Special Education & 504

It is our mission to prepare every student to be a contributing member of society and to participate successfully in local, community, and global settings.

We are committed to providing specialized academic, social and emotional support and services to students in order to fully engage them in high quality learning environments. Our students are educated in a school community where everyone belongs and is accepted. Every attempt is made to educate students with special education needs in the least restrictive educational environment. Our primary goal is to integrate these students into general education classes; however, we make accommodations, modifications and provide supplementary aids and services to support our students. We enjoy working collaboratively with families, students, community, colleagues, and other professionals in order to promote every student's success.

Process

When students are identified as eligible for special education services, an Individual Education Plan (IEP) is developed for the areas of need.

Continuum of Services for Students with Disabilities

When determining services, the Least Restrictive Environment (LRE) is considered. The Least Restrictive Environment ensures that students with disabilities are educated to the maximum extent possible with students who are not disabled.

Therefore, the continuum of services chart above is fluid where students may access different learning environments throughout the day (i.e. general education, general education with support, and resource services).

Isbe resources

Educational Rights and Responsibilities: Understanding Special Education in Illinois, A Parent's Guide

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district resources

District 62 Use of Behavioral Interventions for Students Receiving Special Education Services (August 2023)

Notification of Vital Document Translation

District Program Services Include:

Early Childhood - Structured Teaching Program

Purpose

The Early Childhood Structured Teaching Program provides educational and related services to students, ages 3-5, identified with needs consistent with autism spectrum disorders. The program utilizes a variety of research based methods to provide each student with an individualized program in a classroom setting.

These evidence based methods include, but are not limited to: applied behavior analysis (task analysis, forward/backward chaining, shaping, discrete trial, and antecedent support), naturalistic teaching, schedules, structured teaching, augmentative and alternative communication support, sensory regulation, behavior supports and social skills training.

Program Goals

• To provide opportunities for integrated activities with general education peers

• To address cognitive, academic, social, communication, behavioral, and functional needs consistent with autism spectrum disorders

• To maximize independent and socially appropriate functioning in the school, home, and community

Entrance Guidance

• Evaluation and special education eligibility in the area of autism or needs consistent with autism spectrum disorders.

• Determination by the school-based IEP team that the resources available in the less restrictive early childhood programs cannot meet the student’s educational needs.

• The school-based IEP team determination that placement in the Structured Teaching Program is appropriate.

Exit Guidance

• A student may exit the Early Childhood Structured Teaching Program based upon the IEP team’s determination that another program would better address the student’s needs.

• A student will exit the Early Childhood Structured Teaching Program program upon the determination that he/she is no longer eligible for special education services.

• A student will exit the Early Childhood Structured Teaching Program upon aging out of preschool.

Early Childhood - Instructional Special Needs Program

Purpose

The Early Learning Special Needs Program provides educational and related services to students, ages 3-5, identified with developmental delays. The program utilizes a variety of research based methods to provide each student with an individualized program in a classroom setting.

These evidence based methods include, but are not limited to: naturalistic teaching, schedules, augmentative and alternative communication support, sensory regulation, behavior supports and social skills training. Blended and instructional classes are available based on a student’s level of need.

Program Goals

• To provide opportunities for integrated activities with general education peers

• To address cognitive, academic, social, communication, behavioral, and functional needs

• To maximize independent and socially appropriate functioning in the school, home, and community

Entrance Guidance

• Evaluation and special education eligibility includes the presence of developmental delays.

• Determination by the school-based IEP team that the resources available in a general education preschool programs cannot meet the student’s educational needs.

• The school-based IEP team determination that placement in the Special Needs Preschool Program is appropriate.

Exit Guidance

• A student may exit the Early Childhood Special Needs Program based upon the IEP team’s determination that another program would better address the student’s needs.

• A student will exit the Early Childhood Special Needs Program program upon the determination that he/she is no longer eligible for special education services.

• A student will exit the Early Childhood Special Needs Program upon aging out of preschool.

Special Needs Kindergarten (SNK) - Blended Kindergarten

Purpose

The purpose of the Blended Kindergarten program is to provide a small group instructional learning environment and a general education experience for kindergarten students with identified disabilities manifesting as learning, social, or emotional delays. Specialized methodologies such as research based instruction, language based curriculum, and multi sensory approaches supplement the general education curriculum that students experience for half of their school day.

Through the use of data collection and progress monitoring, the student’s strengths and weaknesses are identified to provide an appropriate educational program within the least restrictive environment.

Program Goals

• To provide a supported general education experience and systematic instruction structured to increase academic learning and social behaviors

• To provide ongoing progress monitoring with data collection and problem solving to monitor student growth and identify supports necessary to participate in general education

• To provide consultation and collaboration to general education staff on instructional strategies, interventions, modifications, and accommodations necessary to participate in general education

• To continue the problem solving approach as students make progress, identifying interventions, supplemental aids, and services required to maximize success in the general education curriculum

Entrance Guidance

• Special education students transitioning from the Early Childhood Special Education Program to kindergarten require assessment data indicating significant performance deficits in academic and/or other assessment domains and a recommendation from the school-based IEP team for placement in the Blended Kindergarten Program.

• Evaluation and special education eligibility indicate the presence of developmental delays.

Exit Guidance

• A student will exit the Blended Kindergarten Program upon the determination that he/she is no longer eligible for special education services.

• A student may exit the Blended Kindergarten Program based upon the school-based IEP team’s determination that a different program would better address the student’s needs.

• Students will exit the Blended Kindergarten Program upon completing Kindergarten.

Special Needs Kindergarten (SNK) - Instructional

Purpose

The purpose of the SNK program is to provide a small group instructional learning environment for kindergarten students with identified disabilities manifesting significant learning difficulties.

These learning difficulties may include deficits in the following areas: academic; communication; and social/emotional. Specialized methodologies, research based instruction, language based curriculum, and multi sensory approaches are utilized. Through the use of data collection and progress monitoring, the student’s strengths and weaknesses are identified to provide an appropriate educational program within the least restrictive environment.

Program Goals

• To provide systematic instruction structured to increase academic learning and social behaviors

• To provide ongoing progress monitoring with data collection and problem solving to monitor student growth and identify supports necessary to participate in general education

• To provide consultation and collaboration to general education staff on instructional strategies, interventions, modifications, and accommodations necessary to participate in general education

• To continue the problem solving approach as students make progress, identifying interventions, supplemental aids, and services required to maximize success in the general education curriculum

Entrance Guidance

•Evaluation and special education eligibility indicate the presence of developmental delays.

Exit Guidance

• A student may exit the SNK when assessment and the school-based IEP team determine that the child’s performance is within age and/or grade appropriate range.

• A student may exit the SNK based upon the school-based IEP team’s determination that a different program would better address the student’s needs.

• Students will exit the SNK program upon completing Kindergarten.

• A student will exit the SNK program upon the determination that he/she is no longer eligible for special education services.

Special Education Resource Program

Purpose

The purpose of the Special Education Resource Program is to provide academic intervention and instruction or the teaching of compensatory strategies in the least restrictive environment for students identified with needs for specific academic and functional support in their least restrictive environment.

This program provides for instruction aligned to the general education outcomes using a similar, slightly slowed pace. The resource program serves students requiring special education intervention and/or instruction to achieve or maintain academic success commensurate with grade level peers.

Program Goals

•To provide direct and supplemental special education instruction in the student’s least restrictive home school environment to provide opportunities to close or compensate for an academic achievement gap between the student and grade level peers

• To provide ongoing progress monitoring and data collection to measure student growth and identify supports necessary to participate in general education

• To provide case management, consultation, communication, and collaboration with parents and general education staff on instructional strategies, interventions, modifications, and accommodations necessary to participate in general education

•To continue the problem solving approach as students progress to identify interventions, supplemental aids, and services required for success in the general education curriculum

Entrance Guidance

• Participation in a three-tiered Response to Intervention problem solving procedure, followed by a determination of special education eligibility. This procedure must be documented by: evidence of participation in research based interventions; progress monitoring data indicating lack of adequate progress; and a significant gap between the student’s performance and that of grade level peers. This must be in conjunction with a determination by the school-based IEP team that the student requires the support and services of the Special Education Resource program.

Exit Guidance

• A student may exit the Special Education Resource program when: assessment or curriculum based data indicates that the student’s performance and/or achievement is within grade level appropriate range and commensurate with general education peers.

• There is no longer an adverse educational impact of a disability demonstrated in the school setting.

• Assessment or curriculum based data indicates that the student’s performance and/or achievement is within grade level appropriate range and commensurate with general education peers.

• Determination that he/she is no longer eligible for special education services.

• Data shows the level of intervention is not adequately meeting student academic or executive functioning needs and other special education programs need to be explored by the IEP team.

Special Education Co-Taught Program

Purpose

The purpose of the Special Education Co-Taught Program is to provide academic intervention and instruction or the teaching of compensatory strategies in the general education settings for students identified with needs for specific academic and/or functional support in their least restrictive environment.

This program offers instruction from two teachers working together sharing the planning, organization, delivery and assessment of instruction.The co-taught program benefits special and general education students requiring special intervention and/or differentiated instruction to achieve or maintain academic success commensurate with grade level peers.

Program Goals

• To provide direct and supplemental special education instruction in the student’s least restrictive home school environment to provide opportunities to close or compensate for an academic achievement gap between the student and grade level peers

• To provide ongoing progress monitoring and data collection to measure student growth and identify supports necessary to participate in general education

• To provide an integrated approach to collaboration between general and special education staff regarding instructional strategies, interventions, modifications, and accommodations necessary for students to participate in general education

• To continue the problem solving approach as students progress to identify interventions, supplemental aids, and services required for success in the general education curriculum

Entrance Guidance

Exit Guidance

• A student may exit the Special Education Co-Taught program when: assessment or curriculum based data indicates that the student’s performance and/or achievement is within grade level appropriate range and commensurate with general education peers.

• There is no longer an adverse educational impact of a disability demonstrated in the school setting.

• Assessment or curriculum based data indicates that the student’s performance and/or achievement is within grade level appropriate range and commensurate with general education peers.

• Determination that he/she is no longer eligible for special education services.

• Data shows the level of intervention is not adequately meeting student academic or executive functioning needs and other special education programs need to be explored by the IEP team.

Instructional Skills Program

Purpose

The purpose of the Instructional Skills Program is to provide special education services in a cross-categorical setting to students in first through eighth grades who require specialized small group instruction and/or intensive case management. This program provides a level of intervention in a general education school building that exceeds the services provided in the resource program.

Program Goals

• To provide differentiated academic instruction, aligned to the Illinois Learning Standards, at each student’s individual academic level using specialized research based materials and methods in a least restrictive public school setting

• To monitor student progress using curriculum based and standardized data

• To integrate instruction and application of practical skills into the academic curriculum

• To provide case management that facilitates students’ maximum participation in general education curricular activities

Entrance Guidance

• Determination of special education eligibility in the area of specific learning disability, other health impairment, autism spectrum disorder or developmental delay.

• A determination by the school-based IEP team that the student’s educational needs require intensive special education services due to academic skill deficits or case management needs.

• A determination by the school-based IEP team that the student’s needs cannot be met in a less restrictive program.

Exit Guidance

• A student may exit the Instructional Skills Program based upon the school-based IEP team’s determination that a different program would better address the student’s needs.

• A student will exit the Instructional Skills Program upon the determination that he/she is no longer eligible for special education services.

Behavioral and Emotional Supported Teaching (BEST)

Purpose

The purpose of the BEST Program is to support students in kindergarten through eighth grade who display significant behavior or emotional issues that interfere with their school achievement, classroom behavior, social skills, and/or relationships with others. BEST supports students whose behavior profiles demonstrate an inability to participate in general education settings without intensive adult support.

The purpose of the BEST Program is to support District 62 students in Kindergarten through eighth grade who struggle to maintain emotional regulation in the school setting. Students referred to the BEST program typically display challenging behaviors that interfere with their school achievement, ability to follow classroom expectations, expression of social skills, and/or the ability to maintain relationships with others. BEST student’s require frequent and intensive adult support as it relates to social and emotional competencies.

Program Goals:

1. To assist students in acquiring, building, and maintaining social- emotional competencies.

2. To provide academic instruction and support in the special education and general education settings to maximize academic achievement.

3. To provide intensive behavior structures, monitor individualized data, and respond to the individualized needs of the students using therapeutic interventions in the school setting.

4. To provide case management that facilitates students’ integration into the least restrictive environment.

Entrance Guidance

• Data that documents a history of school problems related to behavior and/or emotional issues that are having a direct and adverse impact on the child’s ability to make adequate educational progress and/or the classroom learning environment. The student’s needs are significantly different from the needs of typical peers and of an intensity or type that exceed general education resources.

• Implemented Functional Behavior Assessment and behavior interventions developed and implemented over time demonstrates a lack of progress.

• Evaluation tools including a FBA, rating scales, intervention data, and interviews indicate that the student’s needs cannot be met within the general education setting.

• Special education evaluation and eligibilities indicate the presence of an emotional disability or other health impairment.

Exit Guidance

• A student may exit the BEST program based upon the IEP team’s determination that a different program would better address the student’s needs.

• A student will exit the BEST program upon the determination that he/she is no longer eligible for special education services.

Structured Teaching Education Program (STEP) 1

Purpose

The Structured Teaching Education Program (STEP) 1 provides educational and related services to students in kindergarten through eighth grade identified with autism spectrum disorders who need social, communication, and behavioral skill development.

The program utilizes a variety of research based methods to provide each student with an individualized program in a small group and large group. These evidence based methods include, but are not limited to: naturalistic teaching, schedules, structured teaching, augmentative and alternative communication support, sensory regulation, behavior supports and social skills training.

Program Goals

• To provide differentiated instruction, aligned to the Illinois Learning Standards, structured to address the unique needs of students identified with autism spectrum disorders

• To provide opportunities for integrated learning and social activities with general education peers

• To develop academic, social, communication, behavioral, and functional needs of students identified with autism spectrum disorders

• To maximize independent and socially appropriate functioning in the school, home, and community

Entrance Guidance

• Evaluation and special education eligibility in the area of autism.

• Determination by the school-based IEP team that the resources available in the student’s home school will not meet the child’s needs.

• The school-based IEP team determination that placement in the Structured Teaching Program 1 program is appropriate.

Exit Guidance

• A student may exit the STEP 1 based upon the IEP team’s determination that another program would better address the student’s needs.

• A student will exit the STEP 1 program upon the determination that he/she is no longer eligible for special education services.

Structured Teaching Education Program (STEP) 2

Purpose

The Structured Teaching Education Program (STEP) 2 provides integrated educational and related services to students in kindergarten through eighth grade identified with autism spectrum disorders and have significant academic, social, adaptive functioning, cognitive and communication needs.

The program is designed to develop communication, social skills, and positive behavior. The program utilizes a variety of research based methods to provide each student with an individualized program in a classroom setting. These evidence based methods include, but are not limited to: applied behavior analysis (task analysis, forward/backward chaining, shaping, discrete trial, and antecedent support), naturalistic teaching, schedules, structured teaching, augmentative and alternative communication support, core vocabulary, sensory regulation, behavior supports and social skills training.

Program Goals

• To provide modified or alternate curriculum and instruction, aligned to the Dynamic Learning Maps Essential Elements structured to address the unique needs of students identified with autism spectrum disorders

• To provide opportunities for integrated activities with general education peers

• To address academic, social, communication, behavioral, cognitive, and functional needs of students identified with autism spectrum disorders

• To maximize independent and socially appropriate functioning in the school, home, and community

Entrance Criteria

• Evaluation and special education eligibility in the area of autism and have significant academic, cognitive, social, adaptive functioning, and communication needs.

• Determination by the school-based IEP team that the resources available in the student’s home school.

• The school-based IEP team determination that placement in the Structured Teaching Program 2 is appropriate.

Exit Criteria

• A student may exit the STEP 2 based upon the IEP team’s determination that another program would better address the student’s needs.

• A student will exit the STEP 2 program upon the determination that he/she is no longer eligible for special education services.

Educational Life Skills (ELS)

Purpose

A cross-categorical, small group instructional program for students in kindergarten through eighth grade. The program is designed to meet the needs of students who have mild to severe cognitive abilities and who require a curriculum that focuses on adapted academics and functional life skills. Instructional supports provided in this program focus on a modified curriculum from the Dynamic Learning Maps Essential Elements.

The educational life skills program utilizes a variety of research based methods to provide each student with an individualized program in a classroom setting. These evidence based methods include, but are not limited to: applied behavior analysis (task analysis, forward/backward chaining, shaping, discrete trial, and antecedent support), naturalistic teaching, schedules, structured teaching, augmentative and alternative communication support, core vocabulary, sensory regulation, behavior supports and social skills training.

Related therapies such as speech/language, occupational therapy, physical therapy, and social work are integrated within the classroom structure in addition to small and individual sessions. Students are provided the opportunity to learn and socialize with their general education peers through participation in academic or non-academic classes, or through peer programs facilitated by the program or school as appropriate.

Program Goals

• To develop language as well as communication, social, and leisure skills

• To foster independence and self care

• To gain functional academic skills

• To provide community access and develop pre-vocational skills

Entrance Guidance

• A student is significantly below average and maintains general intellectual functioning.

• A student has significant deficits in adaptive behavior.

• Evaluation and special education eligibilities indicate the presence of an intellectual disability, and/or multiple disabilities.

Exit Guidance

• A student may exit the ELS program based upon the IEP team’s determination that another program would better address the student’s needs.

• A student will exit the ELS program upon the determination that he/she is no longer eligible for special education services

Related Services

Are also provided to supplement all levels of service. These may include the following below.

Speech and Language services

Students who exhibit delays in articulation, expressive and/or vocal difference deficits that have an adverse effect on student performance may be eligible to receive speech and language therapy services.

Physical / Occupational therapy

Students who have educational needs related to sensory regulation and gross and fine motor skills may be eligible to receive physical or occupational therapy services.

Social Work / Counseling

All schools have social workers on staff to support the social emotional well-being of all students in general and special education through group, individual, and consultative services.

Individuals with Disabilities Act

The District receives Individuals with Disabilities Act (IDEA) federal funds. A "proportionate share" amount of those funds is used to support students with disabilities in homeschool, private or parochial schools within the District 62 attendance area.

The District also performs "Child Find" services for those students who are homeschooled or are enrolled in private/parochial schools within the District 62 boundaries.

The District also has other services to assist teams in supporting students (not recognized as related services)

Behavior Specialist

A behavior specialist is a certified teacher or social worker who can be accessed through the district MTSS process.

This individual can support building teams and/or classroom teachers with the following structures:

Classroom management strategies
Consultation of behavior interventions for students with challenging behaviors
Training and professional learning around research-based practices
Guidance and collaboration with data-driven decisions around student behaviors
Crisis support
Co-planning and co-teaching

School Psychologists

School psychologists provide diagnostic information about individual students including their intelligence levels, learning styles, and personality patters.

They also confer with parents and teacher to interpret test results and offer recommendations for follow up.

Assistive Technology (AT) Specialist

The AT Specialist works directly in general and special education environments to support students and staff in the full continuum of communication and technology interventions, tools and devices.

The AT Specialist also functions as a diagnostic team member and provides ongoing technical assistance.

Intervention Coach

The Intervention Coach works with interventionists and special education teachers to train and support them as they work to implement, with fidelity, District-identified curriculum, strategies and programs.

School Nurses

Each school has a nurse that will assist in meeting individual student medical needs.

Section 504 Services

Students who do not qualify for an IEP under the Individuals with Disabilities Education Act may qualify for services under Section 504 of the Rehabilitation Act of 1973 if the child 1) has a physical or mental impairment that substantially limits one or more major life activities, 2) has a record of physical or mental impairment or 3) is regarded as having a physical or mental impairment.

All children with disabilities have the right to a free appropriate public education. If you have concerns about your child and believe that he/she has a disability that may require Section 504 Plan accommodations or special education services, please contact your child's school administrator to begin the referral process.