1. All students have strengths and limitations. The department believes it should assist students with disabilities to build upon their strengths and diminish the impact of weaknesses as it relates to the education of the individual child.
2. The department believes that early intervention* is crucial in addressing the needs of students with disabilities. The department also recognizes that early intervention should include support and resources provided both within the standard education program as well as supports through the Special Education/PPS Department.
3. The department believes it should strive to help students meet the demands of the adult world by establishing and working toward the accomplishment of appropriate educational goals, assisting students in setting realistic and meaningful transition (life) goals, fostering self-advocacy in students, and facilitating any necessary agency linkages.
4. The department believes that services should be provided in the least restrictive environment. While committed to a continuum of services, the department recognizes the advantages of interaction with non-disabled peers. Special education/PPS staff will strive to achieve the balance of providing sufficient services for meaningful progress while being vigilant in ensuring that these services are delivered in the least restrictive environment.
5. The department believes that the provision of appropriate educational services is a team effort involving educators, parents, student and the community. To achieve success, the department must not only ensure high quality involvement of its staff, but also endeavor to encourage parent involvement and support and to encourage the commitment of the individual student to his or her own education.
* Early Intervention refers to the timely implementation of intervention strategies or programs and services. It is not intended to reference birth - 3 programs.
Accommodations & Modifications
West Aurora District 129 implements a wide range of accommodations and modifications based on individualized student needs. The determination of use of these accommodations and modifications for student success will be made by the Individualized Education Program (IEP) Team and implemented by trained educational professionals.
Accommodations
Accommodations are changes in the presentation of information, the way a student responds to information, the educational environment, and in timing and scheduling. The changes are made in order to provide a student equal access to learning and equal opportunity to demonstrate what is known without reducing learning expectations.
Modifications
Modifications are changes in what a student is expected to learn and demonstrate. These changes are made to provide a student the opportunity to participate meaningfully and productively in learning experiences and environments. Modifications include changes in instruction level, content, and/or performance criteria.
The IEP is a written document for a child with a disability. It is developed, reviewed, and revised in accordance with special education laws. The IEP describes what your child can already do and what he/she needs to learn for the next year. It lists the special help your child will receive in order to learn. The IEP Team revises the IEP when necessary and reviews it at least annually.
The IEP must contain a statement of:
Present level of academic achievement and functional performance
Measurable annual goals and benchmarks or short term objectives
Description of how the child’s progress will be monitored and reported
Special education and related services and supplementary aids and services
Explanation of the extent the child will not participate with nondisabled children in the regular class
Participation in statewide or district-wide assessments or, if determined by the IEP Team, a statement of alternate assessment
Dates, frequency, location, and duration of services
A statement regarding eligibility for extended school year services, and, if appropriate, a description of the services, including their amount, duration and location;
Transition services (if applicable)
Transfer of rights (if applicable)
Programs
Programs available within West Aurora School District 129 Boundaries:
Early Childhood (Ages 3-5)
District 129 in cooperation with District 131 provides special education services through the Hope D. Wall Child Development Center Program (CDC). Classrooms are currently housed at Todd School, O’Donnell School and Hope D. Wall School.
Resource/Instructional Programs
There are resource/instructional level programs offered in all elementary, middle and high schools in District 129. These programs provide learners with many types of disabilities support in a regular school building , where they will have opportunities to interact with their non-disabled peers.
Self-Contained Programs
School District 129 has a variety of self-contained programs through out the district. These programs provide intensive instructional and/or behavioral supports for students requiring this type of programming.
Specialty School
District 129 in cooperation with District 131 provides educational services for students ages 5 through 21 with moderate to severe cognitive impairments through the Hope D. Wall program.
Referral
The school district provides a free, appropriate public education to students with disabilities in accordance with state and federal mandates. In order to receive special education services, a group of educational professionals and the parent must determine that the child has a disability as defined in special education laws and must determine that the child needs special education and related services.
If you believe your child may be eligible for special education services, please notify District personnel as follows:
For a student between the ages of 3-5, parents should call Hope D. Wall School and request a screening or attend any of the Early Bird Screen Sessions.
For a student in kindergarten through 12th grade, parents should write a letter to the principal requesting a case study evaluation. Include (1) your child’s name; (2) the reasons you believe your child may have a disability; (3) the reasons you believe your child needs special education and related services; and (4) your child’s medical diagnoses (if any)..
Evaluation
If your child is referred for a case study evaluation, the School Team will determine whether a case study evaluation is warranted. The School Team will consider whether interventions have been attempted and other factors including educational progress, interaction skills, and functioning in the school environment. To make a decision, the School Team may utilize screening data and may conduct preliminary procedures such as an observation of the child, assessment for instructional purposes, consultation with the teacher and a conference with the child. Parents will be notified if a case study evaluation is not warranted.
If the School Team determines that a case study evaluation is warranted, the School Team and the parents will conduct a Domain Review Meeting (DRM) to determine the areas in which additional information about the child is needed. After the School Team has gathered the additional information, a meeting will be held to review the results of the evaluation and determine whether the child is eligible for special education and related services.
Parents and school staff usually agree about issues regarding identification, evaluation or educational placement of a child with a disability, or the provision of a free appropriate public education to the child. However, there are times when disagreement occurs. It is helpful to address concerns with school personnel as soon as they arise so steps can be taken to resolve the concern and support the working relationship among parents, staff, and students.
Conflict resolution options include:
Meeting with the student's classroom teacher or special education case manager/teacher.
Requesting a meeting of the IEP team.
Meeting with the building principal.
Meeting with the Assistant and/or Director of Special Education.
Requesting mediation from the Illinois State Board of Education (ISBE).
