We value child centered education, individualization, teamwork and professional growth to support the educational, social emotional, cultural, and physical needs of each student in Lisle 202. Student Services will create and sustain quality learning environments that focus on the strengths of the students and foster their ability to problem solve, gain independence and to be contributing members of their communities to the best of their abilities.
- Special Education Staff
- Developmental Screening & Information
- Social-Emotional Learning
- Students With Disabilities Information
- District 202 Special Education Programs
- Homeless Children and Youth
- English Learner Program
- Parent Resources
A School Nurse coordinates immunization records, promotes good health and wellness, conducts vision and hearing screenings, monitoring of in school medications, coordinating and communicating with physicians and staff in the care of diabetes, food allergies, athletic concussions and health emergencies, completes and reports health history for special education eligibility and IEP or 504 conferences.
A School Social Worker supports the social emotional needs of students, conducts group or individual social skills instruction, provides assistance to families, consults with staff and community agencies, completes social developmental study for eligibility conferences, completes functional behavior assessments to develop behavioral intervention plans, and provides IEP related services for social emotional and behavioral needs of students with disabilities.
A School Psychologist participates in student problem solving/support team meetings, consults with staff, parents, and community mental health providers to identify students with potential disabilities, completes psychological evaluations of intelligence, personality, and emotional disorders, and conducts individual and group counseling sessions. School psychologists facilitate referrals for case study evaluations and eligibly conferences and attend IEP conferences of students with disabilities in out of district programs.
A Speech/Language Pathologist conducts speech screenings and speech-language evaluation as needed to determine speech-language disorders such as articulation, language, fluency, and voice disorders, facilitates eligibility and three year reevaluations and annual IEP meetings, delivers speech therapy individually or in small groups.
An Early Childhood/Special Education Teacher provides instruction to students who require special education instructional program for the majority of the school day in a special education environment.
Special Education Inclusion Facilitator
A Special Education Inclusion Facilitator provides instructional supports, modification and accommodations in collaboration with the general education teacher to support students with disabilities to progress in the general education curriculum. Participates in eligibility conferences, facilitates IEP annual review meetings, reports present levels of performance, develops and monitors progress of individual goals at IEP meetings.
Developmental screening for children under the age of five are conducted using screening tools and procedures designed to identify children who may be at risk of developmental or learning difficulties. Children will be screened using the Ages and Stages Questionnaires and Screening Information. The school nurse will screen the child’s vision and hearing. After the Early Childhood staff reviews the screening information, the parent is notified if the child is within the typical range of development. If concerns about the child’s development are noted, placement in the district at-risk preschool program, or additional speech evaluation or play based assessments may be recommended. Parents who live within Lisle 202 School District can contact Student Services at 630-493-8008 to begin the screening process.
At-Risk PreKindergarten Program
The At-Risk PreKindergarten Program is a Lisle 202 program for students ages three through five years who demonstrate potential risks for academic difficulties based on district developmental screening criteria. Children must be screened by our district preschool team, meet certain requirements, and live within the Lisle School District boundaries to participate in the at-risk pre-kindergarten program.
Problem Solving Student Support Teams
Problem Solving Student Support Teams at each Lisle 202 school are a professional community of certified staff who review student data and make data driven decisions to develop suggestions and interventions to support the academic and social emotional needs of students. Within a Multi-tiered System of Supports (MTSS) also known as Response to Intervention (RTI), an intervention is used to help with a specific type of academic or social/emotional problem. Interventions are matched to each student’s needs and student progress is monitored often to check the effectiveness of the instruction and interventions. The data collected on a student’s progress are used to shape instruction and make educational decisions.
Social Emotional Learning for Academic Success
Social and emotional learning (SEL) an integral part of education from preschool through high school aligned to the Illinois’ Social Emotional Learning Standards to acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.
Students with Disabilities
Americans with Disabilities Education Act (ADA), Individuals with Disabilities Education Act of 1997 (IDEA), and Section 504 of the Rehabilitation Act (504) require schools to provide a free and appropriate education (FAPE) for students with disabilities. Federal and state laws require procedures that ensure all students ages 3 through 21 years who may be in need of special education services are identified, evaluated, and provided services in a timely manner.
Requests for Initial Special Education Evaluations
Requests for initial special education evaluations may be done by parents of a student or an employee of the school district or local educational agency. Within 14 school days after receiving a request for a case study evaluation, the district must determine whether an evaluation is warranted. The purpose of a case study evaluation is to provide information about the student, the nature of the problems affecting his/her educational development, and to determine to what extent adversely affect educational performance which may requires special education programs or services.
The following domains are addressed in a case study evaluation: Academic Performance, Functional Performance, General Intelligence, Health, Vision/Hearing, Communication, Social Emotional, and Motor Abilities. No later than 60 school days following the written consent from the parent to perform needed assessments, the determination of eligibility must be completed.
Eligibility Conference reviews the domain components of the case study evaluation to establish whether or not a disability exists, the disability adversely affects the student’s education, and the disability requires a special education Individual Education Program (IEP) or a Section 504 Plan. The participants of an initial evaluation or reevaluation conference must include a parent, general education teacher, special education teacher, school personnel involved in completing the case study evaluation, school representative or student services director, persons who may be responsible for providing services, and the student if 14 1/2 and older.
IDEA identifies the following disabilities as the basis for eligibility for special education: Specific Learning Disability, Speech and Language Impairment, Developmental Delay (ages 3-10), Emotional Disorder, Other Health Impairment, Intellectual Disability, Autism, Visual or Hearing Impairment, Orthopedic Impairment, Traumatic Brain Injury, Deaf-Blindness, and Multiple Disabilities. For more information:
Individualized Education Program (IEP) Conference
Individualized Education Program (IEP) Conference is to develop an individual plan to include: the student’s strengths, current levels of academic and functional performance, identify measurable annual goals, update progress on annual goals, parental concerns and input, identify related services, consideration of special factors, supplementary supports and have an opportunity to participate at each IEP meeting and will provide notification of the meeting early enough to ensure parent participation. Upon completion of the IEP meeting the district must keep a copy of IEP documents on file and provide the parent a copy of the IEP and Notice of Parent/Guardian Explanation of Procedural Safeguards. For more modifications, assessment accommodations, behavioral supports, extended school year services and transition plan (over 14 ½ years).
IEP Team members must include the parents of the student, a general education teacher, special education and or speech/language pathologist, related services providers, and an administrator representative of the school district. The district must ensure that parents information:
Least Restrictive Environment
Lisle 202 continues to support inclusive instructional practices, which are designed to provide accommodations and/or special education services within the context of the general education setting to the greatest extent possible. Students with disabilities are removed from the general education environment only if the student's Individual Educational Program (IEP) team determines that the nature or severity of the disability is such that education in a general education classroom setting, even with the use of supplemental aids and services, cannot be achieved satisfactorily. Special Education programming meets the requirements of the Individuals with Disabilities Education Act of 1997 (IDEA) to address the needs of students with disabilities aged 3 through 21 and ensure that those students receive special education and related services appropriate to their needs within a continuum of special education placements to include instruction in regular classes, special classes, separate special education school programs, nonpublic therapeutic and or residential facility, instruction in hospitals, and home instruction.
Speech and Language Program
Speech and Language Program provides speech screenings and as appropriate, students may be assigned to language intervention groups for a number of weeks prior to the need for a speech evaluation. Speech evaluations are conducted to determine eligibility for a speech and or language impairment, and the development of Individualized Education Program (IEP). Speech therapy is provided in the general education or special education classroom or speech/language resource room to improve a student’s articulation, language, fluency, or voice quality.
Resource Program provides special education services for students with disabilities who perform within the general education curriculum yet require an increased frequency of direct special education instruction less than 50% of the school day. Resource services may be consultation services with the general education teacher, or an inclusion facilitator teaches with general education teacher within the general education setting, or a resource teacher may provide additional instruction within a special education resource setting. An inclusion aide may also be utilized to support the students in the general education classroom. At the Junior and Senior High schools, students with an IEP attend a special education resource study hall period.
Instructional Program is designed for a limited number of students in grades K-8 with disabilities who require special education programming more than 50% of the school day outside of the general education. Students are performing at least two years below grade level in a core academic area which may require an alternative, adaptive, or functional curriculum and assessments aligned with Essential Elements. A special education teacher and related services are provided in a special education setting.
Early Childhood Program
Early Childhood Program is designed for students with disabilities ages 3-5 years with one or more of the following delays: communication, physical (fine and/or gross motor), cognitive, and /or social emotional development. The Early Childhood provides developmental learning activities and curriculum are focused on pre-readiness in literacy and numeracy aligned with the Illinois Early Learning Standards.
- Early Childhood Special Education (ECSE)
- DEC Recommended Practices in Early Intervention/Early Childhood Special Education
- Illinois Early Learning Project
Learning for Life Program
Learning for Life Program addresses the needs of high school students with significant disabilities such as cognitive impairments or significant learning deficits due to autism, emotional disorders, and other health impairments through a functional modified academic instruction which requires special education programming for at least 80% of the school day in the student’s home school environment. The focus of the program is to develop functional academic skills, communication skills, social skills, vocational skills, and community skills to develop personal independence as a young adult.
School Association for Special Education in DuPage County (SASED)
Lisle 202 is affiliated with the School Association for Special Education in DuPage County (SASED). SASED is a cooperative of school districts in DuPage County which provides programs and services that address student needs beyond the school district resources. Services provided by SASED in our schools include the following: Physical Therapy, Occupational Therapy, Vision and Hearing Itinerants, Assistive Technology Team, and Instructional Support Team (IST). For students whose disability needs cannot be met in district, SASED provides the following programming for students with significantly disabling conditions: Southeast Alternative, Directions, Multi-Needs , STARS Autism, Deaf and Hard of Hearing, Transition, and Project Search.
Parent Disability Resources:
Lisle 202 Special Olympics
Lisle 202 Special Olympics is available for students with disabilities 8 -18 years of age in accordance to the regulations of Special Olympics Illinois Area 5. Special athletes participate in Fall, Winter, and Spring sports such as Floor Hockey Skills, Basketball Skills, and Track and Field. For more information contact Jennifer Milinki, Lisle 202 Special Olympics Coach at email@example.com
Lisle 202 Special Olympics Young Athletes Program
Young Athletes program is an innovative sports play program for children with disabilities and their peers ages 2-7 designed to introduce them to the world of Special Olympics Illinois. The Young Athletes program is designed to address various specific levels of play, including physical activities focused on developing fundamental motor tracking and eye-hand coordination. For more information contact Diane Johnson, Early Childhood Teacher at firstname.lastname@example.org
Home/Hospital Instruction services are available for a student who is unable to attend school for two weeks or for continuous intermittent periods due to a medical condition or psychiatric hospitalization. The intent of this program is to provide instruction to allow the student to keep pace with his/her classes. For more information on homebound instruction, contact the school nurse. In the case of hospital instruction, please contact the school counselor or school psychologist.
Parentally-Placed Private School
Parentally-Placed Private School Children with disabilities who attend private/parochial schools within Lisle 202 boundaries are provided access to the child find identification of a special education disability through an initial case study evaluation and special education services under an Individual Service Plan. Lisle 202 consults with representative of the private/parochial school, as well as parent representatives of the schools, on an annual basis to determine service needs.
Homeless Children and Youth
The Director of Student Services serves as the McKinney –Vento Educational Liaison to identify homeless children and youth and ensure children and youth experiencing homelessness enroll in school and have access to educational services. Assistance is provided to community resources such as health care facilities, social services agencies, public agencies and staff in the child welfare system (including child protective service and foster care), homeless family shelters, and domestic violence shelters and agencies.
English Learner Program
Each school district is required to administer a Home Language Survey to each student entering the district's schools for the first time, for the purpose of identifying students of non-English background. The survey includes the following questions:
- whether a language other than English is spoken in the student's home and, if so, which language
- whether the student speaks a language other than English and, if so, which language.
Once students from non-English language backgrounds have been identified, the school district is required to assess these students for proficiency in English. Students who are determined to have limited English proficiency based on the assessment criteria are eligible for Transitional Program of Instruction and will receive English as a Second Language (ESL) education services delivered to students in and or outside of the general education classroom. More information
School personnel who provide related services to students are required to maintain written logs that contain the service provided, the date and the number of minutes administered.
These related service logs will be available to parents/guardians at their child’s annual review IEP meeting. Parents/guardians of students with disabilities may also request copies of their child’s related service logs at any time. These service logs are considered part of a student’s temporary school records.
Students with disabilities who do not qualify for an individualized education program under the federal Individuals with Disabilities Education Act, may qualify for services under Section 504 of the federal Rehabilitation Act of 1973 if the student:
(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
(iii) is regarded as having a physical or mental impairment
Questions about the identification, assessment and placement of students should be directed to Jennifer Law, Director of Student Services at 630-493-8005.