Parents Engaged February 20, 2019 7:00 pm Evanston Township High School District 202 Special Education Department Lanée Walls, Director Amy Verbrick, Assistant Director, Instruction Lauren McArdle, Assistant Director, Operations Lesley Roberts, Department Chair
Administrative Team Lanée Amy Lauren Lesley Kaitlin Kiara Nicole State Approved Cross- Administrative Instructional Transportation/ Director’s Master Scheduler Director Departmental Oversight & Case Leader Service Coordinator Assistant Inclusive Management for State Reporting Practices/PD OCP District Transition House ETHS Day School Day-to-Day Records Custodian Finances & Office Finances & Budget Personnel Budget Support Management Manager Medicaid Support Policy Liaison for Serving Time Department Budget Personnel Supplies Procedure Articulations Schools & ETHS Support Directories Compliance (New Students) Team/Services Equipment Equipment Legal Matters Hiring Inclusive Master Off Campus All State Substitute Practices (internal & Schedule Placements (OCP) Reporting Contact (internal) external) Support Support
Beliefs All students are general education students FIRST. Special education is a service; not a place.
A Comparison of ADA, IDEA & 504 The Difference between an IEP and a 504
Initial Eligibility for Special Education
Continuum of Placement ETHS/District 202 is an educational setting that provides for students with special needs to be educated with students without disabilities. This mandate is referred to as Least Restrictive Environment (LRE). The chart to the right demonstrates a continuum of services offered by District 202 beginning with the least restrictive environment- general education- to the most restrictive environment-home/hospital- placement.
By the Numbers... Students with IEPs: 466 60% spend the majority of the school day in the general education setting 29 students are served at the Transition House 28 students are served at Park School 58 students are served at public, private or residential serving schools 44% - Specific Learning Disability; 17% Emotional Disability; 13% Other Health Impairment; 14% Autism; 8% Intellectual Disability; 4% combination of Speech, Orthopedic, Visual, Hearing, Deafness, Multiple Disabilities (e.g. ID/Deafness)
Department Goals 2018-19 Goal 1 Increase proficiency with Embrace IEP and student plans. Goal 2 Support the school-wide focus on improving the engagement and academic achievement of Black male students.
Case Management ● All students with IEPs have a case manager ● Regular monitoring of student progress, including attendance, work completion, well-being ● Regular communication with student and home ● Periodic communication with students’ teachers and service providers as needed ● Responsive intervention when needed ● Implement IEP and attend all IEP meetings ● Facilitate transition planning opportunities
Articulation Process ● Meetings occur with middle school and ETHS IEP team members beginning the end of January through April ● Combined team reviews each student’s school history; develops IEP and course selection for freshman year ● ETHS begins its relationship with each family to aid in the transition to high school
Park School ● A self-contained, special education school that is jointly funded and operated by Evanston Township High School District 202 and Evanston/Skokie School District 65. ● Students who attend Park School require a separate public day school environment to best meet their individual needs. ● Primarily serves students from ages 3 to 22 years with low incidence disabilities, including (but not limited to) intellectual disability, multiple disabilities, physical impairment, deaf/hard of hearing, visual impairment, and autism. ● All placement decisions for Park School are made by an IEP Team.
Transition House Students, aged 18-22 who have met graduation requirements, may continue to have needs in areas of independent living, education/training, and/or work. The IEP Team may consider services through the Transition House. Areas addressed through transition assessments: ● Connections: Identifying and creating a support network ● Wellness: Managing personal health and hygiene ● Getting around: Utilizing public transportation ● Fun & talents: Identifying hobbies, interests, leisure activities ● Community Engagement: understanding personal rights and responsibilities ● Earning my way: Job skills and managing personal finances ● Lifelong learning: Training/education, integrated functional academics ● My place: Safely living independently from parents
District 202 Transition House Transition House
ETHS Day School ETHS Day School embodies the mission of District 202: “Embracing its diversity, ETHS is committed to educating all of its students to their maximum potential.” ● Created to provide a structured and supportive educational environment in the Evanston community! ● Located 3 blocks from the main campus at 1233 Hartrey. ● Responds to unique learning needs with direct instruction, individualized services and supports, responsive scheduling, and integrated, technological instructional delivery. ● Designed for students who require intensive supports, interventions and related services that exceed the resources of the ETHS general school setting. All placement decisions for the ETHS Day School are made by an IEP Team. ● Opening: Summer 2019
ETHS Day School
Special Education Webpage (link)
Contact Information Administrative Dr. Lanée Walls, Director Contacts 847/424-7010 wallsl@eths.k12.il.us Ms. Amy Verbrick, Assistant Director, Instruction Dr. Lauren McArdle, Assistant Director, Operations (Articulations) (Off Campus Placements) 847/424-7025 847/424-7050 verbricka@eths.k12.il.us mcardlel@eths.k12.il.us Dr. Lesley Roberts, Department Chair 847/424-7010 robertsl@eths.k12.il.us Support Staff Mrs. Kiara Colas Ms. Kaitlin Eden 847/424-7010 847/424-7010 colask@eths.k12.il.us edenk@eths.k12.il.us Ms. Nicole Brooks 847/424-7010 brooksn@eths.k12.il.us
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