Illinois State Board of Education Public Forum for Educational Environment
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Transcript of Illinois State Board of Education Public Forum for Educational Environment
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Illinois State Board of Education Public Forum
for Educational Environment
Pikeland CUSD 10
January 25, 2011
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Agenda
• Welcome, introduction and overview of visit
• Discussion questions
• Wrap up and team leader contact information
• 10 minutes
• 30 minutes
• 20 minutes
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Ground Rules
• Cell phones off or on vibrate
• Begin and end the meeting on time
• Participate equally as time permits
• Listen and avoid side-bar conversations while others are speaking
• Respect others and their ideas even if you disagree with them
• Focus on issues and content, not personalities and people
• Be part of the solution3
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Purpose of the Public Forum
• The purpose of the public forum is to collect constructive feedback from parents of students with disabilities and community stakeholders to identify contributing factors for district performance on critical performance indicators.
• It is not intended to address individual issues unless they are related to the focused area.
– For individual issues, please fill out a contact sheet with your information.
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Family Involvement
Research supports that when families are involved at home and at school, children do better in school and the
schools get better.
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Research for Family Involvement
• The higher the level of parent involvement, the higher the level of student achievement.
• Other benefits of parent involvement include:– Improved student attendance– Higher aspirations for post-secondary
education and career development– Improved social competence– Lower rates of high-risk behavior
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Research Findings for GeneralEducation Placement
• Students with disabilities in general education classrooms show academic gains in a number of areas, including improved performance on standardized tests, mastery of IEP goals, grades, on-task behavior and motivation to learn
• Students in general education classes show improved social skills and communication skills.
• The types of instructional strategies found in inclusive classrooms, including peer tutoring, cooperative learning groups, and differentiated instruction, have been shown to be beneficial to all learners.
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What is Educational Environment?
• Educational Environment (EE) — the setting in which a student receives special education services.
• Least Restrictive Environment (LRE) — special classes, separate schooling, or other removal of children with disabilities from the general education environment 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.
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Placement Options
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Purpose of Public Forum
Gather information on how educational placement decisions
are made in this district
• Areas of strength
• Areas of concern
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StatePerformance
Plan
StatePerformance
Plan
PoliciesProcedures
EffectiveImplementation
PoliciesProcedures
EffectiveImplementation
IntegratedMonitoringActivities
IntegratedMonitoringActivities
FiscalManagement
FiscalManagement
Data onProcesses& Results
Data onProcesses& Results
Improvement& Correction,Incentives &
Sanctions
Improvement& Correction,Incentives &
Sanctions
EffectiveDispute
Resolution
EffectiveDispute
Resolution
TargetedT/A &
ProfessionalDevelopment
TargetedT/A &
ProfessionalDevelopment
General Supervision
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District Selection
Why was my district
selected for a focused
monitoring review?
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Illinois School Districts 2009-10
Like Group (Size/Type)District Enrollment
RangeNumber of Districts
Group 1 Small Elementary District Less than 275 94
Group 2Medium Elementary
Districts276-1757 189
Group 3 Large Elementary Districts More than 1757 96
Group 4 Small Unit Districts Less than 526 98
Group 5 Medium Unit Districts 527-1763 193
Group 6 Large Unit Districts More than 1763 98
Group 7 High School DistrictsAll districts included
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Total 86813
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District Selection
Group Number of Districts
Small Elementary 1
Medium Elementary 9
Large Elementary 2
Small Unit 1
Medium Unit 8
Large Unit 5
High School 7
Total 3314
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District Data
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2007-08 2008-09 2009-10
% of Time Inside the General Classroom
Separate Facility
% of Time Inside the General Classroom
Separate Facility
% of Time Inside the General Classroom
Separate Facility
> 80% 40-79% <40% > 80% 40-79% <40% > 80% 40-79% <40%
District 36.5 40.3 18.5 4.6 35.0 42.1 18.1 4.7 35.9 38.0 21.5 4.6
Cooperative41.1 37.8 15.9 5.2 45.1 35.0 14.7 5.2 50.0 31.5 13.0 5.5
Like Districts50.8 27.3 16.9 5.0 52.2 26.7 15.8 5.2 53.6 26.7 14.3 5.4
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Educational Environment relative to ISAT Performance
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Introduction of Parent Team Member
Leslie Keller Parent
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Discussion Questions
How are you, as a parent, informed of placement options?
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Discussion Questions
How do you, as a parent, participate in placement decisions?
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Discussion Questions
What kind of accommodations and supports are provided to students with
disabilities who are placed in the general education setting?
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Website Information
• Parent Guide: Educational Rights and Responsibilities: Understanding Special Education in Illinois (Updated 6/09)
• http://www.isbe.net/spec-ed/html/parent_rights.htm
• Pikeland Public Forum Survey http://www.surveymonkey.com/s/FJN7JRJ
• ISBE toll free # 866/262-6663
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Parent and Educator Partnership
Director: Merle Siefken
Toll Free: 877-317-2733
www.pepartnership.org
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If you have questions about the Focused Monitoring process, contact:
Andrea Shryock
Illinois State Board of Education
217/782-5589
100 North First Street
Springfield, Illinois 62777-0001
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Contact Information
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References
Individuals with Disabilities Act (2006, August).
Michael S., Dittus P., & Epstein J. (2007, October). Family and community involvement in schools: Results from the School Health Policies and Programs Study 2006. Journal of School Health, 77(8), 567-579.
Pate, P. E., & Andrews, P. G. (2006). Research summary: Parent involvement. Retrieved August 3, 2010 from
http://www.nmsa.org/ResearchSummaries/ParentInvolvement/tabid/274/Defailt.aspx
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