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A revised plan for the Early Childhood Block Grant (ECBG) funding for FY 2018 is being put in place to allow predictability and stability for currently funded grantees while also allowing for program expansion opportunities. Due to delays in the release of the Requests for Proposals, the full re-competition of the ECBG is being delayed until FY 2019, pending final Board approval. Currently funded Preschool for All (PFA), Preschool for All Expansion (PFAE), and Prevention Initiative (PI) grantees will receive continuation funding for FY 2018 and will complete continuation applications. For FY 2018, there will be two RFPs, one for PFAE and one for PI, released in May 2017 that will be open to new applicants and continuing programs. Awards for these two RFPs will be based on additional funding being appropriated to the ECBG.
For the full re-competition for FY 2019, there will be three RFPs: 1) Preschool for All, 2) Preschool for All Expansion, and 3) Prevention Initiative. The anticipated release date for these RFPs is fall/winter 2017. Information will continue to be posted on the Early Childhood RFP webpage.
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9/11/2017 3:56 PM
Call for Evaluators - FY18 Early Childhood Request for Proposals: Prevention Initiative (PI) Birth to Age 3, Preschool for All (PFA) Ages 3-5, Preschool for All Expansion Model (PFAE) State
To Apply: Please complete this survey no later than May 1, 2017. In submitting this application you are volunteering time and expertise to complete the evaluation of approximately 10 to 20 proposals.​ Questions may be forwarded to the Early Childhood Division at earlychi@isbe.net​.​​
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Gateways to Opportunity Professional Development ​ - LIMITED TIME REIMBURSEMENT OPPORTUNITY
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5/8/2017 7:43 AM
2014-15 EL counts in all languages posted below
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2017 Conference Information

The Annual Illinois Statewide Transition Conference for transition aged youth and young adults with disabilities, their family members and teachers, vocational professionals, caregivers, health care professionals, college students pursuing careers in special education and community advocates will be held at the Prairie Capital Convention Center, Springfield, Illinois from October 23-24, 2017. 

The conference, titled “Stepping Stones of Transition”, invites participants to imagine the possibilities for students with disabilities in the areas of independent living, education and training, employment, community integration, health care, and self-advocacy.

Conference sessions are organized into 4 tracks: Education, Employment, Community and Healthcare. 

Monday, October 23rd features a variety of multi-choice Break-Out Sessions throughout the day. Tuesday, October 24th concludes the conference and highlights multi-choice Plenary Sessions and Break-Out Sessions in the morning.

Conference Goals

The goals for the 2017 Illinois Statewide Transition Conference are to promote effective, person-centered transition planning to address all aspects of adult life for youth with disabilities. Conference participants will discover practical and evidence-based (proven) strategies related to:

  • Family involvement is a crucial component of successful transition. Parents and families as partners in planning for and delivering transition services is the basis for good and successful transition.
  • Student self‐determination is best defined as the student being the one in charge to determine what is they want. By using transition assessment information and facilitation students’ self-determination it is feasible to develop individualized plans based on their post‐school goals.
  • Interagency collaboration: One of the most important parts of good transition is interagency collaboration. This includes the involvement of community businesses, organizations, and agencies in all aspects of transition‐focused goals.
  • Effective program structures - the efficient and effective delivery of transition‐focused education and services to all transition aged youth is the basis of effective and workable program structures.
  • Transition Resources and funding avenues: Many different resources come into play here. These include such agencies as the Department of Healthcare and Family Services, Social Security, Title I, Title V, and trusts (to mention just a few).
  • The power of leadership: Leadership is about human behavior and thinking outside the box. Both of these are imperative to creating a good transition plan that is workable, doable, and sustainable.
  • The influence of advocacy, policy, and social justice becomes important tools so that what one achieves in their family or their school becomes systemic changes so that all people can benefit and lead better lives. The interaction of practice and policy showcase the need and impact action has on both local and state policies and how this carries over to social justice for everyone.
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Update on 2015 and 2016 Title III AMAO calculation

For an orderly transition to the Every Student Succeeds Act (ESSA), which the President signed into law on December 10, 2015, States are not required to hold districts accountable for their performance against Title III AMAO 1, 2 and 3 under Title III of ESEA based on assessments administered in the 2014-2015 or 2015-2016 school years. Accordingly, States must freeze district accountability under Title III based on the most recent AMAO calculation. The Districts in IL will carry their Title III AMAO status made in 2014 and continue implementing the District Improvement plan (DIP) during the 2015-2016 and 2016-2017 school years. Districts can find the 2014 Title III AMAO status and the AMAO report under the Title III AMAOs and Determination tab below.
Please note, however, that all States and districts must continue to publish report cards for the 2014–2015 school year and beyond. Report cards must continue to include information that shows how a district’s student achievement on the State assessments compares to students and subgroups of students in the State as a whole. At the school level, the district must include information that shows how a school’s student achievement on the State assessments compares to students and subgroups of students in the district and in the State as a whole.

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8/28/2017 9:04 AM

2014 Title III AMAO notification and report are available in IWAS under e-Report Card

The 2014 Title III Annual Measurable Achievement Objectives (AMAOs) notification letter and report are available in IWAS under e-Report Card for school districts that received Title III funds in 2013-2014 school year.  The school districts that did not meet the Title III AMAOs for last two (2013 and 2014) or three (2012, 2013 and 2014) consecutive years must submit a District Improvement Plan (DIP) by March 31, 2015 to ensure that the districts meet the AMAO targets.  The districts that did not meet their Title III AMAOs for last four (2011, 2012, 2013 and 2014) or more consecutive years should address modifications of their ELL program, curriculum, and instruction in their plan.  Districts are required to implement the plan during the 2014-2015 and 2015-2016 school year.
The DIP can be completed through either a Title III DIP template posted at http://www.isbe.net/bilingual/default.htm or the Rising Star platform at http://iirc.niu.edu.  Districts can continue using the Rising Star indicators by logging into the myIIRC portal on the Illinois Interactive Report Card (IIRC). The 2014 Title III DIP submission guidance and resources are available under District Improvement Plan (DIP) below.

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Schoolwide Waiver:  Schoolwide flexibility allows schools to upgrade the entire education program of a school that serves a high number of children from low-income families. Complete this form to request a waiver of the 40% poverty threshold requirement for Title I Part A schoolwide eligibility (above 20% and below 40% poverty at time of waiver submission). Approval of Schoolwide Waiver requires the completion of schoolwide planning processes.
  • USDOE Schoolwide Period Clarification - If a school has operated as a schoolwide program by virtue of meeting the 40 percent threshold in a prior year, then just as under NCLB it can continue to operate as a schoolwide program if it falls below the threshold in a subsequent year
  • If a Schoolwide waiver is granted, districts must serve such eligible school attendance areas in ranking order (Sec. 1113).​
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10/26/2017 3:58 PM
Schoolwide Template​: Existing schoolwide buildings must review and update their schoolwide plans to reflect the new priorities and requirements set forth by ESSA.​​
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