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Central Community Unit School District 4

A Great Place For A Child To Grow

Welcome

Welcome

Hello! My name is Amy Ramsey. I began my career at Central CUSD #4 as a student teacher while completing my Learning Behavior Specialist degree at Illinois State University. After graduation, I accepted a position with the district and have proudly remained part of the Central CUSD #4 family ever since.

While working in the district, I continued my education at Illinois State University, earning my Master’s degree in Special Education and Director of Special Education certification. Throughout my career, I have served in a variety of roles, including special education teacher and case manager for students with Individualized Education Programs (IEPs), Response to Intervention District Coordinator, and currently, Director of Special Services.

I am honored to work alongside our dedicated staff and families to ensure all students receive the support they need to be successful. Please feel free to contact me at 815-698-2212 or aramsey@cusd4.org with any questions or concerns.

    • Notice: IEP Related Service Logs
    • Behavior Intervention Policy Regarding Students with Disabilities
    • Notice of Procedural Safeguards for Parents/Guardians of Students with Disabilities
    • Signing Up for Services in PUNS  

    PUNS is a database of Illinois children, adolescents, and adults with developmental disabilities who want or need developmental disability services. The PUNS database helps the Division of Developmental Disabilities identify and plan for your services. 

  • Overview
    Response to Intervention (RtI) or Multi-Tiered System of Supports (MTSS) is a framework for continuous improvement that is systemic, prevention-focused, and data-informed, providing a coherent continuum of supports responsive to meet the needs of ALL learners.

    • Universal Screening for all students to identify any student needing supplemental support (Tier 2 or Tier 3).
    • Multiple Tiers (levels) of instruction that are progressively more intense, based on the student’s needs.
    • Evidence-based interventions matched to student need.
    • Ongoing progress monitoring of student performance.
       

    Tiers of Support

    • Tier 1- All students receive high quality, core academic and behavior instruction and supports.
    • Tier 2- Students needing additional support receive more focused, targeted small group instruction/intervention and supports in addition to core academic and behavior curriculum and instruction.
    • Tier 3- Students receive more intense instruction based on individual student need in addition to core and supplemental academic and behavior, curriculum, instruction, and support.

    Students in Tier 3 are referred to the Problem Solving Team. Parents can contact the building principal to request a  Parent Initial Rating Form to refer their child to the Problem Solving Team.

    Contact Information

    Ashkum Early Literacy Center and Chebanse Elementary
    Meghan McFall
    mmcfall@cusd4.org
    (815) 697-2642

    Nash Middle School
    Josh Houberg
    jhouberg@cusd4.org
    (815) 694-2323

    Central High School
    Marc Shaner
    mshaner@cusd4.org
    (815) 694-2321

    Click here for more information on RtI/MTSS

  • The Special Education Process
    Identification

    There are two ways to identify a child as possibly needing special education and/or related services:

    1. Child Find

    Child Find is a process for identifying, locating and evaluating children between the ages of 3 and 21 years within the district who may be eligible for special education or related services.

    1. Referral from a parent/guardian or school personnel

    A request for an Initial Evaluation must be submitted in writing to the principal or director of special education. The request should be signed, dated, and include an explanation of educational concerns and any supporting documentation. Parents can click here for a sample letter.

    The school must provide the parent/guardian written notice of their decision within 14 school days of receiving the request.

    Domain Meeting

    If the school agrees to evaluate the student, a domain meeting is scheduled within 14 school days of receiving the request for an evaluation.

    The purpose of the meeting is to plan the evaluations needed to assess the child in all areas related to their suspected disability.

    Before the evaluation can begin, the parent/guardian must provide written consent.

    Evaluations

    The initial evaluation must be completed and the Individual Education Program (IEP) team must determine eligibility for special education and related services within 60-school-days after the date the parent/guardian provides written consent to conduct the evaluations.

    Parents/Guardians must receive copies of the draft evaluation at least 3 school days prior to the eligibility meeting.

    Eligibility Meeting

    Before the 60th school day elapses, the IEP team (including the parent/guardian) meets to review the evaluation results and determine whether the student is eligible for special education and/or related services.

    If the student is found eligible for special education, the team develops an Individualized Education Program (IEP).

    Click here for more information about an Individualized Education Program.

    Individualized Education Plan (IEP)

    The IEP team (including the parent/guardian) meets to develop the student's IEP. 

    The IEP identifies the student's unique needs and describes how the school will address those needs. The IEP establishes goals and identifies the supplementary aids, supports and services to allow the student to meet those goals.

    The student's IEP is reviewed by the IEP team at least once per year.

    Special Education and/or Related Services 

    Before the school may provide special education and related services to the student for the first time, the parent/guardian must provide written consent.

    Special education and/or related services may begin within 10 school days from the date the IEP is developed, unless a parent/guardian waives that waiting period.
     

    A flowchart outlines the steps for initial eligibility for special education services.

  • Individualized Education Program
    The Individuals with Disabilities Education Act, or IDEA, entitles children with a disability to a “free appropriate public education” or FAPE.

    A student must first be evaluated to determine if he/she is eligible for special education. A parent, guardian, or school personnel can refer a student for an initial evaluation. Click here for more information on the referral process.

    If a child with a disability is found eligible for special education, then a team will create an Individualized Education Program or IEP.

    504 Plan
    Section 504 of the Rehabilitation Act is a federal law designed to protect the rights of individuals with disabilities in programs and activities that receive Federal financial assistance from the U.S. Department of Education

    A 504 Plan is not the same as an IEP, it is simply a list of accommodations that the school will provide to support a student with a disability and remove barriers to learning.

    Parents or school personnel can request a 504 plan through the school district’s 504 coordinator. The request must be in writing. The school will then hold a meeting to decide if the student qualifies and what supports are appropriate. 



    Contact Information

    Ashkum Early Literacy Center and Chebanse Elementary

    Meghan McFal
    mmcfall@cusd4.org
    (815) 697-2642

    Nash Middle School
    Josh Houberg
    jhouberg@cusd4.org
    (815) 694-2323

    Central High School
    Marc Shaner
    mshaner@cusd4.org
    (815) 694-2321

    Director of Special Services
    Amy Ramsey
    aramsey@cusd4.org
    (815) 698-2212