Student Services

District 47 provides a comprehensive range of special education and related services tailored to address the unique academic and social-emotional requirements of every student with disabilities

Special education staff conducts Child Find activities, determines eligibility for special education services, and provides qualifying services to eligible students in preschool through 8th grade. The services provided include specialized instruction for students with learning disabilities, speech and language therapy, occupational therapy, physical therapy, vision and hearing itinerant services, specialized instruction and supports for students with emotional/behavioral disabilities, autism, significant speech/language impairments, and cognitive disabilities. District 47 partners with private facilities and surrounding school districts to provide programming for all low-incidence disabilities.

Students with disabilities who do not qualify for an individualized education program under the federal Individuals with Disabilities Education Act may qualify for services under Section 504 of the federal Rehabilitation Act of 1973 if the student (i) has a physical or mental impairment that substantially limits one or more major life activities, (ii) has a record of a physical or mental impairment, or (iii) is regarded as having a physical or mental impairment. Questions about the identification, assessment and placement of students should be directed to the Director of Special Education/District 504 coordinator at 815-788-5030.

Section 504 Rights and Procedures

Assistive Technology

Discipline Guidelines

Discipline Procedures & Guidelines for Students Receiving Special Education

Standard District 47 discipline guidelines and procedures are used for all students including those who require special education services unless an IEP team has determined through the process of a Functional Analysis of Behavior (FBA) and implementation of a Behavioral Intervention Plan (BIP) that additional/different disciplinary consequences and interventions are required. These disciplinary interventions should be thorough explained in the BIP, which would be attached to the child's IEP. In accordance with Illinois Public Act 87-1103 and the Illinois State Board of Education Behavioral Interventions in Schools: Guidelines for Development of District Policies for Students with Disabilities (June, 1994), behavioral
interventions for students receiving special education are considered under four distinct categories.

1. Nonrestrictive Interventions

These interventions may be used with any student without the development of a written behavior intervention plan (BIP) and/or inclusion into the student's IEP.

Allowing student to escape task (i.e. allowing the student to remove themselves from a task for a period of time in order to regain their composure)
Calling/notifying parent
Detention (before/after school, weekend)
Differential reinforcement (i.e. a varying reinforcement schedule that is used to shape appropriate behavior)
Direct instruction
Environmental/activity modification (i.e. change the delivery and/or assessment piece of an activity/task in order to tap and/or obtain an assessment of what the student’s needs/skills are)
Modeling (i.e. provide the student will appropriate examples of desirable skills/behavior)
Peer involvement (i.e. provide peer models and/or interaction to assist with the acquisition of appropriate skills for behavior/task)
Planned ignoring (i.e. staff/adult ignoring of an appropriate behavior that is not dangerous to the student or others)
Positive practice/overcorrection* (i.e. having a student practice repeatedly an appropriate behavior/task)
Positive reinforcement (individual or group) (i.e. providing positive verbal feedback and/or positive physical cueing/rewards to assist the student in learning an appropriate behavior/skill)
Prompting (i.e. providing the student a verbal or non-verbal cue to perform/initiate a specific task/skill)
Proximity control (i.e. using adult physical presence to prompt appropriate and/or discourage inappropriate behaviors/tasks)
Redirecting student (physically)* (i.e. direct a student physically through hand over hand assistance and/or blocking of multiple exits to direct the student toward one doorway)
Redirecting student (verbal, nonverbal signal) (i.e. using verbal statements and/or non-verbal gestures to assist the student in changing their current behavior to a more appropriate behavior)
Shaping (i.e. using adult modeling to assist a student perform a desired behavior at the point in which the student begins having difficulty in order to teach the necessary skills finish the task/activity)
Suspension (in-school and/or out-of-school), for an aggregate of ten (10) school days or less per school year
Teaching alternative behaviors (i.e. teaching behaviors to a student which result in the same desired outcome as the previously targeted behavior)
Teaching self-reinforcement (i.e. teaching the student ways in which they could provide themselves positive feedback/rewards for performing a desired task/skill)
Time-out (i.e. using a private, safe place away from a classroom activity to remove a student from a desired activity for a period of time)
Token economy (i.e. using physical tokens/rewards to reinforce/reward positive behaviors/skills)

2. Restrictive Interventions

These interventions may be appropriate during emergency situations, (a situation where the student poses an immediate danger to himself/herself and/or others), or when less restrictive interventions have been attempted and failed. Restrictive interventions are used only after a functional analysis of behavior (FBA)
has been completed and documented, a behavior intervention plan (BIP) written, and appropriate modifications of the student's IEP completed. These interventions are used for a minimum amount of time and in conjunction with positive interventions.

Exclusion from extracurricular activities
Food delay
Forced physical guidance (i.e. using a student’s arm to guide them to a safe place to calm down)
Suspension (in-school and/or out-of-school), for an aggregate of more than ten (10) school days per year
Time-out (isolation/quiet room)

3. Highly Restrictive Interventions

These interventions are deemed inappropriate in most circumstances.

Aversive mists, aromatics, tastes
Denial or restriction of access to regularly used equipment/devices that facilitate the child's educational functioning, except when such equipment is temporarily at risk for damage
Mechanical restraints (excludes restraints prescribed by physical or used as a safety procedure for transportation)
Expulsion with continuing education program

4. Prohibited Interventions

These interventions are prohibited and are illegal.

Corporal punishment
Expulsion with cessation of services
Faradic skin shock
Physical manipulation or procedure that causes pain and/or tissue damage when used as an aversive procedure

A definition of each behavioral intervention listed, is found in the document, Illinois State Board of Education Behavioral Interventions in Schools: Guidelines for Development of District Policies for Students with Disabilities.

Services

Counseling- School Psychologist

School psychologists help students succeed academically, socially, behaviorally, and emotionally in the following ways:

Collaborating with educators, parents, and other professionals to create safe, healthy, and supportive learning environments that strengthen connections between home, school, and the community for all students.
Working with students to increase achievement by assessing barriers to learning and determining the best instructional strategies to improve learning as well as by providing counseling to improve social skills, problem solving, anger management and self-determination.
Working with students and families to evaluate eligibility for special education services within a multidisciplinary team and make referrals and help coordinate community support services in cooperation with other staff.
Collaborating with teachers to design and implement student progress monitoring systems as well as academic and behavioral interventions.
Assisting school team with analyzing data related to school improvement, student outcomes, and accountability requirements.
Providing support to students in times of crisis and working with appropriate outside agencies that may need to be contacted.
Supporting a positive school climate through school-wide prevention programs.

Speech & Language

Purpose: Speech & Language Pathologists (SLPs) work with students in the public school setting who have significant communication problems that affect their success in classroom activities, social interaction, literacy and learning. Communication disorders include: speech, fluency, voice, pragmatic language, language delay or disorder. Students are identified for service by an SLP through the IEP team process. SLPs collaborate with teachers and families and consult with school personnel in order to support student communication skills in the classroom.

Delivery: Every school is assigned an SLP based on individual school need. Speech and language services are provided through a variety of service delivery models including consultation, observation and direct therapy. The type and amount of services each student receives is determined by the SLP according to the District-wide eligibility guidelines outlined by the Student Learning department.

Speech Service Plan: Students may receive informal speech support from a speech therapist at school if delays are noted in receptive language, expressive language, pragmatic language, articulation, vocal quality, and/or stuttering. This service does not require an IEP as it is part of the District's Response to Intervention plan and is intended to be a short intervention to increase the student's skills in order to more easily access his/her education.

The following guidelines are an official statement of the American Speech-Language-Hearing Association (ASHA). They provide guidance on definitions of communication disorders and variations, but are not official standards of the association. They were developed by the ad hoc committee on Service Delivery in the Schools: Frances K. Block, chair; Amie Amiot, ex offico; Cheryl Deconde Johnson; Gina E. Nimmo; Peggy G. Von Almen; Deborah W. White; and Sara Hodge Zeno. Diane L. Eger, 1991-1993 vice president for professional practices, served as monitoring vice president. The 1992 guidelines supersede the paper tItled "Communication Disorders and Variations," Asha, November 1982, pages 949-95O.

I. A communication disorder is an impairment in the ability to receive, send, process, and comprehend concepts or verbal, nonverbal and graphic symbol systems. A communication disorder may be evident in the processes of hearing, language, and/or speech. A communication disorder may range in severity from mild to profound. It may be developmental or acquired. Individuals may demonstrate one or any combination of communication disorders. A communication disorder may result in a primary disability or it may be secondary to other disabilities.

A speech disorder is an impairment of the articulation of speech sounds, fluency and/or voice.An articulation disorder is the atypical production of speech sounds characterized by substitutions, omissions, additions or distortions that may interfere with intelligibility.

A fluency disorder is an interruption in the flow of speaking characterized by atypical rate rhythm, and repetitions in sounds, syllables, words, and phrases. This may be accompanie by excessive tension, struggle behavior, and secondary mannerisms.
A voice disorder is characterized by the abnormal production and/or absences of vocal quality, pitch, loudness, resonance, and/or duration, which is inappropriate for an individual's age and/or sex.

A language disorder is impaired comprehension and/or use of spoken, written and/or other symbol systems.

The disorder may involve (1) the form of language (phonology, morphology, syntax),
(2) the content of language (semantics), and/or
(3) the function of language in communication(pragmatics) in any combination.

Form of Language

1. Phonology is the sound system of a language and the rules that govern the sound combinations.
2. Morphology is the system that governs the structure of words and the construction of word forms.
3. Syntax is the system governing the order and combination of words to form sentences, and the
relationships among the elements within a sentence.

Content of Language

1. Semantics is the system that governs the meanings of words and sentences.

Function of Language

1. Pragmatics is the system that combines the above language components in functional and socially appropriate communication.
2. A hearing disorder is the result of impaired auditory sensitivity of the physiological auditory system.
A hearing disorder may limit the development, comprehension, production, and/or maintenance of speech and/or language. Hearing disorders are classified according to difficulties in detection, recognition, discrimination, comprehension, and perception of auditory information. Individuals with hearing impairment may be described as deaf or hard of hearing.

Deaf is defined as a hearing disorder that limits an individual's aural/oral communication performance to the extent that the primary sensory input for communication may be other than the auditory channel.
Hard of hearing is defined as a hearing disorder, whether fluctuating or permanent, which adversely affects an individual's ability to communicate. The hard-of-hearing individual relies on the auditory channel as the primary sensory input for communication.
3. Central Auditory Processing Disorders (CAPD) are deficits in the information processing of audible signals not attributed to impaired peripheral hearing sensitivity or intellectual impairment. This information
processing involves perceptual, cognitive, and linguistic functions that, with appropriate interaction, result in
effective receptive communication of auditorily presented stimuli. Specifically, CAPD refers to limitations in the ongoing transmission, analysis, organization, transformation, elaboration, storage, retrieval, and use of
information contained in audible signals.

CAPD may involve the listener's active and passive (e.g., conscious and unconscious, mediated and
unmediated, controlled and automatic) ability to do the following:

attend, discriminate, and identify acoustic signals;
transform and continuously transmit information through both the peripheral and central nervous systems;
filter, sort, and combine information at appropriate perceptual and conceptual levels;
store and retrieve information efficiently; restore, organize, and use retrieved information;
segment and decode acoustic stimuli using phonological, semantic, syntactic, and pragmatic knowledge; and
attach meaning to a stream of acoustic signals through use of linguistic and nonlinguistic contexts.

II. Communication Variations
1. Communication difference/dialect is a variation of a symbol system used by a group of individuals that reflects and is determined by shared regional, social, or cultural/ethnic factors. A regional, social, or cultural/ethnic variation of a symbol system should not be considered a disorder of speech or language.

2. Augmentative/alternative communication systems attempt to compensate and facilitate, temporarily or
permanently, for the impairment and disability patterns of individuals with severe expressive and/ or language comprehension disorders. Augmentative/alternative communication may be required for individuals demonstrating impairments in gestural, spoken, and/or written modalities.

Counseling- School Social Worker

School social work is a specialized practice within the profession of social work. School social workers promote healthy social-emotional development. They work in collaboration with teachers, parents, and students to provide interventions/ideas directed at enhancing student performance. The goal of a school social worker is to work with the school and home on any area that interferes with student success.

One role of the school social worker is to assist students in achieving maximum benefit from their educational opportunities by helping them to:

understand themselves and others
develop self-control
take responsibility for their actions
cope with stress
develop problem solving skills

Another role of the school social worker is to help parents to:

participate effectively in their child's education
understand and meet their child's social and emotional needs
understand school and community resources that are available to help themselves and their child

When there are areas of concern originating outside the school or where non-school issues may be affecting school performance, parents are encouraged to enlist the services provided by community-based agencies.

Helpful Links
https://www.nimh.nih.gov/
http://kidshealth.org
http://www.loveandlogic.com
http://www.mchenry.edu/peopleinneed/

Occupational Therapy

Occupational therapists (OTs) provide direct and indirect/consultation services to students when it is required in order to implement the students' educational programs. As a related service, the goal of OT is to enable students with disabilities to be functional participants in their educational environment. Services to students, school teams, and families may include:

Helping school teams devise strategies and adaptive aids in order to improve school performance and to include students with disabilities in school activities
Helping teachers understand the sensorimotor aspects of school activities such as writing, eating, and handling materials, in order to address problems in those areas
Developing activities to improve fine motor control and oral motor control for feeding or to promote sensorimotor development (body awareness, postural control, eye-hand coordination)

School OT intervention is limited to services that are required for a student to benefit from their educational program. There may be aspects of a student's disability that do not interfere with education but could be addressed by an OT in another setting.

OTs may provide consult services to school teams on behalf of a student that may include:

Explaining how a student's medical or sensorimotor problems will affect school performance
Suggesting modifications to school activities and the school environment
Adapting materials for use in school
Referring a student for an assistive technology consultation
Recommending consultation with adapted physical education specialists
Helping to set realistic expectations for the student's performance
Monitoring the effectiveness of therapeutic modifications and accommodations carried out by school personnel

OT may provide services directly to students, either individually or in a group that may include:

Exploring and monitoring seating and positioning adaptations to increase independence and participation in school activities. Example: extra support to allow control for writing or cutting tasks
Exploring modifications to school activities. Example: adapting worksheets and using materials that are easier to handle or to control
Exploring individualized adaptations of school materials to increase independence and school participation. Example: adapting feeding utensils, pencils, or scissors
Developing a program of therapeutic activities to support a student's performance in the educational environment. Example: hand strengthening activities for writing, cutting, or opening containers
Training school staff in techniques for handling, feeding, or helping a student use special equipment and then monitoring use of the techniques

Ongoing reassessment of the student's needs and the role of OT in addressing those needs.

To be eligible for school OT services a student must:

Be identified as having a disability that interferes with education under the criteria of IDEA (the Individuals with Disabilities Education Act) or Section 504 of the Rehabilitation Act of 1973;
Have sensorimotor problems that interfere with the ability to manage classroom materials, activities, or self-care needs in school;
Need OT intervention to become more independent or better able to participate in school activities.

School OT services are provided by licensed OTs and licensed Occupational Therapy Assistants (OTAs).

OTs and OTAs are part of the multidisciplinary team that plans and monitors the student's IEP or 504 plan.

Hearing Itinerant Services

Itinerant services are provided for students with hearing losses based on recommendations at the IEP team meeting. Itinerant teachers are certified in deaf education and provide support to students by:

Delivering direct instruction
Promoting the development of the student's self-advocacy skills
Arranging accommodations and modifications in the classroom
Coordinate use of FM amplification equipment in the classroom, including staff in-service and ongoing equipment monitoring
Providing effective instructional strategies and techniques for faculty and staff

Orientation & Mobility Services

Orientation & Mobility (O&M) instruction is designed to teach persons who are blind and visually impaired how to travel safely, efficiently, independently, and with purpose within their homes, neighborhoods, schools, and communities. The level of instruction is determined after the completion of an evaluation of the students' O&M skills. Instruction is provided by a certified Orientation & Mobility Specialist who has completed a recognized university program and has maintained certification through AER (Association for Education and Rehabilitation of the Blind and Visually Impaired).

Physical Therapy

What is School Physical Therapy?

Physical Therapists (PTs) provide services to a student when it is required in order to implement that student's educational program. As a related service, the goal of PT is to enable students with disabilities to achieve functional independence in the school environment. These services to students, school teams, and families may include:

Recommending strategies, modifications, and adaptive aids in order to improve school performance, and to include disabled students in school activities
Developing activities to improve large muscle control and balance, to promote sensorimotor development (body awareness, postural control), and/or to promote independence in functional mobility skills

School PT intervention is limited to that which is required for the student to benefit from their educational program. There may be aspects of a student's disability which do not interfere with education but could be addressed by a physical therapist in another setting.

PTs may provide service to a school team on behalf of a student to help school personnel and parents work more effectively and efficiently with the student. It may include:

Explaining how a student's medical, sensorimotor, or developmental problem will affect his school performance
Suggesting modifications to school activities and the school environment
Adapting positioning equipment for use in school
Instructing in the use and care of adapted and assistive devices
Developing, demonstrating, and monitoring the effectiveness of therapeutic activities carried out by school personnel

PTs may also provide service directly to a student, whether individually or in a group. It is used when the intervention activities require the expertise of a PT or Physical Therapy Assistant (PTA). It may include:

Implementing therapeutic activities to support a student's educational program when PT expertise is required for safety or effectiveness
Exploration of seating and positioning adaptations that will increase independence or participation in school activities
Training school staff in skills required for the physical management of the student, including specific handling techniques or helping a student to use special equipment
Exploring individualized modifications to school activities or the environment (ex. using special equipment to move around the school)
Ongoing reassessment of the student's needs and the role of the PT in meeting those needs

To be eligible for school PT service, students must:

Be identified as having a disability that interferes with education under the criteria of IDEA (the Individuals With Disabilities Education Act) or Section 504 of the Rehabilitation Act of 1973, as amended;
Have neuromuscular problems that interfere with their ability to move about the classroom or other areas of the school, or to participate in the motor activities needed to access their education;
Need PT intervention to become more independent or better able to participate in school activities.

School PT service is provided by licensed PTs and PTAs.

PTs and PTAs are part of the interdisciplinary team that plans and monitors the student's special education IEP or 504 plan.

Vision Services

District 47 utilizes an itinerant model for delivery of services intended for students identified with visual impairments and found eligible for special education services. Vision itinerant services will be reflected in the student's IEP developed by the IEP team.

Indirect vision services are services to school teams on behalf of a student. These services may include, but are not limited to:

Explaining how a student's visual impairment will affect school performance.
Adapting educational materials.
Referring a student for other special service consultations.
Helping to set realistic and appropriate expectations for the student's performance.
Monitoring the effectiveness of modifications and accommodations carried out by school personnel.
Supplying educational materials in the appropriate medium, such as Braille, large print or audiotape.

Direct services are provided directly to the student. These services may include, but are not limited to, instruction in the areas of:

Reading and writing in Braille, including the literary code and Nemeth code (math).
Utilizing low vision aids such as magnifiers, closed circuit televisions, and telescopes.
Developing tactile skills for functional and pre-braille instruction.
Managing daily living skills needed to develop independence.
Utilizing appropriate assistive technology.

Audiology

The audiologists at Crystal Lake D47 specialize in identification and management of children with hearing loss and auditory processing deficits. We collaborate with the family, school, speech pathologists and other professionals to facilitate understanding the child’s hearing loss and how the hearing loss impacts learning, communication and social development. We optimize the listening environment in the classroom through consultation, accommodations and technology. We provide comprehensive evaluations as well as screenings for children from birth through 21 years of age including those with special needs.

Audiology Services:

Comprehensive evaluation for identification of hearing loss and management of children with hearing loss.
Hearing screenings, monitoring as well as comprehensive audiological evaluations.
Experienced with children who have special needs.
Selection, verification and fitting of appropriate hearing technology for the classroom including hearing aids and FM/DM systems.
Hearing Aid and Cochlear Implant assessments to verify benefit and identify additional support required to optimize the educational listening environment including the use of FM/DM systems.
Consultation with families, educators and other professionals to foster successful management of hearing loss and auditory deficits in school and at home.
FM/DM system inventory management and maintenance.
Loaner hearing aid bank and FM/DM inventory if needed for trials or repairs.
Expertise in hearing loss prevention and hearing conservation strategies.
Our audiologists have master’s and/or doctoral degrees in audiology and state licensure.

As with all special education evaluations/services, there is no charge to parents for these services if they are recommended by the educational team as they are supported by the child’s local school district or Early Interventions.

Referral Procedure:

3 through 21 years: Parent should contact the administrator of their participating local school district, Special Education Coordinator or hearing itinerant teacher.

Birth to 3 years: If receiving services through Child and Family Connections CFC#25, contact your case manager for a referral. If the child lives in a member district but is not receiving Early Intervention services and lives in a member district, please contact your local school administrator for a referral.

Please contact the audiologists with questions.

Rin Steinhoff, Au.D., CCC-A
rsteinhoff@d47.org

Mary Sue Heinzelmann, M.S., CCC-A
mheinzelmann@d47.org

Service Logs/Student Records

School personnel who provide related services to students are required to maintain written logs that contain the service provided, the date and the number of minutes administered. These related service logs will be made available to parents/guardians when requested. These service logs are considered part of a student’s temporary school records. Parents/guardians may also request to review their child's school student record prior to any special education eligibility or IEP meeting.

Social Emotional Learning

Special Education Procedural Safeguards

Special Education Process

Crystal Lake Elementary District 47 is responsible for conducting child find activities for students ages 3-14 who currently attend D47 schools. In addition to staff employed by District 47, a parent or outside person/provider may refer a student whom they suspect may have a disability to the school district by contacting the school psychologist or building administrator where the child attends.

Problem-Solving Process (prior to evaluation for Special Education)

As a District, we continually assess our students to identify growth and help identify skills that may still be difficult for a student. The steps of the problem-solving process include:

When a child does not appear to be making adequate gains in skill areas, the teacher will start to provide additional instruction to that student in a small group or individually.
If the child continues to demonstrate inadequate progress, the teacher may look to the MTSS (Multi-Tiered System of Supports) Individual Problem Solving team to determine if additional instruction, beyond what the teacher can provide during the day, is required. A teacher will notify a parent if (s)he is bringing a child up to the MTSS Individual Problem Solving team.
The MTSS Individual Problem Solving team will determine what, if any, additional instruction needs to be provided, who will provide it, and when this instruction will be provided. All of this information will be shared with you.
The student's progress will be closely monitored to determine if the intervention(s) are effective or if changes need to be made to the intervention(s) being provided. Progress monitoring informally assesses students at frequent intervals to determine growth toward specific goals.

At any time, the MTSS Individual Problem Solving team may recommend a student to the student services department if they suspect that the child has a disability, if the child is not adequately responding to the interventions being provided, or those interventions which are found to be required for continued progression of skills are beyond what the general education program can provide long term.

Eligibility for Special Education Services

District 47 determines a student's eligibility for special education services based upon an individualized evaluation. Determination of having a disability and eligibility for special services based upon that disability are two separate decisions. Not all individuals who have a disability require special education services.

The Evaluation Process

If the school team determines that an evaluation for special education is required, a staff member will contact the parent(s)/guardian(s) to discuss the evaluation process and to schedule a Domain Review meeting with parents to obtain consent for the evaluation.
The school team will collect the evaluation information that was identified as appropriate in the Domain Review paperwork. After all data is collected, but not later than 60 school days after consent was obtained, the team (including parents) will meet for the eligibility determination meeting (see informational link below) to share evaluation data and determine if the student meets eligibility criteria in one of the 14 disability areas. If eligibility is met, the child with a disability is also entitled to Special Education services in the school setting in order to access his/her education.
The team will then have an Individual Education Plan (IEP) meeting. This may be completed immediately after the eligibility meeting, but not more than 60 school days after consent was signed for the evaluation.
After the IEP has been created, parental consent to provide the IEP services as determined at the IEP meeting will be required before special education services can begin.

Special Olympics

Specialized Programs

District 47 offers self-contained special education programs to address the individualized needs of students who require more specialized instruction due to disabilities or other learning challenges. The goal is to provide a supportive environment where students can thrive academically, socially, and emotionally while receiving the specific attention and accommodations they need to succeed.

Adjusted Learning (ADL)

Program Description

The ADL (Adjusted Learning) program is designed with a focus on the intensive programming and supports that are needed for students exhibiting significant deficits in the areas of cognition and learning. The instructional model lends itself to increased repetition and practice of skills within a total communication approach. Particular focus is on the functionality of the instruction in order for the students to gain independence, with both adaptive and academic skills. The program utilizes a combination of the N2Y.com curriculum. Both provide an alternative and modified curriculum that is aligned with the Essential Elements and parallels the scope and sequence of the general curriculum and is aligned with the state standards.

Student Profile

Students that could benefit from the ADL program are unique individuals with challenges that are specific to their learning profile. However, students typically have had difficulty in the following areas:

Independent functioning
Communication
Cognition
Sensory
Health/medical concerns

These challenges have resulted in the need for specialized instruction in a setting outside of the general education classroom.

Program Goal

The delivery of a free appropriate public education (FAPE) in the least restrictive environment (LRE) is not only a legal mandate but a program goal. As students improve upon their independent skills, staff will support them toward an increased level of general education participation. The ultimate goal is for students to return to their general education class utilizing strategies they have learned and incorporated as established skills.

ASPIRE

Program Description

The ASPIRE program (Achieving Social Pragmatics and Individual Relationships Everywhere) is designed with a focus on the intensive programming and supports that are needed for students exhibiting deficits in the areas of communication and emotional regulation, often stemming from their challenges as a student on the autism spectrum. Direct instruction in the areas of social skills and communication will be a daily component of the program, often co-taught by the classroom teacher and speech-language pathologist or social worker.

Access to the general education and core curriculum is also embedded in the structure of the day, per the recommendations as found in each student’s IEP. If a student’s IEP indicates participation in an alternate state assessment, we provide an alternative and modified curriculum that is aligned with the Essential Elements and parallels the scope and sequence of the general curriculum, and is aligned with the state standards.

Student Profile

Students in the ASPIRE program are unique individuals with challenges that are specific to their learning profile. However, students typically have had difficulty in the following areas:

Communication
Sensory
Independent functioning
Social-emotional

These challenges have resulted in the need for specialized instruction in a setting outside of the general education classroom.

Program Goal

The delivery of a free appropriate public education (FAPE) in the least restrictive environment (LRE) is not only a legal mandate but a program goal. As students improve upon their skills in communication and regulating their emotional and behavioral challenges, staff will support them toward an increased level of general education participation. The ultimate goal is for students to return to their general education class utilizing strategies they have learned and incorporated as established skills.

Cross-Categorical

Program Description

The Cross-Categorical program is an academic and language development program. The program is designed with a focus on the intensive programming and supports that are needed for students exhibiting deficits in multiple areas and require intensive, specialized, instructional interventions and strategies delivered in a smaller academic instructional setting. Students in this program follow a curriculum that parallels the general education curriculum and is aligned with state standards.

In addition to the focus on academic learning, a heavy emphasis is placed on the development of phonological processing, expressive language, receptive language, syntax, and semantics.

Within the program, students are afforded a full complement of related services. These services include speech and language support provided by a Speech Pathologist who works in conjunction with the classroom teacher to address curriculum concepts. Speech services are delivered within the classroom through an integrated model using both small and large group instruction as well as an individual basis as appropriate for meeting student needs.

Student Profile

Students in the Cross-categorical program are unique individuals with challenges that are specific to their learning profile. However, students typically have demonstrated difficulty in many of the following area(s):

Phonological Processing
Visual Processing
Orthographic Processing
Syntax and Semantics
Comprehension
Long-Term Retrieval
Auditory Processing
Expressive & Receptive Language
Short Term Working Memory
Fluid Reasoning
Mathematical Reasoning
Number Sense

These challenges have resulted in the need for specialized instruction in a setting outside of the general education classroom.

Program Goal

The delivery of a free appropriate public education (FAPE) in the least restrictive environment (LRE) is not only a legal mandate but a program goal. As students improve upon their academic skills and ability to utilize learning tools, staff will support them toward an increased level of general education participation. The ultimate goal is for students to return to their general education class utilizing strategies and learning tools that they have learned and incorporated into their daily learning.

OASIS

Program Description

The OASIS (Opportunities to Achieve Success In School) program is designed with a focus on the intensive programming and supports that are needed for students exhibiting deficits in the areas of behavioral and emotional regulation. Additional programmatic targets are social relationships, social cognition, academics, and de-escalation strategies. Students in this program follow a curriculum that parallels the general education curriculum and is aligned with state standards.

In addition to the focus on social and emotional functioning, as it relates to educational success, students also are afforded a full complement of related services. These services can include counseling from either a school social worker or psychologist, occupational therapy, speech therapy, and/or physical therapy. The specific related services for individual students are outlined in their IEPs.

Student Profile

Students in the OASIS program are unique individuals with challenges that are specific to their learning profile. However, students typically have had difficulty with maintaining regulation in the following areas:

Social-emotional
Behavioral
Communication
Sensory

These challenges have resulted in the need for specialized instruction in a setting outside of the general education classroom. Students who are considered for placement in the program will have had at least one Functional Behavior Assessment (FBA) and at least one Behavior Intervention Plan (BIP).

Program Goal

The delivery of a free appropriate public education (FAPE) in the least restrictive environment (LRE) is not only a legal mandate but a program goal. As students improve upon their skills in managing and regulating their emotional and behavioral challenges, staff will support them toward an increased level of general education participation. The ultimate goal is for students to return to their general education class utilizing strategies they have learned and incorporated as established skills.

district opt-out form

For topics where a legal opt-out is not listed, parents/guardians can complete a Curriculum Objection Form to express objections to a unit of study or resource. The form is available in English and in Spanish. Once completed, the form should be submitted to the building principal who will investigate and review materials to determine whether a change in curriculum or resources is warranted, based on Illinois curriculum and mandates. Parents/guardians are encouraged to first make contact with the classroom teacher when there is a concern about your child or their participation in a specific course or classroom.

District Resources

ABLE

IL ABLE refers to the Illinois Achieving a Better Life Experience (ABLE) plan, which is a state-sponsored savings program that allows people with disabilities and their families to save for qualified disability expenses without impacting their federal and state benefits. The account provides tax-free growth and withdrawals for expenses like housing, education, and therapy, and Illinois taxpayers can receive a state income tax deduction on contributions made to these accounts.

Notification of Vital Document Translation

Pursuant to the Illinois Administrative Code, all parents/guardians of students with disabilities who are eligible for an IEP have a right to have certain IEP documents translated into their native language. These documents include the following:

IEP
Parent/Guardian Notification of Conference
Parent/Guardian Notification of Conference Recommendations
Notice of Procedural Safeguards Parents/Guardians of Students with Disabilities
Parent/Guardian Consent for Initial Evaluation
Parent Consent for Reevaluation
Evaluation Reports
Eligibility Determination
Manifestation Determination Review Documents
IEP Progress Reports
Medicaid Consent Forms

If you would like to request to have any of the above documents translated into your native language, please contact your student's case manager at their assigned school. If at any point you receive a translation that you find inadequate, please contact your student's case manager.

Please feel free to contact the Director of Special Education, Holly Lyman, with any questions or concerns you may have at hlyman@d47.org.

PUNS

Prioritization of Urgency of Need for Services (PUNS), is an Illinois statewide database that serves as a waiting list for children, adolescents, and adults with developmental disabilities who need or want services and Medicaid waiver funding. The state uses the PUNS data to identify and prioritize individuals for services when funding becomes available. Individuals must register with an Independent Service Coordination (ISC) Agency to get on the PUNS list and undergo a PUNS interview to assess their need and eligibility for services

Use of Behavioral Interventions for Students Receiving Special Education Services

In accordance with the requirements of Title 23 of the Illinois Administrative Code and School Board Policy 7:230, Misconduct by Students with Disabilities. Pursuant to Board Policy 7:230, "[b]ehavioral interventions shall be used with students with disabilities to promote and strengthen desirable behaviors and reduce identified inappropriate behaviors."

District 47 has established a committee to develop, implement, and monitor procedures on the use of behavioral interventions for children with disabilities including school board rep, teachers, and parents. As it relates to the discipline of students with disabilities the same policy states "the District shall comply with the individuals with Disabilities Education Improvement Act of 2004 and the Illinois State Board of Education's Special Education rules when discipling special education students. No special education student shall be expelled if the student's particular act of gross disobedience or misconduct is a manifestation of their disability."

These procedures are based upon Sections 1.280 (Discipline) and 1.285 (Requirements for the Use of Isolated Time Out and Physical Restraint) of Title 23 of the Illinois Administrative Code and Sections 5/10-20.22, 5/34-18.20 of the Illinois School Code.

Behavior Intervention Plan

A Behavior Intervention Plan (BIP) must be developed by the IEP team for students whose beahviors impact their learning and who require the use of systemic and restrictive interventions.

A BIP may also be drafted for any student who receives special education services who is: (1) suspended fo rmore than 10 days in a school year, (2) recommended for expulsion, and/or (3) referred to a 45-school day interim alternative placement.

Components of the plan must be based on information obtained in the Functional Behavioral Assessment (FBA). An FBA is an assessment process that includes collection of data regarding a student's target behavior relative to its antecedents and consequences, controlling variables, and communicative and functional intent of the behavior as well as the student's strengths. It it used to develop behavioral interventions and positive supports.