North Chicago CUSD 187
Timely and Meaningful Consultation Meeting

Who Should Attend:
Administrators of Private/Parochial schools within the school district attendance boundary and parents of homeschooled students with disabilities who live within the school district’s attendance boundaries.

Date/Time: 
This meeting will be virtually conducted on May 18th  at 4:00 pm.  

Purpose of Meeting:
To review and discuss how students with disabilities who attend private/parochial schools or are home schooled within the school district will be served by the school district during the 2022-23 school year. In accordance with requirements of the Federal Individuals with Disabilities Education Act of 2004 (IDEA), public school districts are required to spend a portion of their Federal Part B funds in order to provide identified students with disabilities who attend private/parochial schools or are home schooled with the opportunity to equitably participate in special education services. As part of the process a public meeting must be held.

Please email Dr. Monique Auxila - mauxila@d187.org for information on how to virtually participate. 

PUBLIC NOTICE OF DESTRUCTION OF SPECIAL EDUCATION RECORDS

North Chicago CUSD187 Special Education Department will be disposing of Special Education records of students who have been dismissed or gone from the D187 Special Education Program for seven years or more (July 1 st , 1990 – June 30 th 2014).

These records will be destroyed in accordance with state law unless the parent/guardian or eligible (adult) student notifies the school district otherwise. Records not requested by 4:00 PM, Central Time, December 17 th , 2021, will be destroyed. With proof of identity, the parent/guardian or eligible (adult) student may request a copy of the records by completing the Records Request Form at our office or send by mail a written request. Click here for more info.

SPECIAL EDUCATION RECORDS REQUEST FORM

Special Education Process

LETTER TO THE COMMUNITY 

Dear NCCSUD187 Community,

I am very excited as we embark on our second year together.  I look forward to continuing our collaborative work on the long-term success of special education in North Chicago. I also want to thank staff and the community for the outpouring of support and confidence that they have shown me this past year. I honestly don’t have the words to express the depth of my gratitude.

I am excited because this is a dynamic time for us to learn and grow together.  We have an amazing, cohesive, highly educated and experienced staff that is aligned with our vision and mission. They all embrace the collaborative mindset and are inspired to reflect and provide opportunities to impact positive outcomes.  My job is to ensure that we have the support and resources needed to innovate and develop our practices.  We are all committed to sustaining our effective compliance procedures, building stronger instructional practices, and begin parent education workshops in order to impact positive outcomes for our students and families.  

Finally, on a personal note, I am deeply honored to be part of a community that has the learners at its heart, who are surrounded and supported by an amazing staff and parent community.  I am awed by, and deeply grateful to, the community for everything you give and do to make this district such an amazing place to learn and grow.

My warmest regards,

Dr. Monique Auxila

CHILD FIND 

The Individuals with Disabilities Education Act (IDEA) includes the Child Find mandate. Child Find requires all school districts to identify and evaluate children with suspected disabilities, regardless of severity. This includes children who are homeless, wards of the state, and those attending private schools that reside within district boundaries. North Chicago District 187 regularly provides Child Find screening opportunities in conjunction with monthly early childhood screenings by appointment only. 

North Chicago District 187 works in partnership with the Lake County Department of Health to ensure that children ages 0-3 that reside within North Chicago attendance boundaries make the transition from Early Intervention successfully into the Illinois school system. If you suspect your child or family member who is under the age of 3 has a delay or disability please contact the Child and Family Connections #2 Office to request an Early Intervention evaluation. 

Child and Family Connections #2
Early Intervention
3010 Grand Ave., 2nd Fl.
Waukegan, IL 60085
Phone: (847) 377-8900
Fax: (847) 377-8939
Toll Free: (888) 539-3033

Essential Components of IDEA

FAPE (Free and Appropriate Education)
A FAPE means that the child with disabilities will receive the same education as a child without disability or handicap. FAPE can be achieved by giving the child specialized services, written in an Individualized Education Program (IEP). These services may include accommodations for children who use adaptive equipment, services for academic needs, speech and language services and modifications to make the learning environment accessible for children with disabilities. 

Appropriate Evaluations
Evaluation is defined as procedures used to determine whether a child has a disability and the nature and extent of the special education and related services that the student needs. The team shall ensure that a full or individual evaluation is conducted for each child being considered or reconsidered for special education and related services. Information should be collected through a variety of approaches and from a variety of sources. IDEA prohibits basing eligibility determination or special education programming upon the results of only one test, measure or assessment procedure. Personnel who are trained to do so should administer assessments that are valid and reliable and for their designed purposes. Parent written informed consent must be obtained before the evaluation can be conducted.  

IEP (Individualized Education Program)
An Individualized Education Program (IEP) is a plan that describes the special education instruction, supports, and services that students with disabilities are legally entitled to receive.  An IEP is developed by school staff members, the student's parents/guardians and the student (when appropriate). The required contents of an IEP are determined by the student's needs as well as federal and state laws. Each IEP must be updated annually. 


LRE (Least Restrictive Environment)
During an IEP meeting the multidisciplinary team (which includes parents/guardians) reviews the services and supports needed to provide a student with educational access.  The team must consider the least restrictive environment to the maximum extent appropriate when considering placement of services. Least Restrictive Environment (LRE) is the requirement in federal law that students with disabilities receive their education, to the maximum extent appropriate, with nondisabled peers and that special education students are not removed from regular classes unless, even with supplemental aids and services, education in regular classes cannot be achieved satisfactorily

Parent Participation
An IEP is developed by a child’s educational team. An educational team may consist of a general education teacher, special education teacher, related service provider(s), school psychologist, district representative, and parents or guardians. Parents and guardians  have valuable knowledge about a child’s strengths, needs, and ongoing progress both in and outside of the school environment.  All parents and guardians are expected and encouraged to actively participate in IEP meetings related to their child's development.

As partners in education, North Chicago District 187 commits to:

  • Notifying parents of upcoming IEP meetings to ensure they have an opportunity to attend - Provide 10 day notice

  • Scheduling the meeting at a mutually agreed on time and place

  • Communicating the purpose of the meeting - Provide with 10 day notice

  • Provide a draft copy of the child’s IEP and draft evaluation reports - 3 days prior to meeting date

  • Provide Procedural Safeguards that explain parental rights - Provided annually

  • Provided access to interpretation and translation services - for required meetings and upon request


As a proud Multilingual district, North Chicago District 187 believes language should not be a barrier to participation in the IEP process. Parents are able and encouraged to request interpretation and translation services before a meeting to ensure that they understand the proceedings and decisions being made. North Chicago commits to providing interpretation and translation services upon request. 


Source: https://sites.ed.gov/idea/regs/b/d/300.322


Procedural Safeguards
Notice of Procedural Safeguards for Parents/Guardians of Students with Disabilities (November 2018)   The notice of procedural safeguards must be made available to parents/guardians only one time a year, but must also be given upon an initial request for an evaluation and other specified times or upon request.  


Parent Request Procedures

Evaluation
In the event that a parent requests an evaluation, the district must respond within 14 school days with the decision as to whether or not an evaluation is needed. Parent request for an evaluation should be submitted in writing to the building principal.  If the district decides to move forward with the evaluation, the district must provide a plan for evaluation and get parent consent to evaluate.  If the district determines an evaluation is not needed, notification of denial for an evaluation must be provided.  

Records
Records request should be provided to the district in writing to the Department of Special Education via email to
bzavala@d187.org and/or emay@d187.org or through U.S. mail addressed to Department of Special Education, 1717 17th Street, 60064.  Records request will be completed on or before the 10th calendar day of receipt of the request.  Most records requests are completed within 2-5 days.  If you have any questions contact the Department of Special Education at 847-689-6333.