St. George School District No. 258 provides special education and related services as identified by the IEP team. Services and supports provide specially designed instruction to meet the educational needs and goals identified by the IEP team.  Related services are designed to support students in benefiting from special education and include but are not limited to social work, psychological services, speech/language therapy, transportation, assistive technology, occupational and physical therapy, and adaptive physical education.  It is important to note that related services are determined based on educational needs and differ in eligibility and services provided within a medical model.

1. Identification and Referral:

   • A child is identified as potentially needing special education services.

   • Referral can come from parents, teachers, or other school personnel.

   • In Illinois, schools must respond to a referral within 14 school days.

2. Consent for Evaluation:

   • The school district requests written parental consent to evaluate the child.

   • Parents have 10 calendar days to provide or refuse consent.

3. Comprehensive Evaluation:

   • If consent is given, a comprehensive evaluation is conducted.

   • In Illinois, this must be completed within 60 school days of receiving parental consent.

   • Evaluations cover all areas of suspected disability.

4. Eligibility Determination:

   • An eligibility meeting is held to review evaluation results.

   • The team determines if the child qualifies for special education services under one of 13 disability categories.

   • Parents are part of this decision-making team.

5. IEP Development:

   • If the child is eligible, an IEP team meeting is held within 30 calendar days.

   • The team develops an Individualized Education Program (IEP).

   • IEP includes present levels of performance, annual goals, services to be provided, and accommodations/modifications.

6. Parental Consent for Services:

   • Parents must give written consent before special education services can begin.

7. IEP Implementation:

   • Once consent is received, the school begins providing services as outlined in the IEP.

   • Services must start no later than 10 school days after consent is received.

8. Progress Monitoring and Reporting:

   • The child's progress toward IEP goals is regularly monitored.

   • Progress reports are provided to parents as often as general education students receive report cards.

9. Annual Review:

   • The IEP team meets at least once a year to review the IEP and update it as needed.

   • Parents can request an IEP review at any time if they have concerns.

10. Reevaluation:

    • A reevaluation is conducted at least every three years.

    • This process can be waived if the school and parents agree it's unnecessary.

    • Reevaluation can occur more frequently if conditions warrant or if requested by parents or teachers.

11. Transition Planning:

    • Begins by age 14½ in Illinois.

    • Focuses on the child's transition to post-secondary education, employment, and independent living.

Throughout this process, we emphasize parent involvement. Illinois State Board of Education provides specific procedural safeguards to protect the rights of children with disabilities and their families.

Overview

Section 504 of the Rehabilitation Act of 1973 is a federal civil rights law that prohibits discrimination based on disability in programs and activities that receive Federal financial assistance from the U.S. Department of Education. Section 504 establishes a student’s right to full access and participation in education and all school-related activities. It requires schools to provide appropriate services to meet the individual needs of qualified students.​

Who qualifies?

Identification and Referral

• Student is identified as potentially needing accommodations

• Referral can come from parents, teachers, or other school personnel

Evaluation

• School gathers relevant information about the student

• May include medical records, teacher observations, and parent input

• Unlike IEPs, formal testing is not always required

Eligibility Determination

• School team determines if the student has a disability under Section 504

• Must have a physical or mental impairment that substantially limits one or more major life activities

Plan Development

• If eligible, a 504 plan is developed

• Outlines specific accommodations and support services

• Parents should be involved in this process

Implementation

• School puts accommodations and services in place

• All relevant staff are informed of the student's 504 plan

Review and Revision

• Plan is reviewed periodically (typically annually)

• Can be revised as needed to address changing needs

Reevaluation

• Conducted every three years, or sooner if necessary

• Determines if accommodations are still required and appropriate

Contact:  Hillary Hubert
Email Hillary Hubert
815-933-1503