Specialized Services
Specialized Services
The West Harvey-Dixmoor School District 147 requires that all students with disabilities be provided with a high quality and appropriate education in the Least Restrictive Environment (LRE) as mandated by Illinois State Board of Education (ISBE). The focus is to improve the school climate with a continuum of service to ensure that students with individualized education plans (IEPs) have greater access to the regular education environment. Children with disabilities must be educated with their grade level peers to the maximum extent appropriate with the use of supplemental aids and services needed.
504 Plans
A 504 Plan Illinois is an accommodation plan that ensures equitable educational opportunities for individuals with disabilities. 504 plan eligibility also includes students with a disability who are in Early Childhood and/or English Language Learner programming. Eligibility for a 504 Plan in Illinois is decided by the Americans with Disabilities Act (ADA) and the Rehabilitation Act of 1973 definitions of disability. A student must have a physical or mental handicap that substantially affects one or more main living activities, such as learning, walking, breathing, or working, to qualify for a 504 Plan in Illinois. The team at WHD will document and verify this disability. The student must also require functional adjustments or changes to engage in school activities and have equal access to educational opportunities. Via a 504, a student will receive functional accommodations via a 504 if found eligible.
Social Emotional Learning
Social Emotional Learning provides the framework for students to begin their journey to high school, college and career readiness. Ideally, all students begin high school with the ability to manage their own stress, fear, and insecurities. Our caring and supportive staff rely on the use of the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework to assist students in understanding their difficulties and developing specific strategies to improve Self-Awareness, Self-Management, Social Awareness, and Relationship Skills. Some students, however, have many external and internal factors impacting their success. Program Success is designed to address these factors through the instruction of social emotional skills and academic skill support.
Continuum of Special Education Services
Child Find Obligation, Evaluation, and Eligibility
West Harvey-Dixmoor School District 147 actively seeks out and attempts to identify all students in the district who have disabilities that significantly impact academic achievement and functional performance. When a concern is expressed either by school staff, student, or a parent, the student’s academic and social/emotional status is reviewed through a problem-solving process. Teachers and support staff, along with the student and parents, may develop and implement interventions and strategies to address needs. When interventions/strategies adequately meet the needs of a student, no further action is necessary. When strategies and intervention plans are not successful in appropriately supporting a student, an individual assessment, referred to as a case study evaluation, is initiated to determine eligibility for Special Education services.A case study evaluation is conducted with written parent/guardian consent and includes a series of assessments and data collection procedures that provide information about the student and the nature of the difficulties that affect educational success. The educational team, including the parents, decides what assessments and data are needed in order to complete a comprehensive review. Assessments may include, but not be limited to, psychological, achievement, adaptive behavior, speech and language, occupational/physical therapy, vision and hearing screenings, health history and a social developmental study. The assessment must be completed within 60 school days from the date of written parental consent. When the case study evaluation is completed, results are shared and eligibility for Special Education services is determined by the educational team.Any private evaluations, provided by parents, are considered by the educational team and are compared to the district’s special education evaluative results. 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.To receive special education services, students must be determined to have one of the following exceptionalities as defined by the Illinois State Board of Education (http://www.isbe.net/spec-ed/html/categories.htm):
- Autism
- Deaf-blindness
- Deafness
- Emotional disabilities
- Hearing impairment
- Intellectual disability
- Multiple disabilities
- Orthopedic impairment
- Other health impairment
- Specific learning disability
- Speech or language impairment
- Traumatic brain injury
- Visual impairment
If the student is determined to be eligible for special education support, an Individualized Education Plan (IEP) is developed and reviewed annually. Eligibility for special education services is reevaluated every three years. Notice of Procedural Safeguards for Parents/Guardians of Students with Disabilities must be shared with parents if a case study evaluation is initiated and thereafter provided annually to families if their child receives special education services.
Developmental Screenings
West Harvey-Dixmoor School District 147 provides an at-risk screening for children, birth through five years old. The purpose of this screening is to determine if a child may be at-risk for future educational difficulty. Preschool screenings for students who are three years of age or older are also provided on selected dates throughout the school year. Only children residing in or attending a parochial school in West Harvey-Dixmoor School District 147 will be screened. Children's development in the areas of speech, language, motor abilities, concept formation, and preschool readiness skills are screened. Results of these screenings are used to identify students who might be at risk of developing difficulties with school and to identify students for further evaluation if a disability is suspected.
Independent Educational Evaluation (IEE)
Parents have the right to request an independent education evaluation at public expense if the parent disagrees with the evaluative results obtained by West Harvey-Dixmoor School District 147. A parent is entitled, pursuant to federal law, only one independent educational evaluation at public expense each time the West Harvey-Dixmoor School District 147 conducts an evaluation with which the parent disagrees. Requests for an independent educational evaluation must be in writing and submitted to Iliana El-Khailani, Director of Specialized Services at [email protected]. All requests will receive a written response that either grants or denies the request. If granted, a list of possible evaluators that the parent can choose from will be provided. If denied due to not meeting the IEE rule requirements the reason for the denial will be outlined and a copy of the Procedural Safeguards will be enclosed. If the denial is due to West Harvey-Dixmoor School District 147’s position that the current evaluation is appropriate, West Harvey-Dixmoor School District 147 will notify the parent that it is required by federal law to file a due process hearing request. Such a request will be filed with the Illinois State Board of Education. After the independent educational evaluation is complete, the IEP team will reconvene to consider the results and make any necessary changes to the IEP.
Mediation and Due Process
Parents who have unresolved concerns regarding the appropriateness of the special education and related services provided to their child have the right to request mediation. Mediation is a voluntary process in which the parents and West Harvey-Dixmoor School District 147’s personnel meet to resolve disputes with the assistance of an Illinois State Board of Education trained mediator. In mediation, the parties are brought together to discuss and consider alternative solutions to the issues. Mediation is designed to resolve issues without going to a formal due process hearing. This service is provided by the Illinois State Board of Education at no cost to either the parents or West Harvey-Dixmoor School District 147’s. If the parties do not reach resolution through mediation, a due process hearing may be necessary. A due process hearing is an administrative hearing held to settle disagreements between the parents and West Harvey-Dixmoor School District 147’s. The hearing is a formal procedure in which a hearing officer is sent from the Illinois State Board of Education. Both the parents and District may choose to be represented by legal counsel during the course of these proceedings. Requests for a hearing must be submitted in writing to the superintendent. A hearing can be requested at any time for any reason and cannot be denied by West Harvey-Dixmoor School District 147.
Specialized Services and Referrals
West Harvey-Dixmoor 147 School District provides special education and related services to students who are identified as having a recognized disability under the Individuals with Disabilities Education Act (IDEA-2004) or have a health condition requiring accommodations under Section 504 of the Rehabilitation Act of 1973. Students who may be eligible and in need of special services may be identified through West Harvey-Dixmoor School District 147 screening process or by referral. As a parent, should you have reason to believe that your child may be entitled to special education services, you may request an evaluation. To request an evaluation, please address a letter to your building principal including the following information: name, age, and grade of your child, the reason you are requesting an evaluation, and your complete name and address. Any questions that you may have regarding the referral process or the special education services of West Harvey-Dixmoor School District 147 may be directed to your Building Principal and Director of Specialized Services.
Special Education Program
The Special Education Program is designed for students with a disability(s) who receive specialized instruction provided by a Special Education teacher. Support can include Related services that may be required to assist the student to benefit from special education. Students receive instruction in a variety of settings--general education classroom or resource room. Adaptations, modifications and accommodations of general education curriculum may occur according to the individual needs of the students as determined at an IEP meeting.
Special Education Process
Step 1: Referral – A referral is a formal request that a child be evaluated for eligibility to receive special education. A school professional or a parent may make a referral if a disability is suspected that affects a child’s ability to perform at school. A referral is typically made after various forms of intervention have been utilized and documented through the Multi-Tiered System of Support (MTSS).
Step 2: Evaluation – Once a child has been referred for an evaluation and parent consent is given, the school has 60 school days in which the evaluation must be completed. The evaluation is the collection of information from formal and informal assessments of the student, records, observations and interviews. The information obtained through the evaluation will be used to make key educational decisions for the child. A re-evaluation can occur at least every three years.
Step 3: Eligibility Conference – Upon completion of the evaluation, the parents will meet with a team of qualified professionals to interpret the evaluation data. Parents will be notified of the scheduled time, date, and purpose of the meeting at least 10 days in advance. At the conference, it will be determined if the child has a disability, if the disability is having an adverse impact on the child’s education, and whether special education services are needed.
Step 4: Individualized Education Program – If the child is eligible for special education services, an Individualized Education Program (IEP) will be developed that will include specific goals and objectives that address the individual child’s strengths and needs. At the IEP meeting, the team will determine the appropriate special education services and educational environment for the child.
Step 5: Annual Review – The special education team will meet annually to review the current IEP, discuss the child’s progress, and develop new goals and objectives. Although the team will meet at least once per year for an annual review, parents may request a meeting at any time to discuss IEP goals, progress and/or concerns
Individualized Education Program
A child’s Individualized Education Program (IEP) will include:
- Present level of educational performance
- Annual goals
- Progress toward annual goals and how parent(s) will be informed
- Short‐term instructional objectives/benchmarks
- Specific special education, related services, supplementary aids and services, and a statement of program modifications or supports for school personnel
- Beginning date, amount, frequency, location, and anticipated duration of services and modifications
- Extent of participation in regular education program
- Language(s) or mode(s) of communication
- Participation in assessment
- Placement
- Extended school year services
Communication
Having open lines of communication between parents and all members of the special education team is a vital component in the success of the program. The use of email is encouraged for brief questions or sharing of information. Parents can request an IEP meeting or informal meeting at any time to discuss issues and concerns. All questions regarding a child’s special education program should be directed to the special education teacher and/or clinicians who service your child. If the special education teacher and/or clinicians cannot answer your question, please reach out to Iliana El-Khailani, Director of Specialized Services by emailing [email protected]. Parents will receive progress updates on IEP goals in report cards each trimester.
Assistive Technology
1. the evaluation of the needs of such child, including a functional evaluation of the child in the child's customary environment;
2. purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by such child;
3. selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing assistive technology devices;
4. coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs;
5. training or technical assistance for such child, or, where appropriate, the family of such child; and
6. training or technical assistance for professionals (including individuals providing education and rehabilitation services), employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of such a child.
AT Categories
There are many categories of assistive technology. When considering assistive technology for a student, it is important to look at each of these categories:
Aids for Daily Living
Communication
Computer Access
Hearing
Mathematics
Organization
Positioning, Seating, Mobility
Reading
Recreation/Leisure
Vision
Writing
Assistive Technology Considerations
Per IDEA 2004, assistive technology needs to be considered for every student with an IEP, regardless of their disability. It is the responsibility of every IEP team to consider the student's need for assistive technology. Although consideration can occur at many stages of a student's educational journey, it must always be done as part of a team's discussion of special factors at a student's annual review and three-year reevaluation. Consideration is based on the unique IEP goals, IEP benchmarks or objectives, and curricular goals of a student. In addition, a range of assistive technology should be considered, including low/light, mid, and high tech. An IEP team may find that a student requires a system of tools. For example, a student who struggles with the motor aspects of writing may require the following system of tools: adapted pencil for short answers, a word processor for note taking and paragraph writing of one to three paragraphs, and speech recognition software for writing over three paragraphs. Below are some resources that can help guide IEP teams as they work through the consideration process. It is not mandatory to complete this paperwork and attach it to the IEP, but these are recommended resources that the team should reference. The IEP team should document the AT Consideration conversation in the Additional Notes page of a student's IEP.
Early Childhood Special Education
Our Early Childhood Program supports students with identified developmentally delays. The program works closely with the State of Illinois Early Intervention (EI) program and conducts Preschool screenings throughout the school year.
Speech & Language
Speech and Language services are provided to students who have been identified with an impairment which adversely affects their education performance in one or more of the following areas: Articulation, Voice, Fluency, and Language. The Speech and Language program is provided district wide. (Preschool - 8th Grade)
Support Services
Support Services are offered to students who require special education services, based on their IEP (Individual Education Plan), when modification and accommodations in the regular education room do not meet their specific needs. Based on individual student needs, services may include:
- Consultation between the special and regular teacher
- Co-teaching in the regular education classroom
- Individual or small group direct instruction as a pullout service in the Support Services Center
- Special education teacher or paraprofessional providing support in the general education classroom (Push-In service)
Dually Classified Students (Special Education including Early Childhood Special Education, and English Language Services)
Support services are offered in native languages who require special education services based on their IEP (Individualized Education Plan) and their English Language Programming (TBE) Transitional Bilingual Program or (TBI) Transition Program Instruction if found eligible. Please refer to the Bilingual Services page for more specific information regarding bilingual programming and services.
Low-Incidence Program (Hearing, Visual, and Orthopedic Impairment)
Programs for students with visual, hearing, and orthopedic impairments are available in cooperation with ECHO. Students could be serviced by an itinerant teacher who comes to the child’s school within the district or in a self-contained structure.
Exceptional Children Have Opportunities Programs (ECHO)
School District #147 is part of the ECHO Joint Agreement Cooperative. ECHO placements are utilized when a child’s needs cannot be met with the supports currently in place within the district. Specific programs include the following: Adaptive Behavioral Learning Environment Program (ABLE); Communication Development Program (CD); Deaf/Hard of Hearing Program (DHH); Providing Alternatives for Continuing Education Program (PACE); ECHO School: Physically/Health Impaired and Visually Impaired Program; ECHO Satellite; ECHO Early Childhood. All programs are locations vary throughout the south suburban area (Grades PreK-8).
Related Services
School District #147 also offers related services as needed for a student. Related services are listed with a child’s IEP when there is a need. Those services could include the following: School Health Services, Social Work Services (SW), Speech and Language Services (SLP), Occupational Therapy (OT), Physical Therapy (PT), Visual Itinerant, Hearing Impaired Itinerant, and Physically Impaired Itinerant (Grades PreK-8).
Related services include those needed to assist the student with disabilities to benefit from special education. These services include, transportation, speech pathology and audiology, psychological services, physical and occupational therapy, recreation, early identification and assessment of disabilities in children, school health services, social work services, and parent training. If your student receives related services from the District through their Individualized Education Plan (IEP) document, including occupational therapy, physical therapy, social work, speech and language therapy, you may request copies of related service logs. These related service logs include the date and duration of service administered to your child.
Home/Hospital Instruction
The West Harvey-Dixmoor School District #147 offers homebound instruction as deemed necessary in accordance with ISBE guidelines.
School Psychologist
The school psychologist provides diagnostic information about individual students including intelligence levels, learning styles, and personality characteristics and patterns. They also are heavily involved in the RtI/PBIS process. They also confer with parents and teachers to interpret test results and offer recommendations for follow up.
Social Work/Counselor
All schools either have a full or part time social worker/counselor on staff to support the social emotional well-being of all students in the general and special education setting through consultative, group, and individual services.
Private/Parochial Services
Students attending private or parochial school within the West Harvey-Dixmoor School District #147 boundaries may be eligible for special education evaluation and support services.
Private School Students
A student who attends a private, parochial or is home schooled within the boundaries of West Harvey-Dixmoor School District 147 is eligible for consideration for a special education evaluation and services in accordance with the Individuals with Disabilities Education Improvement Act of 2004 (IDEA). IDEA 2004-Section 612 requires each public school district to utilize a portion of its Federal Part B special education funds in order to provide students with disabilities, who attend private schools within the boundaries of the district, the opportunity to equitably participate in special education and services offered by the district. When there is reason to believe that a student may have a disability requiring special education and related services, the student can be referred for a special education evaluation. Referral may be made by any concerned person, including school personnel, the parent/guardian of the student, an employee of a community service agency, professional having knowledge of a students' challenges, a student, or an employee of the Illinois State Board of Education. Students who attend private schools receive an Individual Service Plan if they are found eligible for special education services.
Timely and Meaningful Consultation
Each year, the principals of the private schools in West Harvey-Dixmoor School District 147 are invited to a meeting at the District Office in which information about plans for working with students with disabilities in the upcoming school year are discussed. This meeting is called the Timely and Meaningful Consultation (TMC). At the TMC, information is shared pertaining to how students who are suspected of having one or more disabilities may access West Harvey-Dixmoor School District 147 programs to address the nature and scope of the disabilities. Parents of students attending a private or parochial school or need further information regarding services for their child should contact Iliana El-Khailani, Director of Specialized Services by emailing: [email protected].
