Welcome to the EIASE Associate Director Website
As special education changes and the needs of the EIASE member districts chang
e, the role of the Associate Director director department changes as well. The purpose of this web site is to increase our ability to provide guidance and improve 
communication about these changes to EIASE employees and Superintendents, Principals, and the special educators of EIASE's member districts. In our Meet Your AD section you will find some basic information about the EIASE Associate Directors and convenient ways to contact them including their Windows Messenger ID. The Resources page will include guidance documents that come from the Associate Director or may include links to outside resources. The Frequently Asked Question page includes opinions to some of the most common questions we hear in our office. Our Forums page includes information about the special education forums the Associate Director departments regularly hosts at EIASE.
New Roles in RTI
As school districts begin to implement Response to Intervention, a common question we hear is "How can we use our Psychologist or Social Worker with RTI?"
In recent years EIASE has provided our Psychology, Social Work, & Collaborative departments with training in AIMSweb, PBIS, Differentiated Instruction, to help prepare our people to work with our districts in the RTI process.
One resource we have found helpful for guideance in determining how Psychologist, Social Workers, Collaborative Teachers and other itinerant staff can best be utilized in the RTI proccess is New Roles in Response to Intervention. New Roles is a collaborative project among several educational organizations including American Speech-Language-Hearing Association, Division for Learning Disabilities, National Association of School Psychologists, School Social Work Association of America, and National Education Association.
Illinois Special Education State Performance Plan
Indicator 12, Indicator 13, Indicator 20... Ever wonder where they came from and why they are important?
Positive Behavior Interventions & Supports
Students who receive special education services as a result of an emotional/behavioral disorder must have an IEP with behavior goals, objectives, and intervention plans. These IEPs should be based on Functional Behavioral Assessments and proactive positive behavioral supports.
PBIS is not only best practice for students with special needs, but schools all over the United States are finding that incorporating PBIS into their schools is resulting in improved performance for all students.
At the present time EIASE is in the beginning stages of partnering with ROE 11 and Illinois PBIS to develop a strategy to increase awareness and improve district capacity to implement PBIS among the districts in our area. More information will be available later.
For more information regarding PBIS please visit these websites: