Information About Referral, Case Study, and IEP

The teacher due to difficulty aff= ecting the student’s progress in school refers students for services. Parents also have the right to request referrals for special education intervention. The referral, however, does not automatically result in a case study evaluation. The decision to evaluate must be a team decision. The school’s team may determine that other interventions shoul= d be implemented before a case study is necessary. The purpose of the case study evaluation is to determine eligibility for special education services. Writ= ten parental permission must be secured before a special education case study evaluation can be conduced. M= embers of the diagnostic team evaluate students after an individual assessment pla= n is written in a Domain meeting. =

After the case study is complete,= which may take up to 60 days, an eligibility meeting is scheduled in order to consider the information and determine based on the categories if a child is eligible for services. There are 13 different disabilities defined under Individuals with Disabilities Improvement Act (IDEIA). The evaluation results must indica= te the student meets those guidelines and that the disability adversely impacts the student’s ability to benefit from general education without support.<= o:p>

If a student is eligible an Indiv= idual Educational Plan is written which delineates goals and objectives to remedi= ate the areas of difficulty. Modifications/adaptations and how the service will= be provided. Services may be provided in a variety of places by special educat= ion teachers, school social workers, speech/language pathologists, occupational= and or physical therapist and teacher assistants

Once the student receives service= s an annual review is held each year to discuss progress and outline new goals a= nd determine how services will be delivered.&= nbsp; In addition, parents receive progress updates on the goals and objectives quarterly with the report card. Every three years student’s are reevaluated to determine if they still meet the eligibility definition.=

Questions about Special Education or Section 504 services may be referred to

Shalema Blue, Exec= utive Director of Student Support Services. Contact by phone

(708) 423-0950 ext 2140 or e-mail sblue@d124.org

Early Childhood Service

Parents who suspect that their ch= ild 0- 3 years of age may have a disability can receive services through Child and Family Connections. Once the = child is three years old the student can if eligible receive services. The district has two half-day early childhood special education programs.

Through a grant from Illinois State Board of Education, we offer a program for 3-5 year old students who have at-risk factors that may make them at risk for school success. District wide early childhood scre= enings are also held monthly for children residing in the district and are between three and four years of age. =

If you would lik= e to have your child screened, contact Jean Hector, Secretary =

(708) 423-0950 ext 2140.

English Language Learners Program (ELL)

District 124, also provides suppo= rt for students in which English is not their native language. Based on the Home Language Survey students are screened using the ACCESS test in listening, speaking reading = and writing.

If the student qualifies they may receive support from the ELL Teacher at Northeast, Southeast or Central Jun= ior High. Due to the requirements= of the “No Child Left Behind Act” all ELL learners must be assessed annually for English proficiency growth.

Health Services

Health Services are offered at ea= ch building. The program is desi= gned to assist teachers in understanding the health needs of students. There is a Health Aid at each buil= ding who will provide first aid, vision and hearing screening. There is, also a registered nurse who coordinates school health services.<= /b>

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