Elementary Progams - Community Consolidated School District 62

Photo of a student running under a giant parachute.

Community Consolidated School District 62 offers a number of programs for elementary aged students. Please find the programs listed below to learn more.

English Language Arts

District 62 believes that literacy acquisition is a complex, interactive process of using essential skills and strategies to construct meaning in spoken and written communication.

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Mathematics

The mathematics curriculum empowers students with the necessary confidence and skills for solving problems in everyday life.

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Science

The District 62 Science Curriculum is focused on scientific inquiry to understand the natural world. Classroom experiences will consist of active engagement in inquiries that are interesting and meaningful to students.

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SPECIAL NEEDS KINDERGARTEN (SNK) - BLENDED

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) - BLENDED

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

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 Special Needs Kindergarten Program.

•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.

Social Studies

It is School District 62’s philosophy and belief that the discipline of Social Studies prepares students to participate in community affairs within a global society.

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PE & Health

The mission of the Des Plaines Elementary School District 62 Physical Education Department is to utilize community assets and promote all students to achieve and pursue a lifetime of:

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Fine Arts

The Fine Arts—dance, drama, music, and visual arts—are fundamental ways of knowing and thinking. In addition to their intrinsic value, the arts contribute to children’s development.

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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.

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

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

To assist students in acquiring, building, and maintaining social- emotional competencies.
To provide academic instruction and support in the special education and general education settings to maximize academic achievement.
To provide intensive behavior structures, monitor individualized data, and respond to the individualized needs of the students using therapeutic interventions in the school setting.
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

Exit Guidance

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 Guidance

• 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 Guidance

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.