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Office of Special Education and Supports

Office of Special Education and Supports. Case Manager Meeting September 2011. Agenda Overview. Welcome/New Contact Information Case Manager Meetings OSES Goals of 2011-2012 School Year Role of the SSA Role of Case Manager Beginning of the School Year Tasks

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Office of Special Education and Supports

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  1. Office of Special Education and Supports Case Manager Meeting September 2011

  2. Agenda Overview Welcome/New Contact Information Case Manager Meetings OSES Goals of 2011-2012 School Year Role of the SSA Role of Case Manager Beginning of the School Year Tasks Individual Health/Asthma/Diabetes Care Plans Transfer In Students Parent Participation ELL Students with Disabilities General IDEA Rules ESY ISAT/IAA Promotion Crisis Emergency Management Transition- Indicator 13 Placement Low Incidence Early Childhood

  3. Case Manager’s Meetings 2011-2012 • Small group meetings • More opportunity for discussion • More time for questions and answers • Opportunity to learn from each other • Schedule • September 2011 • October 2011 • November 2011/December 2012 • January 2012 • February 2012 • April 2012 • May-June 2012 (half day meeting)

  4. OSES Goals 2011-2012 Co-Accountability Improve academic performance of students with disabilities Ensure access to the age/grade appropriate general education curriculum for students with disabilities Improve the quality of IEPs andensure implementation of IEPs

  5. 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, Network Chiefs of Schools, and CEO

  6. Case Manager’s Role • Ensure special education teachers distribute relevant sections of students’ IEPs to every general education teacher, including for specials, who service the student • Assist teachers in accessing the eIEP through SSM • Coordinate all referrals for a full and individual evaluation • Ensure • All required components are addressed • Process, including IEP meeting, is completed within 60 school days • Ensure parental notices and consents are sent and copy kept in the student’s file • Convene and chair all IEP conferences • Facilitate parent participation • Schedule monthly meetings with your team and special education teachers to share information from the case manager meetings from CPS/OSS Procedural Manual

  7. Case Manager’s Role (cont’d) • Arrange special education and related services for students in accordance with IEPs • If an alternate placement is needed to implement the IEP (ex. cluster program), complete and e-mail a placement request form to the appropriate placement specialist: Yvonne Guerrero Placement Specialist for Fullerton, O’Hare, Ravenswood-Ridge, North-Northwest Side HS, Austin-North Lawndale, Garfield-Humboldt, Fulton, Pilsen-Little Village, and West Side HS networks yguerrero8@cps.k12.il.us (773) 553-1850 Mo Buti Placement Specialist for Midway, Pershing, Englewood-Gresham, and Southwest Side HS networks mebuti@cps.k12.il.us (773) 553-1865 Amy Serpe Placement Specialist for Burnham Park, Skyway, South Side HS, Lake Calumet, Rock Island, Far South Side HS networks ajserpe@cps.k12.il.us (773) 553-3367 • 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 including Indicator 13 for students with transition plans. from CPS/OSS Procedural Manual

  8. 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!

  9. Collaboration with Special Education Teachers and Support Teams: New Procedure • Schedule monthly meetings to share information from your case manager meetings and cc your SSA • Send electronic copies of handouts to your special education teachers and cc your SSA • Document meetings through use of an agenda, sign in sheets, and meeting minutes

  10. 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 • Routinely check CPS University for upcoming trainings

  11. CASE MANAGERS’ OPENING SCHOOL CHECKLIST2011-2012 • General Tasks: • Check for over-age students • Attach special education students to provider(s) • Gather schedules from all special education teachers, paraprofessionals, and related service providers • Cross check to match e-IEP minutes of service with SSM profile e-IEP data entry screen and teacher and related service provider schedules • Check that all special education students are in age/grade appropriate classrooms (oldest birth date to youngest birth date for no more than a 4 year age-span). Check OSS Bulletin 33 for class size and age-range requirements. • NEW: Students who are speech only no longer count as a “student with disabilities” when calculating the 30% for general education classes • Ensure all teachers and appropriate staff have copies of student IEPs • Check that all students with disabilities have access to the age/grade appropriate textbooks • Plan monthly special education team meetings to review information shared at the Case Managers’ Meetings. Keep all sign-in sheets, meeting agendas, and documentation in LRE Binder. • Confer with your school’s transportation coordinator regarding busing/routing students with disabilities eligible for transportation

  12. CASE MANAGERS’ OPENING SCHOOL CHECKLIST2011-2012 Compliance: • BE PROACTIVE: Review tracking report and annual review list for IEP/504 Plans (on SSM home screen in “Report” box – click “Other Standard Reports” – click OSS Phase 0 Report) and start scheduling now • Schedule meetings prior to due dates to accommodate for rescheduling and inform all required participants of scheduled dates • It’s not too early to start thinking about June-It‘s ok to hold a meeting earlier than the due date. This helps to avoid the “tight” schedule at the end of the year. • Schedule reevaluations and annual reviews together as much as possible to eliminate meeting twice in one year • Create/Open new IEP documents so teachers have access to complete drafts at least 10 days prior to a scheduled meeting

  13. Allergies/Asthma/Diabetes • Individual Health/Asthma/Diabetes Care Plan is mandated for students with life threatening allergies (food or non-food), asthma and/or diabetes • Non-life threatening food allergies offered Section 504 Plan • Must be completed within 15 school days of receipt of medical information • Plans embedded in IEPs or Section 504 Plans under “Health/Medical” section • Accommodations • Identify any accommodations needed during the school day, extra-curricular activities, field trips and on the bus • Safety Plan • List all safety procedures which will be followed during the school day, extra-curricular activities, field trips, and on the bus • Must be consistent with current medical orders • 911 will auto-populate • Physician’s Emergency Action Plan

  14. Transfer Students • Students transferring within CPS – implement the IEP • Students that transfer in from another school district or state must: • Immediately be enrolled and provided “Comparable” services while the school determines whether to accept the IEP, revise the IEP or develop new. • If an IEP is not provided at time of enrollment, schools must attempt to obtain a copy of the IEP from the former district • If student is 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 schools do not receive an IEP from the former school district within 10 calendar days of request for records, then the CPS school 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).

  15. 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. • It is best practice to document request in the IMPACT system in an effort to memorialize the event • In the case of an inability to obtain an IEP from the sending school district, the receiving school should place the student in a setting that it believes willmeet the child’s needs until an IEP is received, or the new IEP is developed.

  16. 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. • If for comparable services the student requires a low incidence cluster program or accessible building and the receiving school does not have the program or is not accessible, the receiving school must complete and e-mail a placement request form to the appropriate placement specialist.

  17. Parent Participation 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 school 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.

  18. Parent Participation (Continued) 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.

  19. ELL Students and Parents Dominant in Language Other than English • It is not enough to recognize student’s ELL status in Section 6 Language or language/cultural concerns within Section 7 Language and Cultural Considerations and then ignore incorporating the necessary accommodations and supports within the other eIEP sections, such as Section 10(a)(c). • 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 for the parent to affectively participate in the IEP meeting and might have to hire a private agency if none is available.

  20. 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.

  21. Independent Educational Evaluation (IEE) • A parent can requests an IEE at public expense in writing to the Chicago Public Schools CEO 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 calendar days following the receipt of a written parental request for an IEE. • The school, including a District Representative (usually the Case Manager) must convene a meeting to consider any private evaluations presented to us by the parent to determine whether IEP changes are necessary.

  22. 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

  23. Extended School Year (ESY) • Start collecting data NOW regarding: • Regression/Recoupment: significant regression of previously learned skills during a break in instruction and limited or delayed recoupment of these skills. • Critical/Emerging Skills: ability to acquire a skill during a critical point of acquisition or readiness that may be lost or greatly reduced as a result of a break in instruction. • Special or Unusual Circumstances: the effect of other factors that prevent goal attainment, for example, frequent health-related absences.

  24. Illinois Alternate Assessment • The IAA question on the eIEP appears for a student whose disability is TMH, SPH, or Autism or one of the following disabilities: LD, EMH, TBI with one or more other disabilities (excluding speech). • If it is indicated for other students, approval must be given by your SSA prior to the IEP meeting. • Be proactive- Don’t wait until January to request approval for a student’s participation for the IAA. • Per ISBE guidance, to determine whether a student should participate in the IAA, the IEP team should consider whether: classroom instruction for students with the most significant cognitive impairments is linked to grade level content, but narrowed in scope and reduced in complexity; reflective of the critical functions found in the Alternate Assessment Framework; determine if the student requires more frequent and intensive instruction presented in incremental steps in order to apply and transfer skills across settings. • Per ISBE guidelines, students who are not eligible for participation in the IAA are those who “strictly have academic, language, social/emotional, physical or sensory disabilities without co-occurring intellectual functioning well below average.” • Consider the consequences of a student taking the IAA vs ISAT/PSAE

  25. ISAT/PSAE and IAA • 2012 IAA Testing Window Dates February 20th -March 16th • www.isbe.net/assessment/iaa.htm • 2012 ISAT Testing Window Dates March 5th – March 16th • www.isbe.net/assessment/isat.htm • 2012 PSAE Testing April 24th & 25th • www.isbe.net/assessment/psae.htm

  26. Promotion • CPS promotion policies APPLY to students with disabilities: • IEP team may modify promotion criteria • Address each criteria individually and determine whether modified or standard • If modified, include measurable modified criteria in Section 13 • “Based on teacher’s discretion” – subjective so NOT ACCEPTABLE criteria • Do NOT impose extra criteria on students with disabilities • CPS promotion criteria for grades 3, 6, and 8 ONLY • If school does not have school-based promotion criteria for other grades, the IEP should indicate “Standard” criteria for student in grades K, 1, 2, 4, 5, and 7 • Regardless of IEP or 504 status, overage 6th and 7th graders (students are 15 by September 1st) must be placed in achievement academies or high school, as appropriate, at the end of the school year • Students with disabilities expected to progress through grade levels as their non-disabled peers (i.e.. no extra eighth grade year to keep student “safe” from big bad high school)

  27. Promotion (Continued) • When modifying promotion and graduation criteria, the modifications should be individualized based on how the student’s disability impacts his/her ability to meet the standard criteria. Standard criteria is: • Attendance • Final grades in Reading, Math and Writing (8th grade only) • ISAT scores • Constitution (8th grade and high school only) • Modified criteria should vary between students and NOT be identical for multiple students • Uses students’ past performance/attendance as a guide

  28. Example #1- Promotion Criteria- Sixth Grade Student Modified Promotion Criteria • ISAT Reading scores at or above the 2ndstanine Standard Promotion Criteria • ISAT Math scores at or above the 24th percentile • Final Report Card Grade in math “C” or better • Final Report Card Grade in reading “C” or better • No more than (9) unexcused absences

  29. Example #2- Promotion Criteria- Eighth Grade Student Modified Promotion Criteria • In lieu of ISAT Reading score student must Meet IEP Reading Goals/Benchmarks • Final Report Card Grade in reading a “D” or higher • Final Report Card Grade in writing “C” or better or meet their IEP Writing Goals/Benchmarks (in lieu of the passing score on the DWWA)

  30. Crisis Report Protocol Office of Special Education Services & Supports Crisis Management unit (773)553-1792

  31. Mission Statement The Crisis Management Unit operates in a district- wide capacity to attend to the emotional and psychological well-being of the Chicago Public Schools (CPS) community assisting schools to prevent, prepare, respond, and recover from school crises.

  32. Hours of Operation Crisis Coordinators are available from Monday to Friday from 8:00 AM to 5:00 PM for consultation and reporting purposes at (773-553-1792). On weekends and after hours emergency calls will be directed to Dr. Catherine Malatt, Crisis Manager (773-841-2953).

  33. Crisis Reporting Protocol

  34. Crisis Reporting Protocol

  35. Crisis Reporting Protocol (Cont.)

  36. Crisis Reporting Protocol IN LIFE THREATENING SITUATIONS CALL 911 PRIOR TO CALLING ANY OTHER CPS DEPARTMENTS OR PARENTAL CONTACTS.

  37. Gatekeeper Training Future trainings and make-up sessions will be available for School Clinicians. An online Gatekeeper Training will be available for School Personnel (Administrators, Security Officers, Teachers, others).

  38. Gatekeeper Training • Suicide Related Incident Reporting has increased 3% from last academic year! • Suicide Related Incident Category continue to be our largest number (28% of all cases reported). • 85% Suicide Ideation • 14% Suicide Attempt • 1 % Suicide Completion

  39. Questions & Answers Thank you so much for your continued support!

  40. Transition • Update • Continued Strategic Priorities • Indicator 13 cycle • Transition Profile Page • Inviting Outside Agencies • Transition IEP timelines • STEP Program • Student Opportunities • Disability Mentoring Day • MOPD Youth Summit • Up and Coming • Citywide Travel Training • Transition Manuals • Transition Training and Coaching Workshops • Educator feedback

  41. Continued Strategic Priorities • Prepare students with disabilities to live, learn, and earn in their communities • Improve district knowledge of student-centered transition assessment and planning practices • Equip students and parents with self-advocacy skills, knowledge of disability rights, and the ability to access resources, in collaboration with external stakeholders • Expand access for students with disabilities in all CPS programs • Engage the community to develop more robust career opportunities for students with disabilities

  42. Indicator 13 • Indicator 13 measures the district’s compliance with transition planning • Compliance is achieved through: • Development of high quality transition plan IEPs, as measured by the Indicator 13 rubric • Reporting accurate data to ISBE via the SSM Profile Page: Transition Parts 1 & 2 • Non-compliance requires remediation through specific process. Extensive, ongoing non-compliance can impact the district’s special education funding. • The Indicator 13 measurement language states: • “Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student’s transition services needs. • There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority.” 20 U.S.C. 1416(a)(3)(B)]

  43. ISBE issues findings to CPS, requiring CPS/OSES to develop and implement the District Improvement Plan ISBE initiates desk audit, requiring OSES to submit 30 randomly selected IEPs for review. DRAFT 8.22.11 Indicator 13 Process AFTER 1 CYCLE • ISBE selects 30 additional IEPs to review for evidence of improvement. Any instances of non-compliance also renew the cycle. ISBE OSES SCHOOL Red Outline = Additional process map or tool attached When all original findings are remediated, and the IEPs submitted for evidence of improvement are 100% compliant upon submission, requiring no remediation, the cycle is considered complete. Begin

  44. Transition Profile Page Each year, after completing a transition plan on a student’s IEP, the transition information on the student’s profile page must be completed and/or updated. • Completion of the student profile page continues to be monitored via the SSM Phase 0 Reports “Transition Data Counts by School” and “Transition Report.” • 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.

  45. Inviting Outside Agencies When planning for a student’s IEP conference, please bear in mind that, if appropriate, a representative of a participating agency must be invited, with the prior consent of the parent (or student who has reached the age of majority). • Specifically, the Individuals with Disabilities Education Act (IDEA) requires that: To the extent appropriate, with the consent of the parents or a child who has reached the age of majority…the public agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services.” 34CFR §300.320(b)(2) The “Outside Agency Participation Consent Form” is now in the SSM Help Menu

  46. Inviting Outside Agencies to IEP Meetings

  47. Transition IEP Timelines • Transition plan IEPs for 8th graders should be completed by March 1, 2012. • The date for completing all 8th grade transition plan IEPs is aligned with high school forecasting/projections and programming needs. • Plan IEP meetings in accordance with these timelines.

  48. OSES-DRS Partnership • OSES and DRS have agreed to continue a partnership focused on serving students with disabilities. • In this partnership, the former STEP program will have a new focus and structure. • The new structure is currently being worked out between the two agencies, with UIC as a consultant and collaborative party. • Expect information via Webinar in late September/early October.

  49. Student Opportunities

  50. Mayor’s Office for People with Disabilities hosts Disability Mentoring Day (DMD) Oct. 14, 2011 American Association of People with Disabilities selects Chicago as 2011 DMD National Launch City! MOPD Youth Programs give students with disabilities the tools they need to gain future employment through a three-prong approach: Career Exploration Disability Mentoring Day Career Development Job Shadow Week Paid Summer Mayor’s Youth Ready Internships Chicago Jobs Program

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