District reports under 1% of special-education students in therapeutic day schools, credits cooperative programming
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Summary
District student-services staff reported fewer than 1% of special-education students are placed in therapeutic day schools — well below the state target of over 6% — attributing the result to use of cooperative intensive programs that keep students closer to home.
Student-services staff told the Minooka Community Unit School District Board of Education that fewer than 1% of the district’s special-education students are placed in separate therapeutic day schools, well below a state target cited by staff of over 6%.
Staff said that the district and the Grundy County Special Education Cooperative provide intensive programming options that allow many students who require intensive supports to remain in cooperative programs or in-district rather than being outplaced to therapeutic day schools. A board member asked whether the low rate reflects a review process to ensure decisions balance student benefit and classroom impact; staff responded that cooperative intensive programming and the strong relationship with the cooperative are key factors in keeping placements closer to home.
Student-services staff credited administrators, related-service providers and cooperative staff for the results and noted that the district monitors placements and uses educational-environment (EE) codes to track how students are receiving services.