Special Education Program Updates

District 62 is updating how we describe and organize special education supports by moving from a “program-based” model to a more flexible continuum of services. While specialized programs will still exist, this reflects current best practice and allows us to design supports that are more responsive to each student’s individual strengths and needs.

We are not reducing or removing services. Instead, we are updating our language and approach to better reflect how supports are individualized. This shift allows us to be more flexible and responsive to each student’s needs, while continuing to provide the same high-quality instruction and support families expect.

The services, supports, and high-quality instruction students receive are not being reduced or removed. Specialized programming is not going away. Many of the positive aspects of our current programs, including small group instruction, structured teaching, and therapeutic support will continue.

What is changing is how we think about and describe those supports. Rather than placing students into a single program for the duration of their school day, we are focusing on providing the right combination of services to best support each student.

Services are determined by your child’s Individualized Education Program (IEP) team, which includes you. The team considers:

• Your child’s strengths and needs
• Evaluation data
• Academic, social-emotional, and functional goals

Together, the team determines the supports and settings that will best help your child succeed.

Push-in, Partial Co-Taught, Co-Taught: Support in the general education classroom with both a general and special education teacher.
Resource: Small-group or individual instruction in a special education setting to build specific academic, functional, and behavioral skills.
Instructional:  More intensive instruction and support, often in smaller special education settings for core instruction, while still including opportunities with peers.
Behavioral & Emotional Support (BEST):  Support in a special education setting for students who need help with emotional regulation, behavior, and social skills.
Structured Teaching for Readiness, Independence and Engagement (STRIVE):  Structured, individualized instruction in a special education setting for students who need a modified curriculum and support with communication, independence, and adaptive skills. 

• Structured teaching includes supports like:
• Visual schedules
• Clear routines
• Communication supports
• Sensory and behavior supports

These strategies help students better understand expectations and become more independent. They may be used across different services depending on student needs.

Yes. Services are flexible and based on what your child needs. Many students receive support in multiple ways.

• For example, a student may receive services: In a co-taught classroom for part of the day and resource support for targeted skills.

The Least Restrictive Environment (LRE) is a requirement under the federal special education law, the Individuals with Disabilities Education Act (IDEA).

LRE means that, to the greatest extent appropriate, students with disabilities learn alongside their peers without disabilities. Every student should receive the supports and services they need while participating in general education as much as possible.
A student is only educated in a more specialized setting if the IEP team determines that the student's needs cannot be appropriately met in the general education classroom, even with supplementary aids, services, and supports.

The IEP team, including parents, considers each student's individual strengths and needs to determine the educational setting that will allow the student to make meaningful progress.

This means your child will learn alongside grade-level peers as much as appropriate, while still receiving the support they need to be successful. The least restrictive environment is different for every child, and each placement is equally valid based on the student’s individual needs. 

Not necessarily. Services are reviewed regularly with the IEP team and may change as your child grows and makes progress.

You will receive:

• Regular progress updates
• Report cards
• Communication from your child’s teachers and case manager

We value ongoing partnership with families and encourage you to reach out with questions at any time.

You are an important member of your child’s IEP team. You can:

• Share your insights about your child
• Ask questions and provide input
• Stay in communication with school staff

Your child’s case manager or school team is always the best first point of contact. We are here to partner with you and support your child’s success.