L.E.A.S.E. is committed to providing educational programs and services designed to meet all needs and abilities of students with disabilities. The educational environment in districts of L.E.A.S.E. will not discriminate against any individual because of age, race, religion, color, sex, national origin, economic status or disability.

All member districts of the LaSalle/Putnam County Educational Alliance for Special Education, as legal entities of the State of Illinois, assume the obligation to the students with disabilities of their districts to see that their educational needs are met in the most appropriate manner possible. Member districts of L.E.A.S.E. should exhibit leadership, therefore, in promoting, facilitating and expediting special education services to the students with disabilities of each district.

The final success of the L.E.A.S.E. educational program is measured in terms of the accomplishment of the individual students. The following statements are representative of the educational philosophy of L.E.A.S.E. and the attitude of the organization toward special education.

The LaSalle/Putnam County Educational Alliance for Special Education:

1. fosters student self-discovery, self-awareness, self-discipline and academic success enabling each student to realize his or her maximum potential;

2. develops an individualized educational program for each child based upon his or her specific educational needs;

3. insures the availability of a full continuum of educational service opportunities emphasizing least restrictive programming as the first option for service delivery and informs parents/guardians of children with disabilities about student evaluation and placement procedures;

4. fosters the development of vocational skills in keeping with each student's capability in order to facilitate each student securing gainful employment while demonstrating successfully acceptable work ethics;

5. helps the student learn to work and socialize effectively with other people, encouraging sensitivity to the needs and values of others and a respect for individual and group differences;

6. Stimulates curiosity and guides the student to seek further knowledge;

The focus of the L.E.A.S.E. total educational program may be seen in the variety of program alternatives to meet the varied needs of children with disabilities. The delivery of services shall be represented by a continuum of programs beginning with the least restrictive placement, through the most restrictive environment.

Member districts will be guided by the Director and the L.E.A.S.E. staff to establish educational programs which recognize the following objectives.

Physical and Emotional Well-Being

Education should develop in each learner the basic skills needed for communication, perception, evaluation and conceptualization of ideas. Among the most important skills are reading, writing, speaking, listening, visual and computational skills. The desired result is that the student be able to express themselves clearly, evaluate information factually and make critical judgments. Any out-of-district student should be considered an official student in the district where the student attends class and the school district of attendance has the rights of the parents in emergency situations.

Basic Communication Skills

Effective Use of Knowledge

Education should provide for each learner access to man's cultural heritage, stimulate intellectual curiosity and promote intellectual development. Educational materials and programs shall be free of bias for or against any person on the basis of race, sex, national origin or religion.

Capacity and Desire for Lifelong Learning

Education should foster and stimulate in each learner the natural desire for lifelong learning and should develop the skills necessary to fulfill that desire. Innovative educational methods and techniques including the use of current technology and equipment, will be utilized and encouraged to provide educational experiences for each learner.

Citizenship in a Democratic Society

Education should provide each learner with a knowledge of understanding of how our society functions in theory and in practice. Education must also foster individual commitment to exercise the rights and responsibilities of citizenship and to protect the right of others.

Respect for the Community of Man

Education should provide each learner with knowledge and experience which contribute to an understanding of human similarities and differences and which advance mutual respect for humanity and for the dignity of the individual.

Occupational Competence

Education should provide the learner with the skills, experience, attitudes and guidance for initial job placement; it is even more important for the learner to develop a capacity to adapt to changing conditions.

Understanding of the Environment

Education should provide the learner with knowledge and understanding of the social, physical and biological worlds and the balance between man and his environment and should develop attitudes and behavior leading to intelligent use of the environment.

Creating Interests and Talents

Education should provide the learner with varied opportunities to nurture interests, to discover and to develop natural talents and to express values and feelings through various media.

Individual Values and Attitudes

Education should expand and advance the humane dimensions of all learners, especially by helping them to identify and cultivate their own spiritual, moral and ethical values and attitudes.

LEGAL REF.:

CROSS REF: 1:30 (Special Education Alliance Philosophy), 6:15 (School Accountability), 7:10 (Equal Educational Opportunities)

ADOPTED: September 11, 2008

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:15

Instruction

School Accountability

According to the Illinois General Assembly, the primary purpose of schooling is the transmission of knowledge and culture through which students learn in areas necessary to their continuing development and entry into the world of work. To fulfill that purpose, the State Board of Education prepared State Goals for Learning with accompanying Illinois Learning Standards.

The Alliance Council and Executive Committee give priority in the allocation of resources, including funds, time, personnel, and facilities, to fulfilling this purpose.

LEGAL REF.:

34 C.F.R. §§200.32, 200.33, 200.42, and 200.43.

105 ILCS 5/2-3.63, 5/2-3.64, 5/10-21.3a, and §5/27-1.

23 Ill. Admin. Code §§1.10, 1.20, and 1.30.

CROSS REF.: 6:340 (Student Testing and Assessment Program), 7:10 (Equal Educational Opportunities)

ADOPTED: September 11, 2008

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:20

Instruction

School Year Calendar and Day

School Calendar

The Executive Committee, upon the Director’s recommendation and subject to State regulations, annually establishes the dates for opening and closing classes, teacher institutes and in-services, the length and dates of vacations, and the days designated as legal school holidays. The school calendar shall have a minimum of 185 days to ensure 176 days of actual student attendance.

Commemorative Holidays

The teachers and students shall devote a portion of the school day on each commemorative holiday designated in The School Code to study and honor the commemorated person or occasion. The Executive Committee may, from time to time, designate a regular school day as a commemorative holiday.

School Day

The Executive Committee establishes the length of the school day with the recommendation of the Director and subject to State law requirements. The Director or designee shall ensure that the following occurs during each day of school attendance by students in accordance with State law:

1. The Pledge of Allegiance is recited; and

2. A brief period of silence is observed at the opening of the school day.

LEGAL REF.: 105 ILCS 5/10-19, 5/18-8.05, 5/24-2, 5/27-3, 5/27-18, 5/27-19, 5/27-20, 5/27-20.1, 5/27-20.2, and 20/1.

23 Ill.Admin.Code §1.420(f).

Metzl v. Leininger, 850 F.Supp. 740 (N.D. Ill., 1994), aff’d by 57 F.3d 618 (7th Cir., 1995).

CROSS REF.: 2:20 (Powers and Duties of the School Board), 5:200 (Terms and Conditions of Employment and Dismissal), 5:330 (Sick Days, Vacation, Holidays, and Leaves); 6:60 (Curriculum Content), 6:70 (Teaching About Religions), 7:90 (Release During School Hours)

ADOPTED: September 11, 2008

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:40

Instruction

Curriculum Development

All member districts of L.E.A.S.E. shall support an active program of curriculum development in order to provide currently valid instructional plans and to take advantage of improved teaching methods and materials. The educational program must be responsive to the individual needs, interests and abilities of each student with a disability.

Individualized curriculum development for students with disabilities shall be: sequential, developmental, goal-directed, clearly stated and available to the public; subject to continuing evaluation and revision.

The L.E.A.S.E. Director, member districts and L.E.A.S.E. program Coordinators shall work cooperatively to provide appropriate curriculum which meets the needs of all students with disabilities.

L.E.A.S.E. program Coordinators, in cooperation with the L.E.A.S.E. Director with local district approval, may:

1. conduct informal diagnostic testing and consultations which may lead to referrals to member districts to assist in the determination of a student's eligibility for enrollment into a special education program.

2. conduct multidisciplinary staffing conferences to determine eligibility for special education services and/or to determine the specific special educational placement of the student with a disability, as well as, define the instructional and resource programs and related services for the student.

The I.E.P. conference shall generate a written I.E.P. for the student which describes the student's educational progress and considers the initiation, continuation or termination of special education services for the student.

The Director or designee is responsible for the supervision of instructional programs offered to students with disabilities by member districts. The Director and staff shall review, as needs dictate, the existing instructional programs and affirm or suggest revisions in the programs in order to more effectively meet the needs of the students with disabilities.

LEGAL REF.: 105 ILCS 5/10-20.8 and 5/10-19.

CROSS REF.: 6:60 (Curriculum Content), 6:120 (Education of Children with Disabilities), 7:15 (Student and Family Privacy Rights)

ADOPTED: September 11, 2008

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:42

Instruction

Individualized Education Programs

L.E.A.S.E. shall establish uniform procedures for the development of Individualized Educational Programs (I.E.P.), for determining related services including P.E. and Vocational Education, and for revising the I.E.P.

An I.E.P. will be developed, reviewed, implemented and revised for any school-age child with a disability residing within the jurisdiction of L.E.A.S.E. who is to receive special education and related services from a L.E.A.S.E. school district. This service is provided directly through enrollment in a program operated within L.E.A.S.E.; indirectly through placement in or referral by a L.E.A.S.E. school to a private school; or directly as a student resident within the boundaries of a L.E.A.S.E. public school district voluntarily enrolled in a private school within L.E.A.S.E. boundaries.

It is understood that such procedures will apply to any school aged child with disabilities within the jurisdiction of the local school district, who is to receive special education and related services from the school district, either:

1. directly through a program operated by a local school district; or

2. indirectly through referral to a local school district by a private school.

Instructional Arrangements

Instructional Arrangements shall be in accordance with procedures approved by the Illinois State Board of Education.

LEGAL REF.:

CROSS REF.:

ADOPTED: September 11, 2008

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:42 AP1

Instruction

Administrative Procedure - Individualized Education Programs

A. Establishment of the IEP

1. The IEP Team shall be responsible for:

a. developing an IEP within thirty days of the determination that a student is eligible for services.

b. arriving at a placement determination, for any student determined by a properly held IEP to be a student with disabilities.

2. The members of each IEP Team, as designated by the local school district shall include the following persons:

a. one or both of the student's parents or guardians;

b. the student, where appropriate;

c. a representative of the school district, other than the student's teacher, who:

(i) is qualified to provide or supervise the provision of special education;

(ii) can ensure that the services specified in the student's IEP will be provided by the school district.

(iii) is a direct employee of the school district, not of the Cooperative.

d. one or more of the student's current teachers or, if the student is newly enrolled, a regular education teacher who provides instruction to students of the same age; teacher organization representatives may not attend without parent and district consent;

e. the person(s) who initiated the screening/identification process of the student;

f. a person who is familiar with the placement options of the school district;

g. for a student evaluated for the first time, a member of the multidisciplinary evaluation team who conducted the individual evaluation of the student or another person who is knowledgeable about the evaluation procedures used and the evaluation results obtained;

h. other individuals at the discretion of either the parent or the agency;

i. if a learning disability is suspected, a person qualified to conduct individual diagnostic evaluations of children.

3. A single member of the IEP Team may meet two or more of the qualifications specified in this section. The representative of the school district assigned to the IEP may convene and chair the IEP meeting and may be responsible for the preparation of the IEP within the required timeframes if the Director or his designee cannot be present.

4. IEP meetings shall be convened as frequently as conditions warrant and upon any reasonable request by the parent.

5. The school district shall take steps to ensure that one or both parents of the student with a disability are present at each IEP meeting. These steps must consist of reasonable efforts to convince parents to attend the IEP meeting and must include:

a. scheduling the meeting at a mutually agreed upon time and place;

b. notifying parents (and other persons who will be attending), in writing:

(i) of the purpose, time and location of the meeting;

(ii) of the names of the persons expected to attend;

(iii) of the educational rights available to protect the student and parent in the native language of the parent if other than English which is clear and fully explains these rights;

(iv) that if their child is determined to be eligible, an IEP will be developed; and

(v) early enough to ensure that both parents will have an opportunity to attend;

c. affording parents the opportunity to attend through the use of individual or conference telephone calls;

d. using reasonable efforts to convince the parents to participate, including:

(i) visits to the parents' home or place of employment; and

(ii) telephone calls to parents.

e. The school district may conduct a IEP meeting without a parent in attendance if the school district is unable to convince the parents to attend after attempts to arrange a mutually agreed upon time and place for the meeting. If neither parent is present at the IEP meeting, the school district shall maintain a record of attempts to secure parental participation including detailed records of phone calls made or attempted and the results; copies of any correspondence and any responses received; and records of home visits and visits to the parents' place of employment and the results of these visits.

f. If neither parent can attend an IEP meeting in person, the school district shall use other methods to ensure parental participation, including individual or conference telephone calls.

g. If any participant in an IEP meeting needs an electronic recording of the meeting in order to understand the proceedings or their capacity to understand the proceedings is limited due to a disabling condition, then the school district will make available a tape recording (voice, visual or both) of the entire meeting or make other provisions such as large print copies of documents. The school district will take whatever action is necessary to insure that the parents understand the proceedings of the I.E.P. meeting including the use of an interpreter for parents who are deaf or limited - or non-English speaking.

h. Before the district places a child or refers a child to a private school or facility, the district either will convene an I.E.P. meeting with a representative of the private school in attendance or will insure that the representative participates through other methods (including individual or conference telephone) in its development.

B. Development of IEP

1. Upon reaching a determination that a student, who is the subject of the case study, is a student with a disability, the local school district shall conduct one or more meetings for the purpose of developing an IEP for the student.

2. The IEP shall be a written statement for a child with a disability which is developed and implemented in accordance with the requirements of the I.D.E.A. and which contains the following components:

a. A statement of the student's present level of educational performance, written in a manner that is meaningful and useful to the persons responsible for directly providing the student with special education and/or related services.

b. A statement of appropriate annual goals for the child which must:

(i) include, at a minimum, the following elements:

I. an annual goal, expressed in terms of anticipated information acquisition and/or skill mastery outcomes, for each instructional area (including physical education) in which specially designed instruction is being provided;

II. an annual goal, expressed in terms of anticipated psychological, physical, motor or sensory functioning improvements, for each type of developmental, corrective and other supportive service being provided; and

III. an annual goal, expressed in terms of frequency and duration of services per week and anticipated outcomes, for participation by the child in non-academic and extracurricular services and activities, including athletics, recreational activities, special-interest groups or employment support programs.

(ii) in connection with each annual goal identified above, include a description of what the child can reasonably be expected to accomplish within a twelve-month period in each of the annual goals identified above;

(iii) for children of secondary school age in their final year of school, an identification of the anticipated outcome of elementary and secondary education in terms of:

I. academic completion of secondary school;

II. competitive employment or admission to post-secondary vocational education programs; or

III. entry into supported employment programs.

(iv) clearly describe outcomes which are directly linked to the disability and all adverse effects described in the statements of the child's present levels of educational performance included in the IEP.

c. Short-term educational objective(s) for each annual goal which are measurable intermediate steps leading from the student's present levels of performance to achievement of the annual goal within each skill mastery or information acquisition area.

d. A description of the specific special education and/or related services to be provided in support of each identified instructional objective including all needed supplementary aids and services.

e. A description of the curricula, instructional methodologies, staffing patterns and classroom organization approaches recommended in support of the identified instructional objectives.

f. A description of the frequency (number of sessions per week) and anticipated duration of each specific special education and related service to be provided, the projected dates for initiation of each service, the identification of the persons and/or agencies responsible for providing each service, and the relationship of each service to the statement of annual goals and objectives.

g. A statement indicating whether the student will receive regular physical education or adaptive physical education.

h. A statement of any vocational educational services to be provided.

i. A statement of any extended school year services to be provided to the student, whenever the provision of such services is necessary to prevent substantial regression.

j. A statement of the extent to which the student will participate in regular education programs, including art, music, industrial arts, consumer and homemaker education and non-academic and extracurricular programs.

k. A statement addressing any special methods, materials, equipment, arrangements or procedures (i.e., discipline, medications, transportation and provision of services by any other public agency) which will be necessary to provide the student an appropriate education.

l. A statement addressing the child's ability to participate in assessments and what, if any, accommodations are necessary. If the child is unable to participate, even with accommodations, a description of the alternative assessments to be used must also be included.

m. Appropriate objective criteria and evaluation procedures and schedules for determining, on at least an annual basis, whether the short-term objectives and annual goals are being achieved and if not, why not, and evaluation procedures and schedules for determining the extent to which short term instructional objectives are being achieved and the name of the person responsible for monitoring and reporting this assessment to the MDC or IEP Team.

n. Signatures and positions of IEP Team members, [including the parent(s)] in attendance, their agreement or disagreement with the recommendation(s), and the date of the meeting.

3. No school district shall provide special education or related services to a student with disabilities unless and until an IEP has been completed and a placement has been made pursuant to the requirements of 34 C.F.R. 300.533, 550-552, ISBE Requirements, and school district criteria. The I.E.P. must reflect consideration of the least restrictive environment options considered and the reasons the options were rejected. The I.E.P. placement decision must be consistent with the evaluation and eligibility determination, and the district must insure that all services identified on the I.E.P. are provided in accordance with the I.E.P.

4. The school district shall provide the parent with a copy of the IEP at no cost to the parent.

5. Neither a school district nor a teacher, administrator or other person shall be held liable under I.D.E.A. or I.S.B.E. law or regulations if a student does not achieve the annual goals and/or the objectives in the student's I.E.P.

C. Determination of Related Services

1. Participants in IEP Meetings held to develop, review, or revise the IEP for a student with a disability shall determine what developmental, corrective or other supportive services (including transportation) are needed by a particular student which must be included in the IEP.

2. If a developmental, corrective or other supportive service is needed by a student with a disability is determined by the IEP Team, the IEP Team shall include the service in the IEP developed for the student and subsequently provide the service(s) at no cost to the student or to the student's parents.

D. Physical Education

1. Physical education services, specially designed if necessary, shall be made available to every student with a disability

2. Each student with a disability shall be afforded the opportunity to participate in a specially designed physical education program per the I.E.P. of the child unless:

a. the student is enrolled full-time in a separate facility or

b. the student is able to benefit from the regular physical education program.

3. If specially designed physical education is included in a student's IEP, the school district, responsible for the education of the student, shall provide the services directly or make arrangements for the services to be provided through other public or private programs.

E. Prevocational and Vocational Educational Services (Transition Plan)

The IEP Team shall consider the inclusion of a transition plan into the IEP of every student with a disability at age 14 and older. Services will be indicated if and as necessary to prepare the student for successful competitive or supported employment upon graduation from high school.

The following participants shall be invited to the IEP meeting convened for the purpose of considering transition services:

1. The student; and

2. A representative of any other agency that is likely to be responsible for providing or paying for necessary transition services.

When transition services are to be addressed at an IEP meeting, the notice form sent to the parent and to the child must state that transition planning will be discussed.

At a minimum, the IEP team must address each of the following services areas:

1. instruction

2. community experience

3. development of employment and other post-high school adult living objectives, and

4. as appropriate to the individual needs of the student, acquisition of daily living skills and functional vocational evaluation.

If the IEP team determines that no services within a particular area are needed, then a statement to that effect and the basis upon which that decision was made must be included in the IEP. If no services are required in any of the areas listed, the IEP must clearly document why the student is not in need of those services.

If the student does not attend the IEP meeting, the public agency shall take other steps to ensure that the student's preferences and interests are considered. If an agency is invited to send a representative to an IEP meeting and chooses not to attend, the public agency shall take other steps to obtain the participation of the other agency in the planning of any transition services.

F. Implementation of the IEP

1. Implementation of the IEP will occur as soon as possible after the IEP meeting is held, and in no event shall placement occur later than the beginning of the next school semester.

2. As used in this section, implementation of the IEP means the initiation of all special education and related services described in the IEP, consistent with the schedule included in the IEP. If a placement is temporarily unavailable, interim services are provided between the IEP and the actual placement with proper parental notice. Placement will occur prior to the beginning of the next school semester.

3. The school district will provide written notification to the parents of the child and to the Illinois State Board of Education, Department of Special Education, Procedural Safeguards Unit regarding the nature of any interim services the child will receive.

G. Review and Revision of the IEP

The IEP of each student with a disability currently receiving special education and related services must be reviewed and revised at least annually and before the beginning of the next school year, consistent with the provisions outlined above.

The school district will ensure that an annual review and the revision of the I.E.P. of a child with a disability enrolled in a school district will follow all applicable procedures for initial I.E.P.'s that are contained in this section with the exception that the member of the multi-disciplinary evaluation team (or other person knowledgeable about the evaluation procedures and results) need not be included among the I.E.P. Committee.

With respect to the annual review and revision of the I.E.P. for a child with a disability placed or referred to a private school by a school district, the school district may permit the private school to initiate I.E.P. meetings which will be conducted as described above, provided that the parents of the child and a representative of the school district are involved in any decision about the child's I.E.P. and agree to any proposed changes in the I.E.P.

H. Appropriately Trained Personnel

1. In carrying out the responsibilities of A-G above the school district will utilize only those professionals who meet the certification and licensing standards of ISBE or other agencies governing the licensing of professional personnel. In fulfilling these requirements, the local superintendent or his designee will:

a. review each professional's qualifications and certification, upon application for employment and every three years, to ensure current certification or licensure;

b. comply with all procedures and standards set forth by ISBE;

c. provide in-service training to staff and externally contracted individuals to ensure the use of promising and innovative practices; and

d. provide training in the implementation and the interpretation of ISBE and federal requirements.

I. Compliance of Other Agencies

1. The superintendent or his designee will collect data and review the services provided to each child placed by the local school district in, or referred to, any organization or facility not under the direct supervision of the school district. Such monitoring will be carried out by:

a. maintaining ongoing communication through exchange of student records;

b. the use of formal enforceable contracts which include assurances of compliance with all State and federal requirements;

c. providing information on all ISBE federal requirements;

d. the imposition of administrative or financial sanctions in the event of noncompliance or services which do no meet the standards of the school district or ISBE.

J. Data Requirements

1. The superintendent or designee will be responsible for collecting, maintaining and reporting current and accurate data on placement activities for the district. Activities include:

a. collect and maintain placement data necessary for planning the delivery of a free public education for students with disabilities. Copies of the I.E.P. and all notices are to be maintained in the student's temporary record.

b. report placement data as required by the State Department of Education.

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:42 AP2

Instruction

Administrative Procedure – I.E.P. Case Manager Responsibilities

The Individualized Educational Program (I.E.P.) is the cornerstone of the student’s special education services. Proper management of each I.E.P. is essential to insure that appropriate educational services are provided to the student. Additionally, the I.E.P. process should include parental involvement, formalize teacher planning and document compliance with special education regulations. Supervision of the I.E.P. process is an indispensable element in the provision of a free and appropriate education to students with disabilities. I.E.P. Case Managers are to fulfill this supervisory role through the performance of the following recommended responsibilities:

Insure that documentation on the I.E.P., including goals and objectives for all service areas, is complete.

Monitor all service delivery indicated on the I.E.P. in conjunction with appropriate staff members and parents.

Monitor that the student receives all needed equipment and services identified in the I.E.P.

Monitor the I.E.P. goals and objectives.

Serve as contact person for parents, the building principal and personnel from other agencies. Communicate regularly regarding the progress of the student.

Facilitate communication among all regular and special education staff involved with the student.

Assist with scheduling I.E.P. meetings.

Assist in scheduling academic classes and other student scheduling.

Disseminate student information to the building principal, or his/her designee, and the L.E.A.S.E. Coordinator.

Coordinate special planning meetings (other than I.E.P.’s) with the building team and the L.E.A.S.E. Coordinator when necessary.

Communicate with the evaluation facilitator (usually the school psychologist) to assure timely and complete re-evaluations.

Keep current on special education regulations and procedures by attending appropriate workshops and inservices and by regularly communicating with your L.E.A.S.E. Coordinator as needed.

Be aware and have copies of all goals, objectives and benchmarks.

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:42 AP3

Instruction

Administrative Procedure – Short Term Objectives

The L.E.A.S.E. Cooperative shall have an established procedure for developing short term objectives to complete the I.E.P.

Short term objectives are prepared by the teacher and forwarded to the L.E.A.S.E. office. The L.E.A.S.E. office copies and distributes the completed I.E.P. to designees listed on the I.E.P.

Management of Short Term Objectives for the Cooperative

1. For each long term goal developed at every I.E.P. staffing, the initial short term objective (the first step towards the goal) should also be developed and written on the appropriate I.E.P. form. Required participants at this meeting include the special education teacher, the parent and a local district representative. Others may be included at the discretion of the school and/or parents. This must be accomplished at the staffing for immediate placement to occur.

As time permits, the remainder of a complete I.E.P. may be totally written at this staffing and in all cases all short term objectives must be completely finalized within thirty days following the I.E.P. staffing.

2. If the parents are not in attendance at an I.E.P. staffing it is necessary to notify them of their right to participate in the development of the short term objectives. It is important to keep a record of all parent contacts including conferences, phone calls, letters, etc. If parents wish to participate, the I.E.P. meting should be scheduled at a time mutually agreeable to the parents and school. If they express no interest in participating, local school personnel may proceed to develop the short term objectives without parental input.

3. The teacher should come to the I.E.P. meeting prepared with recommended short term objectives to meet the established long term goals. These should be in written form, but not finalized. The teacher will be able to discuss with the parent how he/she proposes to meet the long term goal and short term objective, yet still allow additions, deletions, and changes to be made. Only after the completion of the I.E.P. meeting, should the short term objectives be finalized for distribution.

4. After the proposed short term objectives have been reviewed and agreement has been reached on their final form, all participants in the I.E.P. meeting should sign the signature page in the appropriate space. If the parent was not in attendance, the section titled "PARENT CONTACT MADE" must be completed.

5. Within 30 days of the I.E.P. staffing, the completed short term objective page(s) and signature page should be sent to L.E.A.S.E.

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:42 AP4

Instruction

Administrative Procedure – Annual Reviews

An annual review of students with disabilities receiving services or instruction from a member district shall be conducted no later than the end date of each student’s I.E.P. Therefore annual reviews can be ongoing throughout the school year..

L.E.A.S.E. is available to provide inservice training to district staff in the appropriate guidelines for participating in annual review conferences.

Procedures for Annual Review IEP Meetings

A. All annual review IEP meetings in the L.E.A.S.E. Cooperative shall be scheduled by the local districts in consultation with L.E.A.S.E. Coordinators as needed.

B. For children referred to or placed in private facilities, it will be permissible for the private facility to initiate I.E.P. meetings, in cooperation with the local school district and the L.E.A.S.E. office provided that the local school district and parents have the opportunity for input and agree to any proposed changes in the I.E.P.

C. The purpose of the Annual Review is to review the student’s progress and to determine services for the remainder and/or the next school year.

D. At each annual review IEP meeting, long term goals and initial short term objectives for each goal shall be developed.

E. Teachers are encouraged to update short term objectives progress as often as possible during the school year.

Questions to Help Districts Determine the Need for L.E.A.S.E. Coordinator Attendance at Domain and/or I.E.P. Meetings

1. Are there surprises or concerns expected at this meeting that indicate a need for a coordinator in attendance? If so, what specifically are the expected surprises or concerns?

a. If the concerns are related to correctly completing paper work, the coordinator can plan to meet with the teacher, and any other interested teachers in the building, prior to the I.E.P. meeting to answer their questions related to utilizing forms.

b. If the concerns are related to running the meeting, the coordinator can work with the teacher(s) in advance to discuss how to keep everyone at ease; how to keep the meeting focused; and how to arrive at consensus. The coordinator can offer assistance to model and observe until the teacher is comfortable with running I.E.P. meetings.

c. If the concerns are related to a lack of district staff consensus relative to placement issues, coordinator can discuss the options for placement/services with the administration and the case manager prior to the meeting, and help the district staff reach consensus.

2. Do you expect problems with parents, advocates, attorneys or staff disagreements (see 1.c. above) where coordinator can possibly assist in mediating?

3. Have the parents requested that a L.E.A.S.E. Coordinator attend? Make sure the school administration is aware of this in advance of the meeting.

4. What would be the potential ramifications if a coordinator did not attend this meeting?

L.E.A.S.E. PROCEDURE FOR PROCESSING NET I.E.P.’S

1. Submitted I.E.P.’s generate an e-mail message sent to Arlene.

2. Student’s Home District L.E.A.S.E. Coordinator based upon student’s primary disability area/placement

3. Based upon student’s secondary disability and related services

4. Speech/Language Coordinator

5. Low Incidence Coordinators (Kathy Lang, Pat Hall, Linda Corwell)

6. Return to Home District L.E.A.S.E. Coordinator to lock I.E.P.

7. Coordinators let Arlene know I.E.P. is approved

Special Note: Upon review of the Net IEP, e-mail communication between LEASE staff will identify any areas of concern and what follow up is underway to correct concerns before IEP is approved. Final approval of IEP will be the responsibility of the student’s home district coordinator. Approved IEP will be printed and put in student’s IEP file.

When all Annual Review IEP meetings have been completed, there is a follow up procedure which is used to insure that all students have been correctly added to the IePoint system.

1. First, the L.E.A.S.E. secretary checks in the student’s file to see that each student has a current Annual Review I.E.P.

2. If there is no current Annual Review, check with the Coordinator to see how she wants to follow up.

3. If the psychologist/district special education administrator did the Annual Review but did not submit it to L.E.A.S.E., follow-up with the district special education contact may be necessary.

LEG. REF.: Executive Committee Minutes February 13, 1980

CROSS REF.:

ADOPTED: September 11, 2008

Revised February 26, 2009

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:50

Instruction

School Wellness

Student wellness, including good nutrition and physical activity, shall be promoted in the Alliance’s educational program, school activities, and meal programs. This policy shall be interpreted consistently with Section 204 of the Child Nutrition and WIC Reauthorization Act of 2004.

Goals for Nutrition Education

The goals for addressing nutrition education include the following:

· Schools will support and promote good nutrition for students.

· Schools will foster the positive relationship between good nutrition, physical activity, and the capacity of students to develop and learn.

· Nutrition education will be part of the Alliance’s comprehensive health education curriculum. See School Board policy 6:60, Curriculum Content.

Goals for Physical Activity

The goals for addressing physical activity include the following:

· Schools will support and promote an active lifestyle for students.

· Physical education will be taught in all grades and shall include a developmentally planned and sequential curriculum that fosters the development of movement skills, enhances health-related fitness, increases students’ knowledge, offers direct opportunities to learn how to work cooperatively in a group setting, and encourages healthy habits and attitudes for a healthy lifestyle. See Board policy 6:60, Curriculum Content.

· During the school day, all students will be required to engage in a daily physical education course, unless otherwise exempted. See Board policy 6:60, Curriculum Content.

· The curriculum will be consistent with and incorporate relevant Illinois Learning Standards for Physical Development and Health as established by the Illinois State Board of Education.

Nutrition Guidelines for Foods Available in Schools During the School Day

Students will be offered and schools will promote nutritious food and beverage choices consistent with the current Dietary Guidelines for Americans and Food Guidance System published jointly by the U.S. Department of Health and Human Services and the Department of Agriculture. In addition, in order to promote student health and reduce childhood obesity, the Director or designee shall establish such administrative procedures to control food sales in compliance with the Child Nutrition Act. Food service rules shall restrict the sale of foods of minimal nutritional value as defined by the U.S. Department of Agriculture in the food service areas during the meal periods.

Guidelines for Reimbursable School Meals

Reimbursable school meals served shall meet, at a minimum, the nutrition requirements and regulations for the National School Lunch Program and/or School Breakfast Program.

Monitoring

The Director or designee shall provide periodic implementation data and/or reports to the Board concerning this policy’s implementation sufficient to allow the Board to monitor and adjust the policy.

Community Input

The Director or designee will invite suggestions and comments concerning the development, implementation, and improvement of the school wellness policy from community members, including parents, students, and representatives of the school food authority, school administrators, and the public.

LEGAL REF.: Child Nutrition and WIC Reauthorization Act of 2004, PL 108-265, Sec. 204.

Child Nutrition Act of 1966, 42 U.S.C. §1771 et seq.

National School Lunch Act, 42 U.S.C. §1758.

42 U.S.C. §1779, as implemented by 7 C.F.R. §210.11.

105 ILCS 5/2-3.137.

23 Ill.Admin.Code Part 305, Food Program.

ISBE’s “School Wellness Policy” Goal, adopted Oct. 2007.

CROSS REF.:

ADOPTED: September 11, 2008

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:50 AP1

Instruction

Administrative Procedure - School Wellness

GOALS FOR NUTRITION EDUCATION

Students attending Circuit Breaker School shall receive nutrition education as part of a sequential program that is coordinated within a comprehensive health education curriculum. The program shall be designed to provide students with the knowledge and skills necessary to adopt healthy eating behaviors and aimed at influencing students’ knowledge, attitudes and eating habits. The curriculum shall be consistent with and incorporate relevant Illinois Learning Standards.

To maximize classroom time and to achieve positive changes in students’ eating behaviors, nutrition education shall be integrated into the standards-based lesson plans of other school subjects like math, science, language arts, physical education, health, family and consumer science and social sciences.

The nutrition education program shall include enjoyable interactive activities such as contests, promotions, taste testing, field trips and school gardens.

GOALS FOR PHYSICAL ACTIVITY

Students attending Circuit Breaker School shall participate in daily physical education that enables them to achieve and maintain a high level of personal fitness; emphasizes self-management skills including energy balance (calories in minus calories out); is consistent with state/district’s standards/guidelines/framework; and is coordinated within a comprehensive health education curriculum. The curriculum shall be consistent with and incorporate relevant Illinois Learning Standards.

Accommodations shall be made for students with disabilities, 504 plans, and other limitations.

Because students should engage in a minimum of 35 minutes of physical activity a day, the physical education program shall actively engage families as partners in providing physical activity beyond the school day.

GOALS FOR OTHER SCHOOL-BASED ACTIVITIES DESIGNED TO PROMOTE STUDENT WELLNESS

Parent Partnerships

Circuit Breaker School shall support parents’ efforts to provide a healthy diet and daily physical activity for their children.

Parents shall be provided information to help them incorporate healthy eating and physical activity into their student’s lives. This information may be provided in the form of handouts, postings on the school/district website, information provided in school/district newsletters, presentations that focus on nutrition and healthy lifestyles and any other appropriate means available for reaching parents.

Consistent School Activities and Environment – Healthy Eating

School meals shall be served in clean, safe and pleasant settings with adequate time provided for students to eat, at a minimum, in accordance with state and federal standards and guidelines.

Students, parents, school staff and community members bringing foods and beverages to school for parties/celebrations/meetings shall be encouraged to provide healthful options.
School-based organizations shall be encouraged to raise funds through the sale of items other than food.

Partnerships between schools and businesses are encouraged and many commercial advertising relationships involve foods or beverages. To meet wellness objectives, it is recommended that commercial advertising relationships involve only foods and beverages that meet nutrition standards.

Circuit Breaker staff shall take efforts to promote nutritious food and beverage choices consistent with the current Dietary Guidelines for Americans and Food Guidance System (MyPyramid) such as fruits, vegetables, low-fat dairy foods and whole grain products.

Nutrition education shall be provided by trained and well-supported staff with adequate pre-service and in-service training.

All foods and beverages made available on campus shall comply with the federal, state and local food safety and sanitation regulations.

For the safety and security of food, access to any area involved in storage, preparation or service of food on the school campus shall be limited to authorized personnel.

Consistent School Activities and Environment –Physical Activity

Physical education classes shall have a student to teacher ratio comparable to those in other curricular areas.

The physical education program shall be closely coordinated with the other components of the overall school health program. Physical education topics shall be integrated within other curricular areas. In particular, the benefits of being physically active shall be linked with instruction about human growth, development, and physiology in science classes and with When activities such as mandatory testing make it necessary for students to be inactive for long periods of time, it is recommended that schools give students periodic breaks during which they are encouraged to stand and be moderately active.

Physical activity facilities and equipment on school grounds shall be safe.

Food or Physical Activity as a Reward or Punishment

School personnel shall be encouraged to use nonfood incentives or rewards with students and shall not withhold food from students as punishment.

School personnel shall not use physical activity as a punishment or withhold participation in recess or physical education unless it becomes a safety/distraction concern.

NUTRITION GUIDELINES FOR ALL FOODS AND BEVERAGES AVAILABLE ON SCHOOL CAMPUSES DURING THE SCHOOL DAY

Food providers shall offer a variety of age-appropriate, appealing foods and beverage choices and employ food preparation, purchasing and meal planning practices consistent with the current Dietary Guidelines for Americans (e.g. provide a variety of fruits and vegetable choices; serve low-fat and fat-free dairy products; ensure that whole grain products are served).

All foods and beverages sold individually (apart from the reimbursable school meal) on school campuses during the school day shall meet nutrition standards (This includes:

a la carte offerings in the food service program;

food and beverage choices in vending machines, snack bars, school stores; and

foods and beverages sold as part of school-sponsored fundraising activities.

Nutritious and appealing foods and beverages, such as fruits, vegetables, low-fat dairy foods and whole grain products, shall be available wherever and whenever food is sold or otherwise offered at school.

MEASURING IMPLEMENTATION & COMMUNITY INVOLVEMENT

The Assistant Director shall be charged with the operational responsibility for ensuring that Circuit Breaker School meets the local wellness policy requirements.

The Assistant Director shall appoint a district wellness coordinator.

The appointed district wellness coordinator shall be responsible for ensuring:

creation and maintenance of bylaws for operation;

assessment of the current school environment;

development of a wellness policy;

presenting the wellness policy to the school board for approval;

measuring the implementation of the wellness policy; and

recommending revision of the policy, as necessary.

The principal shall be responsible for implementation of the local wellness policy and shall appoint a school-based evaluation team to develop and implement an annual evaluation plan.

The school-based evaluation team shall evaluate policy implementation and identify areas for improvement. The evaluation team shall report their findings to the principal and develop with him/her a plan of action for improvement, as needed.

The wellness team/council shall hear reports from each campus group annually.

Before the end of each school year the wellness team/council shall recommend to the district superintendent any revisions to the policy it deems necessary.

The wellness team/council shall report to the superintendent and school board annually on the progress of the wellness team/council and the status of compliance by the campuses.

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:52

Instruction

Required State Board Procedure – Section 9 – Serving Students Who Attend Nonpublic Schools

A. Placements by the School District in Nonpublic Special Education Programs/Facilities

1. The IEP Team shall conduct a meeting(s) and complete an IEP before placing a child in a nonpublic special education program or facility.

a. The School District is responsible for arranging participation of a representative of the private school/facility in the IEP meeting.

b. The School District remains responsible for the development and implementation of the child’s IEP.

2. The School District will determine, for those children placed in a nonpublic special education program or facility, that the conditions contained in 23 Ill. Admin. Code § 226.330(c) are satisfied.

B. Children With Disabilities Enrolled by Their Parents In Private Schools Where FAPE Is At Issue

1. The School District is not responsible for educational costs, including special education and related services, of children placed in nonpublic special education programs or facilities by their parents if the School District made FAPE available to the child and the parent(s) elected to place the child in a nonpublic special education program or facility.

2. If the parents of a child with a disability, who previously received special education and related services from or through the School District, enroll the child in a private school without the consent of or referral by the School District, a court or hearing officer may require the School District to reimburse the parents for the cost of the private school if there are findings that (a) the School District did not make a FAPE available to the child in a timely manner prior to the private school enrollment, and (b) the private placement is appropriate.

3. The School District will notify the parent(s) of the conditions under which reimbursement for the cost of a unilateral placement in a nonpublic special education program or facility may be reduced or denied. Those conditions include:

a. Failure of the parent(s) to inform the IEP Team at the most recent IEP meeting prior to the removal of the child from the public school of the parents’ rejection of the placement proposed by the School District and a statement of their concerns and their intent to enroll their child in a nonpublic special education program or facility at public expense at least 10 business days prior to the removal of the child from the public school; or

b. At least 10 business days before the removal of the child from the public school, the parents did not give written notice to the School District of the information described in subparagraph a above; or

c. If, prior to the parent(s)’ removal of the child from the public school, the School District informed the parent(s), through the notice requirements, of its intent to evaluate the child, but the parent(s) did not make the child available for the evaluation; or

d. Any judicial finding of unreasonableness with respect to the actions taken by the parent(s).

C. Children With Disabilities Enrolled By Their Parents In Private Schools Where FAPE Is Not An Issue

1. The School District shall develop and implement a system to locate, identify and evaluate children with disabilities who attend private schools (including religiously affiliated schools and home-schools) located within the School District. The School District will conduct child find activities for private school children with disabilities that are similar to those for children with disabilities in public schools.

2. Upon evaluation or reevaluation and determination that a private school child is eligible or still eligible for special education and related services, the School District will develop a services plan for the child if he/she is designated by the School District to receive special education and related services.

3. The School District is not obligated to provide the special education and related services the child would receive if enrolled in a public school.

4. The School District shall consult annually with private school representatives and representatives of parents of private school children regarding the following:

a. The child find process, including how parentally placed private school children can participate equitably and how parents, teachers, and private school officials will be informed of the process;

b. The determination of proportionate share of funds available to serve parentally-placed private school children with disabilities;

c. The consultation process;

d. The provision of special education and related services; and

e. A written explanation by the School District regarding services.

5. The School District shall make final decisions with respect to the services to be provided to eligible children who are enrolled in private schools. The services to be provided to such children are those services that the School District has determined, through the consultation process, it will make available.

6. The School District shall assure that the providers of services to private school children with disabilities meet the same standards as personnel providing services in the public schools, except that private elementary and secondary school teachers who provide equitable services to parentally-placed private school children with disabilities do not have to meet the “highly qualified” requirements of law.

7. The School District shall be responsible for providing parents with all notifications required to be provided to parents of students with disabilities who attend the public schools.

8. By December 1 of each year, the School District will conduct a census of the number of nonpublic school children eligible under IDEA, who may or may not be receiving special education and related services.

LEGAL REF.: 20 U.S.C. §§ 1412(a)(10) (State eligibility), 1413(a)(1) (local educational agency eligibility).

34 C.F.R. §§ 300.115 (continuum of alternative placements), 300.325(private school placement), 300.130-300.144 (children with disabilities enrolled by their parents in private schools), 300.145-300.147 (children with disabilities in private schools placed or referred by public agencies), 300.148 (children with disabilities enrolled by their parents in private schools when FAPE is at issue).

105 ILCS 5/29-4, 5/14-6.01, 5/14-7.01, 5/14-7.02.

23 Ill. Admin. Code §§ 226.300 (continuum of placement options), 226.310 (related services), 226.320 (service to students living in residential care facilities), 226.330 (placement by school district in state-operated or nonpublic special education facilities), 226.340 (nonpublic placements by parents where FAPE is at issue), 226.350 (service to parentally-placed private school students).

CROSS REF.:

ADOPTED: September 11, 2008

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:60

Instruction

Curriculum Content

The curriculum shall contain instruction on subjects required by State statute or regulation as follows:

1. In kindergarten through grade 8, subjects include: (a) language arts, (b) reading, (c) other communication skills, (d) science, (e) mathematics, (f) social studies, (g) art, (h) music, and (i) drug and substance abuse prevention.

2. In grades 9 through 12, subjects include: (a) language arts, (b) writing intensive course, (c) science, (d) mathematics, (e) social studies including U.S. history, (f) music, (g) art, and (h) vocational education.

3. Students wishing to participate in driver’s education or foreign language must do so at their home school district in accordance with the resident district policies and procedures.

4. In grades 7 through 12, as well as in interscholastic athletic programs, steroid abuse prevention must be taught.

5. In grades 4 through 12, provided it can be funded by private grants or the federal government, violence prevention and conflict resolution must be stressed, including: (a) causes of conflict, (b) consequences of violent behavior, (c) non-violent resolution, and (d) relationships between drugs, alcohol, and violence.

6. In grades kindergarten through 12, two hours of age appropriate Internet safety education is taught each school year.

7. In all grades, character education must be taught including respect, responsibility, fairness, caring, trustworthiness, and citizenship in order to raise students’ honesty, kindness, justice, discipline, respect for others, and moral courage. In addition, in all grades, bullying prevention and gang resistance education and training must be taught.

8. In all schools, citizenship values must be taught, including: (a) patriotism, (b) democratic principles of freedom, justice, and equality, (c) proper use and display of the American flag, (d) the Pledge of Allegiance, and (e) the voting process.

9. In all grades, physical education must be taught including a developmentally planned and sequential curriculum that fosters the development of movement skills, enhances health-related fitness, increases students’ knowledge, offers direct opportunities to learn how to work cooperatively in a group setting, and encourages healthy habits and attitudes for a healthy lifestyle. Unless otherwise exempted, all students are required to engage daily during the school day in a physical education course. For exemptions and substitutions, see policies 6:310, Credit for Alternative Courses and Programs, and Course Substitution, and 7:260, Exemption from Physical Activity.

10. In all schools, health education must be stressed, including: (a) proper nutrition, (b) physical fitness, (c) other components necessary to develop a sound mind in a healthy body, and (d) dangers and avoidance of abduction.

11. In all schools, career/vocational education must be taught, including: (a) the importance of work, (b) the development of basic skills to enter the world of work and/or continue formal education, (c) good work habits and values, (d) the relationship between learning and work, and (e) if possible, a student work program that provides the student with work experience as an extension of the regular classroom. A career awareness and exploration program must be available at all grade levels.

12. In grades 9 through 12, consumer education must be taught, including: financial literacy; installment purchasing; budgeting, savings, and investing; banking; simple contracts; income taxes; personal insurance policies; the comparison of prices; and the roles of consumers interacting with agriculture, business, labor unions and government in formulating and achieving the goals of the mixed free enterprise system.

13. In all schools, conservation of natural resources must be taught, including: (a) home ecology, (b) endangered species, (c) threats to the environment, and (d) the importance of the environment to life as we know it.

14. In all schools, United States history must be taught, including: (a) the principles of representative government, (b) the Constitutions of the U.S. and Illinois, (c) the role of the U.S. in world affairs, (d) the role of labor unions, and (e) the role and contributions of ethnic groups, including but not limited to, the African Americans, Albanians, Asian Americans, Bohemians, Czechs, French, Germans, Hispanics, Hungarians, Irish, Italians, Lithuanians, Polish, Russians, Scots, and Slovakians in the history of this country and State.

In addition, all schools shall hold an educational program on the United States Constitution on Constitution Day, each September17, commemorating the September17, 1787 signing of the Constitution. However, when September17 falls on a Saturday, Sunday, or holiday, Constitution Day shall be held during the preceding or following week.

15. In all schools, the curriculum includes a unit of instruction on the Holocaust and crimes of genocide, including Nazi atrocities of 1933-1945, Armenian Genocide, the Famine-Genocide in Ukraine, and more recent atrocities in Cambodia, Bosnia, Rwanda, and Sudan.

16. In all schools, the curriculum includes a unit of instruction on the history, struggles, and contributions of women.

17. In all schools, the curriculum includes a unit of instruction on Black History, including the history of the African slave trade, slavery in America, and the vestiges of slavery in this country, as well as the struggles and contributions of African-Americans.

18. In all schools offering a secondary agricultural education program, courses as required by 105 ILCS 5/2-3.80.

LEGAL REF.: 5 ILCS 465/3 and 465/3a.

20 ILCS 2605/2605-480.

Public Law 108-447, Section 111 of Division J.

105 ILCS 5/2-3.80(e) and (f), 5/27-3, 5/27-5, 5/27-6, 5/27-7, 5/27-12, 5/27-12.1, 5/27-13.1, 5/27-13.2, 5/27-20.3, 5/27-20.4, 5/27-20.5, 5/27-21, 5/27-22, 5/27-23, 5/27-23.3, 5/27-23.4, 5/27-23.7, 5/27-24.2, 435/0.01 et seq., and 110/3.

625 ILCS 5/6-408.5.

CROSS REF.: 6:20 (School Year Calendar and Day), 6:40 (Curriculum Development), 6:70 (Teaching About Religions), 7:190 (Student Discipline); 7:260 (Exemption from Physical Activity)

ADOPTED: September 11, 2008

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:60-AP1

Instruction

Administrative Procedure – Lesson Plans

At all times, teachers shall have their lesson plans available for their own use, or for a substitute’s use. Lesson plans shall be available to local L.E.A.S.E. supervising personnel at the building level. At no time shall lesson plans, which are available for the above, be planned for less than seven (7) consecutive school days into the future.

This is a recommended procedure for local school district use and a mandatory procedure for L.E.A.S.E. instructional staff.

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:60-AP2

Instruction

Administrative Procedure - Comprehensive Health Education Program

The major educational areas of the Alliance’s comprehensive health education program are described below:

1. In all elementary and secondary schools the health program shall include human ecology and health; human growth and development; the emotional, psychological, physiological, hygienic, and social responsibilities of family life (including sexual abstinence until marriage); prevention and control of disease, and course material and instruction to advise students of the Abandoned Newborn Infant Protection Act.

2. The grades 6-12 health program shall include the prevention, transmission and spread of AIDS; public and environmental health; consumer health; safety education and disaster survival; mental health and illness; personal health habits; alcohol and drug use and abuse (including the medical and legal ramifications of alcohol, drug, and tobacco use, abuse during pregnancy); sexual abstinence until marriage; tobacco; nutrition; and dental health.

3. The following areas may also be included as a basis for curricula: basic first aid (including cardiopulmonary resuscitation and the Heimlich maneuver), early prevention and detection of cancer, heart disease, diabetes, stroke, the prevention of child abuse, neglect, and suicide.

4. In grades 5-12, the health program shall include instruction on alcohol and drug use and abuse, including the consequences of drug and substance abuse.

5. In grades K-8, students should be provided with age-appropriate information about the dangers of drug abuse. The Alliance’s educational program shall offer drug education units that are integrated into the curricula and are designed to promote effective methods for the prevention and avoidance of drug and substance abuse.

6. In grades 7-12, the program shall include the prevention of abuse of anabolic steroids. In addition, coaches and sponsors of interscholastic athletic programs shall provide instruction on steroid abuse prevention to students participating in these programs.

7. The family life and sex education program shall be developed in a sequential pattern and related in depth and scope to the students’ physical, emotional, and intellectual maturity level. Family life courses offered in grades 6-12, shall include information regarding the alternatives to abortion and information regarding the prevention, transmission, and spread of AIDS. Course content shall be age-appropriate. Class sessions which deal exclusively with human sexuality may be conducted separately for males and females.

8. The health program in grades K-8 shall include annual instruction on the danger of and how to avoid abduction as part of the Alliance’s regular curriculum. Students shall be given, as appropriate, information on child sexual abuse.

9. Students shall be provided parenting education in grades 6-12.

10. Students shall be provided safety instruction in all grades. Students in grades 9-11 will receive cardiopulmonary resuscitation instruction.

11. Students in grades 6-12 shall receive instruction for decreasing self-destructive behavior, including methods for increasing life-coping skills, self-esteem, and parenting skills of adolescents and teenagers as a deterrent to their acceptance or practice of self-destructive actions.

12. All students shall receive age-appropriate instruction on motor vehicle safety and litter control.

13. Students in grades 9 or 10 shall receive instruction on donations and transplants of organs/tissue and blood.

No student shall be required to take or participate in any class or course on AIDS, family life instruction, sex abuse, or organ/tissue transplantation, if his or her parent/guardian submits a written objection to the Building Principal. Parents/guardians of students in grades kindergarten through 8 shall be given at least 5 days written notice before instruction on avoiding sex abuse begins. Refusal to take or participate in any such course or program shall not be reason for disciplinary action or academic penalty.

Parents/guardians shall be provided the opportunity to preview all print and non-print materials used for instructional purposes.

LEGAL REF.: 105 ILCS 5/27-9.1, 5/27-9.2, 5/27-13.2, 5/27-17, 5/27-23, 5/27-23.1, 5/27-23.2, 5/27-23.3, 5/27-23.5, 5/27-26, and 110/3.

CROSS REF.:

ADOPTED:

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:60-E1

Instruction

Exhibit - Notice to Parents/Guardians of Students Enrolled in Family Life and Sex Education Classes

Date
Class and Time
Teacher

Classes or Courses on Sex Education, Family Life Instruction, Instruction on Diseases, Recognizing and Avoiding Sexual Abuse, or Donor Programs for Organ/Tissue, Blood Donor, and Transplantation

For your information, all classes that teach sex education emphasize that abstinence from sexual activity is the expected norm. Family life courses are designed to promote a wholesome and comprehensive understanding of the emotional, psychological, physiological, hygienic and social responsibility aspects of family life, and for grades 6 through 12, the prevention of AIDS.

Request to Examine Instructional Material

A sample of the Alliance’s instructional materials and course outline for these classes or courses are available from the classroom teacher for your inspection. If you are requesting to examine this material, please complete the following statement and return it to your child’s classroom teacher within 5 days.

I request to examine the instructional materials and course outline for this class.

Class Attendance Waiver Request

According to State law, no student is required to take or participate in these classes or courses. There is no penalty for refusing to take or participate in such a course or program.

If you do not want your child to participate in these classes or courses, please complete the following class attendance waiver statement and return it to your child’s classroom teacher within 5 school days.

I request that the Alliance waive the class attendance of my child in a class or courses on:

Comprehensive sex education, including in grades 6-12, instruction on the prevention, transmission, and spread of AIDS

Family life instruction, including in grades 6-12, instruction on the prevention, transmission, and spread of AIDS

Instruction on diseases

Recognizing and avoiding sexual abuse

Instruction on donor programs for organ/tissue, blood donor, and transplantation


Student (please print)

Parent/Guardian (please print)

Parent/Guardian Signature		Date

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:65

Instruction

Student Social and Emotional Development

Student social and emotional development shall be incorporated into the educational programs generated by L.E.A.S.E. and shall be consistent with the social and emotional development standards contained in the Illinois Learning Standards.

LEGAL REF.: Children’s Mental Health Act of 2003, 405 ILCS 49/1 et seq.

CROSS REF.:

ADOPTED: September 11, 2008

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:70

Instruction

Teaching About Religions

The Alliance’s curriculum may include the study of religions as they relate to geography, history, culture, and the development of various ethnic groups. The study of religions shall give neither preferential nor derogatory treatment to any single religious belief or to religion in general. The study of religions shall be treated as an academic subject with no emphasis on the advancement or practice of religion.

LEGAL REF.: School District of Abington Twp v. Schempp, 374 U.S. 203 (1963).

Allegheny County v. ACLU Pittsburgh Chapter, 492 U.S. 573, 109 S.Ct. 3086, 106 L.Ed.2d 472 (1989).

CROSS REF.: 6:20 (School Year Calendar and Day), 6:40 (Curriculum Development), 6:60 (Curriculum Content), 6:255 (Assemblies and Ceremonies)

ADOPTED: September 11, 2008

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:70-AP1

Instruction

Administrative Procedure - Teaching About Religions

The following are guidelines for teaching about religions:

1. Instruction must be age appropriate to ensure that students will not believe the District is sponsoring religion.

2. Instruction may expose students to religious views, but may not impose any particular views.

3. Instruction must be informational, not indoctrination.

4. Instruction must be academic, not devotional.

5. Instruction may study what people believe, but may not teach a student what to believe.

6. Instruction should strive for student awareness of a variety of religions, but should not press for student acceptance of any one religion.

Within the parameters of the academic study of religion, teachers may display objects, artifacts, and symbols that illustrate a variety of religious customs, beliefs, and expressions. Any classroom and school display presented as a part of religious studies or holiday activities must meet the following criteria:

1. The display will be exhibited on a temporary basis.

2. The display will be constructed in a manner that presents no endorsement, favoritism, or promotion of a single religion or religious belief.

3. The display will include non-secular as well as secular symbols.

4. The display will include appropriate descriptive labels attached to the symbols.

Individual student participation in the preparation of a religious study display or a religious holiday display is strictly voluntary. If the display is a class activity, any student who wishes not to participate must be given an alternative assignment.

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:80

Instruction

Teaching About Controversial Issues

The Director shall ensure that all school-sponsored presentations and discussions of controversial or sensitive topics in the instructional program, including those made by guest speakers, are:

· Age-appropriate. Proper decorum, considering the students’ ages, should be followed.

· Consistent with the curriculum and serve an educational purpose.

· Informative and present a balanced view.

· Respectful of the rights and opinions of everyone. Emotional criticisms and hurtful sarcasm should be avoided.

· Not tolerant of profanity or slander. Disruptive conduct is prohibited and may subject a student to discipline.

The Alliance specifically reserves its right to stop any school-sponsored activity that it determines violates this policy, is harmful to the Alliance or the students, or violates State or federal law.

LEGAL REF.:

CROSS REF.: 6:40 (Curriculum Development), 6:255 (Assemblies and Ceremonies)

ADOPTED: September 11, 2008

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:100

Instruction

Using Animals in the Educational Program

Animals may be brought into school facilities for educational purposes according to procedures developed by the Director assuring: (a) the animal is appropriately housed, humanely cared for, and properly handled, and (b) students will not be exposed to a dangerous animal or an unhealthy environment.

Experiments on living animals are prohibited; however, behavior studies that do not impair an animal’s health or safety are permissible. The dissection of dead animals or parts of dead animals shall be allowed in the classroom only when the dissection exercise contributes to or is a part of an illustration of pertinent study materials. All dissection of animals shall be confined to the classroom and must comply with The School Code.

Students who object to performing, participating in, or observing the dissection of animals are excused from classroom attendance without penalty during times when such activities are taking place. No student will be penalized or disciplined for refusing to perform, participate in, or observe a dissection. The Superintendent or designee shall inform students of: (1) their right to refrain from performing, participating in, or observing dissection, and (2) which courses contain a dissection unit and which of those courses offers an alternative project.

LEGAL REF.: 105 ILCS 5/2-3.122, 5/27-14, and 112/1 et seq.

CROSS REF.: 6:40 (Curriculum Development)

ADOPTED: September 11, 2008

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:100-AP1

Instruction

Administrative Procedure - Dissection of Animals

Actor	Action	Time
Curriculum Director	Determine which, if any, courses contain a dissection project. “Dissection” includes cutting, killing, preserving, or mounting of living or dead animals or animal parts for scientific study; it does not include the cutting, preserving, or mounting of: (1) meat or other animal products that have been processed for use as food or in the preparation of food, or (2) wool, silk, glue, or other commercial or artistic products derived from animals (105 ILCS 112/10). School Board policy, 6:100, Using Animals in the Educational Program, permits students who object to performing, participating in, or observing a dissection to be excused from classroom attendance without penalty.	Throughout the curriculum development process.
Curriculum Director	Determine alternative projects, if any, to dissection for those courses that contain a dissection project. Report to the Building Principal which, if any, courses contain a dissection project and the availability, if any, of an alternative.	Annually before course offerings and descriptions are distributed to students.
Building Principal	Ensure that course descriptions indicate which courses contain a dissection unit. For such courses, indicate that objecting students have the right to refrain, and the availability, if any, of an alternative.	Annually when course offerings and descriptions are distributed to students.
Guidance Counselors and Teachers	Inform students to consider the expectations and requirements of the post-secondary schools they may be interested in attending (105 ILCS 112/20(b).	Whenever a student may choose between dissection and an alternative program.
Students	If dissection is objectionable, ask the teacher to be excused from the dissection project and request an alternative project, if one is available.	Within the first 10 days of the course, if possible.
All Staff Members	Do not penalize or discriminate against a student in any way for refusing to perform, participate in, or observe dissection.	Continuously

LEGAL REF.: 105 ILCS 112/1 et seq.

CROSS REF.:

ADOPTED: September 11, 2008

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:100-E1

Instruction

Exhibit – Guidelines and Application for Using Animals in School Facilities

To be submitted to the Building Principal

This application must be approved before an animal may be brought into any school facility.

Animals may be brought into the classroom or learning center for educational purposes, provided prior permission is received from both the supervising teacher and the Building Principal. These guidelines must be followed by anyone, including a classroom teacher, wishing to bring an animal in the classroom.

Please print


Name and type of animal		School facility

Materials (i.e., cages, food, etc.)		Date(s) requested

Educational purpose

Guidelines for Using Animals in School Facilities

Applicant responsibilities:

1. The applicant must have a plan that assures the animal is appropriately housed, humanely cared for, and properly handled.

2. No wild animal or animal that poses a known risk to humans or other animals may be brought to school.

3. Animals are not to be transported on school buses.

Classroom teacher and/or facility staff responsibilities:

1. The classroom teacher signing the application must assume primary responsibility for the animal.

2. Before submitting the application, the classroom teacher must check with the school nurse regarding any known allergies among students in the classroom. If allergies exist, the teacher must contact the parents/guardians for directions.

3. The applicant must provide to the school office a certificate demonstrating that the animal’s vaccinations, if applicable, are current.

4. Only the teacher or students designated by the teacher are to handle the animals.

5. If animals are to be kept in the classroom on days when classes are not in session, the teacher must make arrangements for their care and safety.

6. If an animal bites someone at school and the skin is pierced, the teacher must report the incident immediately to the school office, who will assume responsibility to notify public health authorities.

Animal owner’s responsibilities:

1. The animal’s owner agrees to hold the District, its employees, agents, and assigns harmless for any injury to, including death of, the animal.

2. The animal’s owner, if different from the person making the application, must sign below demonstrating that he or she granted permission for the animal to come into the classroom and agrees to the conditions set forth in this application.

I agree to abide by guidelines stated in this application.


Applicant (please print)		Telephone number
Address
Applicant signature		Date
Classroom teacher (please print)		Date

Classroom teacher’s signature		Date

Animal owner’s name if different from applicant (please print)
Animal owner’s signature		Date

The Building Principal will base his or her decision on the information being provided in this application as well as other criteria deemed important. Note to Building Principal or designee: after approving or denying this application, return a copy of it to the applicant and keep the original in the school office.

Approved Denied


Principal’s or designee’s signature		Date

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:120

Instruction

Education of Children with Disabilities

The Alliance shall provide a free appropriate public education in the least restrictive environment and necessary related services to all children with disabilities enrolled in the Alliance, as required by the Individuals With Disabilities Education Act (IDEA) and implementing provisions of The School Code, Section 504 of the Rehabilitation Act of 1973, and the Americans With Disabilities Act. The term “children with disabilities,” as used in this policy, means children between ages 3 and 21 (inclusive) for whom it is determined, through definitions and procedures described in the Illinois State Board of Education’s Special Education rules, that special education services are needed.

It is the intent of the Alliance to ensure that students who are disabled within the definition of Section 504 of the Rehabilitation Act of 1973 are identified, evaluated, and provided with appropriate educational services. Students may be disabled within the meaning of Section 504 of the Rehabilitation Act even though they do not require services pursuant to the IDEA.

For students eligible for services under IDEA, the Alliance shall follow procedures for identification, evaluation, placement, and delivery of services to children with disabilities provided in the Illinois State Executive Committee of Education's Special Education rules. For those students who are not eligible for services under IDEA, but, because of disability as defined by Section 504 of the Rehabilitation Act of 1973, need or are believed to need special instruction or related services, the Alliance shall establish and implement a system of procedural safeguards. The safeguards shall cover students' identification, evaluation, and educational placement. This system shall include notice, an opportunity for the student's parent(s)/guardian(s) to examine relevant records, an impartial hearing with opportunity for participation by the student's parent(s)/guardian(s), and representation by counsel, and a review procedure.

The Alliance may maintain membership in one or more cooperative associations of Special Education Alliances that shall assist the Special Education Alliance in fulfilling its obligations to the Alliance's disabled students.

If necessary, students may also be placed in nonpublic special education programs or education facilities.

LEGAL REF.: Americans With Disabilities Act, 42 U.S.C. § 12101 et seq.

Individuals With Disabilities Education Improvement Act of 2004, 20 U.S.C. § 1400 et seq.

Rehabilitation Act of 1973, Section 504, 29 U.S.C. § 794.

105 ILCS 5/14-1.01 et seq., 5/14-7.02, and 5/14-7.02a.

23 Ill. Admin. Code § 226.

CROSS REF.: 2:150 (Committees), 7:230 (Misconduct by Students with Disabilities)

ADOPTED: September 11, 2008

Revised November 12, 2009

Revised October 4, 2011

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:120 AP1

Instruction

Administrative Procedure – Policy and Procedures Development

A. Policy

1. The included procedures implement the policy, “Education of Children with Disabilities.”

2. The policy will be adapted by the L.E.A.S.E Executive Committee. In order to allow for public input, the policy or its revisions will not be adopted at the Board meeting at which it is first introduced.

B. Procedures

1. The foregoing procedures will be initially adopted by the L.E.A.S.E. Executive Committee.

2. In order to allow for public input, the procedures or will not be adopted at the Board meeting at which they are first introduced.

3. The Director of Special Education is authorized to revise these procedures, as needed, provided the revisions comply with State and federal law and the Director advises the Board of Education of such revisions in writing.

C. All special education policies and procedures are public documents and are available at the Joint Agreement administrative office.

LEGAL REF.: 20 U.S.C. §§ 1232g (Family Educational Rights and Privacy Act), 20 U.S.C. §§ 1412 (State eligibility), 1413 (local educational agency eligibility).

34 C.F.R. §§ 300.148, 300.282, 300.283, 300.284.

105 ILCS 10/1 et seq.

23 Ill. Admin. Code §§ 226.50 (requirements for FAPE), 226.710 (policies and procedures).

CROSS REF.:

ADOPTED: September 11, 2008

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:120 AP2

Instruction

Administrative Procedure – Least Restrictive Environment (L.R.E.)

A. Overview of Placement

1. The educational placement of a student with a disability must be in the regular classroom environment of the public school which the student would attend if the student were not disabled, unless the nature or severity of the student's disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. Children with a disability will, to the maximum extent appropriate to their needs, be educated with children who are not disabled.

2. Only when the IEP Team determines that the student's educational goals and objectives (as directed in the IEP) cannot be achieved satisfactorily in the regular education environment, even with use of supplementary aids and services, will the Team recommend an instructional placement in the least restrictive alternative setting outside of the regular education environment in which the student's goals and objectives can be achieved satisfactorily. In determining this alternative setting, the Team should place the student, if possible, in a setting which the student would attend if not disabled. In any event, placement of a student with disabilities shall be in a school which is as close as possible to the student's home.

3. Regardless of the instructional placement determined by the IEP Team, each school district will assure that each student must be allowed to participate with students without disabilities in non-academic and extracurricular activities (including meals, recess periods, athletics, clubs and recreational activities) to the maximum extent appropriate to the needs of the student.

4. Parents play a direct and active role in formulating placement decisions. As members of the IEP Team, parents are actively involved in providing information about the student and in evaluating placement alternatives. Written parental consent must be obtained by a school district before the initial placement of a student with a disability may be made. In those cases where placement is recommended by the school but parental consent is not obtained, the school district has an obligation to request a hearing to compel placement in special education.

B. Participation in Regular Education Programs

1. The school district shall take steps to insure that students with disabilities have available to them the variety of educational programs and services available to students without disabilities in the area served by the school district including art, music, industrial arts, consumer and homemaking education and vocational education.

2. At a minimum, the steps taken by a school district to insure the availability of regular educational programs and services to students with disabilities shall include:

a. modification of instructional methodologies, staffing, materials and equipment to permit the effective participation of students with sensory impairments or specific learning disabilities;

b. modification of the site, instructional methodology, equipment, staffing and curriculum to permit the effective participation of students with orthopedic impairments or limited motor skills and patterns; and

c. individualization of the instructional program, including staffing, curriculum and materials, to permit the effective participation of students with disabilities who would not otherwise be able to participate effectively.

C. Continuum of Alternative Placements

1. The school district shall insure that a continuum of alternative placements as follows is available at all times to meet the needs of students with disabilities for special education and related services:

a. regular classroom instruction for the entire school day, with modifications to the regular instructional program;

b. regular classroom instruction for the entire school day, with individualized instruction or services by a special education teacher or related service staff member for part of the school day;

c. regular classroom instruction for most of the school day, with individualized instruction or services such as itinerant services provided in another setting for part of the school day;

d. regular classroom instruction for most of the school day, with special education instruction in basic skill areas and/or related services provided in a resource room for part of the school day;

e. resource room instruction for most of the school day, with instruction in the regular classroom for part of the school day;

f. self-contained classroom instruction for most of the school day, with instruction in the regular classroom for part of the school day;

g. full-time instruction in self-contained classroom, with opportunities for participation with students without disabilities in non-academic and extracurricular activities;

h. full-time instruction in a self-contained classroom in a regular school;

i. full-time instruction in a self-contained (separate) school;

j. instruction provided in hospital or residential facility settings on an individual or group basis;

k. instruction provided on an individual basis in a home or special secure setting.

2. The school district shall also develop additional placement alternatives tailored to the needs of individual or groups of students with disabilities within the overall public school program. These additional placements alternatives may be developed by adapting or modifying existing placement alternatives or by designing and developing new placement alternatives in light of the needs of individual students or groups of students.

D. Determining Educational Placement

1. In determining any educational placement of a student, the IEP Team will base placement decisions on the student's IEP and shall:

a. carefully review the completed IEP of the student;

b. consider documented information from a variety of sources, including aptitude and achievement tests, teacher recommendations, physical condition, social or cultural background, and adaptive behavior;

c. review and draw upon documented information from a variety of sources, including aptitude and achievement tests, teacher recommendations, physical condition, social or cultural background, and adaptive

d. consider any potentially harmful effect of a suggested placement alternative on the student or on the quality of services which the student needs.

2. The IEP Team shall recommend placement of the student in the regular educational environment (pursuant to paragraphs (s) through (c) of subsection (1) of section C of this part) of the regular public school which the student would attend if not disabled, unless the IEP Team determines that:

a. the curricula, instructional methodologies, staffing patterns or classroom organization approaches recommended in support of the instructional objectives contained in the IEP:

(i) are appropriate in terms of the educational needs and learning, incentive-motivational and communication styles of the student; and

(ii) cannot be utilized in a setting where students without disabilities are present for the entire instructional day (exclusive of the provision of related services);

b. alternative curricula, instructional methodologies, staffing patterns and classroom organization approaches which do not preclude the presence of students without disabilities for the entire instructional objectives specified in IEP, cannot be identified.

3. If, pursuant to subsection (2) of this section, the IEP Team determines that placement of the student should be made outside of the regular educational environment, the IEP Team shall review the alternative placements set forth in subsection (1) of section C of this part in descending order and recommend the first alternative setting in which:

a. the curricula, instructional methodologies, staffing patterns and classroom organization approaches recommended in the proposed IEP can be incorporated into a program of instructional services appropriate for the student; or

b. alternative curricula, instructional methodologies, staffing patterns, and classroom organization approaches as likely to support the achievement of the instructional objectives in the proposed IEP can be provided.

4. In recommending a placement outside of the regular educational environment, pursuant to subsection (3) of this section, the IEP Team shall recommend placement in both chronologically age-appropriate classroom settings and chronologically age-appropriate schools.

5. If the IEP Team recommends an alternative placement pursuant to subsection (3) of this section, the proposed placement, if possible, shall be made in the school which the student would attend if not disabled and, in any event, in a setting which is as close as possible to the student's home.

6. An IEP Team must recommend a placement congruent with the category of the student's disability.

7. A home or hospital program may be recommended, in accordance with 23 IAC Part 226, Subpart G.

E. Direct Provision of Services

1. If the IEP Team determines that, pursuant to section D(3) of this part, placement of a student should be made in a self-contained classroom (part or full-time), then the IEP Team shall recommend placement:

a. at the regular public school the student would normally attend if there are a sufficient number of students within an age span of four chronological years who live or whose parents live within the geographical attendance area of the school and who have instructional needs sufficiently similar to form a viable classroom instructional unit;

b. in a regular public school operated by the school district if there are a sufficient number of students residing in the jurisdiction of the school district, within an age span of four chronological years (six years at the high school level) and who have instructional needs sufficiently similar to form a viable classroom unit;

c. in a regular public school operated by the closest possible cooperative of school districts, if there are a sufficient number of students residing in the jurisdiction of the school districts in such a cooperative, within an age span of four chronological years (six years at the high school level) and who have instructional needs sufficiently similar to form a viable classroom instructional unit;

d. in a regular public school under contract with ISBE, if there are a sufficient number of students residing in the State within an age span of four chronological years (six years at the high school level) and who have instructional needs sufficiently similar to form a viable classroom instructional unit.

2. If the IEP Team determines that, pursuant to Section D (3) of this part, placement should be made in a self-contained school, then the IEP Team shall recommend placement;

a. in a public school operated by the school district, if there are a sufficient number of students with disabilities residing within the school district within an age span of four chronological years (six years at the high school level) and who have instructional needs sufficiently similar to form a viable classroom instructional unit;

b. in a public school operated by the closest possible cooperative of school districts, if there are a sufficient number of students with disabilities residing within such school districts within an age span of four chronological years (six years at the high school level) and who have instructional needs sufficiently similar to form a viable classroom instructional unit;

c. in a public school operated by a school district under contract with ISBE, if there are a sufficient number of students with disabilities residing within the State within an age span of four chronological years (six years at the high school level) and who have instructional needs sufficiently similar to form a viable classroom unit.

3. The school district shall establish and operate a central student placement referral system which permits MDC or IEP Teams to acquire accurate and timely information regarding the placement alternatives described in paragraphs (c) and (d) of subsection (1) and paragraphs (b) and (c) of subsection (2) of this section.

4. If, as a result of a placement recommended by an IEP Team pursuant to subsections (1) or (2) of this section, a student would attend a school which is further than a reasonable transportation distance from the student's home, then the IEP Team shall include in the IEP for the student:

a. a description of community room and board arrangements for the student while in attendance at the school; and

b. provision for transportation as required by 23, I.A.C., 226.960 between the school and the student's home at no cost to the student or to the student's parents.

F. Placement in Extended School Year Services

The extension of an IEP for a ten to twelve-month instructional program shall not result in any more restrictive change in placement on the continuum of alternative placements nor shall it constitute a basis for any deviation from any other educational placement requirement of section D above. However, the increased isolation of students with disabilities which could result from the operation of an instructional program for students with disabilities during a period of time when students with disabilities are not attending school is permissible.

G. Placements in Nonpublic Educational Agencies

1. An IEP Team which decides to recommend the placement of a student in a nonpublic or public day educational program located within the school district or within reasonable transportation distance of the student's home as a means of providing the student with an appropriate education, consistent with the requirements of section D and E above, shall not recommend the placement of a student in such a program unless the IEP Team can document that:

a. pursuant to the requirements of section E, the school district is not required to establish an appropriate instructional program within the school district;

b. the student's parents are residents of the school district;

c. the student's parents have been involved in the selection of the educational program.

2. An IEP Team which decides to recommend the placement of a student in a nonpublic or public residential education program located within or outside of the State as a means of providing the student with an appropriate education, consistent with the requirements of sections D and E. above, shall not recommend the placement of a student in such a program unless the Team can document that:

a. pursuant to the requirements of section E, the school district is not required to establish an appropriate instructional program within the school district, a cooperative of school districts, or the State;

b. the student's parents are residents of the school district;

c. appropriate educational services are not available and cannot be developed within the school district;

d. the student's parents have been involved in the selection of the educational program;

e. if located within the State, the educational program is staffed appropriately with certified or licensed special education and related services personnel to render the services designated on the individualized education program;

f. if located outside of the State, the educational program is staffed appropriately with certified or licensed special education and related services personnel to render the services designated by the individualized education program in accordance with the standards established by the State in which the educational program is located;

g. each building operated by or in conjunction with the educational program meets all State and local health, safety and fire standards;

h. the educational program instructional school day or school year is consistent with that of the school district, when the total number of instructional hours or school days is taken into consideration;

i. the educational program has assured that the student and parent(s) have all the procedural safeguards and due process rights as afforded in the school district;

j. the educational agency has agreed in writing to provide special education and related services in conformance with the IEP of the student;

k. the educational program has written policies and procedures concerning:

(i) care of students in emergencies,

(ii) maintenance and confidentiality of student's records,

(iii) personnel duties,

(iv) fee schedules,

(v) food services,

(vi) insurance coverage,

(vii) admission and dismissal;

l. the educational program is in compliance with the requirements of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973 and the I.D.E.A.

H. Reconsideration of Educational Placement

Placement will be determined (reviewed) at least annually.

I. Non-academic and Extracurricular Services

1. School districts will provide a non-academic or extracurricular service to a student with a disability in a manner which affords children with disabilities an equal opportunity to participate.

2. Participation of a student with disabilities in a separate or alternative non-academic or extracurricular service or activity (i.e., one in which students without disabilities do not participate) is permitted only where the nature or severity of the student's disability renders it unsatisfactory for the student to enjoy or otherwise benefit from participation in a service or activity in which students without disabilities participate, even with the use of supplemental aids and services and reasonable modifications to the design of such services or activities in order to accommodate both students with and without disabilities. Each child with a disability will participate in non-academic and extra curricular services and activities with children without disabilities to the maximum extent appropriate to the needs of the child.

J. Responsibilities of the IEP Team

1. The IEP Team shall, at a minimum, include the following in each IEP initially prepared, reviewed or revised:

For all students with a disability:

a. a statement of the annual educational goals and short-term instructional objectives for the student expressed in terms of specific skills to be mastered and information to be acquired and retained;

b. a description of the procedures and criteria which will be employed to determine periodically whether the student is attaining the identified instructional objectives and, if not, why not.

c. a determination of whether education has been achieved satisfactorily by the student during the past year based on the application of the criteria contained in the current IEP.

For a student with a disability:

d. the factors which most likely contributed to this outcome, after a careful consideration of:

aa. the appropriateness of the instructional objective not achieved and the degree of success which was achieved;

bb. the appropriateness of the evaluation criteria, and procedures used to measure the attainment of the objective;

cc. the compatibility between the teaching style, instructional methodologies and curricula used with respect to the unattained objective(s) and the student's learning, incentive-motivational and communication styles;

dd. the effects, if any, of peer interaction within the learning environment;

ee. the actual availability, reliability and effectiveness of needed supplementary instructional aids and services and of related services called for by the IEP; and

ff. outside factors related to the home and community environment or to personal health or mental health characteristics.

For a student with disabilities determined to have satisfactorily achieved all of the instructional objectives included in the current IEP:

e. a reasonable assessment of the desirability of including in the new IEP instructional objectives which more aggressively challenge the developmental potential of the student.

For a student with disabilities determined to have satisfactorily achieved all of the instructional objectives included in the current IEP and who is currently in a placement more restrictive than the regular educational environment:

f. describe any factors related to the current "successful" instruction which require continued placement in the more restrictive environment.

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:120-AP3

Instruction

Administrative Procedure – Required State Board Procedures - Section 1 – Free Appropriate Public Education and Comprehensive Programs

A. Comprehensive Program

The School District provides and maintains appropriate and effective educational programs in order to afford every child with a disability who is between the ages of 3 and 21, is enrolled in the School District, and requires special education and related services to address the adverse effect of the disability on his/her education (including transfer children and children who have been suspended or expelled from school) a free appropriate public education (FAPE). As part of this effort, the School District provides all eligible children who are residents of the School District with a comprehensive program of special education, which includes the following:

1. A viable organizational and financial structure;

2. Systematic procedures for identifying and evaluating the need for special education and related services;

3. A continuum of appropriate alternative placements available to meet the needs of children for special education and related services which may include, but is not limited to, any of the following:

a. Regular classes;

b. Special classes;

c. Special schools;

d. Home/hospital services; and

e. State operated or nonpublic programs.

4. Qualified personnel who are employed in sufficient number to provide:

a. Supervisory services;

b. Instructional and resource services;

c. Related services; and

d. Transportation services.

5. Appropriate and adequate facilities, equipment and materials;

6. Functional relationships with public and private agencies that can supplement or enhance the special education services of the public schools;

7. Interaction with parent(s)/guardian(s) and other concerned persons that facilitates the educational development of children with disabilities;

8. Procedures for internal evaluation of the special education services provided; and

9. Continuous planning for program growth and improvement based on internal and external evaluation.

B. Public Awareness

The School District shall create public awareness of special education and related services and advise the public of the rights of children with disabilities pursuant to School District developed procedures. In creating public awareness of special education and related services and advising the public of the rights of children with disabilities, the School District shall comply with the following:

1. Information provided to the public shall be made available in each of the major languages represented in the School District and in the language that will be understandable to parent(s)/guardian(s), regardless of ethnic or cultural background or hearing or visual abilities;

2. Annual notification shall be provided to all parent(s)/guardian(s) in the School District regarding the special education services available in or through the School District and of their right to receive a copy of § 226.50 of the ISBE regulations upon request;

3. Annual dissemination of information to the community served by the School District regarding the special education services available in or through the School District and the rights of children with disabilities;

4. Documentation, including examples as appropriate, of the School District’s efforts in this regard shall be maintained in the School District’s files.

C. Providing Free Appropriate Public Education

Each School District will provide a free appropriate public education (FAPE) to all children with disabilities between the ages of 3 and 21, including children with disabilities who have been suspended or expelled from school for more than 10 consecutive school days during the school year, or who receive a series of removals that constitute a change in placement. In order to meet the requirements of a free appropriate public education, the School District shall comply with the following:

1. All children, ages birth through 21, who are suspected of having a disability, which adversely affects educational performance, are identified, located and evaluated in accordance with the Child Identification procedures set forth in § 226.100 of the ISBE Regulations.

2. The special education and related services shall be provided according to the child’s individualized education program (IEP), which shall be developed in accordance with these procedures, at no cost to the parent. The IEP shall specify the special education and related services needed in order to ensure that the child receives FAPE, including any extended school year services, if appropriate.

3. FAPE shall be made available to all eligible children with disabilities no later than the child’s third birthday.

4. The special education services and placement that constitute FAPE for a particular child shall be identified based on the child’s unique needs and not on the child’s category of disability. These services shall address all of the child’s identified needs for special education and related services.

5. The special education and related services shall be provided to an eligible child even though the child is advancing from grade to grade.

6. The School District shall provide nonacademic and extracurricular services and activities in a manner necessary to afford children with disabilities an equal opportunity to participate in those services and activities.

7. No delay shall occur in implementing a child’s IEP, including any case in which the source of payment or provision of services to the child is being determined.

8. No eligible child from 3 through 21 years of age may be permanently excluded from the public schools, either by direct action by the board of education, by indication of the School District’s inability to provide an educational program, or by informal agreement between the parent(s)/guardian(s) and the School District to allow the child to remain without an educational program.

9. The School District need not provide a child with services during periods in which the child has been removed from his/her current placement for 10 school days or fewer in a particular school year, if services are not provided to a child without disabilities who has been similarly removed. However, an eligible child who has been suspended or expelled from school for more than 10 school days during a particular school year shall continue to receive services necessary to enable the child to appropriately progress in the general curriculum and appropriately advance toward achieving the goals set out in the child’s IEP.

10. If a child with a disability who is receiving special education from a local School District transfers to another School District, the receiving School District shall ensure that the child receives FAPE in conformity with the child's IEP. If the receiving School District is unable to obtain a copy of the child's current IEP or a verbal confirmation of the requirements of the IEP from the previous School District, the child shall be enrolled and served in the setting that the School District believes will meet the child's needs until a copy of the current IEP is obtained or a new IEP is developed by the School District. In no case shall a child be allowed to remain without services during this interim period.

11. In providing FAPE to children with disabilities who have been suspended or expelled from school, the School District shall meet the requirements set forth in Subpart E of the ISBE Regulations.

12. Any child for whom services are sought shall not be denied FAPE regardless of any jurisdictional disputes among Illinois agencies.

D. Exceptions to Providing FAPE

1. A child with a disability who has graduated with a regular high school diploma or its equivalent shall not be provided FAPE. Children with disabilities who receive something other than a standard diploma shall remain eligible for FAPE until the child reaches the age of 21. Children who become 21 during the school year shall be allowed to complete that year.

2. Any child 18 through 21 years of age who is incarcerated and who is not identified as eligible and did not have an IEP in his/her educational placement immediately prior to incarceration shall not be provided FAPE.

LEGAL REF.: 20 U.S.C. §§ 1412 (State eligibility), 1413 (local educational agency eligibility).

34 C.F.R. §§ 300.121 (free appropriate public education–FAPE), 300.122 (exception to FAPE for certain ages), 300.300 (provision of FAPE), 300.301 (FAPE-methods and payments), 300.309 (extended school year services).

105 ILCS 5/14-1.02 (children with disabilities).

23 Ill. Admin. Code §§ 226.50 (requirements for a FAPE), 226.700 (general).

CROSS REF.:

ADOPTED: September 11, 2008

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:120-AP4

Instruction

Administrative Procedure – Required State Board Procedures - Section 11 – Establishing the Goal of Full Educational Opportunity

A. Establishment of the Goal

The School District has established a goal of providing full educational opportunity to children with disabilities ages birth through 21. Attainment of the full educational opportunity goal for children, ages birth through 2, will be accomplished through full participation in, and full implementation of the “Infants and Toddlers with Disabilities Act.”

B. Annual Data Collection Requirements

1. The School District shall annually collect the following information regarding children with disabilities residing within the jurisdiction of the School District:

a. The number of children with disabilities, by race, ethnicity, and disability category, who are receiving a free appropriate public education;

b. The number of children with disabilities, by race and ethnicity, who are receiving early intervention services;

c. The number of children with disabilities, by race, ethnicity, and disability category, who are participating in regular education;

d. The number of children with disabilities, by race, ethnicity, and disability category, who are in separate classes, separate schools or facilities, or public or private residential facilities;

e. The number of children with disability, by race, ethnicity, and disability category, who, for each year of age from age 14 to 21, stopped receiving special education and related services because of program completion or other reasons and the reasons why those children stopped receiving special education and related services;

f. The number of children with disabilities, by race and ethnicity, who from birth through age 2, stopped receiving early intervention services because of program completion or for other reasons;

g. The number of children with disabilities, by race, ethnicity, and disability category, who under subparagraphs (A)(ii) and (B) of § 1415(k)(1) of IDEA, are removed to an interim alternative educational setting; the acts or items precipitating those removals; and the number of children with disabilities who are subject to long-term suspensions or expulsions;

h. The number of special education teachers;

i. The number of related services personnel;

j. The cost of all personnel;

k. The number of children receiving special education transportation;

l. The types of alternative placements available for children with disabilities; and

m. The number of children served in each type of placement.

2. The School District shall also annually collect information regarding the facilities, personnel and services necessary to accomplish the full educational opportunity goal.

LEGAL REF.: 20 U.S.C. §§ 1412 (State eligibility), 1413 (local educational agency eligibility), 1418 (program information).

34 C.F.R. §§ 300.123 (full educational opportunity goal-FEOG), 300.124 (FEOG-timetable), 300.125 (child find).

23 Ill. Admin. Code §§ 226.700 (general), 226.760 (evaluation of special education), 226.800 (personnel required to be qualified).

CROSS REF.:

ADOPTED: September 11, 2008

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:120-AP5

Instruction

Administrative Procedure – Required State Board Procedures - Section 4 –Individualized Education Programs

A. Development of IEP

1. An IEP meeting will be conducted within 30 days (and no later than 60 school days from the date the School District receives the informed written consent for the evaluation or reevaluation from the Parent(s)) after a child is determined to be eligible. The child receiving special education and related services must have an IEP developed in compliance with these procedures and in effect at the beginning of each subsequent school year.

2. The specified group of persons responsible for the development of the IEP (IEP Team) includes:

a. A representative of the School District (other than the child’s teacher) who is qualified to provide or supervise the provision of special education, is knowledgeable about the general curriculum, is knowledgeable about the School District’s resources, has the authority to make commitments for the provision of resources set forth in the IEP, and is able to ensure that the services in the IEP will be implemented.

b. At least one of the child’s special education teachers, or where appropriate, at least one special education provider of the child. If the child is receiving only speech and language services, the speech and language pathologist shall fulfill this role.

c. At least one general education teacher of the child (if the child is, or may be, participating in regular education environment) who is, or may be, responsible for implementing a portion of the IEP.

d. For a child age three through five who has not yet entered the primary grades, an individual qualified to teach preschool children without disabilities.

e. One or both of the child’s Parents.

f. If appropriate, the child may be invited by either the School District or the Parent(s). The School District shall invite the child when the purpose of the IEP meeting is to consider and plan transition services or when the child has reached the age of 18. When the child does not attend the IEP meeting where transition services are discussed, the School District shall take other steps to ensure that the child’s preferences and interests are considered.

g. Other individuals, at the discretion of the Parent(s) or School District, who have knowledge or special expertise regarding the child, including related services personnel as appropriate.

h. An individual who is qualified to interpret the instructional implications of the evaluation results (who may be one of the individuals listed herein).

i. A qualified bilingual specialist or bilingual teacher (who may be one of the individuals listed herein), if needed to assist meeting participants in understanding the child’s language or cultural factors as related to the child’s instructional needs. If documented efforts to locate such a person are unsuccessful, the School District shall meet the requirements for nondiscriminatory evaluations (see Section 3, B 1.(d)).

j. In those cases where the child’s behavior impedes his/her learning or the learning of others, a person knowledgeable about positive behavior strategies.

k. If transition services will be discussed and with the informed written consent of the Parents (or child who has reached the age of majority), the School District shall invite representative(s) of any participating agencies that are likely to be responsible for providing or paying for transition services.

l. For a child who was previously served under Part C of the IDEA, upon request of the Parent, the Part C service coordinator or other representative of the Part C system shall be invited to the initial IEP meeting to assist with the smooth transition of services.

3. IEP Team Attendance

a. A member of the IEP Team described above is not required to attend an IEP meeting, in whole or in part, if the Parent(s) and the School District agree in writing that the attendance of the Team member is not necessary because the member’s area of the curriculum or related services is not being modified or discussed in the meeting.

b. If an IEP meeting involves a modification to or discussion of an IEP Team member’s area of the curriculum or related services, that IEP Team member may be excused from attending the meeting, in whole or in part, if (1) the Parent(s) and the School District consent to the excusal in writing and (2) the IEP Team member submits, in writing to the Parent(s) and the IEP Team, input into the development of the IEP prior to the meeting.

4. The School District will take the following steps to encourage parental participation in the IEP process:

a. The School District will schedule each IEP meeting at a mutually agreed upon time and place, whenever possible;

b. The School District will notify Parents at least 10 days prior to any IEP meeting of the purpose, time and location of the meeting, the titles of the persons who will be in attendance, and the Parents’ right to invite other individuals with knowledge or special expertise regarding the child;

c. The School District may conduct an IEP meeting without a Parent in attendance if the School District is unable to obtain parental participation;

d. If neither Parent is present at an IEP meeting, the School District will maintain a record of its attempts to arrange a mutually agreed on time and place;

e. The Parent(s) and School District may agree to use alternative means of meeting participation, such as video conferences and conference telephone calls; and

f. The School District will take whatever action is necessary and reasonable to facilitate the Parent(s)’understanding of and participation in the IEP meeting, including arranging and paying for the expense of an interpreter for Parent(s) who are deaf or whose native language is other than English.

5. In developing a child’s IEP, the IEP Team shall consider the strengths of the child, the concerns of the Parent(s) regarding the child’s education, the results of the most recent evaluation, and the academic, developmental, and functional needs of the child. The IEP Team also shall consider the following factors:

a. Positive behavior strategies, interventions, and supports for children with behavior that impedes their learning or that of others;

b. Language needs of children with limited English proficiency as those needs relate to the IEP;

c. Instruction in Braille and the use of Braille, unless the IEP Team determines that, after an evaluation of the child’s reading and writing skills, needs and appropriate reading and writing media, it is not needed, for children who are blind or visually impaired;

d. Communication needs;

e. Assistive technology devices and services; and

f. For a child who is deaf or hard of hearing, the child’s language and communication needs, opportunities for direct communication with peers and professionals in the child’s language and communication mode, academic level and full range of needs, including opportunities for direct instruction in the child’s language and communication mode.

g. For students on the autism spectrum (which includes autistic disorder, Asperger’s disorder, pervasive developmental disorder not otherwise specified, childhood disintegrative disorder, and Rett Syndrome, as defined in the Diagnostic and Statistical Manual of Mental Disorders, fourth edition (DSM IV, 2000)), the IEP team shall also consider all of the following factors:

(1) The verbal and nonverbal communication needs of the child.

(2) The need to develop social interaction skills and proficiencies.

(3) The needs resulting from the child’s unusual responses to sensory experiences.

(4) The needs resulting from resistance to environmental change or change in daily routines.

(5) The needs resulting from engagement in repetitive activities and stereotyped movements.

(6) The need for any positive behavioral interventions, strategies, and supports to address any behavioral difficulties resulting from autism spectrum disorder.

(7) Other needs resulting from the child’s disability that impact progress in the general curriculum, including social and emotional development.

h. If the student may be eligible to participate in the Home Based Support Services Program for Mentally Disabled Adults authorized under the Developmental Disability and Mental Disability Services Act upon becoming an adult, the student’s individualized education program shall include plans for:

(1) Determining the student’s eligibility for those home based services,

(2) Enrolling the student in the program of home based services, and

(3) Developing a plan for the student’s most effective use of the home based services after the student becomes an adult and no longer receives special educational services under this Article. The plans developed under this paragraph shall include specific actions to be taken by specified individuals, agencies, or officials.

6. The IEP shall include the following components:

a. A statement of the child’s present levels of academic achievement and functional performance. This must include: (1) a statement of how the child’s disability affects his/her involvement and progress in the general curriculum; or (2) for preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities.

b. A statement of measurable annual goals that reflect consideration of the State Goals for Learning and the Illinois Learning Standards, as well as benchmarks or short-term objectives, developed in accordance with the child’s present levels of educational performance, designed to:

(1) Meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general curriculum, or for preschool children to participate in age appropriate activities; and

(2) Meet each of the child’s other educational needs that result from the child’s disability.

c. A statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, and program modifications or supports that will be provided for the child to:

(1) Advance appropriately toward attaining the annual goals; and

(2) Be involved in and make progress in the general curriculum and participate in extracurricular and other nonacademic activities; and

(3) Be educated and participate with other children with and without disabilities.

d. A statement of any individual appropriate accommodations that are necessary to measure the academic achievement and functional performance of the child on State and district-wide assessments, or a statement of why the child cannot participate in such assessments and why the particular alternate assessment selected is appropriate (see Section 5).

e. The projected beginning date for the beginning of the services and modifications, and the amount, frequency, and anticipated duration of those services and modifications.

f. An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in extracurricular and nonacademic activities.

g. A statement as to whether the child requires extended school year services and, if so, a description of those services that includes their amount, frequency, duration, and location.

h. A description of how the child’s progress towards annual goals will be measured, and when periodic reports on the progress the child is making toward meeting the annual goals (such as through the use of quarterly or other periodic reports, concurrent with the issuance of report cards) will be provided.

i. A statement as to the languages or modes of communication in which special education and related services will be provided, if other than or in addition to English.

j. Beginning not later than the first IEP to be in effect when the child turns age 14 1/2, and updated annually thereafter, the IEP shall include (1) appropriate, measurable, postsecondary goals based upon age-appropriate assessments related to employment, education or training, and, as needed, independent living; (2) the transition services that are needed to assist the child in meeting those goals, including courses of study and any other needed services to be provided by entities other than the School District; and (3) any additional requirements contained in Section 14-8.03 of The School Code [105 ILCS 5/14-8.03].

k. Beginning not later than one year before the child reaches the age of 18, the IEP must include a statement that the child has been informed of the rights under IDEA that will transfer to the child when he or she reaches the age of 18.

l. The IEP of a student who may, after reaching age 18, become eligible to participate in the home-based support services program for adults with cognitive disabilities that is authorized by the Developmental Disability and Mental Disability Services Act [405 ILCS 80] shall set forth specific plans related to that program pursuant to the requirements of Section 14-8.02 of The School Code [105 ILCS 5/14-8.02].

7. The IEP of a student who requires a behavioral intervention plan shall:

a. Summarize the findings of the functional behavioral assessment;

b. Summarize prior interventions implemented;

c. Describe any behavioral interventions to be used, including those aimed at developing or strengthening alternative or more appropriate behaviors;

d. Identify the measurable behavioral changes expected and methods of evaluation;

e. Identify a schedule for a review of the interventions’ effectiveness; and

f. Identify provisions for communicating with the Parents about their child’s behavior and coordinating school-based and home-based interventions.

8. When an IEP Team determines that no less restrictive setting on the continuum of alternative placements will meet a child’s needs, the child may be placed in a State-operated or nonpublic special education facility. In such a case, the use of a State-operated program should be given first consideration if appropriate. The determination shall be based on recent diagnostic assessments and other pertinent information and made in light of other factors such as proximity to the child’s home. Before the School District places a child or refers a child to such a facility:

a. The School District will convene an IEP meeting and invite representative(s) of the State-operated or nonpublic school to attend to assist in identifying or verifying the appropriate placement for that child. If one or more needed representatives cannot attend, the School District will use other methods to ensure their participation.

b. With respect to the annual review and revision of the IEP of a child with a disability placed or referred to a State-operated or nonpublic school by the School District, the School District may permit the nonpublic school to initiate IEP meetings which will be conducted as described above, provided that the Parent(s) of the child and a representative of the School District are invited to participate in any decision about the child’s IEP and agree to any proposed changes in the IEP. The School District remains responsible for the development and implementation of the child’s IEP and for convening any needed IEP meetings, including annual reviews.

9. The IEP shall state the placement the IEP Team has determined to be appropriate for the child. The IEP Team shall take into consideration the student’s eligibility for other educational programs and services such as bilingual education, career and technical education, gifted education, and federal Title I programs. The placement determination shall be reviewed at least annually or at any time the IEP is revised.

10. Each initial IEP must be completed by the IEP Team no later than 30 days after the determination of eligibility and in no case later than 60 school days from the date of the School District’s receipt of informed written consent from the Parent(s) to perform the needed assessments. When a child is referred for an evaluation with fewer than 60 days of pupil attendance left in the school year, the eligibility determination shall be made and, if the child is eligible, an IEP shall be in effect prior to the first day of the next school year.

11. The School District shall provide special education and related services to eligible children in accordance with their IEPs.

12. The School District shall provide the Parent(s) with a copy of the IEP at the conclusion of the IEP Team meeting at no cost to the Parent(s).

B. Determination of Related Services

1. Participants in IEP Team meetings held to develop, review, or revise the IEP shall determine what related services are necessary to assist a child in benefiting from special education, as defined in 34 C.F.R. 300.34.

2. Related services do not include a medical device that is surgically implanted, the optimization of that device’s functioning (e.g., mapping), maintenance or replacement of that device.

C. Implementation of the IEP

1. Implementation of the IEP shall occur no later than 10 days after the Parent(s) have been provided notice of the placement unless otherwise agreed by the IEP Team.

2. Informed written parental consent is required at least 10 days prior to the initial provision of special education and related services to a child. Parent(s) may waive the 10-calendar-day interval before placement.

3. The IEP must be accessible to all staff members who are responsible for implementing the IEP; each shall be informed of his/her specific responsibilities relating to the IEP and the specific accommodations, modifications and supports to be provided to the child in accordance with the IEP.

D. Review and Revision of the IEP

1. The IEP of each child with a disability currently receiving special education and related services must be reviewed at least annually to determine whether the annual goals are being achieved. The IEP should be revised as appropriate to address any lack of expected progress toward the annual goals; the results of a reevaluation; information about the child provided to, or by, the Parent(s); the child’s anticipated needs; or other matters.

2. A child’s teacher or Parent(s) may request a review of the child’s IEP at any time. Within 10 days after receipt of such request, the School District will either agree and notify the Parent(s) of the meeting, or notify the Parent(s) in writing of its refusal to meet. Notice of a refusal will include an explanation of the reason no meeting is necessary to ensure a FAPE to the child. Parents may revoke their consent for special education services in accordance with their procedural safeguards. (See Section 10, F. 3.)

3. After the annual review IEP Team meeting, the Parent(s) and the School District may agree not to convene an IEP Team meeting for the purpose of making changes to a child’s IEP and instead may develop a written document to amend or modify the current IEP, rather than redrafting the entire IEP. The School District must ensure that the child’s IEP Team is informed of those changes. Upon request, a Parent must be provided with a revised copy of the IEP with the amendments incorporated.

4. If a participating agency other than the School District, fails to provide the transition services described in the IEP, the IEP Team must reconvene to identify alternative strategies to meet the transition objectives for the child set out in the IEP.

E. Transfer Children

1. If a child receiving special education transfers into the School District, the School District will ensure FAPE in consultation with the Parent(s) by providing special education and related services in conformity with an IEP.

a. For transfers from within Illinois, the School District shall enroll the child and provide FAPE, including education services comparable to those in the IEP from the former School District, until the School District either: (1) adopts the IEP from the former School District, or (2) develops, adopts and implements a new IEP.

b. For transfers from another state, the School District shall enroll the child and provide FAPE, including services comparable to those in the IEP from the former School District, until the School District: (1) conducts an evaluation, if determined to be necessary, and (2) develops, adopts and implements a new IEP, if appropriate.

c. If the School District does not adopt the former IEP and plans to develop a new one, within 10 days after the date of the child’s enrollment the School District must provide written notice to the Parent(s), including the proposed date of the IEP meeting.

2. The School District must take reasonable steps to obtain the child’s records, including the IEP, from the former School District. If the School District does not receive a copy of the transfer child’s IEP or verbal or written confirmation of requirements of the IEP from the former School District, the child will be enrolled and served in the setting that the School District believes will meet the child’s needs until the current IEP is obtained or a new IEP is developed.

F. Children Aged Three Through Five

1. For a child with a disability aged three through five, an Individualized Family Service Plan (IFSP) may serve as the child’s IEP if using that plan is agreed to by the School District and the Parent(s). If the School District proposes to use an IFSP, it shall:

a. Provide a detailed explanation of the differences between an IFSP and an IEP to the Parents(s);

b. Obtain informed, written parental consent for the use of an IFSP; and

c. Ensure that the IFSP is developed in accordance with IEP requirements.

LEGAL REF.: 20 U.S.C.§§ 1400(c), 1412(a)(4), 1414(d).

34 C.F.R. §§ 300.34, 300.39, 300.114-117, 300.320-325, 300.328, 300.503.

105 ILCS 5/2-3.64, 5/14-8.02, 8.02(b).

23 Ill. Admin. Code §§ 226.50 (requirements for a FAPE), 226.200 (general requirements), 226.210 (IEP team), 226.220 (development, review and revision of the IEP), 226.230 (content of the IEP), 226.240 (determination of placement), 226.250 (child aged 3 through 5), 226.260 (child reaching age 3), 226.300 (continuum of placement options), 226.310 (related services), 226.330 (placement by school district in state-operated or nonpublic special education facilities), 226.530 (Parents’ participation).

CROSS REF.:

ADOPTED: September 11, 2008

Revised March 12, 2009

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:120-AP6

Instruction

Administrative Procedure – Required State Board Procedures – Section 5 – Students’ Participation in Assessments

Each IEP of an eligible child shall include a statement of the child’s ability to participate in State and School District-wide assessments. This statement must include any individual accommodations that are necessary to measure the academic achievement and functional performance of the child on the assessments. If the IEP Team determines that the child must take an alternate assessment, a statement must be included in the IEP documenting why the child cannot participate in the regular assessment and why the particular alternate assessment is appropriate for the child.

To the extent that individual accommodations are necessary for the child’s participation in classroom-based assessments, they shall also be noted in the IEP.

LEGAL REF.: 20 U.S.C.§§ 1400(c), 1412(a)(4), 1414(d).

34 C.F.R. §§ 300.34, 300.39, 300.114-117, 300.320-325, 300.328, 300.503.

105 ILCS 5/2-3.64, 5/14-8.02.

CROSS REF.:

ADOPTED: September 11, 2008

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:120-AP7

Instruction

Administrative Procedure – Required State Board Procedures – Section 6 – Serving Students in the Least Restrictive Environment

A. Overview of Placement

1. The School District supports the right of children with disabilities to be educated with nondisabled children to the maximum extent appropriate.

2. The child’s placement shall be based on the child’s IEP and shall be as close as possible to the child’s home. Unless the IEP of a child with a disability requires some other arrangement, the child shall be educated in the school that he or she would attend if nondisabled. A placement determination based solely upon the category of a child’s disability or on the current configuration of the School District’s service delivery system is prohibited. In selecting the least restrictive environment (LRE), consideration shall be given to any potential harmful effect on the child or on the quality of services received.

3. Children with disabilities must be allowed to participate to the maximum extent appropriate with nondisabled children in nonacademic and extracurricular activities (including meals, recess periods, athletics, clubs and recreational activities).

4. Parental participation shall be encouraged. Informed written parental consent is required only before initial special education placement. In cases in which informed written parental consent cannot be obtained, the School District may request a due process hearing to compel services/placement in special education, except in an initial placement of a child in special education.

B. Participation in Regular Education Programs

1. The School District shall take steps to ensure that children with disabilities have equal access to the variety of educational programs and services available to nondisabled children.

2. Steps taken by the School District to ensure the availability of regular educational programs and services to children with disabilities may include, but not be limited to:

a. Modification of instructional methodologies, staffing, materials and equipment to permit effective participation as appropriate; and

b. Individualization of the instructional program including staffing, curriculum modifications, classroom accommodations, modified grading, assistive technology and instructional materials to permit the effective participation of children with disabilities.

3. The IEP must include a statement describing how the child’s disability adversely affects the child’s participation in, and progress toward general education curriculum objectives, including:

a. Participation in extracurricular and other nonacademic activities;

b. The extent to which the child will be educated and participate with nondisabled children;

c. An explanation of the extent, if any, to which the child will not participate with nondisabled children; and

d. A statement of any individual modifications in the administration of State or School District-wide assessments necessary in order for the child to participate in the assessments. If the IEP Team determines that the child cannot participate in State or School District-wide assessments, the IEP Team must explain why and describe how the child will be alternately assessed. (See Section 5, Students’ Participation in Assessments).

C. State-Operated or Nonpublic Special Education Facility

When an IEP Team determines that no less restrictive setting on the continuum of alternative placements will meet a child’s needs, the child may be placed in a State-operated or nonpublic special education facility. In such a case, the use of a State-operated program should be given first consideration if appropriate. The determination shall be based on recent diagnostic assessments and other pertinent information and made in light of other factors such as proximity to the child’s home. Before the School District places a child or refers a child to such a facility:

1. The School District will convene an IEP meeting and invite representative(s) of the State-operated or nonpublic school to attend to assist in identifying or verifying the appropriate placement for that child. If one or more needed representatives cannot attend, the School District will use other methods to ensure their participation.

2. With respect to the annual review and revision of the IEP of a child with a disability placed or referred to a State-operated or nonpublic school by the School District, the School District may permit the nonpublic school to initiate IEP meetings which will be conducted as described above, provided that the parent(s) of the child and a representative of the School District are invited to participate in any decision about the child’s IEP and agree to any proposed changes in the IEP. The School District remains responsible for the development and implementation of the child’s IEP and for convening any needed IEP meetings, including annual reviews.

D. Continuum of Placement Options

The School District will ensure that a continuum of alternative placement options is available to meet the needs of children with disabilities. This continuum will include instruction in regular classes, special classes, special schools, home instruction, and instruction in hospitals

and institutions. The continuum will also make provision for supplementary services (such as resource room or itinerant instruction) to be provided in conjunction with regular class placement.

E. Determining Educational Placement

1. In determining any educational placement of a child, the School District shall ensure that:

a. The placement decision is made by a group of persons, including the parent(s), and other persons knowledgeable about the child, the meaning of the evaluation data, and the placement options, and is made in conformity with the least restrictive environment requirements;

b. The child’s placement is determined at least annually, is based on the child’s IEP, and is as close as possible to the child’s home;

c. Unless the IEP of a child with a disability requires some other arrangement, the child is educated in the school he/she would attend if nondisabled;

d. In selecting the LRE, consideration is given to any potentially harmful effect on the child or on the quality of services that the child needs; and

e. A child with a disability is not removed from education in age-appropriate regular classrooms solely because of needed modifications in the general curriculum.

2. When making a placement determination on behalf of a child with a disability between the ages of 3-5, the School District must provide a free appropriate public education (FAPE) in the least restrictive environment. The least restrictive environment alternatives may include:

a. Providing opportunities for the participation (even part-time) of preschool children with disabilities in other preschool programs operated by public agencies (such as Head Start);

b. Placing children with disabilities in private school programs for nondisabled preschool children or private preschool programs that integrate children with disabilities and nondisabled children; or

c. Locating classes for preschool children with disabilities in regular elementary schools.

3. In the event the School District must remove a special education child from his/her current program because of behavior that causes serious bodily injury or due to a weapons or drug violation, the IEP Team shall identify an interim alternative educational setting (IAES). This setting will enable the child to continue to progress in the general curriculum and to receive those services and modifications as described in the child’s current IEP.

4. Homebound instruction may be recommended by the IEP Team in accordance with subsection C of this Section and the eligibility requirements under 23 Ill. Admin. Code § 226.300.

F. Nonacademic and Extracurricular Services

1. The placement decision shall permit the child to participate, as appropriate, in nonacademic and extracurricular services and activities (e.g., meals, recess, recreational activities, and clubs sponsored by the School District). According to the needs of the child, as articulated in his/her IEP, the School District may provide service(s) to a child in order to allow him/her to access participation in nonacademic or extracurricular activities.

2. A child with a disability may be excluded from participation in nonacademic and extracurricular activities for misconduct provided the exclusion is consistent with the School District’s disciplinary code, is applied to children without disabilities and takes into consideration the special needs of the child.

LEGAL REF.: 20 U.S.C. §§ 1412 (State eligibility), 1412 (a)(7), 1413 (local educational agency eligibility).

34 C.F.R. §§ 300.305 (program options), 300.345 (parent(s) participation), 300.346 (development review and revision of IEP), 300.347 (content of IEP), 300.350 (general LRE requirements), 300.551 (continuum of alternative placements), 300.552 (placements), 300.553 (nonacademic settings).

105 ILCS 5/14-1.02 (children with disabilities), 5/15-8.02 (identification, evaluation and placement of children).

23 Ill. Admin. Code. §§ 226.240 (determination of placement), 226.300 (continuum of placement options), 226.310 (related services), 226.530 (parent(s)’ participation), 226.720 (facilities and classes), 226.220 (development, review and revision of the IEP), 226.230 (content of the IEP).

CROSS REF.:

ADOPTED: September 11, 2008

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:120-AP8

Instruction

Administrative Procedure – Access to Classrooms and Personnel

Access to classrooms and personnel is permitted in limited situations by Section 105 ILCS 5/14-8.02(g-5), amended by P.A. 96-657. Guidelines follow:

1. These guidelines apply to access requested by the parent/guardian of a student receiving special education services, or being evaluated for eligibility, an independent educational evaluator, or a qualified professional retained by or on behalf of a parent/guardian or child. A qualified professional means “an individual who holds credentials to evaluate the child in the domain or domains for which an evaluation is sought or an intern working under the direct supervision of a qualified professional, including a master’s or doctoral degree candidate.” These individuals are referred to in this procedure as visitors.

2. Visitors will be afforded reasonable access to educational facilities, personnel, classrooms, and buildings and to the child. To minimize disruption, reasonable access means that the parent(s)/guardian(s) or qualified professional retained by or on behalf of a parent/guardian or child is allowed access once per school quarter for up to one hour or one class period. A visitor may request the authorized administrator to grant longer or additional observations based on individual circumstances and provide any supporting documentation in support of such a request. A professional evaluator can request longer or additional observations in his or her initial request. The administrator may grant, deny, or modify the request and the administrator’s decision shall be final.

3. Visitors must comply with:

a. School safety, security, and visitation policies at all times.

b. Applicable privacy laws, including those laws protecting the confidentiality of education records such as the federal Family Educational Rights and Privacy Act and the Illinois School Student Records Act.

c. Board policy 8:30, Visitors to and Conduct on School Property. They may not disrupt the educational process.

4. If the visitor is a parent/guardian, he or she will be afforded reasonable access as described above for the purpose of:

a. Observing his or her child in the child’s current educational placement, services, or program, or

b. Visiting an educational placement or program proposed for the child by the IEP team.

5. If the visitor is an independent educational evaluator or a qualified professional retained by or on behalf of a parent or child, he or she must be afforded reasonable access of sufficient duration and scope for the purpose of conducting an evaluation of the child, the child’s performance, the child’s current educational program, placement, services, or environment, or any educational program, placement, services, or environment proposed for the child, including interviews of educational personnel, child observations, assessments, tests or assessments of the child’s educational program, services, or placement or of any educational program proposed by the IEP team, services, or placement. If one or more interviews of school personnel are part of the evaluation, the interviews must be conducted at a mutually agreed upon time, date, and place that do not interfere with the school employee’s school duties. The Building Principal or designee may limit interviews to personnel having information relevant to the child’s current educational services, program, or placement or to a proposed educational service, program, or placement.

6. Prior to visiting a school, school building, or school facility, a visitor must complete 6:120-AP2, E1, Request to Access Classroom(s) or Personnel for Special Education Evaluation and/or Observation Purposes. This form serves to:

a. Inform the Building Principal or designee in writing of the proposed visit(s), the purpose, and the duration, and

b. Identify requested dates/times for the visit(s) to facilitate scheduling.

7. The student’s parent/guardian must consent in writing to the student being interviewed by the named evaluator as part of a visit. The parent/guardian will grant this consent by completing 6:120-AP2, E1, Request to Access Classroom(s) or Personnel for Special Education Evaluation and/or Observation Purposes.

8. The student’s parent/guardian, or the student if he or she is over the age of 18, must execute an Authorization to Release Student Record Information before an independent educational evaluator or a qualified professional retained by or on behalf of a parent/guardian or child will be given access to student school records or to personnel who would likely release such records during discussions about the student. If a student is over the age of 12 and the records contain mental health and/or developmental disability information, the student must also be requested to sign the Authorization to Release information before any observation by or disclosure of school student records or information to a visitor.

9. The visitor must acknowledge, before the visit, that he or she is obligated to honor students’ confidentiality rights and refrain from any re-disclosure of such records. The visitor will provide this acknowledgment and agreement by completing 6:120-AP2, E1, Request to Access Classroom(s) or Personnel for Special Education Evaluation and/or Observation Purposes.

10. The Building Principal or designee will attempt to arrange the visit(s) at times that are mutually agreeable. The Building Principal or designee will accompany any visitor for the duration of the visit, including during any interviews of staff members.

11. If the visitor is a professional retained by the parent/guardian, the visitor must provide identification and credentials before the visit.

12. This procedure applies to any public school facility, building, or program and to any facility, building, or program supported in whole or in part by public funds. The student’s case manager or other District designee must facilitate such visit(s) when the student attends a program outside of the School District, such as at a private day program or residential program, provided it is supported in whole or in part by public funds.

ADOPTED: January 14, 2010

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:120-AP8 E1

Instruction

Exhibit – Request to Access Classroom(s) or Personnel for Special Education Evaluation and/or Observation Purposes

Student name: DOB:

School attending: Grade:

The following information must be completed by individuals requesting to access a school building, facility, and/or educational programs or to interview District personnel or the student named above for the purpose of assessing the student’s special education needs. Please complete this form and return it to the Building Principal or Program Director where the student is enrolled. He or she will contact you to coordinate your visit:

Parent/Guardian (Complete this section if the person making the request is the parent/guardian.)

Name: Title: Phone:

Address:

I am the parent/guardian of the above named student and wish to observe my child in the following classroom/settings:

for the purpose of:

I am the parent/guardian of the above named student and wish to observe the following classroom/settings which have been recommended for my child:

for the purpose of:

Observations are limited to one hour or one class period per school quarter.

Parent’s Independent Evaluator or Other Qualified Professional (Complete this section if the person making the request is not the parent/guardian.)

Name: Agency/Company:

Phone: Email address:

Address:

My professional training and/or licensure or certification, if applicable, is (check all that apply):

Teacher, certified in the areas of: Illinois certified? Y N

Clinical Psychologist School Psychologist

Licensed Clinical Social Worker Licensed Social Worker

School Social Worker Occupational Therapist

Physical Therapist Speech/Language Pathologist

Audiologist Psychiatrist

Registered Nurse Certified School Nurse

Other qualified professional (list credentials):

I have been requested by the above named student’s parent/guardian to conduct an evaluation of the student for the purpose of:

As part of this evaluation, I am requesting the following for the length of time noted (check all that apply):

Observation of student in the following classroom(s)/setting(s):

Duration:

Opportunity to interview the following personnel believed to work with the student:

Duration:

Opportunity to interview the student.

I will need more than one hour or one class period for my visit for the following reason(s):

Student records, as noted in the attached, signed Authorization to Release Student Record Information.

Acknowledgement (To be completed by the person making the access request.)

I understand that the School District will allow me reasonable access to the school, school facilities, or educational programs or individual(s) I have requested as related to the purpose of my visit. I have been provided with a copy of 6:120-AP2, Access to Classrooms and Personnel, and agree to comply with its terms and conditions. I further understand that during my visit, I agree that I must honor all students’ confidentiality rights and refrain from any re-disclosure of such records.

Individual Requesting Access Signature Date

Parent/Guardian Verification (Must be completed whenever an independent evaluator or other qualified professional requests access.)

I, , am the parent/guardian of the above named student, and I confirm that I have requested an evaluation of my child by the individual named herein, for the stated purpose(s). If requested above, I consent to my child being interviewed by the named evaluator as part of this visit understanding that the District has not conducted a background check on the evaluator. I have no reason to believe the evaluator poses a safety risk to my child or others. I further understand and agree that it is my responsibility to notify the School District in writing if I end my working relationship with the named evaluator prior to the completion of the tasks outlined herein and that the School District otherwise will work with the evaluator to provide reasonable access to the school, school building, school facility, personnel or my child at mutually agreed upon times and in a manner that is least disruptive to the school setting or my child’s academic program.

Parent/Guardian Signature Date

ADOPTED: January 14, 2010

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:120-E1

Instruction

Exhibit - Notice to Parents/Guardians Regarding Section 504 Rights

On District letterhead

Date:

Dear Parent/Guardian:

Re: Section 504 Rights

The Rehabilitation Act of 1973, commonly referred to as “Section 504,” is a nondiscrimination statue enacted by the U.S. Congress. The Act’s purpose is to prohibit discrimination and to assure that disabled students have educational opportunities and benefits equal to those provided to non-disabled students.

An eligible student under Section 504 is a student who: has, has a record of having, or is regarded as having, a physical or mental impairment which substantially limits a major life activity such as learning, self-care, walking, seeing, hearing, speaking, breathing, working, and performing manual tasks. Many students will be eligible for educational service under both Section 504 and the Individuals with Disabilities Education Act (IDEA). Students who are eligible under IDEA have many specific rights that are not available to students who are eligible solely under Section 504.

This notice describes the rights assured by Section 504 to those disabled students who do not qualify under IDEA. The intent of this notice is to keep you fully informed concerning decisions about your student and to inform you of your rights if you disagree with any decisions in reference to Section 504.

Please keep this explanation for future reference.

Parents/Guardians and/or students have the right to:

1. Be informed by the School District of your rights and procedural safeguards under Section 504 in an understandable language. 34 C.F.R. Parts 104 and 300. The purpose of this notice is to advise parents/guardians and/or students of these rights. 23 Ill.Admin.Code §§226.500, 510 and 610.

2. An appropriate education designed to meet a student’s individual educational needs as adequately as the needs of non-disabled students are met. 34 C.F.R. §104.33.

3. Free educational services except for those fees that are imposed on non-disabled students or their parents/guardians. Insurers and similar third parties are not relieved from an otherwise valid obligation to provide or pay for services provided to a disabled student. 34 C.F.R. §104.33.

4. A placement in the least restrictive environment. 34 C.F.R. §104.34.

5. Facilities, services, and activities that are comparable to those provided for non-disabled students. 34 C.F.R. §104.34.

6. An evaluation prior to an initial Section 504 placement and any subsequent significant change in placement. 34 C.F.R. §104.34.

7. Testing and other evaluation procedures conforming to the requirements of 34 C.F.R. §104.35 as to validation, administration, areas of evaluation, etc. The District shall consider information from a variety of sources, including aptitude and achievement tests, teacher recommendations, physical conditions, social and cultural background, adaptive behavior, physical or medical reports, student grades, progress reports, parent/guardian observations, anecdotal reports and standardized test scores. 34 C.F.R. §104.35.

8. Placement decisions made by a group of persons, i.e., a Section 504 committee, including the parent(s)/guardian(s) persons knowledgeable about the student, the meaning of the evaluation data, the placement options and the legal requirements for the least restrictive environment and comparable facilities. 34 C.F.R. §104.35.

9. Periodic reevaluations. 34 C.F.R. §104.35.

10. A notice prior to any action by the District in regard to the identification, evaluation, or placement of the student. 34 C.F.R. §104.36.

11. Examine relevant records. 34 C.F.R. §104.36.

12. An impartial due process hearing regarding the student’s identification, evaluation or educational placement including an opportunity for parental participation in the hearing and representation by an attorney. 34 C.F.R. §104.36.

You must file a written Parental Request for an Impartial Due Process Hearing with the District Section 504 compliance coordinator or designee. If you disagree with the decision of the Section 504 committee. The request must be submitted to the District Section 504 compliance coordinator within 10 calendar days from the time you received the written notice of the District’s Section 504 committee decision. A copy of a Parental Request for an Impartial Due Process Hearing is available online at:

www.isbe.state.il.us/spec-ed/pdfs/dp_parental_19-86a.pdf.

The hearing will be scheduled before an impartial hearing officer and you will be notified in writing of the date, time, and place for the hearing. The hearing will conform to the requirements of 34 C.F.R. §300.512 and Section 14-8.02a of The School Code (105 ILCS 5/14-8.02a.). 34 C.F.R. §104.36; 23 Ill.Admin.Code §226.625. The impartial hearing officer shall issue a written decision, including findings of fact and conclusions of law, within 10 days after the conclusion of the hearing and send by certified mail a copy of the decision to the parents/guardians or student (if the student requests the hearing), the School District, the Director of Special Education, legal representatives of the parties, and the State Board of Education. 105 ILCS 5/14-8.02a(h).

13. A review by a court of competent jurisdiction of the impartial hearing officer’s decision. 34 C.F.R. §104.36. Any appeal must be filed in a court of competent jurisdiction within 120 days after the impartial due process hearing officer’s decision is mailed to the party. 105 ILCS 5/14-8.02a(i).

14. File a complaint with the District’s Section 504 coordinator or designee concerning Section 504 matters other than your student’s identification, evaluation and/or placement. The Section 504 coordinator or designee will investigate the allegations to the extent warranted by the nature of the complaint in an effort to reach a prompt and equitable resolution.

15. File a complaint with the Office of Civil Rights. The Illinois regional Office of Civil Rights is located in Chicago at:

Chicago Office for Civil Rights

U.S. Department of Education

Citigroup Center

500 West Madison Street, Suite 1475

Chicago, IL 60661

Phone: 312/730-1560

Fax: 312/730-1567

TDD: 877/521-2172

Email: OCR.Chicago@ed.gov

Sincerely,

Superintendent

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:130

Instruction

Child Find and Public Awareness

L.E.A.S.E. shall follow those procedures developed by the Illinois State Board of Education for creating public awareness of special education as well as those procedures governing referral through placement for all children with disabilities ages 3 through 21 and where applicable from birth through two.

Program Development – 0-3

The L.E.A.S.E. office shall develop administrative procedures for transitioning the placement of children below the age of 3 into needed special education programs for 3 to 5 year olds.

LEGAL REF.:

CROSS REF.:

ADOPTED: September 11, 2008

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:130 AP1

Instruction

Administrative Procedure – Procedure on Transitioning from 0-3 Services to 3-5 Services

For children 0-3 who have never been referred for any type of special education evaluative or programmatic services, L.E.A.S.E. shall work cooperatively with all appropriate agencies and facilities to ensure the early referral and placement of all children with disabilities in need of special education.

For children below the age of 3 already in private programs, the following is the L.E.A.S.E. procedure for placement of these children from their 0-3 program into a program for children aged 3 years and up.

1. At the age of 2 years 6 months, Child and Family Connections (C.F.C.) will contact the psychologist or district special education contact person of the local school in which the child resides. The purpose of this contact is to determine a date/time for the public school, C.F.C. and parents to meet to conduct the transition planning meeting which must take place before the child turns 2 years 9 months.

2. Between the ages of 2 years 8 months and 2 years 11 months, the resident district conducts a domain meeting to determine if further evaluation is needed.

3. At least one month prior to the child's third birthday, an eligibility determination and, if needed, an I.E.P. conference shall be conducted by the local school district according to the Illinois Administrative Code, Part 226 in order to determine the eligibility and the least restrictive environment (if applicable) for the child to receive an appropriate educational program.

4. For all children referred for a case study evaluation, at least sixty school days prior to their third birthday, an Individualized Family Service Plan (I.F.S.P.) or an Individualized Education Plan (I.E.P.) will be developed in order to be implemented by the student's third birthday. Children served under Part H, if eligible for special education and related services under Part B, must be transitioned into a Part B program on their third birthday, as defined by an I.F.S.P. or I.E.P. An I.F.S.P. may be utilized for children aged 3-5 in lieu of an I.E.P. when the I.F.S.P. meets all I.E.P. requirements.

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:130 AP2

Instruction

Administrative Procedure – Required State Board Procedures – Section 8 - Transition of Children Served Under Part C of IDEA into Preschool Programs

A. Children Reaching Age Three

1. For a child with an IFSP who will be making the transition from an early intervention program into the special education program of the School District at age three, the School District shall ensure that either an IEP or the child’s IFSP is in effect on his/her third birthday. A representative of the School District shall participate in the transition meeting.

2. For a child without an IFSP:

a. If the child is referred at least 60 school days prior to his/her third birthday, and determined eligible, the School District shall ensure that either an IEP or an IFSP is in effect on his/her third birthday.

b. If the child is referred with fewer than 60 school days remaining before his/her third birthday, or after that date, the School District shall follow the procedures herein to determine whether or not an evaluation is warranted, and if so, to conduct an evaluation.

3. If a child’s third birthday occurs during the summer, the IEP Team shall determine when the School District’s services to the child will begin.

B. Children Reaching Age Six

The School District may permit an eligible child in an Early Childhood class who reaches his/her sixth birthday during the school year to complete that school year in the Early Childhood class.

LEGAL REF.: 20 U.S.C. § 1412(a)(9).

34 C.F.R. § 300.124.

23 Ill. Admin. Code § 226.260, Subpart C

CROSS REF.:

ADOPTED

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:130 AP3

Instruction

Administrative Procedure – Required State Board Procedures – Section 2 - Child Find

The School District shall conduct activities to create public awareness of special education and related services and advise the public of the rights of children with disabilities. All such public awareness activities shall ensure that information is made available in each of the major languages represented in the School District and in language that will be understandable to parent(s)/guardian(s). The School District shall maintain documentation of its public awareness activities.

a. Methods which may be utilized by the School District to conduct public awareness activities include the following:

i. Utilization of various local media resources including television, radio, and newspaper; and

ii. Development of communication links with various agencies that provide services to children with disabilities within the community and dissemination of child find materials to hospitals, clinics, pediatricians, pediatric nurses, and social service professionals involved in family or child services.

b. The School District’s public awareness activities shall include:

i. Annual notification to all parent(s)/guardian(s) in the School District regarding the special education services available in or through the School District and of their right to receive a copy of 23 Ill. Admin. Code Part 226; and

ii. Annual dissemination of information to the community served by the School District regarding the special education services available in or through the School District and the rights of children with disabilities.

c. The School District shall be responsible to locate, identify and evaluate all children from birth through 21 within the School District who may be eligible for special education and related services, including children who are not currently enrolled in the school's educational program, children in nonpublic schools, and highly mobile children such as migrants and homeless children. This process shall include:

i. Collecting, maintaining and reporting current and accurate data on all public awareness and child find activities;

ii. Reviewing the overall success and effectiveness of the School District’s public awareness and child find activities;

iii. Modifying the School District’s public awareness and child find activities, as necessary and appropriate; and

iv. Utilizing data relative to the School District’s public awareness and child find activities to plan for the delivery of services to children with disabilities.

d. The School District’s child find activities shall further include:

i. Annual screening of children under age 5 to identify those who may need early intervention or special education and related services;

ii. Hearing and vision screening at regular intervals during the child's school career and annually for all children who receive special education and related services;

iii. Ongoing review of each child’s performance and progress by teachers and other professional personnel, in order to refer those children who exhibit problems with their educational progress, interaction with others, and/or functioning or adjustment in the school environment and may be eligible for special education and related services;

iv. Ongoing coordination with early intervention programs to identify children from birth through two years of age who have or are suspected of having disabilities, in order to ensure provision of services in accordance with applicable timelines. Each local School District shall participate in transition planning conferences arranged by the designated lead agency in order to develop a transition plan enabling the public school to implement an IFSP or IEP no later than the third birthday of each eligible child.

v. Coordination and consultation with nonpublic schools located within the School District that results in child find activities comparable to those activities undertaken for children in the public schools.

e. The School District’s child find activities shall be performed by personnel who meet all relevant certification or other relevant licensing standards.

f. When responsible School District personnel conclude that an individual evaluation of a child is warranted, the procedures for referral and evaluation set forth herein will be followed.

g. When there is a reason to believe that a child may have a disability requiring special education and related services, the child shall be referred for a special education evaluation. Referrals may be made by any concerned person, including but not limited to School District personnel, the parent(s)/guardian(s) of the child, an employee of a community service agency, a professional having knowledge of a child’s problems, a child, or an employee of the ISBE.

h. A referral process shall be developed and implemented by the Director of Special Education and communicated annually to all professional personnel within the School District and to persons within the community. The referral procedures shall include:

i. The steps to be taken in making a referral, including a direction that referrals are to be made in writing, signed, and dated;

ii. The person(s) to whom a referral may be made;

iii. The information that must be provided;

iv. Assistance, if needed, to enable persons making referrals to meet all referral requirements; and

v. A process for providing the parent(s)/guardian(s) with notice of their rights with respect to procedural safeguards.

i. The School District shall decide whether or not to conduct an evaluation and notify the parent(s)/guardian(s) and the referring party in writing of the decision and the basis on which the decision was reached.

j. If the School District decides to conduct an evaluation, parental consent must be obtained.

k. If the School District decides not to conduct an evaluation, the parent(s)/guardian(s) and, subject to the requirements of law, the referring party, shall be notified in writing of the date of the referral, the reasons for which the evaluation was requested, the reasons that the School District decided not to conduct the evaluation and provided with notice of their rights with respect to procedural safeguards.

LEGAL REF.: 20 U.S.C. §§ 1412 (State eligibility), 1412 (a)(7), 1413 (local educational agency eligibility).

34 C.F.R. § 300.125.

105 ILCS 5/14-8.02(b).

23 Ill. Admin. Code §§ 226.50 (requirements for FAPE), 226.75 (definitions), 226.100 (child find responsibility), 226.110 (referral).

CROSS REF.:

ADOPTED: September 11, 2008

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:140

Instruction

Needs Assessment

The Executive Director shall annually conduct a needs assessment relative to programs and services for students with disabilities eligible for public school services.

Procedure for Needs Assessment

L.E.A.S.E. will use an assessment tool as a partial basis for determining needs within our Cooperative. Such assessment will include a request for districts to identify any unserved and/or underserved students with disabilities. Final determination of the priority programmatic needs eligible for flow through funding will be the function of the L.E.A.S.E. Executive Committee and the Director.

LEGAL REF.:

CROSS REF.:

ADOPTED: September 11, 2008

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:150

Instruction

Home and Hospital Instruction

A student who is absent from school, or whose physician anticipates that the student will be absent from school, because of a medical condition may be eligible for instruction in the student’s home or hospital. Eligibility shall be determined by State Law and the Illinois State Board of Education rule governing the continuum of placement options for home/hospital services. Appropriate educational services from qualified staff will begin no later than 5 school days after receiving a physician’s written statement. Instructional or related services for a student receiving special education services will be determined by the student’s individualized education program.

A student who is unable to attend school because of pregnancy will be provided home instruction, correspondence courses, or other courses of instruction (1) before the birth of the child when the student’s physician indicates, in writing, that she is medically unable to attend regular classroom instruction, and (2) for up to 3 months after the child’s birth or a miscarriage.

Periodic conferences will be held between appropriate school personnel, parent(s)/guardian(s), and hospital staff to coordinate course work and facilitate a student’s return to school.

LEGAL REF.: 105 ILCS 5/10-22.6a, 5/14-13.01, 5/18-4.5, and 5/18-8.05.

23 Ill.Admin.Code §1.610 and §226.300.

CROSS REF.: 6:120 (Education of Children with Disabilities), 7:10 (Equal Educational Opportunity), 7:280 (Communicable and Chronic Infectious Disease)

ADOPTED: September 11, 2008

Revised: January 3, 2012

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:150 AP1

Instruction

Administrative Procedure- Procedures for Homebound/Hospital Instruction

PROCEDURES FOR HOMEBOUND/HOSPITAL INSTRUCTION

The home and hospital program shall be provided to any child with a health or physical impairment which, in the opinion of a licensed medical examiner, will cause an absence from school for more than two (2) consecutive weeks, or intermittent absences exceeding 2 weeks cumulative and for whom school personnel determine that such a program can be of educational benefit.

The main requirement of the homebound/hospital case study is for the school to obtain either directly from the parents or through a properly constituted release of information, a "written statement from a medical doctor specifying the need for homebound or hospital instruction and the anticipated duration (minimum of 2 weeks), or intermittent absences, of same". See page 6 of this packet. It is highly recommended that in all cases the school obtain a parent-signed release of information form so that the school may communicate with the student's doctor if the need arises.

Upon receipt of a request for student homebound or hospital instruction, a representative from the school shall address all relevant domains and complete Form 34-57B "Parent/Guardian Consent for Evaluation".

A review of the student's current educational status and academic needs is an evaluation requirement. This is to be done by the student's teacher or teachers, principal, counselor, psychologist and/or social worker as a group or by any one of the above individuals. The review should designate the courses the student is taking that will require continued instruction in order to maintain a passing status. The student's classroom teachers should be consulted to get their expectations, which may then be subsequently used, for goals and objectives on the student's I.E.P.

3. Upon completion of the attached "Homebound/Hospital Instruction Evaluation and Services I.E.P.” form, the final eligibility decision shall be made by the I.E.P. team.

If a student is found eligible for homebound/hospital instruction, the "Homebound/Hospital Instruction and Services I.E.P.” form is completed. The district then contracts with a homebound or hospital instructor who is a certified teacher. A Type 39 substitute certificate does not qualify a person to be a homebound/hospital instructor.

5. Home/hospital instruction shall not be less than five hours per week or generally one hour daily, unless the physician has certified in writing that the child cannot physically, mentally or emotionally handle as many as five hours weekly.

Send a copy of your homebound or hospital teacher's certificate and social security number to the L.E.A.S.E. office with a note asking us to put this homebound/hospital instructor's name on your district's professional turnaround (I.S.B.E. Form #50-44) so that your district can receive special education personnel reimbursement. Please be sure to indicate on your note that this request is for a homebound/hospital teacher.

Additional forms needed to complete Homebound / Hospital I.E.P.’s for students with disabilities:

I.S.B.E. 34-57 B - Parent / Guardian Consent For Evaluation (page 1 and 2)

L.E.A.S.E. I.E.P. form S-3 – Annual Goals and Benchmarks / Objectives;

I.S.B.E. 34-57 F – Notification of Conference Recommendations

I.S.B.E. 34-57 K – Notification of Change of Special Education Placement

L.E.A.S.E. Release of Information Form

FORMS REF.: Home Hospital I.E.P. Form

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:150 AP2

Instruction

Administrative Procedure- Home and Hospital Evaluation

A. The home and hospital evaluation shall include evaluation of the health or physical impairment by a licensed medical examiner. The physician will estimate as part of his evaluation the time that the child will require homebound/hospital services. School personnel will review the child's current educational status and academic needs to determine whether such a program can be of educational benefit; (see selected attached sections of Title 23 of the Illinois Administrative Code that pertain directly to homebound or hospital instruction).

B. Upon receipt of a request for a student needing homebound or hospital instruction, a representative from the school shall obtain from the parents a signed "Parent/Guardian Consent for Initial Case Study Evaluation" (ISBE Form 34-57B). This form is part of the home/hospital packet.

The first requirement of the homebound/hospital case study is for the school to obtain either directly from the parents or through a properly constituted release of information, a written statement from a medical doctor specifying the need for homebound or hospital instruction and the anticipated duration (minimum of 2 weeks) of same. It is highly recommended that in all cases the school obtain a parent-signed release of information form so that the school may communicate with the student's doctor if the need arises.

C. The second case study requirement is a review of the student's current educational status and academic needs. This may be done by the student's teacher or teachers, principal, counselor, psychologist and/or social worker as a group or by any one individual. The review should include the courses the student is taking that will require continued instruction in order to maintain a passing status. The student's classroom teachers should be consulted to get their expectations which may be subsequently used for goals and objectives on the student's I.E.P..

D. Upon completion of the homebound case study evaluation (see form attached), the final eligibility decision shall be made by the local district superintendent or his designee.

E. If a student is found eligible for homebound/hospital instruction, an I.E.P. is developed and the district then contracts with a homebound or hospital instructor who is, at minimum, certified to teach the grade level of the student to be served. However, ISBE has informed us that all attempts should be made to attain the services of a teacher certified in the child's primary disabling condition. This latter requirement applies if the student was a special education student prior to the initiation of homebound/hospital services. Please send a copy of the teacher's certificate and social security number to the L.E.A.S.E. office with a note asking us to put this homebound/hospital instructor's name on your district's professional turnaround (I.S.B.E. Form #50-44 and/or #54-10). Please be sure to indicate on your note to us that this request is for a homebound/hospital teacher.

LEG. REF.: 34-CFR, 226.545

Executive Committee Minutes December 10, 1981, revised - November, 1991

CROSS REF.:

ADOPTED: September 11, 2008

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:180

Instruction

Extended School Year

A child with a disability is entitled to an extended school year (E.S.Y.) program when the effects of regression coupled with limited recoupment ability render it unlikely that the child will maintain those previously learned skills which are necessary for him/her to attain the level of self-sufficiency and independence from caretakers or maintain those skills which are necessary prerequisites for attaining higher levels of future functioning that would otherwise be expected in view of his/her disability.

In order to assess the need for E.S.Y. services, the school district must determine the consequences of interrupting services for a given period based upon any available data or educational history relative to any particular student.

"Regression" is defined as the loss during a scheduled break in instruction of one or more learned skills which have been specified in the short term objectives of the I.E.P. for a child with a disability. Such skills are those which the I.E.P. conference has determined to be necessary to the child's attaining the expected level of self-sufficiency and independence from caretakers or those which are necessary prerequisites for attaining higher levels of future functioning.

"Limited recoupment capacity" is defined as the inability to regain a previously learned skill in a reasonable amount of time through review and re-teaching. Ordinarily, review and re-teaching should not be expected to extend beyond the first thirty (30) school days of the academic school year.

The Alliance may offer the following programs in accordance with State law and the Alliance’s educational philosophy:

1. Nursery schools for children between the ages of 2 and 6 years.

2. Before-and after-school programs for students in grades K-6.

3. Child care and training center for pre-school children and for students whose parents work.

4. Model day care program in cooperation with the State Board of Education.

5. Tutorial program.

6. Adult education program.

7. Pre-apprenticeship programs.

8. Outdoor education program.

9. Summer school, whether for credit or not.

10. Independent study, whether for credit or not.

11. Chemically dependent prevention program for students who are, or whose parents/guardians are, chemically dependent.

12. Activities to address intergroup conflict.

13. Volunteer service credit program.

14. Vocational academy.

LEGAL REF.: 105 ILCS 5/10-22.18a, 5/10-22.18b, 5/10-22.18c, 5/10-22.20, 5/10-22.20b, 5/10‑22.20c, 5/10-22.22a, 5/10-22.29, 5/10-22.33A, 5/10-22.33B, 5/10-23.2, 5/27-22.1, 5/27-22.3, 5/27-23.6, 110/3, and 433/1 et seq.

23 Ill.Admin.Code §1.450(b).

CROSS REF.:

ADOPTED: September 11, 2008

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:180 AP1

Instruction

Administrative Procedure – Required State Board Procedures – Section 7 - Provision of Extended School Year Services

A. Extended school year services are special education and related services, which are provided by the School District to an IDEA eligible child with a disability beyond the School District’s regular school year in accordance with the child’s IEP at no cost to the child’s parent(s) and meet the standards of ISBE.

B. Extended school year services shall be provided to each special education child whose unique needs require special education and related services in excess of the regular school year. Special education children who may require extended school year services are those whose IEPs specify an extended school year program and/or related services as determined by the child’s IEP Team in accordance with the IDEA and ISBE standards and regulations. The child’s IEP Team shall determine the type, amount, and/or duration of the services necessary as part of the child’s extended school year program on an individualized basis.

C. The School District shall not limit the provision of extended school year services to children with a particular category or categories of disability or unilaterally limit the type, amount, or duration of those services.

LEGAL REF.: 20 U.S.C. §§ 1412 (State eligibility), 1413 (local educational agency eligibility).

34 C.F.R. § 300.106

23 Ill. Admin. Code § 226.75 (definitions).

CROSS REF.:

ADOPTED: September 11, 2008

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:180 AP2

Instruction

Administrative Procedure – Suggested Local District Procedure on Extended School Year (E.S.Y.) Services Eligibility for Students with Disabilities

Eligibility procedure on extended school year (E.S.Y.) services for students with disabilities

1. Extended school year eligibility determination must be made on an individual student basis when the student's I.E.P. is written, reviewed or revised.

The decision as to whether or not a particular child requires E.S.Y. services should be made at the initial placement I.E.P. if possible. However, if there is insufficient data available at this conference to make a determination, then the conference report should contain a notation explaining that a decision will be made as soon as possible after the beginning of the following regular school term.

If a child is graduated from an elementary district at the end of the regular term, the receiving high school district should, of course, participate in the writing of the I.E.P.. If this I.E.P. requires E.S.Y. services, those services become the responsibility of the high school district upon elementary graduation regardless of the student's age.

If a student with disability is not graduated from an elementary district, and requires E.S.Y. services, then these services become the responsibility of the receiving high school district in accord with Section 14-6.02 of the Illinois School Code. The high school may assume responsibility at age 14 1/2 and must assume responsibility at age 15.

2. In order to obtain the necessary data for making regression/recoupment determinations, all special education professional service providers must systematically and periodically review and evaluate individual student progress relative to the accomplishment of individual goals and objectives on each student's I.E.P.

Prior to summer breaks, holiday breaks or at other times when the student is not in school on a continuous basis throughout the school year, the special education service provider should note the date of accomplishment of individual short term objectives on each assigned student's I.E.P.. Only those objectives addressed on the student's I.E.P. will have a bearing on the decision to provide E.S.Y. services.

Sometime after thirty (30) school days, but not more than forty-five (45) school days, have elapsed into the school year and after appropriate review and reteaching of accomplished objectives have been done, each student is to be re-evaluated for recoupment of the previously attained objectives. This may be done using assessment instruments such as the Brigance, Battelle, etc. or by other methods as determined by the evaluator.

If little or no regression was measured between thirty (30) and forty-five (45) school days after the resumption of school subsequent to the student's break, this finding would indicate that E.SY. services are not necessary for this student. If, on the other hand, regression was notable and recoupment did not occur between thirty (30) and forty-five (45) school days into the following school year despite appropriate review and reteaching, E.S.Y. services may be determined appropriate. It is important to document the time required for the student to regain the skill lost. It is also important to note that regression-recoupment occurred because of the break from school and not because of a lengthy absence or teacher failure to review and reteach the previously mastered skills.

Marked and/or generalized regression during shorter holiday breaks or other times when the student is not in school for a period of several days may also indicate possible eligibility for E.S.Y. services.

Also, regression/recoupment indications from prior summer breaks in school may be used in making E.S.Y. service eligibility decisions.

If a related service (speech, physical therapy, etc.) indicated in the current I.E.P. is the only service which falls within the guidelines for regression-recoupment, remember that the related service, to be provided on an E.S.Y. basis, must be necessary to help the student benefit from the special education instructional program provided during the summer term.

The decision regarding E.S.Y. services should minimally include the participation and input of the following:

a. District superintendent or designee

b. State-approved Director of special education or designee

c. The child's teacher

d. Related services staff

e. Parents

LEGAL REF.:

CROSS REF.: 6:180 (Extended School Year)

ADOPTED: September 11, 2008

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:180 AP3

Instruction

Administrative Procedure – Determining Eligibility for an Extended School Year Physical / Occupational Therapy Program

Students qualifying for an extended school year physical/occupational therapy program will meet one or more of the following criteria:

1. After the summer break the student experiences a decrease in gross and/or fine motor functioning that cannot be regained within 30 to 45 school days after school resumes in the fall which affects academic progress and functioning.

2. The student demonstrates increased tone and asymmetries that may develop into irreversible contracture and postural asymmetries which affect positioning if E.S.Y. services are not provided.

3. The student's mobility skills are such that he/she will lose the functional mode(s) of mobility (i.e., creeping, crawling, ambulating, propelling wheelchair) which will impair independence in the school setting if E.S.Y. services are not provided.

4. The individualized Education Program (IEP) Team concurs that the individual needs of the student warrant summer therapy intervention on an individual basis.

The recommended summer program may generally entail a four week session during the middle of the summer. The number of sessions per week will be determined on an individual basis by the IEP team. Extended weeks of services will also be determined in the same manner.

To qualify for State reimbursement, the student must be simultaneously enrolled in a special education instructional program (class) during the summer.

Procedure For Staffing Students for Extended School Year Services

1. Carry out the staffing and determine the child's need and put the consensus of the public school personnel as the placement recommendation.

2. If district refuses to carry out the placement recommendation, so note this on the I.E.P. and request that the local district administration write an addendum.

3. Clarify to the parents that the staffing recommendations will not be implemented by the district due to the reason(s) noted in the addendum. Furthermore, advise the parents of their parental rights as required by law.

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:182

Instruction

Service Umbrellas

The Executive Director shall have the responsibility to coordinate the uniting of districts within the Cooperative into units called umbrellas which are designed to share an appropriately certified staff member to meet the common service needs of the districts.

When a district wishes to change it's participation in any type of service umbrella, it shall follow those procedures established by the L.E.A.S.E. Executive Committee.

LEGAL REF.:

CROSS REF.:

ADOPTED: September 11, 2008

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:182 AP1

Instruction

Administrative Procedure – Procedures for Umbrella Changes

Any time a district wishes to change its participation in any service umbrella of which it is a part, that district shall notify the Director of Special Education and the umbrella administrative district superintendent of its intent in writing prior to January 1 of the new calendar year.

The Director of Special Education shall inform in writing all districts which will be affected by such a change.

A meeting or meetings shall be held at which time the administrative district of the umbrella and affected participating districts shall negotiate said change.

Should a mutually agreeable settlement not be reached by such meeting(s), the L.E.A.S.E. Executive Committee, at the Director's request, shall intercede where requested by a local district in the settlement of such disputes.

LEG. REF.: Executive Committee Minutes August 2, 1979

CROSS REF.:

ADOPTED: September 11, 2008

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:190

Instruction

Contracting for Services

The Local District should be advised to have a contract with the employing agent for privately contracted services. This can be done by using a statement similar to the sample contract, 6:190 E1.

By contracting directly for some services, the District is eligible for personnel reimbursement from the ISBE. In order to claim reimbursement, the following information must be forwarded to the L.E.A.S.E. office so that it can be entered on the proper forms from the ISBE.

1. Name of therapist.

2. Professional title.

3. Certificate number or registration number.

4. Expiration date of certificate or registration.

5. Social Security number.

LEGAL REF.:

CROSS REF.:

ADOPTED: September 11, 2008

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:190 E1

Instruction

LASALLE/PUTNAM COUNTY EDUCATIONAL ALLIANCE FOR SPECIAL EDUCATION

1009 Boyce Memorial Drive, Ottawa, IL 61350

PHONE: 815-433-6433 / FAX: 815-433-6164

TO: All Superintendents

FROM: ____________________, Executive Director

DATE:

RE: Private O.T., P.T. Speech, Etc., Contracted Services

Enclosed is a recommended sample contract form for contractual services that your district may be procuring. If you need to use this sample contract, please put it on your school official letterhead. Remember that you can only contract with an agency. A contract with an individual is equivalent to employment.

We have experienced some problems in the past with contracts provided by independent contractors relative to terminating their services. The enclosed form is simple to use and has the necessary specifics for audit trail purposes, as well as an easy-out cancellation clause.

Please remember to contact the Secretary in charge of personnel claims at our office and report the names and social security numbers of any personnel providing special education services so that special education personnel reimbursement may be claimed for your district. Any future changes in these personnel should also be reported to our Secretary as soon as possible.

I hope this sample contract may be helpful to your district.

encl

xc: L.E.A.S.E. Professional Staff

CONTRACT FOR SPECIAL EDUCATION SERVICES

___________________________________, _______________, hereby contracts with

District Name Number

_____________________________, for ____________________, services to be provided to

Name of Agency Providing Service Type of Service

____________________, a student of the above-named district as required by the student's

Student's Name

Individualized Education Plan. Such services will be provided at the rate of $_________ per

Amount

session. The above named student has been identified by his/her I.E.P. to have ____ sessions

per week. Each session shall be defined as a __________minute module of time during the

# of Minutes

_____school year. The above-named agency employee providing the above-named

service will be ______________, ___________, a registered/certified __________________

Employee's Name Soc. Sec. # Job Title

Illinois Certificate # _______________, expiring _______________.

Date

(If the above-named employee changes during the length of this contract, the agency providing the above-named service agrees to notify the resident school district immediately with the name, social security number, certificate number and certificate expiration date of any new person providing the above-named service.)

This contract may be voided by either party with 30 days written notice.

___________________________________ ____________________

Authorized Signature of Agency Administrator Date

___________________________________ ____________________

Therapist Signature Date

___________________________________ ____________________

Superintendent Signature Date

7/96

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:210

Instruction

Instructional Materials

All Alliance classrooms and learning centers should be equipped with an evenly-proportioned, wide assortment of instructional materials, including textbooks, workbooks, audio-visual materials, and electronic materials. These materials should provide quality learning experiences for students and:

1. Enrich and support the curriculum;

2. Stimulate growth in knowledge, literary appreciation, aesthetic values, and ethical standards;

3. Provide background information to enable students to make informed judgments and promote critical reading and thinking;

4. Depict in an accurate and unbiased way the cultural diversity and pluralistic nature of American society; and

5. Contribute to a sense of the worth of all people regardless of sex, race, religion, nationality, ethnic origin, sexual orientation, disability, or any other differences that may exist.

Teachers are encouraged to use supplemental material only when it will enhance, or otherwise illustrate, the subjects being taught and to ensure it is age-appropriate. No R-rated movie shall be shown to students unless prior approval is received from the Director or designee, and no movie rated NC-17 (no one 17 and under admitted) shall be shown under any circumstances. These restrictions apply to television programs and other media with equivalent ratings.

Instructional Materials Selection and Adoption

The Director or designee shall approve the selection of all textbooks and instructional materials according to the standards described in this policy. The School Code governs the adoption and purchase of textbooks and instructional materials.

LEGAL REF.: 105 ILCS 5/10-20.8, 5/10-20.9, and 5/28-19.1.

CROSS REF.: 6:40 (Curriculum Development), 6:80 (Teaching About Controversial Issues), 6:260 (Complaints About Curriculum, Instructional Materials, and Programs), 7:10 (Equal Educational Opportunities), 7:15 (Student and Family Privacy Rights), 8:110 (Public Complaints)

ADOPTED: September 11, 2008

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:210 AP1

Instruction

Administrative Procedure - Instructional Materials

The L.E.A.S.E. Director or designee shall be responsible where requested for assisting the member districts in the selection of appropriate instructional materials for students with disability. Resource materials may be made available for loan to member districts’ faculty and/or parents/guardians of students with disabilities.

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:230

Instruction

Library Resource Center

The Director or designee shall manage the Alliance’s library resource program according to the following standards:

1. The program focuses on enlarging and enriching the on-going classroom instructional program.

2. Materials are selected on the basis of encouraging the acquisition of knowledge and developing literary, cultural, and aesthetic appreciation and ethical standards.

3. Staff members are invited to recommend additions to the collection.

4. Each school maintains a collection of material that supports the curriculum and provides for individual needs, interests, abilities, and maturity levels.

5. Students may freely select resource center materials as well as receive guided selection of materials appropriate to specific, planned learning experiences.

LEGAL REF.:

CROSS REF.: 6:60 (Curriculum Content), 6:210 (Instructional Materials)

ADOPTED: September 11, 2008

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:235

Instruction

Access to Electronic Networks

Electronic networks, including the Internet, are a part of the Alliance's instructional program in order to promote educational excellence by facilitating resource sharing, innovation, and communication. The Director or designee shall develop an implementation plan for this policy and appoint a system administrator.

The Special Education Alliance is not responsible for any information that may be lost, damaged, or unavailable when using the network, or for any information that is retrieved or transmitted via the Internet. Furthermore, the Alliance will not be responsible for any unauthorized charges or fees resulting from access to the Internet.

Curriculum

The use of the Alliance’s electronic networks shall (1) be consistent with the curriculum adopted by the Alliance as well as the varied instructional needs, learning styles, abilities, and developmental levels of the students, and (2) comply with the selection criteria for instructional materials and library center materials. Staff members may, consistent with the Director's implementation plan, use the Internet throughout the curriculum.

The Alliance’s electronic network is part of the curriculum and is not a public forum for general use.

Acceptable Use

All use of the Alliance's electronic network must be (1) in support of education and/or research, and be in furtherance of the Executive Committee's stated goal, or (2) for a legitimate school business purpose. Use is a privilege, not a right. Students and staff members have no expectation of privacy in any material that is stored, transmitted, or received via the Alliance's electronic network or Alliance computers. General rules for behavior and communications apply when using electronic networks. The Alliance's Authorization for Electronic Network Access contains the appropriate uses, ethics, and protocol. Electronic communications and downloaded material, including files deleted from a user's account but not erased, may be monitored or read by school officials.

Internet Safety

Each Alliance computer with Internet access shall have a filtering device that blocks entry to visual depictions that are (1) obscene, (2) pornographic, or (3) harmful or inappropriate for students, as defined by the Children’s Internet Protection Act and as determined by the Director or designee. The Director or designee shall enforce the use of such filtering devices. An administrator, supervisor, or other authorized person may disable the filtering device for bona fide research or other lawful purpose, provided the person receives prior permission from the Director or system administrator. The Director or designee shall include measures in this policy’s implementation plan to address the following:

1. Ensure staff supervision of student access to online electronic networks,

2. Restrict student access to inappropriate matter as well as restricting access to harmful materials,

3. Ensure student and staff privacy, safety, and security when using electronic communications,

4. Restrict unauthorized access, including “hacking” and other unlawful activities, and

5. Restrict unauthorized disclosure, use, and dissemination of personal identification information, such as, names and addresses.

Authorization for Electronic Network Access

Each staff member must sign the Alliance's Authorization for Electronic Network Access as a condition for using the Alliance's electronic network. Each student and his or her parent(s)/guardian(s) must sign the Authorization before being granted unsupervised use.

All users of the Alliance’s computers to access the Internet shall maintain the confidentiality of student records. Reasonable measures to protect against unreasonable access shall be taken before confidential student information is loaded onto the network.

The failure of any student or staff member to follow the terms of the Authorization for Electronic Network Access, or this policy, will result in the loss of privileges, disciplinary action, and/or appropriate legal action.

LEGAL REF.: No Child Left Behind Act, 20 U.S.C. §6777.

Children’s Internet Protection Act, 47 U.S.C. §254(h) and (l).

Enhancing Education Through Technology Act, 20 U.S.C §6751 et seq.

720 ILCS 135/0.01.

CROSS REF.: 5:100 (Staff Development Program), 5:170 (Copyright), 6:40 (Curriculum Development), 6:210 (Instructional Materials), 6:230 (Library Resource Center), 6:260 (Complaints About Curriculum, Instructional Materials, and Programs), 7:130 (Student Rights and Responsibilities), 7:190 (Student Discipline), 7:310 (Restrictions on Publications and Written or Electronic Material)

ADOPTED: September 11, 2008

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:235AP1

Instruction

Administrative Procedure – Acceptable Use of Electronic Networks

All use of electronic networks shall be consistent with the Alliance’s goal of promoting educational excellence by facilitating resource sharing, innovation, and communication. These procedures do not attempt to state all required or proscribed behavior by users. However, some specific examples are provided. The failure of any user to follow these procedures will result in the loss of privileges, disciplinary action, and/or legal action.

Terms and Conditions

Acceptable Use - Access to the Alliance’s electronic network must be: (a) for the purpose of education or research, and be consistent with the Alliance’s educational objectives, or (b) for legitimate business use.

Privileges - The use of the Alliance’s electronic network is a privilege, not a right, and inappropriate use will result in a cancellation of those privileges. The system administrator or Building Principal will make all decisions regarding whether or not a user has violated these procedures and may deny, revoke, or suspend access at any time. His or her decision is final.

Unacceptable Use - The user is responsible for his or her actions and activities involving the network. Some examples of unacceptable uses are:

a. Using the network for any illegal activity, including violation of copyright or other contracts, or transmitting any material in violation of any State or federal law;

b. Unauthorized downloading of software, regardless of whether it is copyrighted or de-virused;

c. Downloading of copyrighted material for other than personal use;

d. Using the network for private financial or commercial gain;

e. Wastefully using resources, such as file space;

f. Hacking or gaining unauthorized access to files, resources, or entities;

g. Invading the privacy of individuals, that includes the unauthorized disclosure, dissemination, and use of information about anyone that is of a personal nature including a photograph;

h. Using another user’s account or password;

i. Posting material authored or created by another without his/her consent;

j. Posting anonymous messages;

k. Using the network for commercial or private advertising;

l. Accessing, submitting, posting, publishing, or displaying any defamatory, inaccurate, abusive, obscene, profane, sexually oriented, threatening, racially offensive, harassing, or illegal material; and

m. Using the network while access privileges are suspended or revoked.

Network Etiquette - The user is expected to abide by the generally accepted rules of network etiquette. These include, but are not limited to, the following:

a. Be polite. Do not become abusive in messages to others.

b. Use appropriate language. Do not swear, or use vulgarities or any other inappropriate language.

c. Do not reveal personal information, including the addresses or telephone numbers, of students or colleagues.

d. Recognize that email is not private. People who operate the system have access to all email. Messages relating to or in support of illegal activities may be reported to the authorities.

e. Do not use the network in any way that would disrupt its use by other users.

f. Consider all communications and information accessible via the network to be private property.

No Warranties - The Alliance makes no warranties of any kind, whether expressed or implied, for the service it is providing. The Alliance will not be responsible for any damages the user suffers. This includes loss of data resulting from delays, non-deliveries, missed-deliveries, or service interruptions caused by its negligence or the user’s errors or omissions. Use of any information obtained via the Internet is at the user’s own risk. The Alliance specifically denies any responsibility for the accuracy or quality of information obtained through its services.

Indemnification - The user agrees to indemnify the Alliance for any losses, costs, or damages, including reasonable attorney fees, incurred by the District relating to, or arising out of, any violation of these procedures.

Security - Network security is a high priority. If the user can identify a security problem on the Internet, the user must notify the system administrator or Building Principal. Do not demonstrate the problem to other users. Keep your account and password confidential. Do not use another individual’s account without written permission from that individual. Attempts to log-on to the Internet as a system administrator will result in cancellation of user privileges. Any user identified as a security risk may be denied access to the network.

Vandalism - Vandalism will result in cancellation of privileges and other disciplinary action. Vandalism is defined as any malicious attempt to harm or destroy data of another user, the Internet, or any other network. This includes, but is not limited to, the uploading or creation of computer viruses.

Unauthorized Charges - The Alliance assumes no responsibility for any unauthorized charges or fees, including telephone charges, long-distance charges, per-minute surcharges, and/or equipment or line costs.

Copyright Web Publishing Rules - Copyright law and Alliance policy prohibit the re-publishing of text or graphics found on the web or on Alliance websites or file servers without explicit written permission.

a. For each re-publication (on a website or file server) of a graphic or a text file that was produced externally, there must be a notice at the bottom of the page crediting the original producer and noting how and when permission was granted. If possible, the notice should also include the web address of the original source.

b. Students and staff engaged in producing web pages must provide library media specialists with email or hard copy permissions before the web pages are published. Printed evidence of the status of “public domain” documents must be provided.

c. The absence of a copyright notice may not be interpreted as permission to copy the materials. Only the copyright owner may provide the permission. The manager of the website displaying the material may not be considered a source of permission.

Use of Email - The Alliance’s email system, and its constituent software, hardware, and data files, are owned and controlled by the Alliance. The Alliance provides email to aid students and staff members in fulfilling their duties and responsibilities, and as an education tool.

a. The Alliance reserves the right to access and disclose the contents of any account on its system, without prior notice or permission from the account’s user. Unauthorized access by any student or staff member to an email account is strictly prohibited.

b. Each person should use the same degree of care in drafting an email message as would be put into a written memorandum or document. Nothing should be transmitted in an email message that would be inappropriate in a letter or memorandum.

c. Electronic messages transmitted via the Alliance’s Internet gateway carry with them an identification of the user’s Internet domain. This domain is a registered name and identifies the author as being with the Alliance. Great care should be taken, therefore, in the composition of such messages and how such messages might reflect on the name and reputation of the Alliance. Users will be held personally responsible for the content of any and all email messages transmitted to external recipients.

d. Any message received from an unknown sender via the Internet should be immediately deleted. Downloading any file attached to any Internet-based message is prohibited unless the user is certain of that message’s authenticity and the nature of the file so transmitted.

e. Use of the Alliance’s email system constitutes consent to these regulations.

Internet Safety

Internet access is limited to only those acceptable uses as detailed in these procedures. Internet safety is almost assured if users will not engage in unacceptable uses, as detailed in these procedures, and otherwise follow these procedures.

Staff members shall supervise students while students are using Alliance Internet access to ensure that the students abide by the Terms and Conditions for Internet access contained in these procedures.

Each Alliance computer with Internet access has a filtering device that blocks entry to visual depictions that are: (1) obscene, (2) pornographic, or (3) harmful or inappropriate for students, as defined by the Children’s Internet Protection Act and as determined by the Director or designee.

The Building Principal shall monitor student Internet access.

LEGAL REF.: No Child Left Behind Act, 20 U.S.C. §6777.

Children’s Internet Protection Act, 47 U.S.C. §254(h) and (l).

Enhances Education Through Technology Act of 2001, 20 U.S.C §6751 et seq.

Harassing and Obscene Communications Act, 720 ILCS 135/0.01.

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:235-E4

Instruction

Circuit Breaker School

STUDENT Authorization for Electronic Network Access

Each student and his or her parent(s)/guardian(s) must sign the Authorization before being

granted Internet access. Please read this document carefully before signing.

All use of the Internet shall be consistent with the School's goal of promoting educational excellence by facilitating resource sharing, innovation, and communication. This Authorization does not attempt to state all required or proscribed behavior by users. However, some specific examples are provided. The failure of any user to follow the terms of the Authorization for Electronic Network Access will result in the loss of privileges, disciplinary action, and/or appropriate legal action. The signature(s) at the end of this document is legally binding and indicates the party who signed has read the terms and conditions carefully and understands their significance.

TERMS AND CONDITIONS

1. Acceptable Use - Access to the School's electronic networks must be for the purpose of education or research, and be consistent with the educational objectives of the School. Consult with school staff to assist with appropriateness of use.

2. Privileges - The use of the School's electronic networks is a privilege, not a right, and inappropriate use will result in a cancellation of those privileges. The system administrator or school principals will make all decisions regarding whether or not a user has this Authorization and may deny, revoke, or suspend access at any time. Circuit Breaker School students must complete the authorization form annually prior to being granted access to the Internet each school year.

3. Network Etiquette - You are expected to abide by the generally accepted rules of network etiquette. These include, but are not limited to, the following:

a. Be polite. Do not become abusive in your messages to others.

b. Use appropriate language. Do not swear, or use vulgarities or any other inappropriate language.

c. Do not reveal the personal information, including the addresses or telephone numbers, of students or colleagues.

d. Do not use the network in any way that would disrupt its use by other users.

e. Consider all communications and information accessible via the network to be private property.

4. Unacceptable Use - The user is responsible for his or her actions and activities involving the network. Some examples of unacceptable uses are:

a. Using the network for any illegal activity, including violation of copyright or other contracts, or transmitting any material in violation of any U.S. or State law;

b. Unauthorized downloading of software, regardless of whether it is copyrighted or de-virused;

c. Using the network for private financial or commercial gain;

d. Wastefully using resources, such as file space;

e. Hacking or gaining unauthorized access to files, resources or entities;

f. Invading the privacy of individuals, which includes the unauthorized disclosure, dissemination, and use of information about anyone that is of a personal nature;

g. Using another user's account or password;

h. Posting or copying material authored or created by another;

i. Posting anonymous messages;

j. Using the network for commercial or private advertising;

k. Accessing, submitting, posting, publishing, or displaying any defamatory, inaccurate, abusive, obscene, profane, sexually oriented, threatening, racially offensive, harassing, or illegal material; and

l. Using the network while access privileges are suspended or revoked.

Circuit Breaker School

STUDENT Authorization for Electronic Network Access

5. No Warranties - The School makes no warranties of any kind, whether expressed or implied, for the service it is providing. The School will not be responsible for any damages the user suffers. This includes loss of data resulting from delays, non-deliveries, missed-deliveries, or service interruptions caused by its negligence or the user’s errors or omissions. Use of any information obtained via the Internet is at the users own risk. The School specifically denies any responsibility for the accuracy or quality of information obtained through its services.

6. Indemnification - The user agrees to indemnify the School of any losses, costs, or damages, including reasonable attorney fees, incurred by the School relating to, or arising out of, any breach of this Authorization.

7. Security - Network security is a high priority. If you can identify a security problem on the Internet, you must notify Computer Services or a Building Principal. Do not demonstrate the problem to other users. Keep your account and password confidential. Do not use another individual's account. Attempts to log-on to the Internet as a system administrator will result in cancellation of user privileges. Any user identified as a security risk may be denied access to the network.

8. Vandalism - Vandalism will result in cancellation of privileges and other disciplinary action. Vandalism is defined as any malicious attempt to harm or destroy data of another user, the Internet, or any other network component. This includes, but is not limited to, the uploading or creation of computer viruses.

9. Copyright Web Publishing Rules - Copyright law and School policy prohibit the re-publishing of text or graphics found on the Web or on School Web sites or file servers, without explicit written permission.

a. Student work may only be published if there is written permission from both the parent/guardian and student.

b. For each re-publication (on a Web site or file server) of a graphic or a text file that was produced externally, there must be a notice at the bottom of the page crediting the original producer and noting how and when permission was granted. If possible, the notice should also include the Web address of the original source.

INTERNET SAFETY

1. Internet access is limited to only those “acceptable uses” as detailed in these procedures. Internet safety is almost assured if users will not engage in “unacceptable uses,” as detailed in this Authorization, and otherwise follow this Authorization. School staff will provide educational opportunities to students regarding Internet Safety along with appropriate computer and network usage as stated in the school Internet policy.

2. Staff members shall supervise students while students are using School Internet access to ensure that the students abide by the Terms and Conditions for Internet access contained in this Authorization.

3. The School’s Internet access has a filtering device that blocks entry to visual depictions that are (1) obscene, (2) pornographic, or (3) harmful or inappropriate for students, as defined by the Children’s Internet Protection Act and as determined by the School. Note: the filtering device is not guaranteed to block all inappropriate sties. Even the most sophisticated and current technology tools cannot block all inappropriate sites one hundred percent.

Circuit Breaker School

STUDENT Authorization for Electronic Network Access

SIGNATURE PAGE

I understand and will abide by the Authorization for Electronic Network Access. I understand that the District and/or its agents may access and monitor my use of the Internet, including E-mail and download material, without prior notice to me. I further understand that should I commit any violation, my access privileges may be revoked, and school disciplinary action and/or appropriate legal action may be taken. In consideration for using the School’s electronic network connection and having access to public networks, I hereby release the School District and its Board members, employees, and agents, from any claims and damages arising from my use of, or inability to use the District’s computers, electronic network, and the Internet.

STUDENT NAME (Please Print):

STUDENT SIGNATURE:

DATE:

I have read this Authorization for Electronic Network Access. I understand that access is designed for educational purposes and that the School has taken precautions to eliminate controversial material. However, I also recognize it is impossible for the School to restrict access to all controversial and inappropriate materials. I will hold harmless the School, its employees, agents, or Board members, for any harm caused by materials or software obtained via the network. I accept full responsibility for supervision if and when my child's use is not in a school setting. I have discussed the terms of this Authorization with my child.

o My child MAY use the Internet while at school according to the rules outlined.

o My child MAY NOT use the Internet while at school.

PARENT/GUARDIAN NAME (Please Print):

SIGNATURE:

DATE:

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:240

Instruction

Field Trips

Field trips are permissible when the experiences are a part of the school curriculum and/or contribute to the Alliance's educational objectives.

All field trips must have the Director or designee’s prior approval, except that field trips beyond a 200-mile radius of the school or extending overnight must have the prior approval of the Executive Committee. The Director or designee shall analyze the following factors to determine whether to approve a field trip: educational value, student safety, parent concerns, heightened security alerts, and liability concerns. On all field trips, a bus fee set by the Director or designee may be charged to help defray the transportation costs.

Parents/guardians of students: (1) shall be given the opportunity to consent to their child’s participation in any field trip, and (2) are responsible for all entrance fees, food, lodging, or other costs, except that the Alliance will pay such costs for students who qualify for free or reduced school lunches. All non-participating students shall be provided an alternative experience. Any field trip may be cancelled without notice due to unforeseen event or condition.

Recreational Class Trips

Recreational class trips are permissible provided they do not interfere with the District’s educational goals. The provisions in this policy concerning field trips are also applicable to recreational class trips, except those regarding educational value.

LEGAL REF.:

CROSS REF.: 6:10 (Educational Philosophy and Objectives); 7:270 (Administering Medicines to Students);

ADOPTED: September 11, 2008

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:240-AP1

Instruction

Administrative Procedure - Field Trip Guidelines

Actor	Action
Teacher(s) or administrator proposing the trip	Submits to the Building Principal all trip requests. The request must specifically describe: 1. The trip, including possible dates, location, and experience; 2. The trip’s educational value; 3. Transportation requirements; 4. Supervision plans that include, among other things, plans for at least 2 adult supervisors to be present with every grouping of students; 5. The students who will be involved; 6. The alternative experience that will be provided non-participating students; and 7. A summary and evaluation of any previous similar trip.
Building Principal	Uses the following factors to analyze the proposal and prepares a recommendation for the Director or Board, as appropriate. Educational value Distance to be traveled Location Travel arrangements Fees Parent concerns Insurance carrier’s liability feedback Safety considerations Heightened security alerts Whether trip is an annual event
Appropriate teacher(s) and Building Principal	Makes final transportation arrangements. Recruits parents/guardians for supervisory roles, as appropriate. Collects signed consent forms and fees from all participating students’ parents/guardians. Makes sure all supervisors have a list of the following: 1. Names of all student participants and supervisors 2. Names and specifics of students with special needs 3. Name/phone number of emergency contacts for all students and supervisors 4. Date/time and specific destination of trip 5. Departure/arrival times both to and from destination 6. Name and phone number of transportation company and primary contact in case of emergency 7. Name/phone number of contact at destination 8. Once at destination, where to go in case of an emergency 9. Make final supervisor assignments and inform all supervisors of their individual assignments.
Parent(s)/guardian(s)	Decides whether to consent to their student’s participation. If the student is participating, pays all applicable fees for entry, food, lodging, transportation, or other costs. The Alliance will pay such costs for students who qualify for free and reduced school lunches.
Teacher(s) or administrator proposing the field trip	After a trip, evaluates the trip and provides the Building Principal with the evaluation.

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:250

Instruction

Community Resource Persons and Volunteers

The Executive Committee encourages the use of resource persons and volunteers to: (1) increase students’ educational attainment, (2) provide enrichment experiences for students, (3) increase the effective utilization of staff time and skills, (4) give more individual attention to students, and (5) promote greater community involvement.

Resource persons and volunteers may be used:

1. For non-teaching duties not requiring instructional judgment or evaluation of students;

2. For supervising study halls, long distance teaching reception areas used incident to instructional programs transmitted by electronic media (such as computers, video, and audio), detention and discipline areas, and school-sponsored extracurricular activities;

3. To assist with academic programs under a certificated teacher’s immediate supervision;

4. As a guest lecturer or resource person under a certificated teacher’s direction and with the administration’s approval; or

5. As supervisors, chaperones, or sponsors for non-academic school activities.

The Director shall establish procedures for securing and screening resource persons and volunteers. A person who is a “sex offender,” as defined by the Sex Offender Registration Act, or a “violent offender against youth,” as defined in the Child Murderer and Violent Offender Against Youth Registration Act, is prohibited from being a resource person or volunteer.

LEGAL REF.: 105 ILCS 5/10-22.34, 5/10-22.34a, and 5/10-22.34b.

730 ILCS 152/101 et seq. and 154/75-105.

CROSS REF.: 4:170 (Safety), 5:280 (Duties and Qualifications), 8:30 (Visitors to and Conduct on School Property), 8:95 (Parental Involvement)

ADOPTED: September 11, 2008

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:250-AP

Instruction

Administrative Procedure - Securing and Screening Resource Persons and Volunteers

The Building Principal or designee directs the use of resource persons and volunteers within his or her building. The use of any individual as a resource person or volunteer is subject to Board policy 4:170, Safety; administrative procedure 4:170-AP2, Criminal Offender Notification Laws; and Board policy 8:30, Visitors to and Conduct on School Property. Specifically, the Principal or designee directs recruitment, screening, placement, and training within the following parameters:

Qualifications - Resource persons and volunteers may come from all backgrounds and all age groups. The main qualification is for the individual to have a desire to give his or her time and talent to enrich student learning opportunities and the school community generally.

Individuals Not Allowed to Serve as a School Volunteer or Resource Person - No individual who is a “sex offender,” as defined by the Sex Offender Registration Act, or a “violent offender against youth,” as defined in the Child Murderer and Violent Offender Against Youth Registration Act, may serve as a resource person or volunteer. Whenever an individual submits a new volunteer information form, the Building Principal or designee shall review the Illinois Sex Offender Registry, www.isp.state.il.us/sor, and the violent offenders against youth database maintained by the State Police (when available). The Building Principal may request an individual to submit to a criminal history records check if the individual will be working over a long period of time in direct contact with students where no staff member is continuously present or in other situations where a check would be prudent. In addition, the Building Principal or designee shall review each new list received from law enforcement containing the names of sex offenders (authorized by the Sex Offender Community Notification Law) and violent offenders against youth (authorized by the Child Murderer and Violent Offender Against Youth Community Notification Law) to determine if any resource person or volunteer appears on it.

Recruitment - School personnel may recruit resource persons and volunteers through the following resources: parents/guardians, parent organizations, retired teachers and other senior citizen groups, community businesses, local volunteer centers, and universities. If a staff member, other than the Building Principal, recruits someone, the staff member must provide the individual’s name and address to the Building Principal.

Role - Resource persons and volunteers serve only in an auxiliary capacity under the direction and supervision of a staff member; they are not a substitute for a member of the school staff. Resource persons and volunteers do not have access to confidential student school records.

Selection, Placement, and Supervision - Selection and placement shall be on the basis of an individual’s qualifications and availability and the school’s needs. The individual will be assigned to a staff member only with the staff member’s consent. The relationship between the individual and staff member should be one of mutual respect and confidence.

Requirements - Each resource person and volunteer must register in the school’s main office at the beginning of each visit and wear a name tag while in the building or serving. Unless he or she

has already done so during the current academic year, the individual must complete an information form and waiver. Absent an indication on the form that the individual may not qualify, the individual may proceed to the assigned activity.

An individual is prohibited from being a resource person or volunteer if he or she behaves in any manner that demonstrates he or she is not a good role model or is otherwise detrimental to the school environment. Examples of such behavior include: swearing, failing to be dependable, failing to follow the supervisor’s instructions, committing any criminal act on school grounds or at a school activity, touching a student in a rude or overly forceful manner, failing to dress in an appropriate manner, or violating any school rule.

Training - Each academic year, when an individual first completes the registration form, the Principal or designee should give the individual a copy of this administrative procedure along with other pertinent information. The staff member to whom the individual is assigned is responsible for explaining what is expected of the individual. The Principal or designee should arrange appropriate training opportunities for those volunteer activities requiring a skill or knowledge base, e.g., working in the computer lab.

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:255

Instruction

Assemblies and Ceremonies

Assemblies must be approved by the Building Principal and be consistent with the Alliance's educational objectives.

The Alliance shall not endorse or otherwise promote invocations, benedictions, and group prayers at any school assembly, ceremony, or other school-sponsored activity.

LEGAL REF.: Lee v. Weisman, 112 S.Ct. 2649 (1992).

Jones v. Clear Creek Independent Special Education Alliance, 977 F.2d 963 (5th Cir. 1992), reh’g denied, 983 F.2d 234 (5th Cir. 1992) and cert. denied, 113 S.Ct. 2950 (1993).

CROSS REF.:

ADOPTED: September 11, 2008

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:260

Instruction

Complaints About Curriculum, Instructional Materials, and Programs

Persons with complaints about curriculum, instructional materials, and programs operated by the Cooperative organization should complete a curriculum objection form and use the Uniform Grievance Procedure. A parent/guardian may request that his/her child be exempt from using a particular instructional material or program by completing a curriculum objection form and using the Uniform Grievance Procedure.

L.E.A.S.E., as a recipient of federal funds, shall develop and implement written procedures for resolving complaints from parent advisory councils, parents, teachers, or other organizations or individuals. This applies to complaints having to do with violations of any other federal requirements.

LEGAL REF.:

CROSS REF.: 2:260 (Uniform Grievance Procedure), 8:110 (Public Complaints)

ADOPTED: September 11, 2008

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:260 AP1

Instruction

Administrative Procedure – Public Complaints About Curriculum

Objections to the selection and use of curriculum used by member district staff or by L.E.A.S.E. staff may be made by the public. A person has the right to file formal protests with the full expectation that he will receive a courteous and prompt reply. The complainant shall be directed to file a written complaint with the appropriate administrator.

Upon receipt of the written complaint, the L.E.A.S.E. program Coordinator may be asked to review the curriculum areas in question, consult with the L.E.A.S.E. Director and the local district superintendent, and submit a written report to the local district superintendent or his/her designee. A copy of the program Coordinator's report shall be given to the L.E.A.S.E. Director.

If the complainant is not satisfied with the decision contained in the staff report, he or she may appeal the decision contained in the program Coordinator's report to the L.E.A.S.E. Director. the Director and the district superintendent shall meet with the complainant in an attempt to resolve the matter. If the matter remains unresolved, the Director may refer the complainant to the L.E.A.S.E. Executive Committee or the district superintendent may refer the complainant to his/her local school board. The L.E.A.S.E. Executive Committee or the local school board shall make an effort to resolve the matter with the complainant. Should the matter remain unresolved, the Executive Committee or the local school board may refer the matter to the Regional Superintendent with a recommendation for resolving the complaint. The Regional Superintendent may accept the Executive Committee or the school board's recommendation or may make a determination in the matter.

The decision of the Regional Superintendent may be appealed to the L.E.A.S.E. Alliance Council for review and action. The L.E.A.S.E. Alliance Council decision shall be final.

LEG. REF.: Ill. Rev. Stat., ch. 122, para. 10-20.8 (1983)

CROSS REF.:

ADOPTED: September 11, 2008

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:280

Instruction

Grading and Promotion

The Director or designee of each school shall establish a system of grading and reporting academic achievement to students and their parents / guardians. The system shall also determine when promotion and graduation requirements are met. The decision to promote a student to the next grade level shall be based on successful completion of the curriculum, attendance, performance based on curriculum-based measurements or other testing. A student shall not be promoted based upon age or any other social reason not related to academic performance. The administration shall determine remedial assistance for a student who is not promoted.

Every teacher shall maintain an evaluation record for each student in the teacher's classroom. An Alliance administrator cannot change the final grade assigned by the teacher without notifying the teacher. Reasons for changing a student's final grade include:

A miscalculation of test scores;

A technical error in assigning a particular grade or score;

The teacher agrees to allow the student to do extra work that may impact the grade;

An inappropriate grading system used to determine the grade; or

An inappropriate grade based on an appropriate grading system.

Should a grade change be made, the administrator making the change must sign the changed record.

LEGAL REF.: 105 ILCS 5/10-20.9a, 5/10-21.8, and 5/27-27.

CROSS REF.: 6:300 (Graduation Requirements), 7:50 (Student Admissions)

ADOPTED: September 11, 2008

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:290

Instruction

Homework

Homework is a necessary part of the Alliance’s instructional program. Homework is assigned to further a student’s educational development and is an application or adaptation of a classroom experience. The Director or designee shall provide guidance to ensure that homework:

1. Is used to reinforce and apply previously covered concepts, principles, and skills;

2. Is not assigned for disciplinary purposes;

3. Serves as a communication link between the school and parents/guardians;

4. Encourages independent thought, self-direction, and self-discipline; and

5. Is of appropriate frequency and length, and does not become excessive, according to the teacher’s best professional judgment.

LEGAL REF.:

CROSS REF.:

ADOPTED: September 11, 2008

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:300

Instruction

Graduation Requirements

Graduation Requirements shall be as indicated in students’ IEPs.

Certificate of Completion

A student with a disability who has an Individualized Education Program prescribing special education, transition planning, transition services, or related services beyond the student’s 4 years of high school, qualifies for a certificate of completion after the student has completed 4 years at the member district’s high school. The student is encouraged to participate in the graduation ceremony of his or her high school graduation class. The Superintendent or designee shall provide timely written notice of this requirement to children with disabilities and their parents/guardians.

LEGAL REF.: 105 ILCS 5/22-27, 5/27-3, and 5/27-22.

23 Ill. Admin. Code § 1.440.

CROSS REF.: 7:50 (Student Admissions)

ADOPTED: September 11, 2008

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:330

Instruction

Achievement and Awards

[High school and unit districts only]

Grade Point Average, Class Rank, and Class Honor Roll

The Director or designee shall maintain a uniform process for secondary schools to calculate, on at least a yearly basis, each student’s grade point average and class rank, as well as an honor roll for each class.

[All districts]

Awards and Honors

The Director or designee shall maintain a uniform process for presenting awards and honors for outstanding scholarship, achievement, and/or distinguished service in school activities in such a way as to minimize bias and promote fairness. The Director or designee shall supervise the selection of the recipient(s).

All donations for awards, honors, and scholarships must receive the Executive Committee’s prior approval.

LEGAL REF.:

CROSS REF.:

ADOPTED: September 11, 2008

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:340

Instruction

Student Testing and Assessment Program

Member districts of the Alliance shall implement a student assessment program providing information for determining individual student achievement and guidance needs, curriculum and instruction effectiveness, as well as school performance measured against individual student learning objectives and statewide norms.

LEGAL REF.: Family Educational Rights and Privacy Act, 20 U.S.C. §1232g.

105 ILCS 5/2-3.63, 5/2-3.64, 5/10-17a, and 5/27-1.

CROSS REF.: 6:15 (School Accountability), 7:340 (Student Records)

ADOPTED: September 11, 2008

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:350

Instruction

Program Compliance

The L.E.A.S.E. Director shall work closely with member districts to keep the educational programs serving students in each special education setting in compliance with the State and federal regulations.

The L.E.A.S.E. Cooperative shall guide and assist its member districts to fully comply with federal and State rules and regulations as well as with ISBE official statements of protocol and shall develop procedures for dealing with non-compliance situations. L.E.A.S.E. staff will work with local district staff in avoiding and immediately remediating non-compliant activities when possible.

LEG. REF.: Ill. Adm. Code 226, Subpart D, 226.225.

LaSalle/Putnam County Educational Alliance for Special Education Constitution, Section 6.5

CROSS REF.: 7:22 (Evaluation, Identification and Due Process Procedures)

ADOPTED: September 11, 2008

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:350-AP1

Instruction

Administrative Procedure - Program Compliance

The L.E.A.S.E. Special Education Compliance Communication Process

The LaSalle Putnam County Educational Alliance for Special Education (L.E.A.S.E.) is responsible for communicating to our member districts any compliance issues that exist relative to State and/or federal special education requirements. This L.E.A.S.E. Administrative Procedure will guide this communication process. The L.E.A.S.E. Executive Committee also requests an annual report on the level of compliance with special education mandates in the Cooperative.

The L.E.A.S.E. Special Education Compliance Communication Process is conducted in conjunction with our districts to assess areas of possible programmatic improvement and to assist districts in limiting their liability associated with non-compliance with special education regulations. It will also assist in making the required annual communication on compliance to the L.E.A.S.E. Executive Committee.

The L.E.A.S.E. Special Education Compliance Communication Process focuses on the highest current priority compliance areas necessary to provide a free, appropriate public education for students with disabilities. Listed below are the current priority compliance areas that L.E.A.S.E. staff will emphasize in communications with our districts. These priorities may change periodically so as to be congruent with State and federal priorities.

I. Compliance Communication Priorities

A. Communicate to local districts on the I.S.B.E.’s most important special education compliance priorities as explained in their “State Performance Plan, Part B – Years 2005-2010”.

B. Emphasize improved student outcomes. However, process compliance will also be communicated.

C. Assist our districts in providing quality services to students with disabilities and in limiting local district liability relative to the provision of these services.

==================================================================

II. Current Compliance Communication Focus Areas / Classroom / Program /

District Compliance Issues

*A. Educational Environment (L.R.E.) Issues

· Student with disabilities seen as general education children first

· Problem Solving/R.T.I.

· Reading Early Intervention

· Positive Behavior Intervention Systems (P.B.I.S.)

· Data based decision making

· Team Teaching/Collaboration

· Differentiated Instruction in general education

· Access to general education curriculum

· Blended Preschool Programs

*B. Proportionate Representation Issues (Over/Under Representation of minorities by race and or ethnicity);

*C. Student Outcomes

· Prevention as opposed to “Wait to Fail” Model

· Performance gap between general education and special education students;

· Preschool performance monitoring

*D. Transition Services/Success – I.S.B.E. data to be gathered on postsecondary outcomes;

· Part C (0-3) to Part B (3-21) services

*E. Parent Involvement;

F. Qualified Personnel;

G. Class Size/Age Range;

H. Timelines

· Consent à eligibility determination

· I.E.P. by 3^rd birthday

· - I.S.B.E. Compliance Priorities

==================================================================

III Summary

By emphasizing the compliance priorities indicated above, L.E.A.S.E. and its local districts can most effectively collaborate in the provision of high quality special education services and free, appropriate public education to all the students of our Cooperative and, at the same time, most effectively prepare for future I.S.B.E. special education monitoring visits.

The L.E.A.S.E. Special Education Compliance Communication Process (continued)

Steps in the Process:

1. When a non-compliance incident occurs that is a simple, unintended oversight or due to an unintentional lack of knowledge of the regulations, the L.E.A.S.E. Coordinator will, as soon as possible, outside of any group situation, communicate with the person/s directly responsible for the non-compliance. If necessary, the Coordinator may also contact the School Psychologist, the Principal, or other District administrator to discuss and explain the non-compliance.

As a part of the contact/s made, it may be important to explain:

i. why the non-compliance exists;

ii. how to rectify the non-compliance,

iii. how to avoid the non-compliance in the future;

iv. the possible liability or other ramifications that could exist for the District / L.E.A.S.E. as a result of the non-compliant action/s.

2. If an incident of non-compliance is a re-occurring issue or intentional with no apparent intent to remediate, the L.E.A.S.E. Coordinator should document any such non-compliant event for his/her own personal records AND copy this written, narrative report to the Director or, if appropriate, to the Assistant Director. The L.E.A.S.E. Director / Assistant Director in consultation with the Coordinator will then decide how this non-compliant event will be communicated to the District Superintendent or appropriate designee and what, if any, other future action should be taken.

3. When a L.E.A.S.E. Coordinator knowingly is a part of a due process procedure in which local district non-compliance is intentional with no apparent intent to remediate and which places the local School District and/or the Cooperative in a position of serious, immediate and irrevocable liability, the L.E.A.S.E. Coordinator shall, in such instance:

i. make every attempt to continue the procedure to completion if the situation is such that it is advantageous for both the student and the district to proceed or . . .

ii. if circumstances dictate, mutually, along with the district, choose to briefly adjourn the meeting/procedure to further discuss the potential ramifications of proceeding or . . .

iii. reschedule the process at a later date or . . .

iv. if no other alternatives exist, choose to detach completely from the process.

As soon as possible, after any of the above four occurrences, the L.E.A.S.E. Coordinator is to document in narrative form each such non-compliant event and share this written report with the Director or Assistant Director.

The L.E.A.S.E. Director / Assistant Director in consultation with the Coordinator will then decide how this non-compliant event should be communicated to the District Superintendent or appropriate designee and what, if any, future actions should be taken possibly including an offer of potential ways of softening or correcting the impact of the specific liability.

4. During May of each school year, the L.E.A.S.E. Director and Assistant Director will tabulate, by type, all Coordinator-submitted non-compliance incidents for an annual summary report to the L.E.A.S.E. Executive Committee at their regularly scheduled June meeting. This will enable the Director and the Assistant Director to meet the directive of the Executive Committee to provide Cooperative compliance data on an annual basis to the Committee indicating the level of compliance in the Cooperative.

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:360

Instruction

Due Process Hearings

By the nature of L.E.A.S.E. being a decentralized Cooperative, the responsibility for initiating and conducting due process hearings shall rest with the individual districts. The L.E.A.S.E. staff shall serve as consultants to the local district personnel and participate as requested.

LEGAL REF.:

CROSS REF.

ADOPTED: September 11, 2008

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:360 AP1

Instruction

Administrative Procedure - Due Process Hearings

The following is a suggested step-by-step procedure for implementing a due process hearing. The district must annually inform parents of their right to request a due process hearing. Under NO circumstances can a district deny a parent or a student his/her request for an impartial due process hearing. An impartial due process hearing shall be convened upon the request of a parent, guardian or student if at least 18 years of age or emancipated, or a school district.

1. Reasons for Requesting a Due Process Hearing

Parents and district personnel may request a due process hearing for any reason which may include but not be limited to:

a. Parental objection to signing consent for initial comprehensive case study evaluations or initial placement or reevaluation;

b. Failure of the district, upon request of the parent, or other persons having primary care and custody of the child to provide a case study evaluation;

c. Failure of the district to consider evaluations completed by professional personnel outside the school district;

d. Objection to a proposed special education placement -- an initial placement, a continuation of a previous placement, or a change in placement;

e. Termination of a special education placement or services;

f. Failure of the district to provide a special education placement consistent with the findings of the case study evaluation, the multidisciplinary conference, and/or the IEP;

g. Failure of the district to provide the least restrictive special education placement appropriate to the child's needs;

h. Provision of special education instructional or resource programs or related services in an amount insufficient to meet the child's needs;

i. Recommendation for the graduation of a child with a disability;

j. Failure of the district to ensure that a child with a disability is not excluded from school without any educational services for reasons related to the child's disability;

k. Failure of the district to comply with any of the procedures required by the Illinois School Code and its implementing regulations;

l. Failure of the district to provide a child with a disability with a free, appropriate public education (FAPE);

2. Hearings Must be Initiated to Resolve Certain Types of Disputes

a. The district must request the appointment of a hearing officer if the parents refuse to sign consent for reevaluation.

b. Parents must request a due process hearing to revoke consent for a special education placement.

c. The district must request the appointment of a hearing officer if it refuses to honor a parent's request for an independent educational evaluation at public expense.

3. Informing Parents of Their Rights

a. Upon receipt of a request for a due process hearing, the district must provide the parents and, in certain circumstances, the student with a copy of the Explanation of Procedural Safeguards Available to Parents of Children with Disabilities.

b. L.E.A.S.E. will, at the request of the local school district, assist with the preparation of records for the hearing.

c. In addition to providing a copy of the Procedural Safeguards, the district must also insure that the parents fully understand them. The staff person assigned should offer to answer any questions the parents might have or provide additional clarification as needed.

d. The district must inform the parents of any free or low-cost legal assistance and other relevant services in the area.

e. Possible participants in the hearing may include at the discretion of either the parents or the district:

1. Parents, legal guardians, student when requested by the parent and other representatives of the student.

2. School representatives as determined by the superintendent of the participating district. This selection will be based on the facts of each individual case.

3. At the discretion of the district, local district legal counsel.

4. Court reporter and/or tape recorder. The school district will arrange for a record of the hearing to be created. Upon request, the school district will make available to the parents at no cost, a copy of the record of the hearing.

5. Interpreters, as needed, shall be provided at the public provider's expense.

f. The district will insure that parents involved in a hearing know in advance of the hearing that they have the right to:

1. have the child, who is the subject of the hearing, present;

2. have the hearing closed to the public, unless the parent requests it be opened;

3. have the hearing held at a time and place reasonably convenient to the parties involved and, at the request of either party, at a place neutral to the parties so long as no cost is involved;

4. request extensions to due process hearings;

5. be accompanied and advised by counsel;

6. be accompanied and advised by individuals with special knowledge and training with respect to the educational rights of children with disabilities;

7. present evidence and confront, cross-examine and compel the attendance of witnesses;

8. have any request for a due process hearing forwarded to the I.S.B.E.

9. prohibit the introduction of any evidence at the hearing that has not been disclosed to either party at least five days before the hearing;

10. obtain a written or electronic transcript of the hearing;

11. obtain written findings of fact and decisions.

g. The educational placement of the child shall not be changed pending the completion of the hearing unless the parents and the district agree otherwise or as otherwise allowed by regulations.

h. A school district may place a child seeking initial admission to the public school in the public school program during the pendency of any administrative or judicial proceedings resulting from the complaint and may not change the educational placement of the child unless both parties agree otherwise.

4. Calculation of Timelines

a. When a district receives a request for the appointment of a hearing officer, it must, within 5 days of its receipt, forward the request to the Illinois State Board of Education, Division of Program Compliance.

b. The first day is excluded and the last day is included unless the last day is a Saturday or Sunday or is a holiday as defined or fixed in any statute now or hereafter in force in this State, and then it shall also be excluded.

c. Within 5 days of receipt of the request of a hearing, ISBE will appoint a hearing officer using the rotation system called for in Section 14-8.02a(f) of the School Code. The appointed hearing officer and the individuals involved in the dispute will be notified in writing of the appointment.

d. Each party will be permitted one substitution of a hearing officer. The request must be made in writing to ISBE within 5 days of receipt of notification of the hearing officer's appointment.

e. Five (5) days after receiving notification of appointment of the hearing officer, the hearing officer shall contact the parties to arrange a date for the pre-hearing conference and the hearing.

f. Each party must disclose to the other all evaluations and recommendations based on those evaluations at least five business days before the hearing.

g. If a party withdraws its request for a hearing after the hearing officer has been appointed, the hearing officer retains jurisdiction over any subsequent hearing that is requested involving the same parties within one year of the date of withdrawal.

h. No later than 14 days prior to the hearing, the hearing officer shall conduct the pre-hearing conference (10 days notice required). The hearing officer shall provide the parties with written notice of the prehearing conference at least 10 days in advance of the conference. The written notice shall require the parties to notify the hearing officer by a date certain whether they intend to participate in the prehearing conference. The hearing officer may conduct the prehearing conference in person or by telephone. Each party shall disclose at the prehearing conference:

1. whether it is represented by legal counsel or intends to retain legal counsel;

2. the matters it believes to be in dispute in the case and the specific relief being sought;

3. whether there are any additional evaluations for the student that it intends to introduce into the hearing record that have not been previously disclosed to the other parties;

4. a list of all documents it intends to introduce into the hearing record, including the date and a brief description of each document;

5. the names of all witnesses it intends to call to testify at the hearing. The hearing office shall specify the order of presentation to be used at the hearing.

If the prehearing conference is held by telephone, the parties shall transmit the information required in this paragraph in such a manner that it is available to all parties at the time of the prehearing conference. The State Board of Education shall, by rule, establish additional procedures for the conduct of prehearing conferences. The impartial due process hearing officer shall not initiate or participate in any ex parte communications with the parties, except to arrange the date, time, and location

of the prehearing conference and due process hearing and to receive confirmation of whether a party intends to participate in the prehearing conference. The parties shall disclose and provide to each other any evidence which they intend to submit into the hearing record no later than 5 days before the hearing. Any party to a hearing has the right to prohibit the introduction of any evidence at the hearing that has not been disclosed to that party at least 5 days before the hearing.

i. ISBE is responsible for insuring that a final hearing decision is reached and mailed to the parties within 45 days after the receipt of the request for a hearing by the district. A hearing officer may grant a specific extension of time at the request of either party and must grant an extension if requested by both parties.

5. Arranging for a Record of the Hearing Proceedings

This district must arrange for a verbatim record of the hearing to be made, either by tape recording, a court reporter, or both. Districts are encouraged to both tape record and secure the services of a court reporter. Districts can claim reimbursement for half of the transcription costs by submitting an itemized bill and a cover letter to ISBE, Division of Program Compliance within two months of the hearing date. The parents have the option of requesting written or electronic findings of fact and decisions.

6. Follow up to written request

The local superintendent will be responsible, assisted, if requested, by the Director, for all communication with the parents.

7. Student Records

The district of residence is responsible for screening and organizing all records in their possession and may share copies of them with L.E.A.S.E. if L.E.A.S.E. is requested to participate in the hearing. L.E.A.S.E. staff may be requested to screen and organize all records in their possession. L.E.A.S.E., if requested, may assist in preparing records for the hearing and forwarding them to appropriate sources (parents, attorney, hearing officer).

Parents/guardians/students have the right to review records in accordance with L.E.A.S.E. policy. The LEA/LEASE reserves the right to have a representative present when such a parental review is in process. The LEA/LEASE may charge a reasonable charge for copies of information requested by parents/guardians or students with the exception of the record of the hearing which will be provided to the parents at no cost.

8. Following the Hearing

The hearing officer will issue his/her decision in writing to the parent and to the superintendent of the district of residence within 10 days after the conclusion of the hearing. Five (5) days after the issuance of the decision, parties may request clarification of the decision from the hearing officer. Ten days from receipt of the request for clarification, the hearing officer shall issue the clarification in part or in full or deny the request. Thirty (30) days after receiving a request for a verbatim record of the proceedings, the record must be

provided. The school district will comply with the hearing order unless it is appealed. The L.E.A.S.E. Director may, if requested, assist the superintendent of the district of residence in deciding whether or not to appeal the hearing officer's decision.

9. Procedures for Appealing an Impartial Due Process Hearing Decision

Any party disagreeing with the final decision has the right to initiate a civil action with respect to the issues presented in the hearing within 120 days after a copy of the decision was mailed to the party.

10. Placement of the Child

Unless the parents and district agree otherwise, the child's placement shall not be changed following a request for a hearing until such time as a binding decision is issued and all appeals are exhausted unless otherwise allowed by regulation.

11. Monitoring of the Decision

ISBE will monitor the terms of the decision. Failure to comply with the hearing officer's decision could result in loss of recognition status of the district's programs by the state, withholding of state or federal funds, or other enforcement action unless the district remedies the noncompliance within the time period specified in the notice of noncompliance.

12. Attorney Fees

The hearing officer cannot order or award attorney fees. However, the district may be responsible for paying attorney fees if the parent prevails on significant issues.

LaSalle/Putnam County Educational Alliance for Special Education (L.E.A.S.E.) 6:360 AP2

Instruction

Administrative Procedure – Expedited Due Process Hearings

The State Board of Education shall provide for the conduct of expedited hearings in accordance with the Individuals with Disabilities Education Act, Public Law 105-17, 20 USC Sections 1400 et seg. (hereafter IDEA).

An expedited hearing may be requested by:

1. a parent or guardian or student if the student is at least 18 years of age or emancipated, if there is a disagreement with regard to a determination that the student's behavior was not a manifestation of the student's disability, or if there is a disagreement regarding the district's decision to move the student to an interim alternative educational setting for a weapon and drug violation as defined by IDEA pursuant to Section 615 (k)(1)(A)(ii); and

2. a school district, if school personnel maintain that it is dangerous for the student to be in the current placement (i.e. placement prior to removal to the interim alternative education setting) during the pendency of a due process hearing pursuant to Section 615(K)(F) of IDEA.

A school district shall make a request in writing to the State Board of Education as indicated in Section 14-8.02b of The Illinois School Code, and promptly mail a copy of the request to the parents or guardian of the student at the last known address of the parents or guardian. A request made by the parent, guardian, or student shall be made in writing to the superintendent of the school district in which the student resides, as indicated in Section 14-8.02b of The Illinois School Code. The superintendent then shall forward the request to the State Board of Education within one day of receipt of the request. Upon receipt of the request, the State Board of Education shall appoint a due process hearing officer using a rotating appointment system and shall notify the hearing officer of his or her appointment.

The hearing officer shall contact the parties within one day after appointment and set a hearing date which shall be no later than 4 days after contacting parties. The hearing officer shall disclose and provide to each party any evidence which is intended to be submitted into the hearing record no later than 2 days before the hearing. The length of the hearing shall not exceed 2 days unless good cause in shown.

Any party to the hearing shall have the right to:

1. be represented by counsel and be accompanied and advised by individuals with special knowledge or training with respect to the problems of children with disabilities, at the party's own expense;

2. present evidence and confront and cross-examine witnesses;

3. move for the exclusion of witnesses from the hearing until they are called to testify, provided, however, that this provision may not be invoked to exclude the individual designated by a party to assist that party or its representative in the presentation of the case;

4. in accord with the provisions of subsection (g) of Section 14-8.02a, obtain a written or electronic verbatim record of the proceedings; and

5. obtain a written decision, including findings of fact and conclusions of law, within 2 days after the conclusion of the hearing.

The State Board of Education and the school district shall share equally the costs of providing a written or electronic verbatim record of the proceedings. Any party may request that the hearing officer issue a subpoena to compel the testimony of witnesses or the production of documents relevant to the resolution of the hearing.

The hearing officer presiding over the expedited hearing shall hear only that issue or issues identified by IDEA as proper for expedited hearings, leaving all other issues to be heard under a separate request to be initiated and processed in accordance with the hearing procedures provided for in the Article and in accordance with the implementing regulations.