Special Education & 504

In District 62, we are dedicated to fostering a culture of belonging and inclusion for every student.

We believe that every child has unique strengths and abilities, and it is our mission to create a supportive environment where all students feel valued, respected, and empowered to thrive.

Through personalized support and collaborative partnerships, we strive to meet the individual needs of our students, ensuring equitable opportunities for growth, learning, and success.

Process

When students are found eligible for special education services, an Individualized Education Plan (IEP) is created. This is developed collaboratively with the parents/guardians and members of the school team.

Continuum of Services for Students with Disabilities

Our Commitment to Inclusion and Support

We are committed to educating all students in the Least Restrictive Environment (LRE). This means that students with disabilities learn alongside their peers without disabilities as much as possible, based on their individual needs.

When determining services, we focus on what works best for each student. Our flexible approach allows students to access different learning environments throughout the day, including general education classrooms, general education with support, special education classrooms and resource services. We are here to ensure every student has the support they need to succeed.

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

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

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

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

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

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

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

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.

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

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

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

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.