such as phone conference or written communication.

31. Parent Participation is ImportantContinued Parent participation must be “meaningful” and steps should be taken to ensure this occurs: • Complete evaluation reports prior to eligibility meeting and present parent with draft reports days before the meeting so that they have time to digest information and formulate questions to ask at the meeting; • Encourage parents to complete the IEP Family Report prior to an IEP meeting so that they can begin to plan for the meeting and be prepared to support the completion of the General Considerations section of the eIEP. • Include the parent throughout IEP development by eliciting the parent’s input. • Consider appointing a school based team member as the parent support person at the IEP meeting to ensure parent comfort throughout the meeting.

32. ELL Students and Parents Dominant in Non-English Language • It is not enough to indicate information within the Language and Cultural Considerations question and then ignore incorporating the information within the other eIEP sections. • A Bilingual Specialist is required for ELL students and this individual should ensure language and cultural factors are considered in IEP development (can be related service provider with endorsement or non-SPED bilingual teacher). • Notice forms must be provided to the parent in their native language unless not feasible. If not feasible, oral translation or other appropriate mode of communication will be necessary. • School is responsible for securing a translator and might have to hire a private agency if none is available.

33. Individualized Education Program Meeting Request A child’s teacher or a child’s parent may request the review of the child’s IEP at any time. Within 10 days after receipt of such a request, the school shall either agree and notify the parent or notify the parent in writing if its refusal, including an explanation of the reason no meeting is necessary to ensure the provision of a Free Appropriate Public Education for the child.

34. Graduation • IDEA 2004 makes it clear that Districts are not required to evaluate students prior to termination of student’s eligibility due to high school graduation or reaching age of 22 • IDEA 2004 requires that District provide a student who has graduated with a high school diploma or has aged out at 22 with a summary of student’s academic achievement and functional performance, which must include recommendations on how to assist the student on meeting postsecondary goals • Illinois regulations allow services through the day before the 22nd birthday. • If the student meets high school graduation criteria and has been provided the special education support and services, including transition services and related services, necessary to facilitate his or her integration into society then we can issue the student a high school diploma before the student reaches his or her 22nd birthday.

35. Brittany’s Law • High schools students with disabilities that have attended high school for four (4) years, under the CPS interpretation of Brittany’s Law, can participate in the graduation ceremony and return to school the following school year or during ESY to continue receiving services. • A Certificate of Attendance is provided at the ceremony rather than a high school diploma. • Law only speaks to ceremony, not other graduation activities.

36. Independent Educational Evaluation (IEE) • A parent can requests an IEE at public expense in writing to the Superintendent of School District if they disagree with the schools evaluation. • If the school district disagrees with the need for an IEE, it shall initiate a due process hearing within 5 days following the receipt of a written parental request for an IEE. • We must convene a meeting to consider any private evaluations presented to us by the parent to determine whether IEP changes are necessary.

37. Transfer Students • Students transferring within CPS – implement the IEP • Students that transfer in from another school district or state must: • Immediately be provided “Comparable” services while the school determines whether to accept the IEP, revise the IEP or develop new. • If student enrolling from out of state, a special evaluation may be warranted given differences in eligibility criteria between states (e.g. LD eligibility or DD age level) • IEP “Conference Notification” must be sent within 10 days of enrollment. • If we do not receive an IEP from the former school district within 10 calendar days of our request for records, then we must initiate an IEP meeting within 10 calendar days of the expiration of this waiting period to develop a new IEP (i.e. An IEP must be developed within 21 calendar days of enrollment if we do not receive an IEP to implement from the former school district).

38. Requirements Regarding Transfer Students • When a student with a disability transfers into the District and is presented for enrollment, the District shall enroll and initiate educational services to the student immediately. The District shall ensure that the child has an IEP in effect. • If a student with a disability transfers into the District, the receiving school shall request the student’s records from the sending school district by the end of the next business day after the date of enrollment. • In the case of an inability to obtain an IEP from the sending school district, the receiving District should place the student in a setting that it believes will meet the child’s needs until an IEP is received or the new IEP is developed.

39. Requirements Regarding Transfer Students (Continued) • The District may adopt the IEP that the former school district developed and no IEP meeting is required if the following conditions are met: a) a copy of the child’s current IEP is available; b) the parents indicate satisfaction with the current IEP; and c) the District determines that the current IEP is appropriate and can be implemented as written. • If the District disagrees with the sending school district’s IEP or is unable to obtain an IEP from the sending school district, then no later that 10 days after the date of the child’s enrollment, the District must provide written notice of the proposed meeting date to develop the new IEP.

40. The Medication Prohibition • Under IDEA 2004 educators are PROHIBITED from requiring that students obtain a prescription for medication as a condition of attending school, receiving an evaluation or receiving special education & related services • See OSS Bulletin 31 (Dated 9/6/05) for more information

41. Myths, Lies and Video Tapes • 90 days of anecdotal records are required before a separate school placement can be recommended. (Myth or Reality?) • We can delay a initial eligibility meeting beyond the 60th school day as long as the parent is in agreement with the delay. (Myth or Reality?) • A parent has the right to tape record or video an IEP meeting. (Myth or Reality?)

42. Questions?

43. What’s going on with……. • School Based Problem Solving - SBPS • Response to Intervention - RtI

44. School Based Problem Solving (SBPS) • SBPS is a continuum of education supports including: • Standard resources and instruction required for learning • Additions to standard package of resources and instruction required for learning • Addressing Academic Issues • Using instructional level materials • Adding more instructional contact time • Using supplemental materials (e.g. Wilson Reading, Read 180…) • Providing research-based interventions • Addressing Behavioral Issues • Completing functional analysis of student behavior • Identifying fast/slow triggers and student responses • Implementing consequences .

45. SBPS and Your School • Step One • Collect data from a variety of sources • Step Two • Identify student’s strengths and weaknesses • Identify specific skill(s) to remediate • Document academic and/or behavioral intervention used in classroom setting and their results • Maintain communication log with parent • Step Three • Schedule a meeting with parent and SBPS team • Select research-based strategies to address areas that require intervention • Chart progress based on pre-determined timeline • Step Four • Schedule a meeting to discuss results with parent and SBPS team • If skill remediated • SPBPS is discontinued OR • Continue with research-based interventions • If skill not remediated • Complete referral for FIE

46. LD Eligibility in the Context of RtI 2010-2011 • In the 2010-2011 school year, in order to determine a student has a specific learning disability and is eligible for special education, areas and schools, (specifically the IEP team) are expected to base their decision on a lack of response to scientifically and evidence-based interventions, as determined through an analysis of data. (Taken from Overview of Response to Intervention/Office of Teaching and Learning)

47. LD Eligibility in the Context of Rtl 2010-2011 Con’t. • IEP teams should not be utilizing a discrepancy model to determine specific learning disability and should rely on the data collected through RTI. • RtI is not designed as a barrier to refer students suspected of having disabilities for a full and individual evaluation (FIE) pursuant to the Individuals with Disabilities Education Improvement Act, however, the data collected through RtI is expected to be used by schools to determine specific learning disabilities during the 2010-2011 school year. • A parent can request a special education evaluation at any time prior to, during, or following their child’s involvement in an RtI process. (Taken from Overview of Response to Intervention/Office of Teaching and Learning)

48. A Tiered Supports Framework Academic Systems BehavioralSystems Intensive Interventions Individuals or small groups (2-3) Assessment-based, customized interventions Intense, durable procedures Intensive Interventions Individuals or small groups (2-3) Assessment-based, customized interventions High Intensity Longer duration/more frequent progress monitoring Targeted Supports Some students (at-risk) High efficiency Rapid response Strategic Supports (small groups) Some students (at-risk) Diagnostic data used to pinpoint needs Strategic instruction/progress monitoring Existing structures (e.g., after school) Universal Instruction All students High-fidelity implementation of core curriculum Preventive, proactive Universal School Climate and Classroom Management All settings, all students Preventive, proactive

49. Questions to Consider Universal Has the student had access to high quality instruction? (teacher consistency, student attendance, student mobility) Most of class making progress? Targeted Is there any problem with vision, hearing, other physical health needs? Has additional instructional time, supplemental materials, etc. been tried? Has progress been monitored? Have universal supports continued? Has parent been informed? Intensive Has additional instructional time, supplemental materials, etc. been tried? Has progress been monitored? Have universal and targeted supports continued? Has parent been informed?

50. Other Issues Extended School Year – ESY Transportation IAA Preparing for Summer Assessment