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EIASE is a joint agreement which strives to service educational needs of all children with disabilities, ages 3 through 21, who reside in the 29 school districts within the following eight counties: Clark, Coles, Cumberland, Douglas, Edgar, Effingham, Moultrie, and Shelby. The central special education office is located at the Loxa Building on Park Drive between Charleston and Mattoon Illinois. More than 600 special education personnel work throughout the joint agreement and more than 5,500 exceptional children are served. Funding is supplied by local, state and federal monies.

The Illinois Department of Public Health was created in 1877 to regulate medical practitioners and to promote sanitation. Today, IDPH is responsible for protecting the state's 12.4 million residents, as well as countless visitors, through the prevention and control of disease and injury. The Department's nearly 200 programs touch virtually every age, aspect and cycle of life.

The IESA provides the leadership to ensure safe, equitable opportunities so students in member schools can be enriched by participation in interscholastic activities which promote good sportsmanship, integrity, and life skills.

The State Board sets educational policies and guidelines for public and private schools, preschool through grade 12, as well as vocational education. It analyzes the aims, needs and requirements of education and recommends legislation to the General Assembly and Governor for the benefit of the more than 2 million school children in Illinois.

Positive Behavior Interventions and Supports (PBIS) is a proactive systems approach to establishing the behavioral supports and social culture and needed for all students in a school to achieve social, emotional, and academic success. As a Response to Intervention model, PBIS applies a three-tiered system of support, and a problem-solving process to enhance the capacity of schools to effectively educate all students.

The Regional Office of Education is the intermediate agency between the Illinois State Board of Education and the local school districts in the region. The Regional Superintendent is the chief school officer for the region, and is required by law to “act as the official advisor and assistant of the school officers and teachers in his county. In the performance of this duty they shall carry out the advice of the State Superintendent of Education.”

In education, Response To Intervention (commonly abbreviated RTI or RtI) is a method of academic intervention used in the United States designed to provide early, effective assistance to children who are having difficulty learning. Response to intervention was also designed to function as a data-based process of diagnosing learning disabilities. This method can be used at the group and individual level. The RTI method has been developed by researchers as an alternative to identifying learning disabilities with the ability-achievement discrepancy model, which requires children to exhibit a severe discrepancy between their IQ and academic achievement as measured by standardized tests. Further, the RTI process brings more clarity to the Specific Learning Disability (SLD) category of the Individuals with Disabilities Education Improvement Act (IDEA 2004), which has been referred to as a residual category for children with moderate learning problems.