Wilmette Public Schools District 39 offers a full continuum of Special Education services. Special education is instruction and related services provided by special education personnel or by a general education program that has been modified through the use of special education support services, supplementary aids, or other special programming.

District 39 follows the state and federal laws that establish criteria for special education eligibility. The federal government recognizes 13 categories under which children may qualify for special education. These disabilities include: autism, deaf-blindness, deafness, emotional disorder, hearing impairment, mental retardation, multiple disabilities, orthopedic impairment, other health impairment, speech or language impairment, traumatic brain injury, and visual impairment.

District 39 programs are aligned K-8 to provide children similar program experiences as they move through our schools. However, the type of support is adjusted to be developmentally appropriate, so the name and focus of the program may change from building to building. Below is a brief schematic overview of K-8 programs. More detailed descriptions of all programs follow this schematic.

Grades K-4		Grades 5-8
Inclusion		Inclusion
Pull-out Reading		Instructional Reading Class
Pull-out Math		Instructional Math Class
Pull-out Writing		Instructional Writing Class
Student Learning Center		Academic Strategies Class
Functional Academic		Functional Academic
Student Learning Center		Student Support Center
External Placements		External Placements

Birth-to-Three

Certain children are identified at birth as having disabilities. For these children school funded services can begin soon after birth. District 39 coordinates funding for services to these young children. The state has established an Agency named Child and Family Connections, which assists families in securing itinerant services (e.g. speech therapy, occupational therapy) for children identified at this age. District 39’s role is to provide partial financial support for services and service coordination.

The District is also responsible for transitioning children from 0-3 to the District 39 Early Childhood Program. At the age of 2 1/2, Child and Family Connections notifies District 39 of a child in need of transition. The District has up to 6 months to complete any additional evaluations the team recommends and then meet with parents to discuss whether continuing intervention is needed. A variety of options may be discussed with parents.

Early Childhood

Wilmette District 39 offers a continuum of special education services to meet the unique educational needs of the three to five year old students with disabilities. The range of available services is designed in compliance with the federal and state guidelines supporting the least restrictive environment in which services can be provided. Least restrictive environment means providing services in settings similar to programs provided to typical preschool children.

Preschool children are found eligible to participate in district services through an identification and assessment process. The assessment of preschool children focuses on the expectations and growth of the preschool child, and the evaluation of developmental skills, which are the foundation for academic and social learning. The assessed skill areas relate to academic functioning and are divided into five developmental domains: cognitive skills, fine and gross motor skills, self-help skills, social skills, and speech and language skills.

Early Childhood Identification Procedures

Children of District 39 Residents

District 39 provides preschool screenings on a regular basis throughout the school year. Three, four and five-year-old children, who have not entered kindergarten, may participate in the district screening. The child must be registered for the screening through the District 39 Student Services office (847-256-2450, ext: 253). Screenings are free of charge. The screening process provides basic information about the child in the areas of cognitive, motor, social, and speech and language development. A certified nurse also completes a vision and hearing screening. The preschool screening is designed to identify developmental lags or areas of concern and is not a tool to determine eligibility for advanced placement in school. Further assessment in one or all of the domains may be indicated from the results of the screening.

When further assessment is indicated, parents are contacted and a meeting is held to discuss concerns and determine appropriate components of the evaluation. After permission to evaluate is obtained, the district attempts to complete the assessment as soon as possible. However, the district has sixty school days to complete the assessment and meet with parents to discuss results. If the child qualifies for special education services as a result of the evaluation and team meeting, goals and objectives are written. An Individualized Education Plan (IEP) for providing services is developed, and program placement is determined. The Individualized Education Plan is reviewed on an annual basis, adjusted, and revised as necessary.

Finally, a preschool child may be brought to the attention of the Early Childhood Education team by parent referral. Parents may contact the District 39 Student Services Department (847-256-2450) to discuss concerns and determine an appropriate response.

Children currently in Birth-to-Three Programs

District 39 is responsible for providing services to preschool children who have been identified and received support through a birth to three early intervention agency or program. A transition plan is established between the early intervention agency and District 39 in order to provide appropriate services without interruption when the child turns three.

Children Transferring from Another District

The Early Childhood Education team reviews records and meets with the family of the preschool child who has participated in Early Childhood Education services in another district and is transferring to District 39. After the family establishes district residency, the existing IEP is reviewed and implemented as written by the previous district. Further assessment and changes may be recommended at the initial IEP meeting.

Early Childhood Education Service Options

The District 39 Early Childhood Program offers a range of offerings. The program is based on each child’s individual needs. These needs are determined after an extensive assessment. The possible programs are listed below.

Speech and Language Services

When a child needs only speech and language services, the services are delivered at Romona School. Criteria for Speech services are based on a severity rating scale index; mild-moderate disorder/delay in one or more areas of speech/language or moderate/severe disorder/delay in speech production (articulation, phonological processes, oral-motor functioning, voice fluency).

Inclusion Facilitator Services

Inclusion facilitator consultation services are provided at all non-parochial Wilmette preschools. The inclusion facilitator works in a consultative model to support children with disabilities in community preschools. This consultation includes staff development and direct work with teachers.

Connecting Kids

This is a District 39 integrated preschool class, located at Romona School. This class enrolls typically developing peers, as well as children with significant developmental needs in more than one area, or children presenting a severe to profound speech and language need. A special education classroom teacher, with assistance from a classroom paraprofessional, provides instruction in this classroom. Related services, including speech and occupational therapy, also are provided.

Full-Day Self-Contained

On a rare occasion, children have more severe and profound educational needs. The district relies on a full-day program for children with severe and profound needs.

Resources

• Additional questions or concerns about a child who is three, four or five years old and not in kindergarten may be directed to Dr. Carol Hincker, 847- 256-2450.
• To register a child for a preschool screening contact Julie Baumann at 847-256-2450 ext 253.
• Concerns for a child under the age of three years should be directed to Dr. Carol Hincker, 847- 256-2450.

Primary School (Grades K-4)

Primary School children are provided special education services when they come to school with an existing IEP, as a result of a preschool program or because of a transfer in from another school district. However, children also can be identified to have a special education disability while they are at a District 39 school. Whenever a parent or a teacher has a concern about a child a referral is made directly to the team at school. (See flexible service delivery on page 9). The formal assessment of children is provided after a series of academic interventions have been implemented (e.g. a reading intervention). Once indicated, a team of professionals conducts a comprehensive evaluation. The assessed skill areas include: general intelligence, motor, health, social/emotional, communication status, and academic performance.

Students who qualify for one of 13 disability categories, receive services in accordance with their Individualized Education Plan (IEP). The child’s IEP is developed by her/his IEP team. There is a legal requirement for educating children in the least restrictive environment. This means that children with special education needs are programmed for, as much as possible, in their home school in a general education classroom. Services are provided in accordance with the IEPs of individual students.

Below is a brief description of the program options available at the primary level.

Primary K-4 Programs

1. Student Assistance Team (SAT) - Each school is equipped with a Student Assistance Team. This team is comprised of a group of technical experts who can address a myriad of learning and emotional concerns. This team includes the psychologist, social worker, speech pathologist, special education teachers, occupational therapist, nurse, a special education coordinator and the school principal. This team meets weekly to address concerns from teachers and parents for children with and without disabilities. This team conducts special education evaluations, makes disability diagnoses, develops and implements individual education plans for children.
2. Inclusion support - The special needs staff in each of the primary buildings attempts to teach students within the general education environments. This is done utilizing a team-teaching approach. In collaboration with classroom teachers, the special educator may co-teach for a period of the day, where differentiated instruction is emphasized to address the needs of children with IEPs.
3. Pullout support - Certain children may need a specialized method of instruction for remediation of an identified deficit. When this is the case, the special education teacher will pull small groups of children with similar learning profiles from the classroom to receive highly specialized instruction in reading, writing or math.
4. Student Learning Center - Some children need more structured instruction. When this is required, the Student Learning Center is an option. The Student Learning Center is designed for children that have more intense learning needs that require more frequent instruction in a smaller setting, more intense instructional or emotional support away from the general education classroom.
5. Functional Academic Program - For children requiring specialized instruction or remedial support on a consistent basis, the middle school offers the Functional Academic Program. Children receive the Functional Academic Program as part of their individual schedule while continuing to participate in the regular program. This classroom handles the needs of children both with significant learning disabilities and with needs for life skill development (functional reading, writing and math).
6. External Placements - On a rare occasion, children have more severe and profound educational needs. The district relies on private placement options, for special education programming for children with severe and profound needs.

Middle and Junior High (Grades 5-8)

Middle and junior high school children are provided special education services when they come to school with an existing IEP, as a result of a preschool program or because of a transfer in from another school district. However, children also can be identified to have a special education disability while they are at a District 39 school. Whenever a parent or a teacher has a concern about a child a referral is made directly to the team at school. (See flexible service delivery on page 9). The formal assessment of children is provided after a series of academic interventions have been implemented (e.g. a reading intervention). Once indicated, a team of professionals conducts a comprehensive evaluation. The assessed skill areas include: general intelligence, motor, health, social/emotional, communication status, and academic performance.

Students who are eligible for Special Education Services as a result of the assessment receive services in accordance with their Individualized Education Plan (IEP). The child’s IEP is developed by her/his IEP team. There is a legal requirement for educating children in the least restrictive environment. This means that children with special education needs are programmed for, as much as possible, in their home school in a general education classroom. Services are provided in accordance with the IEPs of individual students.
Below is a brief description of the program options available at the middle school level.

1. Student Assistance Team (SAT) - The Middle School has a team that is comprised of a group of technical experts who can address a myriad of learning and emotional concerns, known as the Student Assistance Team. This team may include a psychologist, social worker, speech pathologist, special education teachers, occupational therapist, nurse, a special education coordinator and the school principal. This team meets weekly to address concerns from teachers and parents for children with and without disabilities. This team conducts special education evaluations, makes disability diagnoses, develops and implements individual education plans for children.
2. Inclusion Support - The special education staff in the Middle School supports students within the general education classroom as much as possible. This is done utilizing a team-teaching approach. In collaboration with classroom teachers, the special educator may co-teach for a period of math, reading or writing each day. This co-teaching emphasizes differentiated instruction, in addressing the needs of children with IEPs. Having a team teaching model emphasizing differentiated instruction has the added benefit of promoting the learning of every child in the classroom, regardless of disability status.
3. Academic Strategies - As the challenges of the curriculum advance, many students with disabilities need extra support. Academic Strategies is a smaller sized class taught by a special education teacher, who can pre-teach, re-teach, organize schoolwork or provide direct instruction in any content areas a student may find difficult. Academic Strategies is offered as an academic class in place of foreign language.
4. Instructional Class - Certain children may need a specialized method of instruction for the remediation of an identified deficit in reading, writing, and/or math. When this is the case, children are provided a separate special education class and grouped with children having similar learning profiles. These small classes have access to technology, instructional materials, and learning approaches that encourage the learner to move at his/her own pace in the curriculum.
5. Functional Academic Program - For children requiring specialized instruction or remedial support on a consistent basis, the middle school offers the Functional Academic Program. Children receive the Functional Academic Program as part of their individual schedule while continuing to participate in the regular program. This classroom handles the needs of children both with significant learning disabilities and with needs for life skill development (functional reading, writing and math).
6. Student Support Center - For children in need of emotional or behavioral support, the Student Support Center is available. The teacher of this program (a behavior specialist) manages students who are in an immediate crisis and need individual support. Additionally, this teacher conducts behavioral assessments and assists classroom teachers in developing behavior management plans. This room is also available when students temporarily need instruction in a place away from the classroom. The student support center can also be used as a full-day long-term placement.
7. External Placements - On a rare occasion, children have more severe and profound educational needs. The district relies on private placement options, for special education programming for children with severe and profound needs.

External Placements

District 39 has a host of private and public options for providing special education programs when a District 39 program does not meet a child’s special educational needs. There are certain complex disabilities that require high levels of instructional support. These external programs are for children who have these intense instructional needs.