Special Education & 504 - Central Elementary School

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Belonging and Inclusion

In District 62, we are dedicated to fostering a culture of belonging and inclusion for every student. We believe that every child has unique strengths and abilities, and it is our mission to create a supportive environment where all students feel valued, respected, and empowered to thrive.

Through personalized support and collaborative partnerships, we work to meet the individual needs of each student, ensuring equitable opportunities for growth, learning, and success.

Learn about our special education program updates & FAQ - planning for our future

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Special Education Services Continuum

District 62 provides a comprehensive continuum of special education services designed to meet the unique needs of each learner. Services are individualized through the IEP process and are based on student strengths, needs, and goals, not labels or predetermined placements. Students may receive services across multiple settings depending on their needs.

The following services represent our continuum of support. Each student’s IEP team determines the combination of services that best meets their needs.

Our service model is designed to:

Focus on individualized student needs rather than one-size-fits-all programming
Provide a flexible continuum of supports, where services can be adjusted responsive to student needs
Utilize evidence-based instructional practices
Educate students alongside grade-level neurotypical peers to the greatest extent appropriate
Promote student independence and progress toward academic and functional goals

A colorful infographic outlines four levels of child support in District 62, from general education to highly specialized services, with icons and text explaining each category and the flexible nature of support.

A colorful infographic in Spanish outlines four levels of student support in District 62, with icons representing each level and a flexible pathway for student progress in the background.

The Special Education Evaluation Process

We are here to partner with you and your child every step of the way.

1. Request an evaluation

Parents/guardians may request a special education evaluation in writing at any time.

The school will respond within 14 school days to let you know the next steps.

2. domain meeting (if warranted)

If an evaluation may be warranted, a domain meeting will be scheduled. The team will review existing information and determine what additional information needs to be collected.

3. Parent consent

The school will ask for your written consent to evaluate your child. No evaluation can begin without your consent.

4. evaluation process

Once consent is provided, the school team has 60 school days to complete the evaluation. You will be kept informed along the way.

5. Eligibility meeting

Once the evaluation is complete, an eligibility meeting will be held. The team will review the results to determine whether your child is eligible for special education services.

6. individualized education plan (IEP) & consent

If your child is found eligible, the team will develop an Individualized Education Plan (IEP) in collaboration with you. You will be asked to sign consent for the provision of special education services.

We value your partnership and are committed to supporting your child's success. If you have questions at any point, please reach out to your child's school.

The IEP is reviewed and updated annually and parents can also request an IEP meeting at any time. A re-evaluation is required at least every 3 years.

District Program Services Include:

Early Childhood

District 62's Early Childhood Program provides a welcoming, inclusive learning environment for children ages 3–5. Our program is designed to support each child's individual strengths and needs through specialized instruction, play-based learning, and evidence-based teaching practices that promote growth across all developmental areas.

Whenever appropriate, students learn alongside their typically developing peers in our blended preschool classrooms while receiving the individualized supports and services outlined in their Individualized Education Program (IEP). For children who require more intensive support, we also offer specialized instructional and Structured Teaching (STRIVE) classrooms.

Our Early Childhood Continuum of Services

Blended Preschool Classrooms

Students participate in an inclusive preschool classroom with peers while receiving individualized special education and related services. This setting promotes learning through play, social interaction, and daily routines.

Instructional Classrooms

Instructional classrooms provide specialized instruction for children with developmental delays who benefit from a smaller classroom setting and increased individualized support. Instruction is tailored to each child's unique learning profile using research-based practices.

STRIVE (Structured Teaching for Readiness, Independence, Voice, and Engagement)

STRIVE classrooms are designed for students whose learning needs are consistent with autism spectrum disorders or for those who have more significant needs, who would benefit from a highly structured learning environment. Instruction incorporates evidence-based strategies that promote communication, independence, social development, and positive behavior.

Evidence-Based Practices

Our classrooms utilize a variety of research-based instructional approaches, including:

Naturalistic teaching
Structured teaching and visual supports
Daily schedules and routines
Augmentative and Alternative Communication (AAC)
Sensory regulation strategies
Positive behavior supports
Social skills instruction
Applied Behavior Analysis (ABA) strategies, when appropriate (task analysis, forward/backward chaining, shaping, discrete trial, and antecedent support)

Our Goals

Our Early Childhood Program is designed to:

Foster communication, social, behavioral, cognitive, and functional development
Build independence and school readiness
Provide opportunities for meaningful interaction with peers
Support successful participation at school, at home, and in the community
Partner with families to help every child reach their full potential

Resource Services

Resource services may be delivered in the general education and special education setting, or a combination of both.

Resource Services (General Education Environment)

Services Delivered in the General Education Environment: Push-in, Partial Co-Taught, Co-Taught Services

Purpose:

To provide specially designed instruction within the general education classroom while promoting access to grade-level curriculum.

Service Description:

Specialized instruction delivered in the general education classroom through a collaborative partnership between a general education teacher and a special education teacher.

In co-taught settings, both teachers share responsibility for planning, instruction, differentiation, and progress monitoring. Services may vary in time depending on student needs.

Student Profile:

Work toward grade-level standards
Benefit from differentiated instruction and specialized support
May require accommodations, executive functioning support, or targeted intervention.
Can successfully participate in general education setting with support

Service Goals:

Increase access to grade-level curriculum
Provide differentiated instruction & accommodations
Monitor progress through ongoing data collection
Support academic progress and independence
Strengthen collaboration between educators
Promote success in the least restrictive environment

Resource Services (Special Education Environment)

Services Delivered in the Special Education Environment: Resource Pull-Out Services

Purpose:

To provide targeted intervention and strategies that help students close skill gaps and access the general education curriculum.

Service Description:

Resource services provide targeted small-group or individual instruction in a special education setting to address specific skill gaps.

Students receive this support for part of the day while continuing to participate in general education classes.

Student Profile:

Work toward grade-level standards
Demonstrate specific skill gaps
Benefit from explicit, systematic instruction and/or intervention in a small group setting

Service Goals:

Close skill gaps
Provide explicit, research-based instruction
Monitor progress through ongoing data collection
Support access to grade-level learning
Build independent learning strategies

Instructional Support Services

Purpose:

To accelerate student learning through intensive, individualized instruction while maintaining access to general education opportunties.

Service Description:

Instructional Support services provide more intensive, specially designed instruction and interventions in a special education setting for students who require increased support beyond what is typically provided through resource services. This may include ELA and math, and may be taught in multi-age groups. Students may participate in both specialized and general education settings based on their needs.

Students typically:

Focus learning on prioritized grade-level standards
Require intensive intervention and scaffolding
Benefit from smaller instructional settings
Need support with executive functioning or behavior
Benefit from structured teaching strategies

Service Goals:

Close academic gaps toward standards
Provide intensive, research-based instruction
Monitor progress through data collection
Support functional and academic skills
Increase independence and self-advocacy
Expand participation with peers

Structured Teaching for Readiness, Independence, Voice and Engagement (STRIVE)

Purpose:

To develop academic, social, communication, and adaptive/functional daily living skills while promoting independence and meaningful participation.

Service Description:

Individualized, highly supported instruction in a special education setting for students requiring modified curriculum aligned to Essential Elements.

Structured teaching practices are embedded throughout classroom routines and instruction. Students may be taught in multi-age groups that are differentiated for their needs.

Student Profile:

Working towards modified academic standards (Essential Elements)
Assessed on state alternate assessment using Dynamic Learning Maps.
Benefit from structured, predictable approaches
Require significant adult support to access learning

Service Goals:

Strengthen academic skills
Build functional skills for independence
Develop communication and social skills
Promote adaptive and daily living skills
Access general education school experiences
Community and vocational readiness

Behavioral and Emotional Supported Teaching (BEST)

Purpose:

To develop the social, emotional, behavioral, and academic skills necessary for school success.

Service Description:

BEST provides therapeutic and educational support in a special education setting for students whose social, emotional, or behavioral needs significantly impact their school functioning.

Student Profile:

Demonstrate significant emotional regulation or behavioral needs
Require explicit social-emotional instruction
Benefit from structured behavioral supports
May need therapeutic interventions during the school day

Service Goals:

Build social-emotional competencies
Support academic progress
Monitor progress through ongoing data collection
Provide structured behavioral supports
Use individualized data to guide interventions
Increase participation in the LRE
Build skills for success in general education

Isbe resources

Educational Rights and Responsibilities: Understanding Special Education in Illinois, A Parent's Guide

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district resources

District 62 Use of Behavioral Interventions for Students Receiving Special Education Services (August 2023)

Notification of Vital Document Translation

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Related Services

Are also provided to supplement all levels of service. These may include the following below.

Speech and Language services

Students who exhibit delays in articulation, expressive and/or vocal difference deficits that have an adverse effect on student performance may be eligible to receive speech and language therapy services.

Physical / Occupational therapy

Students who have educational needs related to sensory regulation and gross and fine motor skills may be eligible to receive physical or occupational therapy services.

Social Work / Counseling

All schools have social workers on staff to support the social emotional well-being of all students in general and special education through group, individual, and consultative services.

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Individuals with Disabilities Act

The District receives Individuals with Disabilities Act (IDEA) federal funds. A "proportionate share" amount of those funds is used to support students with disabilities in homeschool, private or parochial schools within the District 62 attendance area.

The District also performs "Child Find" services for those students who are homeschooled or are enrolled in private/parochial schools within the District 62 boundaries.

The District also has other services to assist teams in supporting students (not recognized as related services)

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Behavior Specialist

A behavior specialist is a certified teacher or social worker who can be accessed through the district MTSS process.

This individual can support building teams and/or classroom teachers with the following structures:

Classroom management strategies
Consultation of behavior interventions for students with challenging behaviors
Training and professional learning around research-based practices
Guidance and collaboration with data-driven decisions around student behaviors
Crisis support
Co-planning and co-teaching

School Psychologists

School psychologists provide diagnostic information about individual students including their intelligence levels, learning styles, and personality patters.

They also confer with parents and teacher to interpret test results and offer recommendations for follow up.

Assistive Technology (AT) Specialist

The AT Specialist works directly in general and special education environments to support students and staff in the full continuum of communication and technology interventions, tools and devices.

The AT Specialist also functions as a diagnostic team member and provides ongoing technical assistance.

Intervention Coach

The Intervention Coach works with interventionists and special education teachers to train and support them as they work to implement, with fidelity, District-identified curriculum, strategies and programs.

School Nurses

Each school has a nurse that will assist in meeting individual student medical needs.

Section 504 Services

Students who do not qualify for an IEP under the Individuals with Disabilities Education Act may qualify for services under Section 504 of the Rehabilitation Act of 1973 if the child 1) has a physical or mental impairment that substantially limits one or more major life activities, 2) has a record of physical or mental impairment or 3) is regarded as having a physical or mental impairment.

All children with disabilities have the right to a free appropriate public education. If you have concerns about your child and believe that he/she has a disability that may require Section 504 Plan accommodations or special education services, please contact your child's school administrator to begin the referral process.