Students With Disabilities (Child Find Process)

Any parent, guardian, or school personnel who has concerns about a student may initiate a request for evaluation for Special Education eligibility. The request shall be made in writing and directed to the student's guidance counselor. The written request shall include a statement requesting an evaluation and the nature of the concern. A screening team will address this request and determine what further action is appropriate. Within 14 school days, the district determines whether an evaluation is warranted and if it is determined an evaluation is not warranted, the district provides written notice to the parents of the decision, including the reasons for and the rights of the parent if they disagree with the decision. If an evaluation is to be conducted, the district convenes a team of individuals (including the parent) having the knowledge and skills necessary to administer and interpret evaluation data., identifies the necessary, notifies the parents of the team’s conclusions within 14 school days and requests the parents’ consent to conduct the needed assessments. If an evaluation is warranted, the district will complete the evaluation within 60 school days of receiving the parent's written consent.  A student may be considered eligible for special education services if the student is found to have a disability in one or more categories defined by federal and state laws (e.g. autism, intellectual disability, emotional disability, specific learning disability, etc.) which adversely affects educational performance, and requires specialized supports or services. Should participants in a multidisciplinary staffing determine that a student is eligible, an Individualized Education Program (IEP) will be developed. An IEP is a written plan that describes the student's strengths, deficits, and needs, as well as the resources and services the District has committed to help the student make educational progress. The district offers a continuum of services within the district.  Sometimes, a large high school environment may present overwhelming challenges for an individual student. When the IEP team members determine that a student with a disability requires services in another setting, the special education team will recommend a placement that addresses the needs of students and ensures that the student receives special education and related services appropriate to meet their needs. For questions or assistance, please contact the child’s guidance counselor. 

Parents and students are invited and strongly encouraged to actively participate in educational planning and IEP conferences. 
 

Qualified interpreters are available upon request for interpretation services at IEP meetings and for written translations of vital IEP documents. If a District 225 qualified interpreter is not available, the district may use outside vendors, including telephonic interpreters.  

Parents/guardians, including parents/guardians who are deaf, may request an interpreter at IEP team meetings by contacting the special education department at their child’s school at: 
 

Parent/guardian requests for an interpreter at IEP meetings should be made at least 10 days before such meetings whenever possible. Parents/guardians have the right to request that the bilingual interpreter provided at an IEP meeting by the district serve no other role in the IEP meeting than as an interpreter, and the district will make reasonable efforts to fulfill this request. Any questions or concerns about interpretation or translation services can also be directed to the special education director at 847-486-4708 or via email at jpearson@glenbrook225.org.

Students with disabilities who do not qualify for an IEP may qualify for services under Section 504 of the Federal Rehabilitation Act of 1973, if the student: (1) has a physical or mental impairment that substantially limits one or more major life activities, (2) has a record of a physical or mental impairment, or (3) is regarded as having a physical or mental impairment.

A student may be eligible to receive mental health services from the school district under a federal Section 504 plan. Any parent, guardian, or school personnel who has concerns about a student may initiate a request for evaluation for Section 504 eligibility. The request shall be made in writing and directed to the student's guidance counselor.  Parents/guardians who are deaf or do not typically English-speaking are entitled to interpreter services at a Section 504 meeting. To request an interpreter at Section 504 meetings, please contact your child’s guidance counselor or the Section 504 Coordinator. 

LEARN MORE
 

Glenbrook recognizes parents' rights to know about special education.  Linked is a copy of the Notice of Procedural Safeguards provided annually. Please contact the special education director at 847-486-4708 or via email at jpearson@glenbrook225.org if you would like a copy in paper format, if at any point you would like another copy, or if you have any questions or concerns about the procedural safeguards. 

Of note, parents have the right to peruse and have copied (at a nominal fee) their child's cumulative records, to familiarize themselves with the 23 Illinois Administrative Code (State of Illinois regulations regarding special education) and to participate in educational planning for their child. Parents/guardians have the right to inspect and/or obtain a copy of their child’s school student records prior to any IEP meeting. Questions about services and requests to copy special education records should be directed to the Special Education Department (phone numbers listed above). Other record requests should be directed to the guidance counselors.  

Information about the 23 Illinois Administrative Code may be obtained upon request from the Director of Special Education, 3801 W. Lake Suite 200 Glenview, IL 60026.