Welcome Please introduce yourself to others at your table Put on a name tag

1. Welcome • Please introduce yourself to others at your table • Put on a name tag • Complete the information on the sign-in sheet

2. Purpose of Engage 200 • Solicit stakeholder hopes, ideas, suggestions • Engage in meaningful dialogue and discussion

3. The Citizen Factor • The people, the culture, the community • A volunteer-rich community • Reminder — Why are we here? • Close the loop – In the end, what challenges will the Board of Education explore?

4. Key Findings From CES-2 Celebrate • High Achievement (in spite of resources and changing demographics) • Quality Staff • Diversity • Community Involvement • High Performance of Students who attended D200 from K-12 • Team Concept/Collaboration of Staff

5. Key Findings From CES-2 Obstacles • Funding • Support for Interventions • Staff Development for Differentiated Instruction

6. Key Findings From CES-2 Prioritizing Initiatives —Averaging the group’s responses provided the following results:

7. CES Calendar/Syllabus

8. Website/Social Media Website: www.cusd200.org CLICK HERE Social Media:

9. Questions/Comments • Fill out “I Have a Question” form • Call: 630.682-2000 • Email: Engage200@cusd200.org • Ask questions during Small Group time

10. Sign-In Sheet

11. Programs & Services

12. Session Topic Programs & Services Special Education Services Joanne Panopoulos - Assistant Superintendent for Student Services English Language Learners Program (ELL) Faith Dahlquist - Assistant Superintendent for Educational Services Co-Curricular Programs Dr. Robert Rammer - Assistant Superintendent for Operations

13. Special Education Services Joanne Panopoulos Assistant Superintendent for Student Services

14. Benefits • Students bring own individuality • Strong sense of community for all students • High district mobility rate- parents move into district for quality education

15. SPECIAL SERVICES • Federal Requirements • District 200 Programs and Services • Funding

16. Federal Requirements

17. Federal Requirements

18. FEDERAL REQUIREMENTS • Free and Appropriate Education (FAPE) • Is designed to meet the unique needs of the child with disabilities (known as "special education") • Must be supported by services that are necessary to permit the child to benefit from the instruction (known as "related services") • Must be provided by or paid for by the local school district, with no extra charge to the student or the family

19. FAPE cont. • Special education and related services that: • Provided at public expense • Meet the standards of the Illinois State Board of Education • Include an appropriateeducation • Provided in the Least Restrictive Environment (LRE) • Provided as written in an Individualized Education Program (IEP)

20. Federal Requirements

21. D200 Special Ed Services • Total Enrollment: 13,424 • Total IEPs: 2,080 • 15.5 % of Student Population with IEPs • State average 13.9 % Based on 2011-2012 School Year.

22. Students with IEPs

23. Profile of D200 Special Ed Students

24. Special Ed Supports and Services Special Education Teacher and Related Services

25. Special Education Services Related Services: • Assistive technology • Adaptive P.E. • Counseling and psychological services • Occupational therapy • Physical therapy • Health services • Social work services • Speech-language pathology services • Transportation • Vocational education *only partial list

26. Section 504 • Americans with Disabilities Act • Accommodations to allow student to have access to school and programs • Students ages 3 and 21 years • Disability- physical or mental impairment that substantially limits one or more major life activities • Total 504 Plans- 750

27. Federal Requirements

28. Least Restrictive Environment

29. Special Education Supports and Services: Early childhood through age 22 • Time- least to the greatest • Staff- Provided by certified staff, specialists, paraprofessionals • Materials/equipment

30. EARLY CHILDHOOD

31. Instructional Classrooms

32. Transition Program • High school to the adult world • 18-22nd birthday • Vocational services • Vital functional life skills • Work toward independence; working, living and socializing in their home communities

33. Special Education Funding • Federal & state funding covers about 38% of the cost of providing special education • State reimbursement for personnel • $9000 for each special education teacher • $3500 for teaching assistant • State reimbursement for private placement (receive reimbursement for any cost above$20,005 (2 x per capita)

34. Special Education Revenues Total $37,361,335

35. Special Education Expenditures Total $37,361,335

36. Special Education Challenges • Severity of disabilities are more prevalent • Early childhood: • Services cannot be served in one building due to space • Not meeting the Least Restrictive Environment (LRE) • Transition program is not located in the optimal environment

37. English Language Learners Program Faith Dahlquist Assistant Superintendent for Educational Services

38. ENGLISH LEARNERS • Bring great diversity • Give students more global awareness • Build more collaboration skills

39. STATE REQUIREMENTS • All students from homes that speak an additional language other than English have to be tested. • If English is not proficient, the school is required to offer English instruction. • If there are 20 students of the same language at a school, the district is required to give instruction in the native language and English.

40. INSTRUCTION IN SPANISH • Jefferson • Bower • Hawthorne • Johnson • Longfellow • Pleasant Hill • Sandburg • Washington • Hubble • WNHS • WWSHS

41. STATE REQUIREMENTS • Teachers must be endorsed. • Students must be assessed for English acquisition as well as on state academic tests.

42. RESOURCES • Parent liaisons at ten schools • Translating and interpreting happens at all schools • Bilingual Parent Advisory Group

43. FEDERAL FUNDING • State $523,000 Mostly used for salaries, but doesn’t begin to pay for the 69 ELL Teachers • LIP/LEP $247,000 • Can’t be used for textbooks • Can’t be used for staff • Can’t be used for testing

44. Percentage of Students Passing ISAT reading

45. Co-Curricular Programs Dr. Robert Rammer Assistant Superintendent for Operations

46. CO-CURRICULAR PROGRAMS Definition – Co-Curricular Programs Before or after school programs, athletics, intramurals, clubs, groups, or activities (including the arts, music and visual) that do not generate graduation credit, can be supervised by non-classroom staff, and are not part of a “traditional” instructional day.

47. CO-CURRICULAR PROGRAMS Co-Curricular • These are not“Extra”- Curricular • They are the “testing ground” for many of our classroom experiences

48. CO-CURRICULAR PROGRAMS Co-curricular activities may not be tested or graded, but they educate and benefitstudents in ways that classroom activities cannot. - Klesse, E. J., & J.A. D’Onofrio, Principal Leadership, 2000

49. CO-CURRICULAR PROGRAMS Extracurricular activities provide a channel for reinforcing the lessons learned in the classroom, offering students the opportunity to apply academic skills in a real-worldcontext, and are thus considered part of a well-rounded education. - O'Brien, E., & Rollefson, M. (1995). Extracurricular participation and student engagement. U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics

50. CO-CURRICULAR PROGRAMS • The NCES (National Center for Educational Statistics) measures high school success in five categories: number of unexcused absences, number of skipped classes, grade point average, standardized test scores and likelihood of attaining a four-year college degree. In all five categories, studentswho participate in co-curricular activities outperform their non-participating peers.