Student Services

Educational Rights and Responsibilities: Understanding Special Education in Illinois

https://www.isbe.net/Documents/Parent-Guide-Special-Ed-Aug20.pdf

*The Illinois Student Records Keeper: For Parents of Students Who Receive Special Education Services*

https://www.isbe.net/Documents/student_records_keeper.pdf

This booklet is for parents to use to keep important information about their child and his/her special education and related services. It is a companion to A Parent’s Guide - Educational Rights and Responsibilities: Understanding Special Education in Illinois. Records play an important role as you plan your child’s education. Dates, people, meetings and reports are important throughout your child’s educational career. The records keeper was developed to assist parents in preparing for Individualized Education Program (IEP) and transition meetings; getting ready for evaluations and reevaluations; and keeping track of paperwork and other materials.

*Notice of Procedural Safeguards for Parents/Guardians of Students with Disabilities (December 2021)*

https://www.isbe.net/Documents/nc_proc_sfgrds_34-57j.pdf

*PUNS: A Guide to Prioritization for Urgency of Need for Services*

The Illinois Department of Human Services' Division of Developmental Disabilities supports quality, integrated, person- centered services and supports for individuals with developmental disabilities and their families. The system of services and supports in Illinois enhance opportunities for individuals to make real choices and receive appropriate, accessible, prompt, efficient and life-spanning services that are strongly monitored to ensure individual progress, quality of life and safety.

Enroll in PUNS to Apply for the Services You Need

https://www.dhs.state.il.us/OneNetLibrary/27897/documents/Brochures/4313.pdf

NOTICE TO PARENTS OF STUDENTS WITH DISABILITIES:

Under the Individuals with Disabilities Education Act, the District must provide students with disabilities with appropriate special education and related services to address their educational
needs. If your student receives related services from the District through their Individualized Education Program (“IEP”) document, such as occupational therapy services, physical therapy services, school social work services, school counseling services, school nursing services, school psychological services, and speech and language therapy, you may request copies of
related service logs developed and maintained by the District for your child. These related service logs include information regarding the type and duration of related services administered to your child.

If you have any questions regarding your child’s special education services, please contact your child’s Case Manager, Building Principal, or Director of Student Services via phone or email.

PUBLIC NOTICE:

Students with disabilities who do not qualify for an individualized education program, as required by the federal Individuals with Disabilities Education Act and implementing provisions of this Cod, may qualify for services under Section 504 of the federal Rehabilitation Act of 1973 if the child (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.

• SECTION 504 PROCEDURES
  
  Section 504 of the Rehabilitation Act of 1973 (“Section 504”) and its implementing regulations prohibit discrimination on the basis of disability by any program or activity that receives or benefits from federal funding. Section 504 requires that disabled students be provided with a free appropriate public education including education with non-disabled peers to the maximum extent appropriate.

  I. The Americans with Disabilities Act (“ADA”)/Section 504 Coordinator

       A. Appointment
       The District’s Building Principals or other designated administrator shall act as the District’s ADA/Section 504 Coordinators and shall coordinate the District’s efforts to comply with and carry out its responsibilities under the ADA and Section 504.

       B. Duties
       The duties of the ADA/Section 504 Coordinator shall include answering questions regarding rights and responsibilities under the ADA and Section 504 and investigating any complaint or grievance alleging noncompliance with the ADA or Section 504.

       C. Notification
       The District shall make available to all interested individuals the name, office address, and telephone number of the employee designated as the ADA/Section 504 Coordinator.
  
  II. Prohibition Against Discrimination

        A. Discrimination Prohibited
        The District does not discriminate against students on the basis of disability as defined under the regulations implementing Section 504 and the ADA as regards access to or use of the District’s programs, services, and activities. It is also this District’s policy to provide a free appropriate public education to all students with disabilities in conformance with the provisions of IDEA and Section 504.

         B. Coordination with IDEA Requirements
        The District actively seeks out disabled students through its “Child Find” program and annually notifies the public of available services for disabled students and how to access such services. Students who may be disabled, pursuant to Section 504’s definition of the term, may also be considered disabled under the IDEA. The District recognizes, however, that students may be disabled within the meaning of Section 504 and eligible for accommodations, special education or related services while not being eligible for special education and related services under IDEA.

  Accordingly, any student suspected of having a disability shall be referred to the school building’s principal for consideration by the 504 consultation team. If, as a result of such consideration, the 504 team determines that the referred student may have a disability requiring the provision of special education and related services, the student shall be referred to the special education placement team for a case study evaluation under existing District special education procedures. The implementation of the District’s special education procedures shall satisfy the requirements of Section 504. 

  Alternatively, if the 504 team determines that a referral for a case study evaluation is not appropriate, or if an IEP team finds no eligibility for a student under the IDEA after completion of a case study evaluation, but the 504 team determines that the student may be disabled within the meaning of Section 504 and require services or accommodations, the following Section 504 procedures shall be promptly implemented.
  
  III. Section 504 Evaluation

  Referrals for consideration for Section 504 eligibility may be made at any time. A referral must be made in writing and dated at the time the request is made, including the reason for the referral. Referrals may be made by individuals with knowledge of the student’s needs and/or educational programming, including teachers, other staff members, parents, etc. In response to an oral request for an evaluation or referral, District staff will instruct the parent to make a written request to the principal or otherwise appointed 504 coordinator and provide any assistance or direction the parent may need to comply.

  Referrals should be directed to the building principal or 504 coordinator at your child’s school. (See Phone numbers for buildings at the top of this form).

  An assessment or evaluation team, consisting of persons knowledgeable about the student, will conduct an individual evaluation of a student initially referred for a Section 504 evaluation (i.e., administrator, nurse, classroom teacher, counselor, etc.). The designated team will review all submitted documentation, current teacher reports, past records, and tests. Additional evaluation tests will be conducted by the School District if deemed necessary. Parental consent will be obtained prior to the initial evaluation completed by the District. If a parent refuses consent for an initial evaluation, the school district may (but is not required to) use hearing procedures to seek to override the parents’ denial of consent.

  1. The 504 evaluation procedures shall be: necessary and appropriate to determine the nature and extent of a disabling condition or a suspected disabling condition;

        2. tailored to evaluate the specific areas of educational need and not merely those designed to provide a single intelligence quotient;

        3. validated for the specific purpose(s) for which they are used and administered by trained personnel in conformance with instructions provided by their author/publisher;

        4. free of racial, cultural, language, or sex bias;

        5. appropriate for the age and stage of development of each student to whom they are administered;

        6. selected and administered so as to best to ensure that the test results accurately reflect the student’s aptitude or achievement or other factor being measured rather than reflect the student’s disability, except where those are the factors being measured; and

         7. administered in the student’s familiar language or conducted in the mode of communication most familiar to the person being assessed, unless it is clearly not feasible to do so.

  No single procedure shall be used by the District to evaluate whether or not a student has a disability under Section 504
  
  IV. Determination Of Eligibility

  The designated team will convene a Section 504 eligibility conference for a student whose evaluation has been completed, within 60 school days of the referral, if reasonably possible.

  The eligibility conference will involve a group of persons knowledgeable about the student, including the student’s parents/guardians. The participants may include the student’s teacher, member(s) of the assessment team, Section 504 Coordinator, and the School Nurse (collectively called the “504 Team”).

  Notice to attend the eligibility conference shall be sent to all 504 Team members, including the student’s parents/guardians, at least ten (10) calendar days prior to the Conference, if reasonably possible.

  The 504 Team will determine eligibility under Section 504 and determine what services and/or accommodations are needed to meet the student’s needs as they relate to the educational setting if any.

  In order to determine that a student who has been evaluated is a student with a disability under Section 504, the Team must conclude, that:

         1. the student has a physical or mental condition (i.e., any physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting one or more of the following body systems: neurological, musculoskeletal, special sense organs, respiratory, cardiovascular, reproductive, digestive, genito-urinary, hemic and lymphatic, skin, and endocrine or any mental or psychological disorder such as mental retardation, organic brain syndrome, emotional or mental illness, or specific learning disability);

         2. the presence of such a physical or mental impairment: (i) substantially limits one or more of the student’s major life; (ii) has a record of such an impairment; or (iii) is regarded as having such an impairment; and;

         3. Major life activities include, but not limited to: caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, lifting, bending, speaking, breathing, learning, reading, concentrating, thinking, communicating, working. 42 USC 12102 (2)(A). Major life activities under section 504 also include “the operation of a major bodily function, including but not limited to, the function of the immune system, normal cell growth, digestive, bowel, bladder, neurological, brain, respiratory, circulatory, endocrine and reproductive functions.” 42 USC 12102 (2)(B)

         4. Mitigating measures such as medication, medical supplies, equipment, prosthetics, hearing aids, and cochlear implants, mobility devices, or other such ameliorative effects cannot be used to determine whether an individual is disabled.

  In interpreting evaluation data and in making placement decisions, the School District shall use relevant information from a variety of sources, establish procedures to ensure information is documented and carefully considered, ensure that the placement decision is made by a knowledgeable team, and ensure that the child is placed in his/her least restrictive environment.

  If the 504 team concludes that the student has a mental or physical impairment that substantially limits a major life activity, the team shall then determine whether reasonable accommodations and services are required in order to provide the student with a free appropriate public education. If so, the evaluation findings, eligibility, and the educational services/accommodations to be provided shall be recorded on the “Section 504 Plan.” This Plan shall be generated by the 504 Team and sent to each of the student’s teachers. Parents shall receive a copy of this Plan as notice of the student’s eligibility and services.

  The Section 504 Plan shall include the following:

  1. A description of the identified disability that substantially limits a major life activity; 
  2. A description of how the identified disability needs to be addressed in relation to school, the education setting, and extracurricular activities;
  3. A list of the recommendations/accommodations designed to address the needs; and the names of the people responsible for ensuring that the accommodations/modifications are put into effect.

  The services and reasonable accommodations described in the Section 504 Plan shall be based on a composite understanding of the student’s characteristics and how the physical or mental condition substantially limits one or more major life activities.

  If it is determined that the student will not be receiving any special services or accommodations, a written notice of the findings shall be provided to the parents along with a notice of their right to appeal the determination. 

  1. A reevaluation of each initial evaluation of the student will normally be conducted every three (3) years, or more frequently if conditions warrant.
  2. Each reevaluation will, when reasonably possible, be completed within sixty (60) school days from the date the notice of reevaluation is sent to the parents.

  
  Yearly Review

  On an annual basis, the appropriate building administrator shall ensure that the Section 504 Team reviews the Service Plan to determine continued eligibility and the nature and type of services the District shall provide. The Section 504 Team shall also collect any new data available and adjust the Section 504 Plan accordingly.
  
  Termination of Services

  The Section 504 Team shall recommend the termination of a student’s Section 504 Plan if it determines on the basis of the review of all pertinent information that:

  1. The student is no longer disabled; or
  2. The student no longer requires any specialized services to meet the identified needs; or
  3. The student no longer requires any special accommodations; or
  4. The student can be appropriately educated in a regular classroom environment without special support.

  Record of the decision to terminate shall be placed in the student’s temporary record file.
  
  Impartial Hearing Procedure

  1. A parent may request an impartial hearing by contacting the District's ADA/504 Coordinator.
  2. The parent request for a hearing shall be in writing. The request shall specify the reason(s) the hearing is being requested.
  3. The District shall provide the parents with the name of an impartial hearing officer within a reasonable time
  4. The hearing shall be scheduled by the hearing officer within a reasonable time.
  5. The District and the parents shall have the right to present evidence relevant to the issue raised by the parents at the hearing. The parties shall have the right to have representation at the hearing.
  6. The hearing officer shall limit his/her decision to the issue or issues presented by the parents in their written request for a hearing. The hearing officer's decision must be written and shall include a summary of the evidence and the reasons for the decision. The decision is to be based solely on the hearing officer's interpretation of the meaning or application of Section 504.
  7. The hearing officer's decision will be issued within a reasonable period of time following the conclusion of the hearing. The hearing officer shall send a copy of the decision to the parent(s) and the District. 
  8. The decision of the hearing officer shall be considered final.
  9. The hearing will be provided at no cost to the parents.

 

What is Response to Intervention

The RtI process has three tiers of support. Each tier provides differing levels of support.

• In Tier I, all students receive high quality curriculum and instruction in the general education classroom.

• In Tier II, the school provides interventions to students who need more support than they are receiving from the general education classroom.

• In Tier III, students are given intensive small group or individualized instruction for the highest level of support.

What are the key components to the RtI process?

Universal Screening

Universal means ‘all’. All students will be assessed three times per school year to assess measures in math and reading. These results are reviewed to assess the progress of all students and identify students requiring additional support or other types of instruction. As a result of universal screening, students may be identified as needing targeted assistance or individualized support through our Tier II and Tier III programs.

Research-Based Interventions

Research-based interventions are teaching strategies or methods proven to be effective in helping students learn. There are many different types of interventions used at our Tier II and Tier III levels. These interventions are thoughtfully planned and delivered to meet individual student needs.

Progress Monitoring

Progress monitoring occurs at our Tier II and Tier III levels of intervention. It is a short assessment that snapshots how students are doing on a specific skill. This tells the teacher how well the intervention is working for the student and if the intervention should continue or if another intervention should be tried. Progress monitoring occurs with varying frequency depending on the level of intervention. When the data shows that a student is understanding the specific skill for which they are receiving intervention, the student no longer requires that level of support and will return to a lower tier of intervention. If a student exits intervention, progress monitoring can be continued to ensure that they continue making gains.

Evaluation Referral

If a student is not responding to Tier 3 Intervention, a referral for special education evaluation may be considered.

How Can Parents Be Involved?

• Communicate with your child’s teacher on a regular basis

• Make sure your child has consistent attendance at school

• Always ask questions when things are not clear

• Be active in helping your child complete homework and practice academic skills

• Read to your child and listen to your child read daily 

• Attend school events such as parent teacher conferences

• Share your child's successes 

Staff

Simon (K-2)

Wendy Mathieu - Reading Interventionist

mathieuw@winnebagoschools.org

Lynette Rummel - Math Interventionist

rummell@winnebagoschools.org

McNair (3-5)

Katie Dill - Reading Interventionist

dillk@winnebagoschools.org

Stacey Schaller - Math Interventionist

schallers@winnebagoschools.org

WMS (6-8)

Molly Powers - Reading & Math Interventionist

powersm@winnebagoschools.org

Initiation of Evaluation Process

• Referral Procedures

  • Referral Form:  Any student residing in the district may be referred by a teacher, administrator, guidance counselor, school psychologist or a parent or legal guardian of the student to the Principal for evaluation for possible accelerated placement.  This referral may occur at any time during the school year.

  • Referrals must be completed by May 1 for consideration for accelerated placement for the following school year.

  • **Student’s accelerated placement will only begin at the start of a new school year.

• Written Parental Consent:  Once a referral has been initiated, the Principal of the referred student’s school shall obtain written permission from the student’s parent(s) or legal guardian(s) to evaluate the student for possible accelerated placement.

• Evaluation Process:  A school psychologist will contact a legal guardian within 30 days of referral to schedule an evaluation. The school will collect and gather relevant, reliable and comprehensive data in order to determine whether and what type of acceleration is appropriate for that student

• A parent or legal guardian of the evaluated student shall be notified of the outcome of the evaluation process within thirty (30) days of the initial meeting.  This notification can include instructions for appealing the outcome of the evaluation process.  A negative decision does not preclude consideration for accelerated placement in subsequent academic years.  However, a single student shall not be evaluated for accelerated placement more than once each academic year.

• A parent or legal guardian of the referred student may appeal in writing the decision of the evaluation team to the local Superintendent within ten (10) days of being notified of the team’s decision.

Initiation of Evaluation Process

• Referral Procedures

  • Referral Form:  Any student residing in the district may be referred by a teacher, administrator, guidance counselor, school psychologist or a parent or legal guardian of the student to the Principal for evaluation for possible accelerated placement.  This referral may occur at any time during the school year.

  • Referrals must be completed by May 1 for consideration for accelerated placement for the following school year.

  • **Student’s accelerated placement will only begin at the start of a new school year.

• Written Parental Consent:  Once a referral has been initiated, the Principal of the referred student’s school shall obtain written permission from the student’s parent(s) or legal guardian(s) to evaluate the student for possible accelerated placement.

• Evaluation Process:  A school psychologist will contact a legal guardian within 30 days of referral to schedule an evaluation. The school will collect and gather relevant, reliable and comprehensive data in order to determine whether and what type of acceleration is appropriate for that student

• A parent or legal guardian of the evaluated student shall be notified of the outcome of the evaluation process within thirty (30) days of the initial meeting.  This notification can include instructions for appealing the outcome of the evaluation process.  A negative decision does not preclude consideration for accelerated placement in subsequent academic years.  However, a single student shall not be evaluated for accelerated placement more than once each academic year.

• A parent or legal guardian of the referred student may appeal in writing the decision of the evaluation team to the local Superintendent within ten (10) days of being notified of the team’s decision.