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La Grange School District 105

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 Special Services                    

LaGrange School District 105, in partnership with the LaGrange Area Department of Special Education (LADSE), provides child find activities to identify students in need of special education services. Education and related services may be provided to a child who may qualify under either Section 504 or the Individuals with Disabilities Education Act (IDEA). Under either provision, District 105 supports the intent of the federal and state mandate to meet student needs in the Least Restrictive Environment (LRE). In meeting the requirements of LRE, our school community continues to embrace inclusive instructional practices.

SPECIAL EDUCATION
IDEA was established in 1975 to ensure students with disabilities are identified and educated through their public school. State and federal law requires schools to provide appropriate education for all children with an identified disability between the ages 3 through 21.

The District provides a continuum of special education services to students through an Individualized Education Program (IEP). Related services are support services that may be provided to assist a student in accessing his/her academic program. Related services include, but are not limited to, the following: occupational therapy, physical therapy, psychological services, social work services, and speech and language services. Educational programs and services are specially designed to meet the needs of a student with an identified disability.

SECTION 504 OF THE REHABILITATION ACT OF 1973
Section 504 of the Rehabilitation Act prohibits discrimination against persons with a disability in any program receiving Federal financial assistance. Students with disabilities shall be provided accommodations in order to ensure equal participation in the school setting. The Act defines a person with a disability as anyone who has a mental or physical impairment which substantially limits one or more major life activity: self-care, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning and working.

When a student with disabilities requires an accommodation, the parents and school representatives will meet to determine the disability, and develop a written plan outlining accommodations that will be provided in the school setting. 

NOTICE REGARDING RELATED SERVICE LOGS
Students with disabilities may receive related services as part of their individual education programs (IEPs). District 105 will maintain related service logs that record the type and number of minutes of the related service(s) administered to such students. Parents/guardians of students with disabilities may request copies of their child's related service logs at any time.

Ms. Jennifer Sabourin 
Director of Student Services
(708) 482-2700 ext. 1006

Ms. Kathy Hadraba
Student Services/Pre-K Coordinator
(708) 482-2700 ext. 1420

Ms. Sandy Ruffner
Administrative Assistant of Student Services
(708) 482-2700 ext. 1008

  • Bullying Resources

    Click to go to the School Board Policy Manual.

    Sections in School Board Policy Manual

    • 7:180-Prevention and Response to Bullying, Intimidation and Harassment
    • 7:20-Harrasment of Students Prohibited
    • 6:60-Curriculum Content (Cyberbullying) 

     

    Bullying Website Resources for Parents

  • Disability Information

    • Understood.org Website

      Parents want the best for their children. We do, too. For the first time ever, 15 nonprofit organizations have joined forces to support parents of the one in five children with learning and attention issues throughout their journey.

      With the right support, parents can help children unlock their strengths and reach their full potential. With state-of-the-art technology, personalized resources, free daily access to experts, a secure online community, practical tips and more, Understood aims to be that support.

    • Autism Society of America
    • Food Allergy and Anaphylaxis Network

      FAAN is dedicated to bringing about a clearer understanding of the issues surrounding food allergies. Its mission is to increase public awareness about food allergies and anaphylaxis (a severe, life-threatening reaction), to provide education, and to advance research on behalf of all of those affected by food allergies.

    • LD Online

      LD OnLine.org is the world's leading website on learning disabilities and ADHD, serving more than 200,000 parents, teachers, and other professionals each month.

    • National Center for Learning Disabilities
    • National Dissemination Center for Children With Disabilities

      The National Dissemination Center for Children With Disabilities provides information to the nation on:

      • disabilities in children and youth

      • programs and services for infants, children, and youth with disabilities

      • IDEA, the nation's special education law

      • No Child Left Behind, the nation's general education law

      • research-based information on effective practices for children with disabilities

    • National Down Syndrome Society

  • What is Erin's Law?

    Questions Parents May Have About Erin's Law

    Why?
    Why is this curriculum being introduced in District 105? Erin’s Law (in Illinois, Public Act 96-1524) mandates that Illinois public schools provide training to certified staff on prevention of child sexual abuse. It also mandates that public school children pre-kindergarten through 12th grade be educated on how to protect themselves from sexual abuse.

    What?

    What is the material that will be covered?  District 105 has adopted the Think First & Stay Safe™ Curriculum, which is recommended and approved by the State of Illinois Board of Education.  Think First & Stay Safe™ is a research-based program that provides students with specific personal safety education by way of interactive classroom lessons, video and PowerPoint presentations, posters, role playing and corresponding Student Workbook activities.    

    Lessons objectives will differ according to student age.  In the Pre-K through Grade 2 range, the focus of lessons will include:   using our brains to stay healthy and safe; ways of showing kindness and respect to others; standing up for safety; understanding bullying and harassment; listening to and trusting instincts; choosing safe strangers; and safe and healthy boundaries. 

    The focus of lessons for our 3-4 grade students will include all of the lessons provided in the earlier grades, with additional information to include: safe and healthy boundaries; bullying and harassment prevention; recognizing specific abuse lures that may be used; and internet safety.

    For students in grade 5-6, lesson content will include all of the lessons provided in the earlier grades, with additional information to include: safe and healthy boundaries; bullying and harassment prevention; recognizing specific abuse lures that may be used; and cyberbullying and internet harassment. 

    Our middle school students will have a component of their health class devoted to body rights safety that will be taught in cooperation with the Pillars Community Organization.  The focus of these lessons will include:  respectful relationships; healthy relationships; internet safety and recognizing specific lures that may be used. 
     
     
    Who?
    Lessons are taught by the social worker who works in your child’s school. In some cases, we may bring a staff member from another building to help address scheduling or language needs.  Each school social worker has received training in the Think First & Stay Safe™ curriculum, and has been supported in initial curriculum implementation through a community partnership with Pillars Community Services.

    Each student in District 105 Schools will participate in lessons utilizing this curriculum.  We hope all parents will partner with us to educate our children, but you do have the right to refuse participation. If you do not wish your child to participate, an opt-out form will be available for families.


    How?
    How will staff be trained?  All District staff will be trained in September, 2014 by child sexual abuse advocates and prevention education specialists from Pillars Community Services.  Source material for those trainings is from the Child Lures Prevention Program, the organization responsible for the Think First & Stay Safe curriculum.   Staff members will learn about sexual abuse and how offenders identify potential victims. They will learn about the warning signs of sexual abuse and how those signs differ depending upon the age of the child. Staff members will also learn what to do and not do if a child discloses to them, and how to report potential sexual abuse.

    When?
    Each school and grade level will have the lessons implemented during the fall and winter of this school year.  Two weeks prior to the social worker’s lessons in the classroom, parents will receive a letter indicating the specific lesson objectives and the starting date of the curriculum.  An opt out form will be made available at that time, as well. 
     
    Where?
    The lessons will be conducted within each school, with combined classes of the same grade-level, when appropriate.  These lessons may be in a classroom, in the multi-purpose room, or School Library.
     
    Who should I contact if I have additional questions or concerns?
    You may contact your school social worker if you have questions about this new program.   

    Links

    Files

    Erin’s Law Parent Presentation
    Thank you to all of the parents who took the time in their busy schedules to learn about District 105's Implementation of Erin's Law. Erin's Law is a sexual abuse prevention education mandate from the State of Illinois.

    If you were not able to be there for the presentation, you may learn more by accessing this PowerPoint Presentation. Additional information is also available on the Student Services Page of this website.

    Erin’s Law Objectives K-2 English
    Kindergarten-Grade 2 Educational Objectives of the Think First & Stay Safe™ Program at School District 105, English Version

    Erin’s Law Objectives K-2 Spanish
    Kindergarten-Grade 2 Educational Objectives for the Think First & Stay Safe™ Program at District 105, Spanish Version

    Erin’s Law Objectives 3-4 English
    Grades 3-5 Educational Objectives for the Think First & Stay Safe™ Program at District 105, English Version

    Erin’s Law Objectives 3-4 Spanish
    Grades 3-5 Educational Objectives for the Think First & Stay Safe™ Program at District 105, Spanish Version

    Erin’s Law Objectives 5-6 English
    Grades 5-6 Educational Objectives for the Think First & Stay Safe™ Program at District 105, English Version

    Erin’s Law Objectives 5-6 Spanish
    Grades 5-6 Educational Objectives for the Think First & Stay Safe™ Program at District 105, Spanish Version

    Erin’s Law Opt out Letter English
    This form is to be filled out by families that do not want their student to participate in the Think First & Stay Safe™ Program at District 105. (English Format)

    Erin’s Law Opt Out Spanish
    This form is to be filled out by families that do not want their student to participate in the Think First & Stay Safe™ Program at District 105. (Spanish Format)

  • District 105 provides support and counseling for District 105 homeless students and their families. Contact Ms. Jennifer Sabourin for more information.

    Email Ms. Jennifer Sabourin at jsabourin@d105.net

     

    Links and Resources:

     

     

    Three children look hopeful and attentive as they read information about educational rights for homeless children.

    A flyer in Spanish provides information for parents of children who are experiencing homelessness and their right to education.

  • Colorful illustration with stick figures and the words 'Play, Learn and Grow... Together!'     

    A group of children play with colorful scarves in a classroom.

     

    District 105 Preschool Programs

    LaGrange District 105 is proud to serve the district’s preschool age students at Hodgkins Elementary. There are three sections, two morning sessions and one afternoon session, of Early Childhood Education (ECE) and three sections, one morning and two afternoon sessions, of Preschool For All (PFA). 

    ECE is specifically designed to meet the needs of children between the ages of 3-5 having delays of two or more years in two or more areas of development: speech/language, fine motor, gross motor, academic readiness and social emotional needs. The ECE classroom has no more than 10 students and is taught by a qualified special education early childhood teacher. Speech, occupational and physical therapy are integrated into this program.

    The Preschool For All program is funded by the state to ensure preschool children with risk factors have the opportunity to attend school before they reach kindergarten. Some of the risk factors include:

    •  ELL
    •  Single parent
    •  Low economic status
    •  Family member with special needs
    •  6 month delay in speech and language
    •  Needs in the area of fine/gross motor, academic readiness and social/emotional

    The program is taught by certified early childhood teachers and can enroll up to 20 students in a classroom. Speech, Occupational and Physical Therapy are provided as needed.

    Developmental Screening Process

    Stage 1: After parents have called Hodgkin’s Elementary to confirm residency and request a Preschool Screen, they will be directed to the link to complete the online pre-screening. A screening packet will be available for mailing or parent pick-up. Included in this packet is a Dial-4 developmental assessment and forms to be completed. Following a family’s completion of the packet, parents may drop off or mail materials to Hodgkins Elementary. A team member will contact the family to discuss their child’s results. If the results indicate further inquiry, children will be requested to participate in Stage 2 of our Preschool Screen.


    Stage 2: During this stage, children will be assigned a specific time and date at Hodgkins Elementary for their participation. Parents must bring their child’s original birth certificate, a photo ID with current address, and two qualifying forms to demonstrate residency the day of the screening in order to ensure participation. D 105 Preschool staff will transition children without their parents into preschool classrooms. Children will participate in activities that screen the areas of Motor, Language, Cognition, Social-Emotional, and Self-Help Skills. Also, children who are 3 years and older will participate in a Vision and Hearing screener. This entire process takes about an hour to an hour and a half, so please plan accordingly.

    Families are encouraged to complete our online questionnaire and sign up for preschool screening with Maria Almaguer, Preschool Family Liason/Clerical Aide at Hodgkins Elementary (708) 482-2740.

    For additional questions, please contact Kathy Hadraba, Student Services and Preschool Coordinator, at (708) 482-2700 ext. 1420. 

    Developmental Screening Process

    ​​​​​​​A group of children and their teachers pose for a photo on a sunny day.

  • Picture of the earth with several children holding hands which encircling the earth.

     

    School psychologists are uniquely qualified members of school teams that support students’ ability to learn and teachers’ ability to teach. They apply expertise in mental health, learning, and behavior, to help children and youth succeed academically, socially, behaviorally, and emotionally. School psychologists partner with families, teachers, school administrators, and other professionals to create safe, healthy, and supportive learning environments that strengthen connections between home, school, and community.

    What Do School Psychologists Do? School psychologists provide direct support and interventions to students, consult with teachers, families, and other school-employed mental health professionals (i.e. counselors, school social workers) to improve support strategies, work with school administrators to improve support strategies, work with school administrators to improve school-wide practices and policies, and collaborate with community providers to coordinate needed services.

    What Training Do School Psychologists Receive? School psychologists receive specialized advanced graduate preparation that includes coursework and practical experience relevant to both psychology and education. School psychologists typically complete either a specialist-level degree program (at least 60 graduate semester hours) or a doctorate degree (at least 90 graduate semester hours), both of which include a year-long 1200 hour supervised internship.

     

    Department Contacts:

    Gustafson, Deanne
    Email: dgustafson@d105.net

    Konrath, Maggie

    Email: mkonrath@d105.net

  • Cartoon children hold hands, spelling out the word 'SPEECH'.

     

    Contacts

  • Social WorkSocial Work

    Colored picture of several hands one on top of another.

     

    Mental Health Information

    A graphic design of the words 'you matter' in bold, black lettering.

     

    A graphic with the text 'Invest in Your Mental Health' and a list of self-care tips for mental health.

    A graphic with the text 'It's okay not to be okay' and statistics about mental health in the United States.

    Supporting Students When Bad Things Happen

    • Provide reassurance
    • Be brief
    • Keep information developmentally appropriate
    • Reassure children that we have safety measures in place and are safe
    • Monitor their emotions
    • Limit access to media
    • Maintain normal routine
    • Seek assistance from support staff/professionals if needed

     

    Links to Articles and Resources:

Student Services Links & Resources