Special Education
SPECIAL EDUCATION AND RELATED SERVICES
Alison Underwood- Director of Special Education
(618) 343-2762
Samantha Take- Special Education Supervisor
(618) 343-2740
Collinsville Unit 10 Special Education provides support and services to over 1,200 students with disabilities. Our staff members include Special Education Teachers, Educational Assistants, Speech Language Pathologists, Occupational Therapists, Physical Therapists, Social Workers, School Psychologists, Nurses, Adapted PE Teachers, Vision and Hearing Itinerants. Four building-level IEP Coordinators provide technical assistance to special and general education staff and administrators.
Special Education Information
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Coordinator Schools Lindsey Hutter CHS -
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To request a 504 Plan for your student, please contact the building principal.
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What is Homebound Instruction?
Homebound instruction is the most restrictive educational environment. Homebound instruction is an out-of-school service for students who have a documented medical condition preventing them from participating in traditional classroom instruction. However, students are expected to attend school to the fullest extent possible.
Homebound services aim to keep the student current with classroom instruction during the standard school year and facilitate the student's return to the current classroom setting. Homebound instruction is not intended to replace school services and is, by design, temporary. It is not a remediation service that gives students time to make up previously missed assignments. ??
Who Qualifies for Homebound Instruction?
Students who are unable to attend school due to a medical condition may be eligible for instruction at home or in a hospital setting.
Eligibility may apply when a student is expected to be absent:
- For two or more consecutive weeks, or
- On an ongoing intermittent basis due to a medical condition.
A physician, physician assistant, or advanced practice registered nurse must provide documentation confirming the medical condition and the need for home or hospital instruction.
How Can I Initiate the Process for my Student?
To establish eligibility for homebound instruction, the parent or guardian must contact Ms. Take, the district homebound coordinator, at (618) 343-2740 to pick up a homebound application packet. This packet must be completed by the student's medical provider and parent/guardian.
Homebound instruction shall begin no later than five school days after all documents have been submitted and approved.
Roles and Responsibilities: Homebound Instructor
- Serves as the liaison between home and school
- Meet with the student at an agreed-upon time. This should be on days school is in session unless otherwise agreed upon between family and instructor.
- Provides one hour of instruction per school day
- When scheduling sessions, homebound teachers take into consideration parent or guardian requests, but not all requests can be accommodated
- Homebound services can be provided virtually or in-person
- Provide students with quality instruction and support
- Homebound instructor will ensure assignments are turned in to classroom teachers upon completion
Roles and Responsibilities: Parents and/or Guardians
- Collaborate with the homebound instructor to schedule days, times, and locations for sessions
- Notify the homebound instructor 24 hours in advance if the parent/guardian needs to cancel a session
- Inform the school homebound coordinator if the student's situation changes
- Ensure the student is ready for instruction at the agreed-upon time
Roles and Responsibilities: Student
- Be prepared with materials for the instructional period at the scheduled times
- Participate actively during instruction
- Communicate clearly with the instructor, parent, and school if applicable
- Complete assignments during the allotted time frame
- Complete coursework outside of the time scheduled with a homebound teacher
- Seek help or clarification when needed and as soon as possible
Roles and Responsibilities of the Classroom Teacher: Teacher of Record
- Prepare classroom work for the homebound instructor weekly
- Grade and enter grades as completed
- Communicate with homebound instructor to explain and/or clarify assignments as needed
Exclusions
Students receiving instruction via homebound are not permitted to participate in extracurricular activities, such as sporting events, clubs, school dances, etc, for the duration of their homebound placement, except in exceptional circumstances.
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Collinsville CUSD 10 is committed to supporting the well-being of our students and believes supporting mental health is an important part of overall student health. We partner with Cartwheel to provide teletherapy, family check-ins and guidance, and psychiatric care—all with licensed clinicians and no waitlists.
Whether your child is struggling with anxiety, having a hard time staying focused, or just needs someone to talk to, Cartwheel is here to help. Use this link to learn more about common signs to look for to determine if your child might benefit from mental health support.
Raise your hand for support today – we’re here when you need us. Contact your child’s school to see if Cartwheel is right for your family.
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In 2022, Collinsville Community Unit School District #10 entered an agreement with SIHF Healthcare to make their health services available to students and staff in our district. Insurance is accepted, but not required.
For details about the SIHF Healthcare, use this link: SIHF Healthcare. For questions, and to make an appointment, call 618-578-5701. Consent forms and additional information are posted below.
Collinsville SB Consent Form - English.pdf
Collinsville SB Consent Form - Spanish.pdf
Collinsville SB Consent Form for Behavioral Health-English.pdf
Collinsville SB Consent Form for Behavioral Health - Spanish.pdf
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IL ABLE (Illinois Achieving a Better Life Experience) is a tax-advantaged savings and investment program that helps individuals with disabilities and their families save money for disability-related expenses while protecting eligibility for important public benefits like SSI and Medicaid. Click on the links below for more information:
IL ABLE Brochure Public Education.pdf
IL ABLE Brochure Public Education Esp.pdf
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.
Special Education Administrative Team
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Samantha Take |
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