Special Education Services
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District 25 provides a full continuum of special education and related services to all students who meet requirements in compliance with the Individuals with Disabilities Education Act (IDEA) and mandates from the Illinois State Board of Education. Each school provides a variety of services to support students. All schools and programs are committed to providing services in the least restrictive environment. This commitment enables students to participate in and benefit from the general education curriculum as much as possible.
The goal of special education and related services is to support each student and address the student’s individual needs. An Individualized Education Program (IEP) is developed in collaboration with parents, general education teachers and special education staff on an annual basis. Parents receive updates on their child’s progress/IEP goals at each marking period.
A Child Study Team is available at each school and is comprised of general and special education teachers, a nurse, a psychologist, a social worker, a speech/language pathologist and a special education administrator. Other staff, including occupational therapists, physical therapists, behavioral consultants, assistive technology facilitators, adaptive physical education teachers, and vision/hearing therapists are also available, as needed. The team collaborates to adapt curriculum and teaching strategies to meet individual student needs.
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District Programs
Arlington Heights School District 25 is committed to providing a full continuum of services and support for students who are eligible for special education. As part of our continuum, we offer instructional programs to meet student needs. These programs are very specialized for the specific students that require that level of support. Due to the limited number of students that need this level of support, these programs are not offered in every building and are typically multi-grade classrooms. If a student is found eligible to attend an instructional program that is not available at their home school, District 25 will provide transportation to and from school. Placement within our instructional programs is evaluated annually, typically at the student’s annual review, and the student’s IEP team is responsible for determining placement.
Elementary Programs
The Integrated Services (IS) program is located at Westgate Elementary School.
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There is one IS classroom at each grade level in kindergarten through fifth grade which is paired with a general education “buddy” classroom for continuous integration throughout the school day.
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Students typically demonstrate an academic profile at or above grade level and may require support related to attention deficits, executive functioning needs, and emotional/behavioral regulation difficulties . Students may also exhibit social language and social skill deficits which require explicit teaching.
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All students participate in the general education classes using a co-taught instructional model and accommodations.
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All students participate in the specials of Physical Education, Art, Music, Library Media Center, Lunch and Recess with a general education classroom given shared teaching assistant support and accommodations.
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Students may receive core instruction in the special education small group classroom using grade level core curriculum or an alternative curriculum based on individual student needs.
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Related services (e.g. speech therapy, social work, occupational therapy) are provided in a push in and pull out format based on individual student needs.
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Behavioral support is provided to students throughout the school day that aligns with students' Individualized Education Plan and may include a Behavior Intervention Plan.
The Elementary Instructional Program is located at Windsor Elementary School.
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There are multi-grade classrooms from kindergarten through fifth grade and each student is paired with a general education classroom for individualized integration throughout the school week.
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All students participate in the specials of Physical Education, Art, Music, Library Media Center, Lunch and Recess with their general education classroom given shared teaching assistant support and accommodations.
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Students typically demonstrate an academic profile at or significantly below grade level, requiring an Individualized Education Plan to ensure access to the general education curriculum with extensive modifications or the use of an alternate curriculum with multiple opportunities for repetition and reteaching.
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Students benefit from a highly structured school environment with visual support, individualized schedules, continuous behavior support and positive reinforcement.
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Students may also exhibit receptive, expressive and social language delays along with social skill deficits which require explicit teaching. They may demonstrate challenges in sensory regulation and using appropriate behavior.
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Related services (e.g. speech therapy, social work, occupational therapy, physical therapy) are typically provided in an integrated model so that skills can be reinforced throughout the school day.
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Behavioral support is provided to students throughout the school day that aligns with students' Individualized Education Plan and may include a Behavior Intervention Plan.
Middle School Programs
The Extended Resource Program (ERP) is available to students at both Thomas and South Middle Schools.
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These are multi-grade level programs for 6th, 7th and 8th graders.
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Students typically demonstrate an academic profile of skills two to three years below grade level and learn at a slower rate than typical peers requiring an Individualized Education Plan with alternate curriculum.
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Students benefit from the small group instruction model which results in more consistent staff, multiple opportunities for repetition and reteaching, along with less transitions throughout their school day.
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All students participate in Physical Education, Creative Arts, and Lunch with their general education peers given shared teaching assistant support and accommodations, if needed per their IEP.
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All students participate in Homeroom and Health in either the general education or special education setting with supports and accommodations provided per their IEP.
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Social skills group supports targeting self help, advocacy, executive functioning, and peer relationships are embedded within the program.
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Related services (e.g. speech therapy, social work, occupational therapy) are provided in a push in and pull out format based on individual student need.
The Individualized Learning Program (ILP) is available to students at both Thomas and South Middle Schools.
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These are multi-grade level programs for 6th, 7th and 8th grade students.
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Students typically demonstrate an academic profile significantly below grade level requiring an Individualized Education Plan to ensure access to direct instruction in functional academics and life skills.
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Students require a structured small group classroom instruction model with staff that are specifically trained to support their needs.
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All students participate in Physical Education, Creative Arts, and Lunch with their general education peers given shared teaching assistant support and accommodations, if needed per their IEP.
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All students participate in Homeroom and Health in either the general education or special education setting with supports and accommodations provided per their IEP.
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Students participate in a life skills class targeting functional performance and daily living skills.
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Social skills group supports targeting self help, advocacy, executive functioning, and peer relationships are embedded within the program.
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Related services (e.g. speech therapy, social work, occupational therapy, physical therapy) are often provided in an integrated model so that skills can be reinforced throughout the school day.
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Screening/Evaluation Requests
EARLY INTERVENTION SERVICES
The Clearbrook Center, Child and Family Connections #6, is the agency that supports children from birth to age 3 in the Arlington Heights Area. The agency provides evaluation, in-home services, and parent education to infants and toddlers.
Contact Information: 1835 W. Central Road, Arlington Heights. Phone: (847) 385-5070
EARLY CHILDHOOD
Arlington Heights School District 25 Early Childhood Program is a multi-aged preschool program that provides educational experiences for young children ages three to five years old that are residents of District 25. We offer experiences for students that are typically developing, at-risk for learning challenges and have special education needs. All students have an opportunity to play and learn together in an accepting and engaging environment using a developmentally-appropriate approach to instruction. More information on the District’s Early Childhood Program can be found here.
The Early Childhood Special Education program serves children determined to be eligible for services through an evaluation process and IEP. These children are experiencing difficulty in one or more areas and have been identified as having a disability. Please use this Early Childhood Screening Request form if you have concerns about your child's development.
ELEMENTARY AND MIDDLE SCHOOL
Screening and evaluation for students in kindergarten through 8th grade (typically ages 5 through 14 years) are provided at each District 25 school. Parents may request a screening or evaluation through their home school by contacting the principal at the school. Evaluation requests should be made in writing. District 25 does utilize a Response to Intervention model and seeks to put tiered services and supports in place for any student who struggles with academic and/or behavioral needs in the general education environment.
Children receiving home school instruction or attending private or parochial schools located within District boundaries are also eligible for evaluation through the District. Requests for an evaluation should be directed to the Assistant Superintendent for Student Services at (847) 758-4875. More information on evaluations and services for non-public school students can be found here.
The purpose of an evaluation is to determine if a student is eligible for special education services and supports under one of 13 eligibility categories, as defined by the Illinois State Board of Education and the IDEA. If the student has a disability that impacts educational functioning and requires direct services and supports, the student will be eligible for an Individualized Education Plan (IEP).
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Extended School Year | ESY
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ISBE Communication on Extended School Year Services
The Extended School Year (ESY) program provides special education and related services to students with disabilities, beyond the normal school year in accordance with the child’s IEP and at no cost to the parents of the child (ISBE 2005).
Eligibility for ESY services is determined by the student’s IEP team members, which includes parents. Teams will consider the severity of the student’s needs, evidence of past loss of skills during extended breaks from school, and patterns of recoupment of skills when returning from breaks. The purpose of ESY is to help students maintain current skill levels. Our Early Childhood through 7th grade students will receive support through D25 and our graduating 8th grade students will receive support through D214. For more information on ESY, please see the Communication on Extended School Year Services provided by the Illinois State Board of Education.
If your child is eligible for ESY, you will receive an email with registration information. Please contact your child's special education case manager if you have specific questions regarding the eligibility of services.
ESY 2023 Overview
Dates: June 12 - June 30, 2023Days: Early Childhood is Monday - Thursday | Kindergarten - 7th grade is Monday - FridayHours: Morning but specific hours are based on IEP qualificationWhere: Greenbrier Elementary SchoolTransportation: available, if needed -
IEP Process | FAQ
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Notice of Procedural Safeguards-2022
An Individualized Educational Plan (IEP) is a plan or program developed to ensure that a child who has a disability identified under the law and is attending an elementary or secondary school receives specialized instruction and related services. An IEP is a legal document that is reviewed at least annually by the IEP team. An IEP includes the following sections:
- Present levels of a child’s performance
- Goals and objectives (typically 1-2 goals for each area of service)
- Educational accommodations
- Assessment decisions and accommodations
- Behavior intervention plan (if applicable)
- Educational services and placement for each school year (including minutes of service provided by related service providers such as speech and social work)
- Additional notes (includes key minutes from the IEP meeting)
- Conference recommendations (summary of decisions made at the meeting)
Please note, an IEP may include additional pages relevant to a child, or if a child is undergoing an evaluation.
HOW DOES MY CHILD BECOME ELIGIBILE FOR AN IEP?
Children can become qualified for services via an Individualized Education Plan (IEP) through a variety of avenues including the following:
- Child Find: It is the legal responsibility of the District to seek out pre-school aged children in the community who may need early intervention support. With parental consent, the child is then evaluated by District 25 staff.
- Response to Intervention: If a child is having difficulty in school, school staff will contact parents an initiate interventions as outlined (link to RtI here). If a child needs more support, an evaluation may be recommended. With parental consent, the child would then be evaluated by District 25 staff.
- Parent Request: If parents have concerns about their child in the academic environment, they may request that the District staff complete an evaluation. The school staff will consider the request and either agree to or decline the request. Parents will be notified in writing of the District’s decision regarding requests for evaluation.
- Outside Evaluation: If parents have a child evaluated outside of the District, they may choose to share the information with the school staff. If parents request consideration for an IEP based on an outside evaluation, the school staff will meet to review the information and consider the request. The team can decide one of the following: 1) agree to create an IEP based on the outside evaluation information; 2) convene a meeting to discuss an internal evaluation for additional data that may be needed; or 3) decline the request to create an IEP based on the outside evaluation.
WHAT IS INVOLVED IN A SCHOOL EVALUATION?
If a child is being considered for special education services, he or she must first qualify for support under one of the 13 IL categories of eligibility. To determine whether a child is eligible or not, with parental consent, school staff will consider the need to complete a variety of assessments in any or all of the following domains: academic achievement, functional performance, cognitive functioning, communication status, health, hearing/vision, motor abilities, and social emotional status. Staff will use a variety of assessments within each domain, the specifics of which will be discussed at a “domains” meeting with parents. No evaluations on children will be completed without signed consent from parents. School staff have 60 days to complete the evaluation once consent is signed and will meet with parents to share the results.
Students with an existing IEP will be considered for a reevaluation every three years by law. The process for reevaluation is the same as explained above.
WHAT HAPPENS WHEN MY CHILD GETS AN IEP?
If your child is found eligible for services under an IEP, the team will meet to discuss goals and services. The child’s IEP will go into effect immediately following the IEP meeting unless there are fewer than 10 days left in the school year. If there are fewer than 10 days left, the IEP will go into effect on the first day of school in the following year.
Each child with an IEP will have an annual review to discuss the current goals, establish new goals, and determine services for the coming year. IEP “years” run on the annual calendar not the school year calendar (e.g., if a child becomes eligible for an IEP in December, his or her annual review would be the following December).
Children will receive the services as outlined by the IEP for the duration of the IEP unless the IEP team meets to amend services. School staff will provide updates on progress toward identified goals at each marking period.
By law, a special education teacher, a general education teacher, and parents are a part of the IEP team. Other providers may also join the team such as speech language pathologists, social workers, etc. Any person providing educational services or supports to the student may be a part of the IEP team. The Local Education Authority (LEA) is the IEP team leader and will typically facilitate meetings and make final recommendations for decisions discussed by the team. In District 25, the LEA can be a school administrator, a special education administrator, a school psychologist or a speech language pathologist.
Parents are equal members of the IEP team. Parents should be active participants, including asking for clarification on items that may be confusing or at odds with parental understanding. The team will make decisions within the best interests of the child and understanding all perspectives is critical in that process. Parents should read information that is sent home in advance of IEP meetings and be prepared to discuss goals and services. Parents may also request to convene a meeting of the IEP team at any point.
WHAT HAPPENS AT AN IEP MEETING?
Parents will be notified more than 10 days before a scheduled IEP meeting. District staff make every effort to convene meetings at convenient times for parents, but meetings will most often be held during teachers’ contractual hours (8:15-3:45 for elementary teachers, 7:45-3:15 for middle school teachers). If a 10-day notice is not possible, parents will be asked to sign a waiver during the meeting. Parents will also be provided with an agenda for the meeting.
To begin the meeting, the facilitator (the LEA or the child’s case manager) will begin with introductions. Parents will then be provided with copies of their parental rights, district policies and other paperwork as appropriate. All meeting attendees will be asked to sign in. A note taker will take notes throughout the meeting which will become a part of the child’s IEP.
The meeting will begin with a discussion of the child’s present levels of performance, including strengths and areas of development. Parents are asked to provide input into these areas as well as bring up any additional concerns. The team will then discuss progress toward current goals and/or establish new goals, review educational services, accommodation, assessment and any other relevant points. The team will also discuss placement recommendations for a child at annual reviews and evaluation meetings.
At the end of the meeting, parents will be provided with a copy of the child’s IEP. This may take 10-15 minutes to get updated paperwork based on any changes discussed at the meeting, so parents may opt to receive the paperwork later on that day via their child’s backpack or electronically.
WHEN DO PARENTS HAVE TO SIGN FOR PORTIONS OF AN IEP?
There are a number of times parents will be asked to sign something within the IEP process.
- To consent for any evaluation
- To consent for initial services if the child is found eligible
- To waive 10-day notice for a meeting
- To indicate receipt of procedural safeguards
- To indicate presence at an IEP meeting
- To waive 10-day waiting period for a change in placement
ONCE A CHILD HAS AN IEP, WILL THEY ALWAYS HAVE ONE?
No, a child can transition out of services at any point. Some children will maintain IEPs throughout their education. Others will make progress such that their disability no longer impacts their academic functioning and they will therefore no longer need services under an IEP. Dismissal of services is always discussed with parents and staff members typically complete an assessment (with parental consent) to show levels of functioning before discontinuing support.
WHAT IF A PARENT DISAGREES WITH SOMETHING DURING THE IEP PROCESS?
Educators and parents are all passionate about decisions regarding students. The goal of the IEP team is to consider all points of view and come to a decision that is in the best interest of the student. If the team members disagree, the ultimate decision rests with the Local Education Authority (LEA). If parents disagree with final decisions regarding services, placement, etc. they can avail themselves of their parental rights as set forth by the state.
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NSSEO, NWSRA, Special Olympics
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Northwest Special Recreation Association
Arlington Heights School District 25 is proud to be a member of the Northwest Suburban Special Education Organization (NSSEO). As a member district, D25 works closely with NSSEO to access services and supports for students, families and staff. NSSEO provides alternate educational settings for approximately 30 D25 students each year. It also provides related services such as hearing/vision, assistive technology supports, and autism consultations to students. Families have the opportunity to participate in a variety of social events, as well as trainings to support student-specific needs within the home environment. Finally, staff have the opportunity to participate in a variety of professional development opportunities tailored to meet their needs throughout the school year.
For more information about the services and supports available through NSSEO, please visit their website at www.nsseo.org!
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Proportionate Share Services
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Timely & Meaningful Presentation
In compliance with the Individuals with Disabilities Education Act of 2004 (IDEA 2004), Arlington Heights School District 25 provides child-find evaluations and special education services to parentally-placed students attending local private/parochial schools or students who receive home schooling. We are required to utilize a portion of its federal funds, referred to as Proportionate Share, to provide special education services to parochial and private schools within our attendance boundaries. Arlington Heights School District 25, in agreement with participating private/parochial schools, has chosen to use these funds to provide speech and language services to qualifying students. We also provide child find (screening and evaluation) services, at no charge, to students. Students attending Our Lady of the Wayside School, Christian Liberty Academy, St. James School, and St. Peter Lutheran School are included in this program.
Evaluation
Throughout the year, Arlington Heights School District 25 receives requests to evaluate students who are home-schooled or attending private/parochial schools. We are legally obligated to consider each evaluation request and make a decision based on a review of existing data and information from both parents and teachers. The Arlington Heights School District 25 team will determine if an evaluation is appropriate and inform the referring party. In the event that you feel that your child should be evaluated for special education, contact your child’s teacher at his/her private/parochial school, or send a letter directly to the Department of Student Services requesting an evaluation. More information on evaluation procedures and considerations for non-public school students can be found here.
Services
Local public schools, including Arlington Heights School District 25, do not provide the full range of special education services to students attending private/parochial schools or home-schools as they do for students in public schools. The Assistant Superintendent of Student Services meets with local participating private/parochial schools and home-schooling parents to discuss the types of services that will be provided by our Proportionate Share funding. Generally, most districts opt to provide speech-language services only. Students receive a specific amount of service, regardless of the severity of their disability. Should you wish to access a greater level of support for your child (as recommended by the educational team completing the evaluation), you may choose to enroll your child in the public school district of residence in order to receive the full range of services.
Timely and Meaningful Consultation
In compliance with IDEA, representatives from Arlington Heights School District 25 meet with parents and staff from private and parochial schools on an annual basis to discuss how it will support students with special education needs in those schools or who are home schooled. This meeting is typically held in May of each school year.
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Section 504
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District 25 504 Process Flowchart
Procedural Safeguards for Parents
Understanding the Difference between 504s and IEPs
Parent/Educator Resource Guide
Frequently Asked Questions Office of Civil Rights
Supporting Students with Disabilities
Section 504 of the Rehabilitation Act requires that reasonable accommodations be made for individuals with disabilities within the regular classroom setting. A student may be eligible for a 504 plan if he/she has been diagnosed or is regarded as having a medical condition that impacts a major life function. Examples of medical conditions include, but are not limited to: diabetes, vision impairments, ADHD, food allergies, learning disabilities, autoimmune diseases. Accommodations are modifications made by classroom teacher(s) and other school staff to help students access their program of education. Examples of reasonable accommodations may include:
- Large print textbooks
- Modifying recess, physical education, or lunch,
- Providing study guides or other organizational tools
- Offering additional time on assignments and/or tests.
If your child has been diagnosed with a physical or mental disability that impacts his/her functioning at school, please contact your child’s principal to request an evaluation under Section 504. The school’s Child Study Team will contact you to set up a meeting to discuss an evaluation, as they will look to collect additional information. The process for a 504 evaluation is available here. Please note that the team will request a copy of any evaluation reports/diagnoses, as well a release of information to speak with the professional providing the diagnosis, as a component of this process.
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Transition Planning
All students make multiple transitions throughout their educational career. However, for students with disabilities, transitioning from one building to another can be more challenging. District 25 strives to provide parents with information to support some of the major changes that students will make as they transition from Early Childhood to kindergarten, from 5th grade to 6th grade, and from 8th grade to high school. The District will host meetings each year for parents to learn more about the transition process.
Early Childhood to Kindergarten
The Early Childhood Team works closely with staff in all seven elementary buildings to support a child’s transition to kindergarten. Beginning in January, Early Childhood teams and kindergarten special education teams discuss all students who will transition the following year. Staff from the elementary buildings are able to observe students in the EC classrooms and EC staff are able to observe different programs across the District. In the late spring, parents are invited to attend transition IEP meetings to discuss and plan for their child’s transition to kindergarten. Parents of students transitioning to instructional programs or programs outside of the District also have the opportunity to observe programs prior to the transition meeting. Each year, the Early Childhood Coordinator shares information with families about the transition process and the different levels of support available across the District.
Click here to view the presentation or Kindergarten Transition video
5th to 6th Grade
Elementary school teams work closely with middle school teams to ensure a smooth transition for students from 5th to 6th grade. Beginning in February, elementary and middle school teams meet to discuss specific students and class placement options. Parents are invited to attend transition IEP meetings in the spring to plan for 6th grade. Parents of students with IEPs are encouraged to attend all transition events hosted by the middle schools. Students will visit and tour the middle schools in late spring. Families can also set up an additional, more personalized tour during late summer to help with the transition.
In January, the Department of Student Services hosts an informational meeting for parents of students with special education needs regarding the transition to middle school. The presentation is meant to be interactive, with representatives from all middle school special education programs, as well as middle school administrators, available to answer questions.
Click here to view the presentation or Middle School Transition video
Secondary Transition (including 8th to high school)
District 25 works closely with staff from Township High School District 214 to ensure a smooth transition from 8th grade to high school. District 25 staff begin communication with the feeder high schools in the winter of 8th grade. Parents are invited to attend transition meetings in the spring with staff from both schools. The high school staff review each student’s current levels of performance and educational needs. The high school is responsible for making decisions about placement in their programs and will work directly with families around class selection and registration.
A small number of students will turn 14.5 years of age during middle school. The Illinois State Board of Education requires districts to begin transition planning with these students. Students will participate in an interest inventory designed to assist in planning for post-secondary education and/or training, independent living skills development, and future employment. Students are required to attend these transition meetings and participate in the development of the transition plan.
Please review the ISBE Guide to Secondary Transitions and Parent Guides on Transition
Transition to a Placement Outside of District 25
If a child’s IEP team determines that the services available within the District are not appropriate or adequate for the child, the team may change placement to a setting outside of District 25. Most commonly, these placements include public or private therapeutic schools, but may also include residential or hospital placements. As a part of the IEP team, parents are always an integral part of these decisions and will be invited to tour a variety of potential programs with District 25 staff during the transition process. Should a child’s team determine an outside placement will best meet the child’s needs, the District’s Student Services Coordinators and Assistant Superintendent will provide support during the transition process. District 25 representatives will continue to attend all IEP meetings held at the new placement to ensure that the child’s needs are being met. Despite attending an outside program, the child will continue to be considered a District 25 student and parents will continue to have access to information and support from the District.
