Executive Summary. Illinois Center for Rehabilitation and Ed-Roosevelt W Roosevelt Road Chicago, IL 60608

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1 1950 W Roosevelt Road Chicago, IL Document Generated On December 17, 2013

2 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's Purpose 3 Notable Achievements and Areas of Improvement 4 Additional Information 5

3 Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student learning. <br><br> The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it provides teaching and learning on a day to day basis. Page 1

4 Description of the School Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves? The Illinois Center for Rehabilitation and Education - Roosevelt (ICRE-R) is located in the Chicago Medical District, Chicago, Illinois and therefore has access to a wide variety of Medical facilities, universities, community agencies, public and special transportation resources, and all the rich cultural resources of the nation's third largest city. ICRE-R is a state school, funded by the General Revenue of the State of Illinois and is available to all Illinois students meeting the eligibility criteria, at no cost to the families or the local school district, outside of transportation to and from the school. Although the school is available to all Illinois students meeting the entrance criteria, most students reside in the city of Chicago or suburbs within a sixty mile radius. Prior to school year 2009, ICRE-R provided residential services seven days per week, 24 hour per day, year round with the exception of winter, spring and summer breaks. Since 2009, budget restraints of the state have caused ICRE-R to close on weekends and during the summer months. Since these closures, fewer students from downstate or distances greater than 60 miles have enrolled in the school due to the difficulty in traveling greater distances on a weekly basis. The administration feels that although access is more difficult for some students, weekly closures reduce the degree of institutionalization that students experience, while keeping students more firmly grounded in their home communities and families. Page 2

5 School's Purpose Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students. ICRE-R 's purpose is to provide transition programming to Illinois students that have completed their high school academics, banked their diploma, and require special services and programs to achieve their Individualized Transition Plan goals. The mission of ICRE-R is to prepare young adults, ages years old, with severe physical disabilities and complex health issues, to live at their highest level of independence within the community of their choice. To that end, ICRE-R employs the Casey Life Skills Assessment and Curriculum to determine the competency level of each student in the domains of Independent Living Skills, Post-Secondary Education and Training, and Career Development, and to use that information to work with the student to determine their transition plan at ICRE-R. ICRE-R values and promotes the self-determination of each student and therefore uses a person-centered planning approach in each individual's plan development. This is evidenced in the self-assessment process and the student lead case management meeting held within the first 90 days of a student's enrollment. ICRE-R firmly believes that self-determination and responsibility for one's life is at the center of the transition process. Students are encouraged to make decisions, problem-solve, self-advocate and apply practical living skills throughout their program. Personal Assistant Management is a perfect example of this approach. Students are taught a safe and thorough means of obtaining a personal assistant (PA), assisted with the process, and then allowed to use their own PA while in the ICRE-R Transition Program. ICRE-R is a resource for managing the PA and if necessary, firing the PA and obtaining a replacement. Because managing a PA is such a critical aspect of successful independent living for people with severe physical disabilities, ICRE-R works with students to build their skill level in this area throughout their program. Page 3

6 Notable Achievements and Areas of Improvement Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years. Within the last three years, ICRE-R has made significant strides in developing vocational programs for students with severe physical disabilities and complex health issues. ICRE-R began with a computerized embroidery program and found that students were able to excel in programming the machines, creating and manipulating designs, and managing projects and orders. During school year 2011 ICRE-R wrote two grants to expand the vocational programs. The first grant expanded the computerized embroidery program and developed a heat press operations area, and the second created a state of the art, fully accessible Art/Technology/Vocational Computer Lab (ATV Lab). Over the next two years we found that with the high level of assistive technology (AT) students became much more independent and capable in the areas of Business Software Applications and Graphic Software Applications. We also found students had a new level of enthusiasm for learning when they became "producers" and experienced the outcomes garnered with mastering various levels of technology. This career and vocational aspect of the program was shared with ICRE-R governing entity, Division of Rehabilitation Services, and has resulted in the support of an expansion of the program. Over the next two years, the vocational training component of ICRE-R will be expanded to include two (2) new ATV labs, an expansion of the heat press operations lab, computerized embroidery, music technology and retail operations training. This expansion will allow for additional students to be served each year. Page 4

7 Additional Information Provide any additional information you would like to share with the public and community that were not prompted in the previous sections. We have a diverse staff that includes: Education - 1 Principal, 2 Educators, 2 Educator Aides, 1 Vocational Instructor, 2 Part-time Vocational Instructors, 2 Part-time Job Coaches Therapy Services: 1 Public Service Administrator, 1 Physical Therapist, 1 Occupational Therapist, 1 Communication Therapist, 1 Social Worker, 1 Mobility Specialist, 1 Community Integration Specialist, 1 Case Manager Nursing Services: 10 nurses, 1 Director of Nursing, 1 Office Coordinator Residential: 19 Residential Care Workers, 2 Residential Services Supervisors, 2 Public Service Administrators Administration - Superintendent, Administrative Assistant Business Office - Business Administrator, Accountant, Account Tech, Storekeeper, Information Services Specialist II, Office Associate Personnel - Human Resource Specialist, 1 Driver Total Full-time Direct Service School Instructors - 14 Total Part-time Direct Service School Instructors - 4 Total Staff - 59 Page 5

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