Presented by Paul Nijensohn

1

2008 Nonpublic Special Education Conference on
Best Practices

• Presented by Paul Nijensohn Sarah Sebert
• Illinois State Board of Education

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What will we review?

• Goals and outcomes
• Compliance activity game
• Number of programs both in-state and out
• Number of students by state
• Number of students by county
• Number of students claimed by disability
• Whats New?
• On-site monitoring form self-evaluation
• New report
• SEDS database Phase 1 (program applications)
• Application renewal dates review warning
• SEDS database Phase 2 3 (future developments)
• Website
• Random Thoughts
• Trends in schools with positive results

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Goals and Outcomes

• ISBE GOALS
• Every student will demonstrate academic
  achievement and be prepared for success after
  high school.
• Every student will be supported by highly
  prepared and effective teachers and school
  leaders.
• Every school will offer a safe and healthy
  learning environment for all students.

• 14-7.02 PROGRAM GOALS
• Unique, yet connected to common purpose.
• What are your goals?
• How are you measuring progress?
• What do you do if you dont see progress?

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Compliance review.

• How well do you know the rules, compliance, and
  what we look for? Lets see

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Number of approved programs including
residential homes, residential treatment centers,
combination programs and day only schools
1
6
1
26
6
1
3
2
257
11
6
10
1
13
1
2
1
3
11
4
1
6
Number of Students placed through School District
or Individual Care Grant Out of State 07- 08
15
43
7
2
8
10
6
7
1
1
64
1
1
4
7
14
2
6
5
18
1
13
1
130
8
1
2
1
7
3
1
8
2
1
12
1
1
1
7
Number of programs by county
6
5
1
4
8
Number of students claimed by disability
2006-2007 vs. 20072008

• 2006 2007 Claim Data
• Mental Impairment (MI) 864
• Physical Impairment (PI) 21
• Specific Learning Disability (SLD) 661
• Visual Impairment (VI) 5
• Hearing Impairment (HI) 53
• Deafness (D) 7
• Speech or Language (S/L) 8
• Emotional Disturbance (ED) 4068
• Other Health Impairment (OHI) 524
• Developmental Delay (DD) 13
• Autism (AUT) 785
• Traumatic Brain Injury (TBI) 22
• Multiple Disabilities (MD) 71
• TOTAL 7102

• 2007 2008 Claim Data
• 880 (16)
• 20 (-1)
• 702 (41)
• 5 (no change)
• 55 (2)
• 6 (-1)
• 10 (2)
• 3986 (-82)
• 579 (55)
• 3 (-10)
• 923 (138)
• 29 (7)
• 91 (20)
• TOTAL 7289 (187)

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Claim data 2005-2006 thru 2007-2008
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Whats New?

• New Forms
• Self-evaluation
• Monitoring report
• SEDS
• Phase 1
• Phase 2-3
• Website

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SEDS 14-7.02

• Monitoring System

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Blank Application
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Blank Application
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14-7.02 Main Screen
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Summary Tab
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Staff Tab
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Non-IEIN Staff Page
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IEIN Staff Page
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IEIN Staff Submitted
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Students Tab
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Visit Dates Tab
22
Program Tab
23
Compliance Tab
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Administration Staff
25
Teacher Staff
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SEDS Phase 2-3 Overview
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New ISBE 14-7.02 web-site location and
information

• Information regarding 14-7.02 programs can now be
  found at http//www.isbe.net/spec-ed/Default.htm
  
• Information consists of
• Part 401 rules
• Initial approval and application information
• Self evaluation reports
• Overview of programs
• Comparisons of Public and Private school
  responsibilities
• Search engine for approved 14-7.02 schools
  (Harrisburg now, future ISBE engine coming soon)
• Access to individual approved program profile
• Individual programs access to application,
  monitoring review, etc.
• Resources and links to ISBE divisions
  (certification, assessment, etc.)
• Contact information

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Random thoughts..

• Part 401 Rules, program application, and student
  roster should always be available, legible and
  current.
• Statements of intent (certification/forms/etc.)
• New directors conference
• Always call/email us first..
• If it doesnt make sense to you, ask us

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Similarities common throughout positive 14-7.02
programs (not in order of importance)

• Clear vision mission that is translated to line
  staff
• Program is student-driven, based on evaluation of
  individual student. One size does NOT fit all
• All staff have a clear and consistent
  understanding of policies procedures
• Staff interactions with both adults and children
  remain consistently respectful, empathetic, and
  positive
• High expectations for student achievement are in
  evidence
• These are foundations of the program, not add-ons
• On-going training and understanding of current
  trends
• Knowledge of programmatic effectiveness is based
  on data
• Staff turnover is minimal