There are no changes to Fundamentals classes next year but there may be future changes depending on the Multi-Year Plan.

Many Learning Strategies classes have class sizes of 2-3 students this year. This low student-to-teacher model does not support building independence among students, limits positive peer SEL interactions, and is not fiscally responsible. In the new model, the average staff to student ratio is 1:4 (with a paraprofessional) and will provide the appropriate supports for each student.

The same case manager is only possible for those in Essentials and ELS. If your son spends the majority of their day in general education, then the case manager changes after sophomore year. This is not a change from previous years.

For some students at Highland Park next year, that could happen since they have a freshmen team and an upper class Learning Strategies team. The team at Deerfield, asked to keep their teams the same for next year so teams will retain their current structure as  9/10 and 11/12 teams.

The IEP team determines the student course placement, but yes it is possible that a co-teaching model might be available.

The goal is to take this year and next year to plan.  We are committing the next 6 years to focus on  curriculum equity. This will include a focus on instructional and assessment practices with general education teachers. As a direct result of this commitment, we need more Learning Behavior Specialists (special ed teachers) in general education providing their expertise to their general education colleagues. In some cases, students with IEPs may be in need of additional accommodations or even modifications to the general education curriculum in order for them to be successful in the Least Restrictive Environment. This model has proven to be successful in other districts. Given our incredibly talented staff of teachers, we are confident that we will be able to support students appropriately.

The IEP team determines student course enrollment.

That enrollment then determines the number and type of special education classes offered to align with that  student enrollment.

We will address this in the Multi-Year Plan, but one of the pillars of the Plan is to improve our overall service delivery model while providing supports to assist students in the Least Restrictive Environment. Additionally, we will focus on de-leveling special education classes to allow for more flexibility and inclusionary practices,while also allowing for a space in self-contained classes where we focus on skill-based instruction to  progress on that student’s IEP goals.

Having multiple layers of administrative support within special education:

• provides consistent supports for teachers
• allows for succession planning
• builds leadership skills throughout the department
• provides opportunities for leadership and compliance through the IEP process
• allows Department Chairs the opportunity to focus on higher-level administrative duties

Teacher retention is very important to District 113, which is why District 113 strives to retain and attract top-quality teachers. With Learning Strategies classes at  a 1:4 staff to student ratio, an average caseload of 15-16 students, and co-teaching responsibilities, District 113 offers a working environment that few if any other districts can match. 

Each case manager will have two Learning Strategies classes which could comprise students from  9th-12th grades. Each class with 5 or more students will have a paraprofessional. Given our numbers next year, we are aiming for a staff to student ratio of 1:4.

All Special Education teachers are licensed as LBS-I (Learning Behavior Specialist) and they have an extensive background in learning styles as part of the licensure training. The general education and special education teachers will have designated time to co-plan. The scheduling teams at both schools are currently working with the general education departments to determine the best fit for pairings as this is an integral feature needed for co-teaching success.

Those who will be LEAs (Local Educational Agency) at IEP meetings will be trained on Facilitated IEP Training and all special education staff will have additional IEP training from a consulting group that will be coming in next school year. Facilitated IEP Training allows for a more collaborative process between student, school, and parent/guardian.

Yes, The case manager will attend all IEP meetings in addition to an LEA (Local Educational Agency) being the Team Lead, the Coordinator, or the Department Chair depending on the student and the situation. More complex meetings may need the support of the Coordinator or the Department Chair.

Students may have a change in case manager as we balance our caseloads. Students at Deerfield, in particular, will be receiving more support in general education classes since more teachers will be co-teaching.  Currently, we have very few classes at Deerfield that are co-taught.

The Multi-Year Plan that is being developed will include metrics to measure progress and success. We will continually evaluate our progress towards our goals and determine if we are meeting the needs of the students for whom we serve. As metrics are determined, they will be shared with families and reports on those metrics will be given to the Board.