Illinois State Board of Education Public Forum

for Educational Environment

Pikeland CUSD 10

January 25, 2011

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

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

100

Total 86813

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

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

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

msiefken@sased.org

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

ashryock@isbe.net

100 North First Street

Springfield, Illinois 62777-0001

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Contact Information

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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