1. Illinois State Board of Education Public Forum for Educational Environment Pikeland CUSD 10 January 25, 2011

2. Agenda Welcome, introduction and overview of visit Discussion questions Wrap up and team leader contact information 10 minutes 30 minutes 20 minutes 2

3. 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 solution 3

4. 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. 4

5. Family Involvement Research supports that when families are involved at home and at school, children do better in school and the schools get better. 5

6. 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 6

7. Research Findings for General Education 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. 7

8. 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. 8

9. Placement Options General Education with No Supplementary Aids or Services General Education with Supplementary Aids or Services Resource Support (outside a general education classroom less than 40% of the day) Self-contained (outside a general education classroom more than 40% of the day) Separate Day School (outside the general education building) Residential Home- Hospital 9

10. Purpose of Public Forum Gather information on how educational placement decisions are made in this district Areas of strength Areas of concern 10

11. General Supervision 11

12. District Selection Why was my district selected for a focused monitoring review? 12

13. Illinois School Districts 2009-10 Like Group (Size/Type) District Enrollment Range Number of Districts Group 1Small Elementary DistrictLess than 27594 Group 2 Medium Elementary Districts 276-1757189 Group 3Large Elementary DistrictsMore than 175796 Group 4Small Unit DistrictsLess than 52698 Group 5Medium Unit Districts527-1763193 Group 6Large Unit DistrictsMore than 176398 Group 7High School Districts All districts included 100 Total 868 13

14. District Selection GroupNumber of Districts Small Elementary 1 Medium Elementary 9 Large Elementary 2 Small Unit 1 Medium Unit 8 Large Unit 5 High School 7 Total 33 14

15. District Data 15 2007-082008-092009-10 % 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 36.540.318.54.635.042.118.14.735.938.021.54.6 Cooperative 41.137.815.95.245.135.014.75.250.031.513.05.5 Like Districts 50.827.316.95.052.226.715.85.253.626.714.35.4

16. Educational Environment relative to ISAT Performance 16

17. Introduction of Parent Team Member Leslie Keller Parent 17

18. Discussion Questions How are you, as a parent, informed of placement options? 18

19. Discussion Questions How do you, as a parent, participate in placement decisions? 19

20. Discussion Questions What kind of accommodations and supports are provided to students with disabilities who are placed in the general education setting? 20

21. Website Information Parent Guide: Educational Rights and Responsibilities: Understanding Special Education in IllinoisParent 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 http://www.surveymonkey.com/s/FJN7JRJ ISBE toll free # 866/262-6663 21

22. Parent and Educator Partnership Director: Merle Siefken msiefken@sased.org Toll Free: 877-317-2733 www.pepartnership.org 22

23. 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 23 Contact Information

24. 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 24