special education directors overviewspecial education director approval to appoint or change a...
TRANSCRIPT
SPECIAL EDUCATION DIRECTORS OVERVIEW
JULY 24, 2019
Whole Child • Whole School • Whole Community
WELCOME AND INTRODUCTIONS
BARBARA MOORE
217-782-5589
ILLINOIS STATE BOARD OF EDUCATION
DIRECTOR OF SPECIAL EDUCATION SERVICES
Whole Child • Whole School • Whole Community
ISBE Special Education Services Division Organizational Structure
Heather Calomese, Executive Director
Barb Moore, Director
- Data Team - SPDG/IL-MTSS Consultant
Tammy Greco, Division Supervisor
- Grants Team - Dispute Resolution Team
- Withdrawals and Placement Team
Andrea Shryock, Division Supervisor
- Monitoring Team - Specialized Supports Team
Jennifer Humphrey, Division Supervisor
- Nonpublic Team - Technical Team
37 + 11 vacancies = 48 Division Personnel
Agenda
ISBE Website and Resources
Data Collection
Special Education Deviations
Finance
Nonpublic Facilities
Private/Parochial Proportionate Share
Effective Dispute Resolution
Support
Closing and Q&A
Overview
ISBE WEBSITE AND RESOURCES
Whole Child • Whole School • Whole Community
DATA SYSTEMS
Request Access in IWAS
Spec Ed Room and Board I-Star eGMS IDEA Part B IDEA Part B Preschool Electronic Expenditure Reports Grant Periodic Reporting System ELIS SIS - Statewide
Resources
Planning Calendar
Monthly guide of important activities and due dates
At-a-Glance Directory
Listing of topics and contacts
Special Education Directors’ Directory and Listserv
All state-approved directors are automatically added
Planning Calendar
Special Education Director Approval
• Each cooperative or stand-alone district must have a designated full-time approved Special Education Director
• A State-approved Special Education Director:
Is responsible for the overall administration of comprehensive special education programs and services in the special education district.
Must hold a valid Professional Educator License (PEL) and a Director of Special Education Endorsement (DSE).
Special Education Director Approval
To appoint or change a state-approved Special Education Director, a co-op or stand-alone district must send the following information to ISBE:
name of the new director
Illinois Educator Identification Number (IEIN)
effective date of the appointment
director’s business address, phone, and email address.
Upon ISBE approval, the new state-approved Director will be sent a letter and added to:
Directory of State-approved Special Education Directors
State-approved Special Education Directors listserv
DATA COLLECTION
Data Collection
Pupil Data – collected in I-Star and SIS
Personnel Data – collected in I-Star and ELIS
Helpful hints:
Hire an excellent data manager who inputs accurate data often and check errors regularly
Work closely with your district SIS person
Review data on a set schedule
Attend Friday’s data session
Security Features
Two layers of security—IWAS & I-Star
Security specific to district and user needs Data
is encrypted to the highest possible measures
All pages secured behind IWAS login and password
Student Reporting
Shares demographic data and integrates with SIS
for less data entry
Search for new students through SIS enrollment
Live error-checking to help with data entry
accuracy resulting in instant approval status
Personnel Reporting
Shares data and integrates with EIS and ELIS for
less data entry
View credentials and endorsements on individual
record
See instant approval status Live error-checking
I-Star (IEP Special Education Tracking and Reporting) is a special education data management tool for school districts and
special education cooperatives in Illinois. ISBE has tied together all aspects of Special Education reporting into one convenient
web-based location. With I-Star, you can track data accurately by utilizing many different features such as case load,
events, transportation tracking, contact information for students and parents/guardians, a special notes area, and Medicaid
number tracking. Information for State Performance Plan Indicators 11 and 13 is also tracked and reported in I-Star. For
added assistance, multiple reports are available based on student and personnel information entered and can be exported
to different formats.
Features
Web-based—work from any computer with an
internet connection
Expanded report filters allow for report
customization; editable report titles
Print report to PDF or export to Excel
Document student teachers, classes, and related
service minutes in the Case Load feature
Use the Transportation feature to track busing
schedules, special needs, and billing history
Track individual student events and notes in
Students’ Profile section
No hardware requirements
Data housed at ISBE—backed up daily
Training & Support
I-Star resource website
User Guide
Video trainings
Live phone and email support
Online / Classroom trainings
Technical support
Request trainings
State Performance Plan (SPP) and Annual Performance Report (APR)
IDEA requires states to develop and submit six-year SPP to OSEP/USDE
SPP designed to evaluate state’s efforts to implement requirements and purposes of IDEA and describe how the state will improve its implementation
Several priority areas with specific indicators defined for each area
Measurable and rigorous targets defined for each indicator to show progress throughout six-year period
States required to submit an APR each February during the life of the SPP
Link to the Illinois SPP/APR: https://www.isbe.net/Pages/State-
Performance-Plan-Data-and-Accountability.aspx
SPP Indicators
Suspension/Expulsion Race/Ethnicity (4B)
Disproportionality (9 & 10)
Evaluation (11)
Transition from part C to part B (12)
Secondary Transition (13)
Graduation Rates (1)
Dropout Rates (2)
Statewide Assessment (3)
Suspension/expulsion (4A)
EE Ages 6-21 (5) EE Ages 3-5 (6)
Preschool Outcomes (7)
Parent Involvement (8)
Post-School Outcomes (14)
Resolution Sessions (15)
Mediation Agreements (16)
SSIP (17)
Compliance Indicators Results Indicators
District Specific Data
Are data available at the district level related to the SPP Indicators?
Yes!
Where can this data be found for my district?
Illinois Report Card
Interactive
Classic PDF
https://www.isbe.net/ilreportcard
Findings of Noncompliance
Based on data for SPP compliance indicators (4B, 9, 10, 11, 12, 13)
Federal guidance related to noncompliance:
“FAQs Regarding Identification and Correction of Noncompliance and Reporting on Correction in the SPP/APR” dated 9/3/08
OSEP Memorandum 09-02 entitled, “Reporting on Correction of Noncompliance in the Annual Performance Report Required under Sections 616 and 642 of IDEA” dated 10/17/08
OSEP clarified that states must make findings of noncompliance when LEAs do not reach the measurable and rigorous targets of either 100% or 0% for SPP compliance indicators (when noncompliance is identified through the state’s data systems).
Noncompliance must be corrected within 12 months of identification (timely correction).
What Are LEA Determinations?
IDEA Section 616 requires each state to make determinations on the performance of each LEA.
Determinations are a way of designating the status of each LEA in relation to one of the four following categories:
(1) Meets Requirements
(2) Needs Assistance
(3) Needs Intervention
(4) Needs Substantial Intervention
States are required to consider all SPP compliance indicators when making LEA determinations.
States may also include SPP results indicators.
LEA Determination Process in Illinois
Each state sets its own criteria for determinations
ISBE convenes a small stakeholder group comprised of the following: Illinois Association of School Administrators (IASA)
Illinois State Advisory Council for Children with Disabilities (ISAC)
Illinois Alliance of Administrators of Special Education (IAASE)
Illinois Federation of Teachers (IFT)
Illinois Education Association (IEA)
Regional Offices of Education (ROEs)
Parents of Children and Youth with Disabilities
Information about LEA determinations: https://www.isbe.net/Pages/State-Performance-Plan-Data-and-Accountability.aspx
Questions?
Jodi Fleck217-782-5589
Scott [email protected]
Attend Friday’s Session“Using Data to Transform Special Education”
SPECIAL EDUCATION DEVIATIONS
Deviation Application Process
Illinois Administrative Code (IAC) 226.720 Facilities and Classes (1/13/16)
Age Range• Age range within a special education grouping shall not exceed
four years at elementary level and six years at secondary level.
• Early childhood shall serve only children three through five years of age.
A district shall not be prohibited from permitting a child who reaches his or her sixth birthday during a year to complete that year.
Deviation Application Process
IAC 226.730 Class Size for 2009-10 and Beyond (1/13/16)
70/30 RuleWhen a student's IEP calls for services in a general education classroom, the student must be served in a class that is composed of students of whom at least 70 percent are without IEPs, that utilizes the general curriculum, that is taught by an instructor holding an educator license for general education and who is employed for that purpose, and is not designed as a general remedial classroom.
A student who receives speech services outside the general education classroom and who does not require modifications to the content of the general education curriculum shall be included in the calculation of the percentage of students without IEPs.
Deviation Application Process (cont’d)
IAC 226.730 (b) Class Size for 2009-10 and Beyond (1/13/16)
Class Size"Class" means the total number of students an educator serves during any special education class:
Only students with IEPs are served
At least one special education teacher is assigned
Provides instruction and/or therapy exclusively to students with IEPs
Deviation Application Process (cont’d)
IAC 226.730 Class Size for 2009-10 and Beyond (1/13/16)
Class SizeIn the formation of special education classes, consideration shall be given to theage of the students, the nature and severity of their disabilities, the educationalneeds, and the degree of intervention needed:
Class in which all students receive special education services for 20% or less =1/15 plus maximum of 2 with a classroom paraprofessional
Class in which all students receive special education services for 20%-60% =1/10 plus maximum of 5 with a classroom paraprofessional
Class in which all students receive special education services for more than 60% =1/8 plus maximum of 5 with a classroom paraprofessional
SPECIAL EDUCATION FINANCE
Primary Sources of Special Ed Funding
IDEA Part B Flow-through Grant
IDEA Part B Preschool Grant
Evidence-Based Funding (EBF)
Special Transportation Claims
Pupil Claims (Orphanage, Excess Cost, Private Facility, Room and Board)
Medicaid Administrative Outreach
Medicaid Fee-for-Service
Local Funds
IDEA Grants Team
Tammy Greco, Division Supervisor
IDEA Grant Coordinators Zach Allen ([email protected])
Mandi Richards ([email protected])
Todd Williams ([email protected])
Maintenance of Effort (MOE) Consultant 217/782-5589 Pam Jurkoshek ([email protected])
IDEA Grants – Fiscal Information
Funding and Disbursements Division will assist with questions regarding:
Allocations FY 2020 Funds allocated to districts unless the special education
cooperative applied for the one-year extension Prepare for changes to allocations
Nonpublic Proportionate Share Allocations Indirect Costs Expenditure Reports
Quarterly and Final
Tim Imler, Director of Funding and Disbursements217/782-5256
IDEA Grants - Fiscal Information
FY 2020 State Special Education
Special Education - Mandated Categorical Grant programs
(Dollars in 000's)
Program Name FY20Appropriation
FY20 Proration Estimate
Special Education Private Tuition 152,320.0 80%
Special Education Transportation 387,682.6 82%
Special Education Orphanage (14-7.03) 80,500.0 100%
IDEA Grants – Fiscal Information
FY 2019 FY 2020 Totals
GRANT AWARD $530,733,888 $534,100,818 $3,366,930
LEA* $467,730,372 $469,661,567 $1,931,195
SEA $63,003,516 $64,439,251 $1,435,735
R&B $31,501,758 (50%) $32,219,626 (50%) $717,868
Disc. $20,621,193 (33%) $21,091,112 (33%) $469,919
Adm. $10,880,565 (17%) $11,128,513 (17%) $247,948
*LEAs will receive 88% of the FY 20 total regular grant award
IDEA GrantsProgrammatic and Approval Information
Special Education Services Division IDEA Grant Coordinators will assist you with: Consolidated District Plan Allowable expenses Grant timelines Construction projects Professional development – 5% (adjust when allocations change) Coordinated Early Intervention Services (CEIS)
Voluntary or required Proportionate share Audits Excess cost Quarterly performance reports Grant amendments
Grant Helpful Hints
Coordinate with district Title grant personnel on the Consolidated District Plan.
Pay close attention to grant timelines. Expend Carryover Funds first. Keep current on amendments. Track the money. Maintain equipment inventory. Respond to audits immediately. Read the grant instructions and access the website
resources. Attend the Grants Breakout Session on Thursday.
Maintenance of Effort (MOE) Eligibility
A district is considered to have met IDEA MOE eligibility when it has documented in the IDEA grant application the per capita and net expenditures from the most recent completed fiscal year (up to two years) and
Indicated the method in which it will budget to meet MOE in the current fiscal year (local funds only, combination of state/local, local per capita only, combination of state/local per capita).
Maintenance of Effort (MOE)Compliance
Maintenance of effort compliance is considered to be met when an LEA does not reduce the level of expenditures for the education of children with disabilities made by the LEA from at least one of the following sources below the level of those expenditures from the same source for the preceding fiscal year:
Local funds only
Combination of state/local
Local per capita only
Combination of state/local per capital
Failure to Meet MOE RequirementConsequences
An LEA is not eligible to receive IDEA Part B funds until it has met the MOE eligibility (budget) requirement.
If an LEA fails to meet the MOE compliance (expenditure) standard, it must repay to the SEA to return to the U. S. Department of Education an amount equal to the shortfall in required local fiscal special education effort.
In the event that an LEA does not meet the MOE requirement, ISBE will provide written notice of the amount of local funds owed and the process for submitting those local funds in order to repay the federal government for the MOE shortfall.
Maintenance of EffortAllowable Exceptions
An LEA may reduce the level of local expenditures below the level of those expenditures for the preceding fiscal year if the reduction is attributable to any of the following:
The voluntary departure, by retirement or otherwise, or departure for just cause, of special education or related service personnel.
A decrease in the enrollment of children with disabilities
Termination of the obligation of the LEA, consistent with IDEA Part B, to provide a program of special education to a particular child with a disability that is an exceptionally costly program because the child has left the jurisdiction of the LEA, reached the age at which the obligation to provide a free and appropriate education (FAPE) to the child has terminated, or no longer needs the program of special education based on an IEP change.
The termination of costly expenditures for the education of students with disabilities for long-term purchases, such as the acquisition of equipment or the construction of school facilities.
Maintenance of Effort Resources
MOE worksheets are sent to districts in April each year. It is recommended that MOE be resolved by July-August. IDEA grants will not be approved until MOE is resolved.
For resources and additional information, visit the Maintenance of Effort section of the IDEA Part B Grant Program website:
https://www.isbe.net/Pages/IDEA-Part-B-Grant-Program-Information.aspx
Excess Cost
Each Illinois school district and independent charter school must complete an IDEA Excess Cost worksheet.
The completed worksheet will -
Identify the district’s current year IDEA Excess Cost threshold
Verify if the district met the IDEA Excess Cost established during the previous fiscal year
Excess Cost Calculation
Current year special
education student count
Excess cost threshold for current fiscal
year
Annual per pupil
expenditure
The Excess Cost threshold is the amount of state/local funds that must be expended on students with Individualized Education Programs (IEPs) in that current fiscal year
Excess Cost
Data sources needed for worksheet:
IDEA Excess Cost worksheet *
Annual Financial Report (AFR)
Total Student Enrollment (October 2018 Fall Enrollment)*
# of students with IEPs*
Current # of students with IEPs (December 2018 Child count) reports in I-Star
Excess Cost worksheets due each year on/before January 31.
*provided on IDEA Grant webpage:
https://www.isbe.net/Pages/IDEA-Part-B-Grant-Program-Information.aspx
Evidence-Based Funding
https://www.isbe.net/Pages/EvidenceBasedFunding.aspx
• Tier Funding Distribution
• Funding Enrollment
• Replaced what was formerly Special Education Personnel Reimbursement and Funding for Special Education Students
Medicaid Funding
Medicaid Administrative Outreach
Fairbanks - https://www.fairbanksllc.com/
Time Sampling (includes related service providers and administrators)
Medicaid Fee for Service
District-selected provider
Claims submitted directly primarily by related service personnel (SLP, Psych, SW, OT, PT, Nurse, etc.)
School Year 2019-2020 I-Star Claims
Fund Code E Regular Term Orphanage 100% Reimbursement Includes Individual Aide, Contractual and/or Equipment Costs Includes 100% Special Transportation DUE June 15, 2020
Fund Code F Regular Term Private Facility Orphanage 100% Reimbursement ??? Includes Individual Aide, Contractual and/or Equipment Costs Includes 100% Special Transportation DUE June 15, 2020
School Year 2019-2020 I-Star Claims
Fund Code E, F Summer Term
100% Reimbursement
Includes Individual Aide, Contractual and/or Equipment Costs
Includes 100% Special Transportation
DUE November 2, 2020
Fund Code X
Excess Cost
Student Costs must exceed four times the district per capita tuition
charge
Includes Individual Aide, Contractual and/or Equipment Costs
Includes 20% Special Transportation
School Year 2019-2020 I-Star Claims
Fund Code J Private Residential Facility / Excess Cost Public Tuition Student Costs must exceed four times the district per capita tuition
charge Includes Individual Aide, Contractual and/or Equipment Costs Includes 20% Special Transportation
Fund Code B Private Facility Tuition Regular and Summer Term Student Costs must exceed two times the per capita tuition charge DUE August 17, 2020
Claims in I-Star
Program Method for Orphanage and Excess Cost determination:
I-Star generates necessary ISBE forms
Cost sheet is partially completed by other ISBE data
Student claims calculations are done in I-Star automatically
Fields will auto-fill on the student record based on the calculations
All reports are saved and archived in I-Star for future access
Cooperatives and districts can use the Program method for claims or to make tuition bills
Harrisburg Project provides FREE training to complete Program process, including using Annual Financial Report, Child Count, and Fall Housing
Claims in I-Star
Claims in I-Star
Calendar Method for Private Facility Cost reporting:
I-Star links to the ISBE Private Facility Database
Data is verified based on facility information
Days enrolled and days in session auto-fill for quick claim processing
Estimated reimbursement automatically calculated
SupportHarrisburg Project
(800) 635-5274
www.hbug.k12.il.us
NONPUBLIC FACILITIES
Nonpublic Team
Division Supervisor: Jennifer HumphreyPrincipal Consultants:
Helen KosslerAbbey StoreyChristine WietaschCorinne WilliamsMelanie Archer (nonpublic calendar approvals only)
Samantha Worth (34-37 Room and Board Applications only)
Sue Taylor (34-37 Room and Board Applications only)
Program Specialist: Sara Friedrich
Nonpublic Facility Helpful Hints
Do not predetermine placement. Determine at an IEP meeting.
Remain in control of the IEP. Collaborate with the facility early and often. Be prepared for facility status changes. Be prepared in case a facility provides notice of
discharge of student. Ensure your codes in I-Star and the Contract Codes
match. Submit changes in placements immediately. Attend Thursday sessions for more information.
Website Locations
Nonpublic Program General Information
https://www.isbe.net/Pages/Nonpublic-Special-Education-Programs.aspx
Special Education Private Facility Search
http://webprod1.isbe.net/FacilityInquiry/PrivateFacilitySearch/PFSearch.aspx
Form 19-83 – Nonpublic Facility Contract https://www.isbe.net/Documents/19-83_nonpublic_facility.pdf
Form 34-37: Application for Approval of Private Residential Placement Room and Board
https://www.isbe.net/Documents/34-37_residential_room_board.pdf
Nonpublic Facilities
ISBE Approved for Facilities located in Private Facility Search located in I-Star
Forms to Know
19-83 – Nonpublic Facility Contract
o Between District and Facility
34-37 – Room and Board Reimbursement Request
o Between District and ISBE
Reasons for Submitting aRoom and Board Application
IEP team determines initial student placement is needed
Change of placement/facility
Change of district
Transition to high school/age
34-37 Application
Submit application prior to initial and renewal dates
Submit one copy of application to [email protected]
Application includes the following six pages: Student information
District information
State-approved private nonpublic facility
Narrative
Reintegration plan
Superintendent and state-approved special education director's signatures
PRIVATE/PAROCHIAL PROPORTIONATE SHARE
IDEA Nonpublic Proportionate Share
IDEA PROPORTIONATE SHARE SERVICES FOR PARENTALLY PLACED NONPUBLIC STUDENTS WITH
DISABILITIES
(“Nonpublic” in this section refers to students with disabilities placed in private and parochial schools, including homeschooled students with disabilities.)
Timely and Meaningful Consultation Meetings
Local districts must conduct TMCs in a manner that covers the five principal topics described in IDEA 2004 at Section 1412(a)(10)
Meeting must cover: Child Find
Proportional Share
Meaningful Participation
Allocation of Services
Proposals of the Nonpublic SchoolRepresentatives
Meeting must be held by May 31.
TMC Documentation
Each LEA must maintain the following documents at the local level:
List of nonpublic schools and home-school parents
Invitation letters
Newspaper advertisements
Attendance lists
Meeting agendas
Handouts
Attestation forms
Child Find
Each LEA is responsible for locating, identifying, andevaluating all children with disabilities enrolled by theirparents in nonpublic schools located in the schooldistrict served by the LEA. This means the LEAs mustcomplete the initial evaluations and reevaluations ofnonpublic students within their district boundaries -whether or not the students are residents of thedistrict.
Services in Private/Parochial
• Students are serviced via an Individual Service Plan (ISP) unless dually enrolled in a public school.
• Services on ISPs based on determined use for nonpublic proportionate share funds.
• Services most likely will not be equivalent to those provided by an IEP.
• Services may be discontinued when funds run out.
Contact Information
For questions regarding nonpublic proportionate share services contact:
Samantha Worth - [email protected]
For questions regarding nonpublic proportionate share funds, contact your grant coordinator.
EFFECTIVE DISPUTE RESOLUTION
fa·cil·i·ta·tion, “fəˌsiləˈtāSH(ə)n/”
State-Sponsored IEP Facilitation
IEP facilitation is a process that helps foster effective communication between parents and districts as they develop a mutually acceptable Individualized Education Program (IEP).
This process may be used as a preventative measure in which a trained facilitator promotes whole team participation, acknowledging and addressing differing opinions in a respectful and neutral manner.
IEP facilitation can improve relationships between school districts and parents in order to effectively plan services to meet the needs of the student.
IEP Facilitation Request Information
https://www.isbe.net/Pages/IEP-Facilitation-System.aspx
State-Sponsored Mediation
Illinois' mediation service is administered and supervised by the Illinois State Board of Education and is provided at no cost to the parties. Mediation can be requested by both parties without filing for due process hearing or can be requested after a due process request has been filed.
This process is designed as a means of resolving disagreements regarding special education services, placement and related services to children enrolled in Illinois public schools; and
This service is provided when both parties in a dispute voluntarily agree to participate in the mediation process.
Mediation Request Form
https://www.isbe.net/Documents/34-15-mediation-request.pdf
Due Process Request
First thing: DON’T PANIC
Advise your superintendent as your district may likely involve legal counsel
Go to our website to complete the district paperwork that should accompany the hearing request https://www.isbe.net/Pages/Special-Education-Due-Process.aspx
Within five calendar days (or one business day in the case of expedited hearings), submit a copy of the hearing request and completed ISBE form to the Due Process Coordinator, Andy Eulass, at [email protected] or by fax at 217/782-0372.
Important Tips
Read anything you get in writing from a parent. Due process requests can be submitted either on an ISBE form (https://www.isbe.net/Documents/dp_parental_19-86a.pdf) or in the form of a letter. Either way, the request is valid.
Make sure to notify your superintendent ASAP: timelines at the start of a case are pretty short!
Make sure you know who is doing what: whether its you, another district administrator or your lawyer, make sure everyone is on the same page as to what everyone is doing in connection with the case
Complaints
Top ten complaint issuesJuly 1,
2018 through June 30, 2019:
IEP implementation (services/programs)
Development of IEP
IEP implementation (related services)
IEP review and revisions
Referral/Evaluation procedures
Contents of IEP
Parent participation
Notification
Placement determination
IEP implementation of accommodations/modifications
Complaints
Top ten things for all LEAs to
know:
Significant increase in formal complaints filed in 2018-19
Proactive approach can prevent formal complaints
Must allege violation of special education requirement
Local level resolution encouraged even after complaint filed
60 calendar day investigation timeline
Investigation may include documentation review, interviews, on-site visit
Complainant must receive copy of your response to complaint
Only required to respond to issues identified by ISBE
Can provide resolution to complaint in your response to ISBE
Process not punitive, intended to address correction of noncompliance
Dispute Resolution Team
Mark [email protected]
Larry Fairbanks [email protected]
Karen [email protected]
Dr. Kristina Kynaston [email protected]
Sherry [email protected]
Complaint Team Mediation Coordinator
Due Process Coordinator
Andy [email protected]
SUPPORTS FOR SPECIAL EDUCATION DIRECTORS
Supporting Special Education Administrators
SELA’s Focus...
To provide opportunities for advanced professional development aligned to the needs of leaders of special services.
To provide 1:1 mentoring, coaching, and resources to support new and current leaders navigating the ongoing changes in the field of special education.
SELA Is...
A progressive organization that partners with ISBE, IAASE, and other state organizations to provide professional learning and opportunities aligned to the needs of special education leaders
Funded by an ISBE Discretionary Grant and is governed by a Board of Regional Representatives from across the state
SELA’s Purpose - Our Why
Leadership research promotes ongoing professional learning grounded in four pillars: Decision-making, Communication, Continuous Improvement Process, and Resources/Technical Supports.
SELA is dedicated to creating and facilitating learning and networking opportunities to enhance professional learning and leadership growth that can be applied to the important work of special education leadership
SELA Provides...
Region activities Drive-around
workshops Support IAASE pre-
conference workshops Online resources
Matched with an experienced mentor
Monthly session Free participation in
one SELA workshop with mentor/mentee
Professional Learning Mentoring for New Leaders
SELA Board Information
Region Name Work Phone Email
1 Christi Flores 630-243-3220 [email protected]
1 Judy Hackett 847-463-8100 [email protected]
2 Christan
Schrader
309-796-2500 [email protected]
3 Meg Thurman 217-525-3060 [email protected]
4 TBA
5 Quennetta
Chambers
618-332-4715 [email protected]
6 Jill Keller-
Weems
618-455-3396 [email protected]
Admin
Support
Barbara
Eichhorn
217-621-9389 [email protected]
SELA
SELA emphasizes leading with passion and advancing knowledge and application.
Imagine with all your mind
Achieve with all your heart
Achieve with all your might
Stop by the SELA table for additional information
Enjoy theISBE Directors’ Conference
Get Involved With...
• IAASE is the largest group of special education administrators in the state.
• They provide professional development, advocacy, and leadership opportunities for special education administrators across the state.
IAASE
• Two Conferences
Fall (October 15-17, 2019) in Tinley Park
Winter (February 26-28, 2020) in Springfield
Webinars on topics of interest each month
Regional professional development & networking activities
Opportunities for committee involvement (state, federal, professional development, technology, etc.)
Opportunities for involvement with Council of Administrators of Special Education (CASE)
IAASE Membership
$410 for membership in:
IAASE
CASE
CEC
$180 for membership in
IAASE only
Unified MembershipIAASE professional Membership
Join online at www.iaase.org
IAASE
https://www.iaase.org/
Stop by the IAASE table
on Thursday for more information
Closing Remarks
Whole Child • Whole School • Whole Community