CHILD FIND for Special Education Services
District 120 has systems in place to identify students within the district who have disabilities that impact their academic progress significantly.
A student himself or herself, a parent or a staff member, can refer a student to the problem-solving process for academic or social-emotional concerns.
Team members, (including teachers, counselors, support staff, parents and students), may develop and implement interventions and strategies to address student needs. If strategies and interventions have adequately met the needs of a student, the student will likely not require additional layers of problem-solving and will remain in the least restrictive environment.
If the interventions indicate that more support is needed, an evaluation for special education is considered.
Our district Systems of Support Coordinator oversees a continuum of interventions and supports. Some available interventions include: student support spaces and social-emotional groups.
Areas for students to receive regular support include the Literacy Center, Math Lab and Study Cafe.
Social-emotional groups are run on a regular basis by our social workers, counselors and psychologists.
Dr. Jessica Herrmann, Systems of Support Coordinator, can be reached at: firstname.lastname@example.org, 847.949.2200 x 1420
When strategies and intervention plans are not fully successful in appropriately supporting a student, an individual assessment to determine eligibility for special education services may be initiated.
Case Study Evaluation
A case study evaluation is conducted with written parent/guardian consent and includes a series of diagnostic procedures that provide information about the student and the nature of the challenges that are affecting educational success. During a domain meeting, the educational team, which includes the students and parents, determines the components of the case study evaluation. The assessment must be completed within a 60 school-day timeline. When the case study evaluation is completed, results are shared and eligibility for special education services is determined by the educational team.
Parents may bring a private evaluation to the attention of the district staff. The private evaluation is reviewed through the problem-solving process and are compared to the district’s special education criteria and IDEA legislation.
Within 14 days of receiving a private evaluation or other request for assessment, the educational team determines whether additional assessment or other steps are warranted.
In order for a student to be eligible for an Individualized Education Plan, (IEP), they must qualify under one of the following eligibility categories:
- Emotional disability
- Hearing impairment
- Intellectual disability
- Multiple disabilities
- Orthopedic impairment
- Other health impairment
- Specific learning disability
- Speech or language impairment
- Traumatic brain injury
- Visual impairment
If, through the evaluation process, a student is determined to be eligible for special education services, an Individualized Education Plan (IEP) is developed and reviewed annually.
An educational program must be available to students eligible for special education services until the day the student turns 22 in order to address established goals and objectives.
Once annually Procedural Safeguards for Parents/Guardians of Students with Disabilities are shared with families.
Eligibility for special education services is considered every three years through a re-evaluation process.
Parent/guardians (or staff team members) may request an IEP meeting more frequently than once each year.