The Illinois State Board of Education partners with school districts to provide programs and services for students with specialized educational needs.
Special Education Services assures that these programs and services meet state and federal requirements. This involves both compliance and technical assistance functions. Compliance functions include monitoring least restrictive environment compliance, administering due process system, providing mediation services, conducting compliant investigations, approving policies and procedures, conducting focused and comprehensive reviews and approving nonpublic special education facilities. Technical assistance functions involve providing information and guidance on promising practices in educating students with disabilities, including the operation of numerous statewide training and technical assistance initiatives, administering the comprehensive system of personnel development for special education and management of grant programs to schools for special education service delivery.
- 53rd Annual United States Senate Youth Program sponsored by the William Randolph Hearst Foundation - Applications due October 3, 2014!!
- Dynamic Learning Maps (DLM) Assessment
- IDEA Part B
- IEP Special Education tracking and reporting (I-Star) system coming soon! - Click here for details!
- Indicator 13 - Secondary Transition and SPP Requirements Webinar Series Posted! (5/14)
- ISBE Special Education SEA Determination
- ISTAC/SSOS Collaboration Memorandum (12/13)
- LRE Data Cohort Webinar - Introduction: Process to Improve Results (7/14)
- Mediation Request Form and Updated Brochure Posted (8/14)
- Planning Tools
- Special Education Course for Registered Nurses - Updated information for the Fall/Winter/Spring sessions! (pursuant to 226.160 Special Education, Medical Review)
- Introduction to the LRE Data Cohort - July 15, 2014
- Secondary Transition and SPP Indicator 13 Requirements - May, 2014
- Response to Intervention (RtI) Webinar: Culturally & Linguistically Responsive Multi-tiered Systems of Support (MTSS) for English Learners (2/6/14)
- Accessibility and accommodations for the PARCC assessment - November 26, 2013
- SPP Indicator 11 Webinar - November 15, 2013
- The Common Core State Standards: An overview for teachers of students with the most significant cognitive disabilities webinar - October 28, 2013
Other Items of Interest
- Special Education Medical Review Training for Registered Nurses
The summer session of the course, “RNs in Special Education,” is underway, and will conclude August 5. The 6 week fall session beginning in October is already full.
The goal of the course is to assure competence in special education medical review by those RN’s over the next two years while the gap in available ISBE-licensed school nurses is expected to narrow. This free, internet-delivered, instructor-facilitated, guided study course runs for six weeks. The course will continue as long as there is demand. Space is limited to 90 students each session.
The course is designed to meet the training requirements of Rule 226.160, Special Education Medical Review, which allows opportunities other than education licensure (i.e., training, testing) be provided for currently employed staff to become qualified to conduct all components of a student’s Medical Review. Portions of the rule took effect October 2013 and portions will take effect on July 1, 2016.
This course does not confer certification or Professional Educator License endorsed for school nursing or any rights and privileges of certified staff. The rule change allows time for more nurses to obtain ISBE licensure/endorsement in school nursing while assuring the competence of currently employed registered nurses to conduct the student evaluation component of Medical Review and assist in planning, implementing and evaluating the Individualized Education Program that a student’s special education team may create, as required by ISBE rule. RNs who successfully complete this course will be able to continue to provide such evaluation and services in special education through the course of their employment in any Illinois public school as long as RN licensure and professional development requirements are met.
RNs who are being asked by their administration to take this course and did not already submit their materials must meet the following requirements and send documents via email only, to Jgerdes@isbe.net. No mailed or faxed documents will be accepted due to privacy concerns.
- Cover letter of application with name, contact information (email and phone), nursing degree held (diploma, associate, bachelor’s, master’s) and statement that the RN is not nor has previously held ISBE Professional Educator License endorsement in school nursing (formerly called certification);
- Copy of current RN licensure (expiration date of May 2016);
- Proof of current employment in an Illinois public school or co-op (pay stub with salary and SSN redacted). Applicants with promises of future employment will not be taken;
- Letter from a school district administrator indicating the RN is required to take this course in order to provide educational evaluation or instructional judgment of students as a result of medical review as required by Rule 226.160 subsection (a)(5) for students being evaluated or re-evaluated for special education services; and that the district currently has no or an insufficient number of licensed/endorsed (e.g., “certified”) RNs that would bring the district into full compliance with Rule 226.160 at this time.
• Meeting the Educational Needs of Students in the Child Welfare System: A Tool for Teachers and A Tool for School Administrators and Counseling Staff
• What Is Child Welfare?: A Guide for Educators
• American Bar Association’s Center on Children and the Law
The Illinois Department of Human Services, Division of Developmental Disabilities, provides person-first services and supports for individuals with developmental disabilities and their families. Possible services include in-home supports, respite care, training programs, job coaches, residential living arrangements, adaptive equipment, etc.
In February 2010, the Learning Disabilities Association of America issued a white paper, The Learning Disabilities Association of America’s White Paper of Evaluation, Identification, and Eligibility Criteria for Students with Specific Learning Disabilities. NASDSE did not formally respond to the white paper, believing that researchers and practitioners across the country with far more knowledge and experience would provide a better response. Now that has happened. A paper, A Response to the Learning Disabilities of America (LDA) White Paper on Specific Learning Disabilities (SLD) Identification was released in December 2010. Please find attached the original Learning Disabilities Association of America white paper and the response by leading researchers and implementers.
This booklet is for parents to use to keep important information about their child and his/her special education and related services. It is a companion to Educational Rights and Responsibilities: Understanding Special Education in Illinois.
Records play an important role as you plan your child’s education. Dates, people, meetings and reports are important throughout your child’s educational career. The records keeper was developed to assist parents in preparing for Individualized Education Program (IEP) and transition meetings; getting ready for evaluations and reevaluations; and keeping track of paperwork and other materials.
This booklet cross-references the Illinois State Board of Education (ISBE) publication, Educational Rights and Responsibilities: Understanding Special Education in Illinois. At the bottom of each page, locate the page number(s) that references a section or pages in the guide. The guide offers information to increase your knowledge and understanding about the topic or issue.
The Department of Human Services, Division of Rehabilitation Services (DRS) is pleased to announce the creation of the Community College Initiative (CCI). The purpose of CCI is to encourage people with disabilities to pursue college training that will enhance skills and provide for greater employment opportunities. DRS believes that up to 1,500 individuals may benefit from the initiative through the end of the ARRA funding in September 2011. For further information, please visit the website at http://www.dhs.state.il.us/page.aspx?item=51686.