All responsible public agencies are required to locate, evaluate, and identify children with disabilities who are under the jurisdiction of the agency, regardless of the severity of the disability, including children attending private schools, highly mobile children, such as migrant and homeless children, children who are wards of the state, and children who are suspected of having a disability and in need of special education even though they are advancing from grade to grade. Carbondale Elementary School District assures that it will provide a free, appropriate public education (FAPE) to all eligible children with disabilities between the ages of 3 and 21 under its jurisdiction. Disabilities include autism, deaf/blindness, emotional disorders, hearing impairment and deafness, mental retardation/intellectual disability, multiple disabilities, orthopedic impairment, other health impairments, specific learning disabilities, speech or language impairment, traumatic brain injury, visual impairment/blindness and young child with a developmental delay.
If you suspect your child may have a developmental delay or disability, Carbondale Elementary School District can open a window of hope for a brighter future. All referrals are considered confidential. All special education services are provided at no cost. All test results will be shared with you once they are complete.
The parent, legal guardian, or surrogate parent retains the right to refuse services and are provided other procedural safeguards under federal and state law. Special education services are available to eligible children and youth identified with a disability who may be experiencing difficulties at school.
MULTI-TIERED SYSTEMS OF SUPPORTS
Multi-tiered system of supports (MTSS) are formerly known as RTI (Response to Intervention) and PBIS (Positive Behavior Interventions and Supports).
In MTSS, the needs of all learners are identified and supported early through increasing levels of instructional time and intensity. By using performance data and through monitoring learning rates and social-emotional-behavioral development of students, schools make important instructional decisions to meet the needs of ALL of our learners (e.g., students from different backgrounds, levels of language proficiency and levels of attainment). MTSS encompasses both the academic and social-emotional-behavioral demands of learning.
MTSS implementation is a shared responsibility and ownership of all CES #95 educators, staff, families and communities.
MTSS has three important parts:
A multi-tiered system of curriculum, instruction, assessment and interventions;
A problem-solving method for decision-making at each tier; and
The use of data to inform instruction at each tier.
In a MTSS framework, resources are allocated in accordance with students' needs. This framework is usually shown as a multi-tiered model, like the one below, and involves more and more intense instruction and interventions across the tiers. The level of intensity of instruction and interventions a student receives is determined by how he or she responds to the instruction and/or intervention. Like the model shown on the next page, Carbondale 95’s MTSS model has three tiers.
Positive Behavior Intervention and Support (PBIS) is a systematic approach within the MTSS model for creating positive school environments, which supports the needs for all students and staff.
When problematic behaviors occur, students are provided with a range of supports to address the behavior. If students do not respond, the intensity of the support increases. The goal is to improve school culture and climate by reinforcing desired behaviors and diminish recurrences of problem behavior in order to achieve social, emotional and academic success.
Homebound and Hospital Instruction
Homebound instruction is one of the services available to students in the Carbondale Elementary School District who, because of their physical or mental health condition is preventing them from attending school safely.
The Illinois Administrative Code provides that homebound or hospital instructional services shall be:
- Provided to students with a health or physical impairment, which in the opinion of a licensed medical examiner, will cause absence from school for ten or more consecutive school days;
- Provided on a temporary basis with instructional services sufficient to enable the student to return to school with a minimum amount of difficulty.
- The home/hospital program is not intended to supplant or replace the program the student regularly attends. The intent and purpose is to assist the transition from home or hospital to school after a temporary illness.
A homebound application must be completed by a physician stating that the student is unable to attend school and indicating the anticipated dates that the student will be absent. A teacher provides services to students in the home setting with parent supervision. It is important to have appropriate, accurate and complete commnication between the family, the medical provider, the Hospital/Homebound instructor and the school. The recommendation must be for a minimum of four weeks and no longer than twelve weeks (without a new application for an extension).
Suicide and Depression
Youth suicide impact the safety of the school environment. It also affects the school community, diminishing the ability of surviving to learn and the school’s ability to educate. Suicide and depression awareness and prevention are important goals of the school district.
The school district maintains student and parent resources on suicide and depression awareness and prevention. Much of this information, including a copy of school district’s policy, is posted on the school district website. Information can also be obtained from the school office.
Private and Parochial
If your child attends a private or parochial school and you suspect a disability, please contact Zeppelyn Brewer at 618-457-3591.