Front Entrance of MHS

Evaluation Process / Child Find

CHILD FIND for Special Education Services

Parents can request a case study evaluation by putting the request in writing.  Written requests should be sent to the Director of Special Education, Kim Goldberg

.District 120 has systems in place to identify students within the district who have disabilities that impact their academic progress significantly.

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.

Parents can request a case study evaluation by putting the request in writing.  Written requests should be sent to the Director of Special Education, Kim Goldberg.  

Information_Icon_2Sample Written Request - English & español


  • Our district Assistant Principal of Student Life 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.

  • Stevee Libert, Assistant Principal of Student Life, can be reached at:, 847.949.2200 x 1265

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.

Special Education Disability Areas

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.

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.

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.

Special Education Disability Areas

Information courtesy of
Illinois State Board of Education


Elgibility - In order for a student to be eligible for an Individualized Education Plan, (IEP), they must qualify under one of the following eligibility categories:


Autism Spectrum Disorder (ASD) is a developmental disability that affects an individual's ability to communicate (e.g., the ability to use language to express one's needs) and the ability to engage in social interaction (e.g., the ability to engage in joint attention). This disability significantly affects verbal/nonverbal communication and social interaction, generally evident before age three, that adversely affects a child's educational performance. Often other characteristics associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term does not apply if a child's educational performance is adversely affected primarily because the child has an emotional disturbance. The child’s performance, strengths, skills, deficits, and challenges associated with ASD will vary greatly from child to child.

Characteristics of Autism Spectrum Disorder (ASD)

  • Intense reactions to sounds, smells, tastes, textures, lights and/or colors​​
  • Resistance to minor changes in routine or surroundings​​
  • Delayed language development​​
  • Loss of previously acquired speech or social skills​​
  • Persistent repetition of words or phrases (echolalia)​​
  • Difficulty understanding other people’s feelings​​
  • Avoidance of eye contact​​
  • Persistent preference for solitude​​
  • Restricted interests​​
  • Repetitive behaviors


ISBE Special Education Autism Supports

Additional Resources




Deaf-Blindness means concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.


Deafness means a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child's educational performance. Deaf and Visually Impaired web page​​

Developmental Delay

​Children aged three through nine experiencing developmental delays include a child— (1) Who is experiencing developmental delays, as defined by the State and as measured by appropriate diagnostic instruments and procedures, in one or more of the following areas: Physical development, cognitive development, communication development, social or emotional development, or adaptive development; and (2) Who, by reason thereof, needs special education and related services.

Emotional Disability

Emotional Disability (includes schizophrenia but does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance) means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance:​

  • An inability to learn that cannot be explained by intellectual, sensory, or health factors;
  • An inability to build or maintain satisfactory interpersonal relationships with peers and teachers;
  • Inappropriate types of behavior or feelings under normal circumstances;
  • A general pervasive mood of unhappiness or depression; or
  • A tendency to develop physical symptoms or fears associated with personal or school problems.​

​Additional Resources

Hearing Impairments

Hearing Impairments means an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance but that is not included under the definition of deafness. Deaf and Visually Impaired web page

Intellectual Disability

Intellectual Disability means significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child's educational performance.

Multiple Disabilities

Multiple Disabilities means concomitant impairments (such as intellectual disability-blindness or intellectual disability-orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. Multiple disabilities does not include deaf-blindness.​

Orthopedic Impairment

Orthopedic Impairment means a severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by congenital anomaly (e.g., clubfoot, absence of some member, etc.), impairments caused by disease (e.g., Poliomyelitis, bone tuberculosis, etc.), and impairments from other causes ( e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).

Other Health Impairment

Other Health Impairment means having limited strength, vitality or alertness, including a heightened sensitivity to environmental stimuli, that results in limited alertness with respect to the educational environment that
  • is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, or sickle cell anemia; and
  • adversely affects a child's educational performance.

Specific Learning Disability

Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Specific learning disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of intellectual disability, of emotional disturbance, or of environmental, cultural, or economic disadvantage.​

In accordance with 23 Illinois Administrative Code 226.130, Illinois districts are required to use a process that determines how a child responds to scientific, research-based interventions as part of the evaluation procedures, as described in 34 CFR 300.304, to determine special education eligibility under the category of specific learning disability (SLD). While this requirement is specific to SLD, districts also have the option of using such a process as part of the evaluation procedures for other disability categories.

The documents below address Illinois’ procedures and criteria for special education eligibility and entitlement decisions in an RtI framework.

Speech or Language Impairment

Speech or Language Impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child's educational performance. Listed below are related sites for speech-language:
  • Illinois Speech-Language-Hearing Association
  • American Speech-Language-Hearing Association
  • Speech-Language Pathology Services encompass such activities as:
    • Screening, diagnosis and appraisal of specific speech and language impairments;
    • Identification of children with speech and/or language impairments;
    • Referral and follow-up for medical or other professional attention necessary for the habilitation of speech and language impairments;
    • Planning and developing interventions and programs for children or youth with speech and language impairments;
    • Provisions of services for the habilitation and prevention of speech and language impairments; and
    • Counseling and guidance of parents, children, and teachers regarding speech and language impairments.

Traumatic Brain Injury

Traumatic Brain Injury means an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child's educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; psychosocial functions; information processing; and speech. The term does not apply to brain injuries that are congenital or degenerative or to brain injuries induced by birth trauma.

Visual Impairment

Visual Impairment means an impairment in vision that, even with correction, adversely affects a child's educational performance. The term includes both partial sight and blindness.​​​

Deaf and Visually Impaired web page