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Office of Special Education & SupportsCase Manager Meeting December 2010 AgendaWelcomeWorld Sport Chicago*eIEP updatesProgram updatesMedicaid Billing Consent*Transportation Update and FAQsSelective EnrollmentESY reminder8th grade IEP reminder

SnapshotImplementation PlanToolkit

AssessmentsResponse to InterventionProportionate SharePrivate Residential: Non-academic need (Resource for parents)Transition and Travel Training*

December 2010Case Managers Meetings 2010-2011Small group meetingsMore opportunity for discussionMore time for questions and answersOpportunity to learn from each otherScheduleSeptember 2010 October 2010 December 2010 January 2011 February 2011April 2011

December 2010

Share What You Have LearnedWith principalsPoliciesProceduresChangesWith teachersBest practicesStrategiesIEP developmentDecember 2010World Sport ChicagoDecember 2010E-IEP updatesDecember 2010eIEP UpdatesRTI in SSMits coming!!SSM upgradeServer Time Out Errors

SSAs canNOT un-finalize IEPs anymoreYou 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 2010Notice of ConferenceNotice 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 2010Autism and the IEPDiane Schreiber (Beard)Review the Autism sections on Language and General ConsiderationsDecember 2010Medical BillingDecember 2010Parental Consent (for Medicaid Reimbursement)December 2010As 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.U.S.D.E. RulingeIEP Collects Parent Response1st Option: YES

or

2nd option: NO

or

3rd option: NO RESPONSE* YES is the preferred response *However, as the U.S.D.E ruling states, parents have the right to refuse consentParental Consent (for Medicaid Reimbursement)December 2010Summary of Current eIEP ResponsesYES26, 860NO233NO RESPONSE1,343Reminders:

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 parents Yes or No response)*Thank you for your support of the Medicaid reimbursement program*

Notes for ParentsDecember 2010TransportationDecember 2010TransportationThe 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 2010Transportation-Steps to AccessUpon 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 SIMAll Early Childhood Students must be entered as AM or PM on the request to ensure the appropriate pick-up and drop-off timeConfirm the transportation request was entered by reviewing the request in SIMSubmit a request for a Bus Aide position in ORACLE, if required

December 2010TransportationDecember 2010Student Enrollment(SIM)IEP Meeting(SSM eIEP)Required Services DeterminedEligible for TransportationRequest Transportation in SIMIf required, Request Bus Aide in ORACLEIf student is eligible per the IEP and the request is entered in SIM, student will be routedTransportation FAQsHow do I route a student in SIM? (see transportation overview) Click Transportation, Action-Add Transportation, Entry Date-Todays Date, Code-SE, Pick up location-Home, SubmitWhat if the students 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 requestHow do I know if the request has been submitted? Check the Edit Transportation pageWhat 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 2010Transportation FAQsWhat 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 CapitalDecember 2010Transportation FAQsWhat 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 2010Selective Enrollment, ESY, 8th gradersDecember 2010Selective EnrollmentPlease encourage your students to apply for selective enrollment schools.

DEADLINE is December 17th.December 2010ESY Reminder**For Track E schools, please gather data in this period before break regarding regression and retention of information for students.December 20108th Grade IEPsPlease complete 8th grade IEPs by: February 1st, 2011.December 2010SnapshotDecember 20102010-11 Snapshot TimelineReview Spring 2010 Snapshot resultsAddress Red and Yellow ComponentsUse the Toolkit to access resources2010-11 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 visitFor this reason, it is not to be used to evaluate but to guide and inform.Is transparent and a learning processShould be done collaboratively with the principal and school staff to encourage capacity buildingDecember 20102010-11 Snapshot ToolkitAn electronic resource guide for principals and school staff to use in order to learn more about the different sections of the Inclusive Practices SnapshotIncludes resources which will guide principals on how to better support their school staff towards improving Inclusive Practices at their schoolAligned 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 2010Snapshot Toolkit Preview (Sample)

December 2010AssessmentsDecember 2010Elementary Assessment CalendarDecember 2010

ScantronDIBELSISELElementary Assessment CalendarDecember 2010

STEPmClassExploreReading BenchmarkElementary Assessment CalendarDecember 2010

Math BenchmarkWritingLimited 8thSelectiveElementary Assessment CalendarDecember 2010

AccessNAEPISATArea 27 AssessmentsBriganceMISADash-IIHawthorneUniqueDecember 2010Response to Intervention: SLPDecember 2010Program DesignCollaborationService Models IndividualGroupClassroomSpeech-Language Pathologists Roles in the RTI FrameworkSLPs assist with design and implementation of RtI:Explain the role that language plays in curriculum, assessment, and instruction, as a basis for appropriate program designUtilize evidence-based practice for language and literacy assessment and intervention approachesPlan for and conduct professional development on the language basis of literacy and learning Interpret a schools progress in meeting the intervention needs of its studentsProgram DesignSLPs collaborate and/or consult with families, teachers, administrators, and other special service providers:Assist with universal screeningParticipate in progress monitoring systemsContribute to intervention assistance teamsProvide expertise to meet the needs of students in initial RTI tiers with a specific focus on language learning and literacyHelp families understand the language basis of literacy and learning as well as the specific language issues pertinent to an individual childCollaboration38SLPs provide interventions for individual students, groups of students, or whole classrooms for students at-risk:Conduct screenings and/or assessments to track students at-riskProvide evidence-based interventions to intervene with students who may respond to intense short-term interventions rather than being placed in special educationIdentify, use, and disseminate evidence-based practices for speech and language services or RTI interventions at any tierService Models Speech-Language Impact on Learning5 Pillars of LiteracySpeech-Language TargetsPhonemic AwarenessPhonological awareness (blending/segmenting/rhyming)PhonicsArticulation (sound errors, i.e. /t/ for /k/) decodingVocabularyExpressive/Receptive LanguageComprehensionCognition (language and memory)Reading FluencyCombination of above skillsThe 5 Pillars of Literacy Hierarchy ties in to the Illinois State Standards Reading Foundations for K-5 (print concepts, phonological awareness, phonics and word recognition and reading fluency)

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.ReferencesProportionate ShareDecember 2010December 2010

December 2010

Private Residential: Non Educational Need (Resource for ParentsDecember 2010Community 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 2010Individual Care Granthttp://www.dhs.state.il.usEligibility 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 ApplicationFor an ICG application, call 773-794-4884 or http://www.illinoismentalhealthcollaborative.com/contact.htm

December 2010PotLuckDecember 2010Transition and Travel TrainingDecember 2010Age-Appropriate Assessments Are conducted annually to form the basis of a transition plan. Each year, the transition assessments should be revisited in a more specific manner, targeting the students 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.

Life After High School Age-Appropriate Assessments Interviews or questionnairesDirect observationsAnecdotal recordsEnvironmental or situational analysisCurriculum-based assessmentsInterest inventoriesPreference assessments, andTransition planning inventoriesAdaptive behavior and independent living assessmentsAptitude testsInterest assessmentsIntelligence testsAchievement testsPersonality or preference testsCareer development measuresOn the job or training evaluationsMeasures of self-determination

Informal MeasuresFormal Measures Age-Appropriate Assessments What should I use?

Whats Next Illinois? https://secure.whatsnextillinois.org/Default.aspxCasey Life Skills- free and easy to use tools to help young people prepare for adulthood.http://www.caseylifeskills.org/index.htmNational Secondary Transition Technical Assistance Center Transition Assessment Toolkithttp://www.nsttac.org/products_and_resources/Tag.pdf National Collaborative on Workforce and Disability Assessment Guide http://www.ncwd-youth.info/assets/guides/assessment/AssessGuideComplete.pdfThe Youthhood (developed by the National Center on Secondary Education and Transition)www.youthhood.orgiTransitionhttp://itransition.pepnet.org/gatesDeparture.aspCoordinated Set of ActivitiesThese delineate who will do what this year to assist the student in achieving the annual goals as related to the post-secondary outcomes. Per ISBEs rubric, for each postsecondary outcome:

There should be at least one transition service listed that corresponds or connects to each postsecondary outcome; and,

2) The students IEP should document transition services that focus on improving the academic and functional achievement of the student to facilitate their movement from school to post-school; and,

3) Transition services include academic and functional activities, supports and services

Coordinated Set of ActivitiesWho will do what this year to work toward achieving the post-secondary outcomes?

The students family will take him to the community recreational center two nights per week for leisure activities.

The special education teacher will use task analyses to assess the students life skill competencies.

The social worker will collaborate with the students family to initiate a referral to DRS.

The occupational therapist will continue to provide services, with a focus on the students needs in performing vocational tasks. (IF the child is receiving this related service, and the team determines it is necessary). ISBE Rubric Use ISBEs Indicator 13 Rubric to evaluate your transition plans for compliance.

http://www.isbe.state.il.us/SPEC-ED/pdfs/indicator13_checklist_rubric.pdf

http://www.isbe.state.il.us/SPEC-ED/pdfs/indicator13_checklist.pdf

STEP ProgramThe S.T.E.P. program is currently under review by the state (Division of Rehabilitation Services).

Subsequently, the Office of Special Education and Supports has closed the 0.2/CWT positions assigned to your school.

The S.T.E.P. classes programmed at your building can remain in place, as this only affects the time and funding that was allocated to the S.T.E.P. teachers responsibilities after school to identify jobs for students.

We are working on next steps surrounding the program.We will share information as quickly as it becomes available to us. Tracking form/Profile Page/e-IEPAfter completing a transition plan on a students IEP, the transition information on the students profile page must be completed.

Completion of the student profile page will now be on the tracking form. This will not affect IEP development or finalization.

ISBE requires collection of this data, therefore it must be monitored for completion.

This is a short-term measure for monitoring data collection.

Long-term improvements will link the transition plan itself to the data collection system.

8th grade to High School timelineThe date for completing all 8th grade/transition IEPs will be aligned with high school programming needs.

The due date is likely to be in February.

Please begin working on all 8th grade/transition IEPs now. The transition department is in transition In partnership with our stakeholders, create a collaborative new vision for students with disabilities transitioning to post-secondary opportunities. StudentsTheir familiesEducation ProfessionalService AgenciesCommunity OrganizationsAdvocacy GroupsWhere are we going? Identify challenges and action steps for improving:School-level knowledge on TransitionProfessional Development Data ManagementInterdepartmental RelationshipsExternal PartnershipsStudent/Parent Education InitiativeThe transition department is in transitionOffice of Special Education and Supports Questions

Comments

Concerns

Suggestions

Transition Services

Allie DonnellyActing Transition Manageraldonnelly@cps.k12.il.us773-553-1818 (phone)773-553-1762 (fax)773-553-1917 (TDD)

Mike Nickson Transition Coordinatormdnickson@cps.edu773-653-1152

Nathan NeelySpecial Projects Coordinator(Travel Training) nlneely@cps.k12.il.us773-230-0025