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If a district is providing an itinerant teacher to provide services at a CBO, how could related services look?

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If a district is providing an itinerant teacher to provide services at a CBO, how could related services look?

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How do we ensure that families understand their rights regarding LRE and inviting stakeholders to any meetings regarding services/having input to IEP, etc.

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How do we ensure that families understand their rights regarding LRE and inviting stakeholders to any meetings regarding services/having input to IEP, etc.

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How is this all going to be funded? Will the community-based setting receive funds to implement the IEP, since they are serving as the LRE?

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How to ensure effective communication between the community-based setting and the district or agency responsible for the itinerant and support services being brought in?

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How does the itinerant teacher receive training on relationship-based, strength-based mentoring to create a partner/collaborative relationship with the community-based staff, rather than a "done to" model?

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Even if an employee of a community-based setting is qualified, they can't be "primary?" Then, how can utilizing an itinerant resource person be utilized successfully? Who CAN they be employed by? District? RIROE? BHASED? Same question for support services? Who employs?

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Who would provide oversight, funding and ensure proper communication between districts and CBO's?

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How can we build an itinerant model that focuses on a relationship-based, child-centered approach to collaboration and problem-solving (versus an expert "fix-it" mentality?)

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How can ISBE help by providing guidance re communication between ec providers including administrators?

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How can ISBE help by providing guidance re communication between ec providers including administrators?

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How might services look different in an itinerant model?  How do we building in universal supports across environments?

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How might services look different in an itinerant model?  How do we building in universal supports across environments?

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What would the procedures be to determine the least restrictive environment?

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If using an itinerant model how can we build consistency across districts for services, IEPs, etc?

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If using an itinerant model how can we build consistency across districts for services, IEPs, etc?

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How are educational needs determined in the CB settings?

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Would the new EC Dept. be involved? How?

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Would the new EC Dept. be involved? How?

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How are districts held accountable for serving children in the CBOs?

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How are districts held accountable for serving children in the CBOs?

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Where does multi tiered intervention system fit into this process or intervention system?

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Who or what entity would provide oversight for an itinerant model across a community?

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Who or what entity would provide oversight for an itinerant model across a community?

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How do we implement or assist in providing supports to retain teachers?

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How do we implement or assist in providing supports to retain teachers?

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How do we fund inclusion in the community?

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How do we fund inclusion in the community?

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What does the funding look like or how does it work for itinerant services across settings?

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How do we shift the public's mindset? How do we get parent buy in?

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How do we shift the public's mindset? How do we get parent buy in?