Skip to main content
District

Special Education

DIRECTOR OF SPECIAL EDUCATION AND RELATED SERVICES

Alison Underwood 
618-343-2762

Collinsville Unit 10 Special Education provides a range of services to over 1,000 students with disabilities. Our staff members includes all special education staff and related services. Four building-level coordinators provide technical assistance to special and general education staff and administrators. Over 50% of our students with IEPs are included in the general education setting at least 60% of the school day. 

  • CUSD 10 Special Olympics Athletes with Banner

Special Education Mission, Vision & Core Values

  • All students with special needs in CUSD 10 will receive exemplary special education services in the Least Restrictive Environment.

  • Through inclusive schools and a challenging curriculum, the CUSD 10 Special Education Program prepares all students to become productive and contributing members of the community.

  • By working closely with families, students are assured a consistent and coordinated educational experience.

  • Inclusion provides opportunities for students to interact with peers, benefit from positive role models and promotes understanding and acceptance of individual differences.

  • An individually based curriculum derived from state learning standards and emphasizing higher-order thinking skills will maximize student achievement.

  • Recognize and build upon the unique strengths and abilities of each child.

  • Relevant and consistent interventions will optimize students opportunities to succeed.  Interventions will be timely, respectful and appropriate.

  • A progressive, successful educational program relies on a budget that provides for the necessary number of well trained and highly qualified teachers and support staff.  In addition, the budget should support sufficient numbers of up to date textbooks, materials, supplies and equipment.

  • Successful collaboration is fostered by open lines of communication and a commitment to a decision-making process emphasizing consensus building and teamwork.

RELATED DOCUMENTS

No Documents To Display

Secondary Transition Planning

Preparing for your child’s future…

Why We do it… It’s the Law!

The Federal Law (IDEA 2004) defines secondary transition as “a coordinated set of activities for a child with a disability that is designed within a results-oriented process, that is focused on improving the academic and functional achievement of the child with the disability to facilitate the movement from school to post-school activities, including post-secondary education, vocational education, integrated employment…adult services, independent living or community participation”.

Transition is…

  • A process to plan for future goals in the areas of post-secondary education, employment, independent living and community participation.
  • Begins at age 14 (or younger)
  • Addresses individual needs
  • Focused on individual preferences and interests based on assessment data.
  • Promotes movement of youth/ young adults from high school to adulthood.
  • Move from a system of ‘entitlement’ to a system of ‘eligibility’.

What Can Parents Do?

  • Be involved in your child’s IEP. Attend meetings and ask questions to ensure you understand its content.
  • Ensure that your child’s IEP has transition goals in the areas of post-secondary education, employment and independent living beginning at age 14 and that these goals are appropriate.
  • Ensure your child participates in the IEP meeting.
  • Communicate with your child about their future plans/goals.
  • Obtain information about attending a “Get It Done Day”.

Why is It Important?

By learning as much as possible about the options available for transition planning, you are:

  • Ensuring you understand all of the post-secondary options for your child
  • Furthering your child’s education
  • Planning for your child’s future careers
  • Helping your child gain independent living skills

Who is Involved?

  • Student
  • Family
  • Special Education Teachers
  • General Education Teachers
  • School Administrators
  • Related service providers when appropriate
  • Outside agencies as deemed necessary

What is “Transfer of Rights?

IDEA 2004 requires that at least one year before the student reaches the “age of majority” and legally becomes an adult, the school must

(1) alert the student of their new, upcoming responsibilities, and

(2) provide notices of upcoming meetings to the student as well as the parents, while all other notices will go only to the student.

States determine what the “age of majority” is, so it can vary from state to state. But when the student reaches that age (18 years old) he or she will assume legal control over educational placement, educational records, eligibility, evaluations and programming, and any mediation or due process needed to resolve disputes

What is a “Summary of Performance (SOP)”

A summary of performance is a document the school must provide before the student graduates from high school or turns 22 years old. It summarizes academic and functional performance levels and transition needs at the time the student completes school. It must be specific, meaningful, and written so the student can understand it. It must make recommendations about how to help the student meet his or her postsecondary goals. The SOP should be reviewed at the student’s final transition planning meeting.

For more information, please visit the ISBE website here.