Individualized Education Program (IEP)
The special education department provides a full range of support services for students who are eligible for special education.
Below are links to information about the creation and implementation of an Individualized Education Program (IEP
Section 504/Education of Children with Disabilities
Policy 6:120 Education of Children with Disabilities
The district shall provide a free appropriate public education in the least restrictive environment and necessary related services to all children with disabilities enrolled in the district.
Students are identified as eligible for special education services through a referral process and a case study evaluation of the student. The results of the case study evaluation are used to develop an Individualized Education Plan (IEP) for the student. Parents, general and special education teachers, and administrators meet regularly to review student progress, identify individual student needs, and monitor the implementation of the IEP. If you have questions regarding special education programs at District 86 or would like to refer your child to be considered for a case study evaluation, please contact:
Dr. Kari Smith
Assistant Superintendent of Student Services
5500 South Grant Street
Hinsdale, IL 60521
ksmith@hinsdale86.org
630-570-8006
Students with disabilities who do not qualify for an IEP, as required by the federal Individuals with Disabilities Education Act and implementing provisions of the Code, may qualify for services under Section 504 of the federal Rehabilitation Act of 1973 if the child (i) has a physical or mental impairment that substantially limits one or more major life activities, (ii) has a record of a physical or mental impairment, or (iii) is regarded as having a physical or mental impairment.
Section 504 of the Rehabilitation Act of 1973
Section 504 of the Rehabilitation Act of 1973 was enacted to prohibit discrimination based on disability in programs or activities receiving federal funds. Students who are unable to participate in school programs or activities because of a disability that affects one of their major life activities (such as caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, and learning) may be eligible for accommodations through a Section 504 Plan. Any parent/guardian who is deaf or does not typically communicate using spoken English is entitled to the services of an interpreter when the parent/guardian participates in a Section 504 Plan meeting with a representative of the school district.
Inquiries on Section 504 Plans should be directed to:
Dr. Jason Rehfeldt
Director of Student Services
jrehfeld@hinsdale86.org
630-468-4416
Additional information on District 86 policies on the education of children with disabilities, with respect to Section 504, can be found on the district website and in board policy 6:120 Education of Children with Disabilities.
Assistive Technology
Children with disabilities may need and are entitled to special equipment and services to ensure that they have access to a free and appropriate public education (FAPE).
Assistive technology includes both devices and services. As defined in IDEA:
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An assistive technology device means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability. (34 CFR 300.5)
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an assistive technology service means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. (34 CFR 300.6)
During the IEP process, assistive technology will be considered for every child and then provided if required in a child's IEP to access a free and appropriate public education (FAPE). Additional information can be found at ISBE website: https://www.isbe.net/Pages/
Illinois Assistive Technology Program
1020 S. Spring St.
Springfield, IL 62704
Phone/TTY: (800) 852-5110
Fax: (217) 522-8067
http://www.iltech.org
Consent for Agency/Agencies Invitation to Transition Meeting
To the extent appropriate, a representative of the agency/agencies, who may be responsible for providing post-secondary transition services,
will be invited to the IEP meeting. This letter grants consent for agencies to attend.
Consent for Agency/Agencies Invitation to Transition Meeting
Delegation of Rights for Students with Individualized Education Programs
Student’s educational rights transfer from the parents/guardians to the student on the student’s 18th birthday - https://www.isbe.net/
Discipline of Students with Disabilities
The District shall comply with the Individuals with Disabilities Education Improvement Act of 2004 and the Illinois State Board of Education’s Special Education rules when disciplining students with individualized education plans. No student with individualized education plans shall be expelled if the student’s particular act of gross disobedience or misconduct is a manifestation of his or her disability.
Draft Documents
District 86 will provide notice to parents/guardians of their right to choose from available delivery methods to receive copies of all written materials that will be considered at a meeting to determine their child’s eligibility for special education and related services or to review their child’s IEP. The written materials must be provided to parents/guardians no later than three (3) school days prior to the meeting or as soon as possible if an IEP meeting is scheduled within three (3) school days.
Graduation of Students with IEPs (Brittany’s Law)
Students with IEPs who require services beyond 4 years of high school have the right to participate in District 86 Graduation ceremonies and receive a certificate of completion.
Interpreter and Written Translation Services for Students Eligible for an IEP
District 86 is in compliance with the January 22, 2021, Illinois State Board of Education (ISBE) regulations that require districts to provide “Qualified Interpreters” at IEP meetings to allow parents, whose native language is other than English, to meaningfully participate in the IEP meeting.
You have the right to request that the school district provide an interpreter for the meeting. You have the right to request that the interpreter serve no other role in the IEP meeting other than as an interpreter, and the school district should make reasonable efforts to fulfill this request. You can request an interpreter by contacting the Director or Assistant Director of Special Education in your building. If these meeting arrangements are not agreeable and/or if you wish to review and/or copy your child's school student record, please contact Dr. Kari Smith, Assistant Superintendent of Student Services at 630.570.8006.
Qualified interpreters are available at IEP team meetings upon request for parents/guardians whose native language is other than English. If a 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 Director or Assistant Director of Special Education for your building. Parent/guardian requests for an interpreter at IEP meetings should be made at least 10 days before such meetings whenever possible.
Additionally, written translations of vital IEP process documents are available in common languages, if known and practicable, for parents/guardians of children eligible for an IEP. To request written translations of vital IEP process documents, please contact the Director or Assistant Director of Special Education for your building.
Contact Dr. Kari Smith, Assistant Superintendent of Student Services at 630.570.8006 with any questions or complaints about interpretation services or written translations of vital IEP process documents.
Legal Protections When a Public Agency Seeks to Access Public Benefits or Insurance
Your child’s individualized education plan (IEP) includes special education and related services provided by our special education staff. One or more of the services included on your child’s IEP may qualify for reimbursement from Medicaid. Schools routinely access Medicaid funding to help meet costs of providing special education services. Federal special education law requires that school districts seek parental permission prior to submitting bills for reimbursement from public insurers such as Medicaid. This letter is asking your permission to bill Medicaid for services listed in your child’s IEP.
Granting this permission to bill Medicaid will not reduce your ability to seek other Medicaid-covered health-related services outside the school setting. This permission will not decrease lifetime coverage, increase premiums, lead to the discontinuation of benefits, result in you paying for services that would otherwise be covered, or risk loss of eligibility for certain waivers. You may not be required to incur out-of-pocket expenses such as a deductible or copay.
Along with this request to bill Medicaid, it is also necessary that the district (“the School”) obtain your written permission to release information to Medicaid. This permission must be obtained prior to the school ever releasing your child’s personal information from educational records for billing purposes to a public benefits or insurance program. Medicaid requires documentation of the services our staff provided prior to making payment to the school.
You have the right to withdraw consent at any time. Your child’s free appropriate public education and related services will continue regardless of consent, refusal of consent, or withdrawal. If you choose to refuse consent or withdraw your consent, the school district is still required to provide the required services at no cost to the parents/guardians.
The full notice of parent protections can be found on the student services page: https://www.hinsdale86.org/
Medicaid: Parental Notice for Release of Info/One-Time Consent to Bill
The purpose of this letter is to ask for your permission (also known as consent) to share records and information about your child with Medicaid. The school district needs to share information with Medicaid pertaining to your child, including name, date of birth, gender, and type of services provided.
With your permission, the school district will be able to seek partial reimbursement for services provided by Medicaid. Each year, the district will provide you with notification regarding your permission; you do not need to sign a form every year. Under Federal law, the school district cannot share with Medicaid information about your child without your permission.
Parental Notice for Release of Info/One-Time Consent to Bill Medicaid
Misconduct by Students with Disabilities
Behavioral Interventions
Behavioral interventions shall be used with students with disabilities to promote and strengthen desirable behaviors and reduce identified inappropriate behaviors. The School Board will establish and maintain a committee to develop, implement, and monitor procedures on the use of behavioral interventions for children with disabilities.
Multi-Tiered System of Support (MTSS)
District 86 follows the multi-tiered system of support approach for redesigning and establishing teaching and learning environments that are effective, efficient, relevant, and durable for all students, families, and educators. MTSS involves an education process that matches instructional and intervention strategies and supports to student needs in an informed, ongoing approach for planning, implementing, and evaluating the effectiveness of instruction, curricular supports, and interventions.
MTSS is also a process designed to help schools focus on and provide high-quality instruction and interventions to students who may be struggling with learning. An intervention is a specific type of instruction that is used to help with a specific type of problem. Interventions are matched to student needs. Student progress is monitored often to check the effectiveness of the instruction and interventions. The data collected on a student’s progress is used to shape instruction and make educational decisions. Use of an MTSS process can help avoid a “wait to fail'' situation because students get help promptly within the general education environment.
MTSS has three important parts: 1) A multi-tiered model of school supports, 2) Using a problem solving method for decision-making at each tier, and 3) Using data to inform instruction at each tier.
Prior Written Notice
District 86 will provide prior written notice to parents/guardians of any decision (a) proposing to initiate or change, or (b) refusing to initiate or change the identification, evaluation, or educational placement of the child or the provision of a free appropriate public education to their child, and the reason for the change or the refusal to change. For more information see the Notice of Procedural Safeguards for Parents/Guardians of Students with Disabilities.
The Prioritization of Urgency of Need for Services (PUNS) Database: the District shall determine a student’s PUNS database registration status at the annual review IEP meeting for students with intellectual or developmental disabilities. If a student is not registered, the IEP team will refer the student to the District’s designated trained employee named below: Taryn Chrapkowski 630-734-2500 tchrapko@hinsdale86.org
Related Service Logs
District 86 will maintain related service logs that record the type and number of minutes of the related service(s) administered to your child. Copies of any related service logs will be available to you at your child's annual review IEP meeting. You may also request a copy of the related service logs at any time.
If you would like to receive copies of your child's related service logs, please send your written request to your child's case manager.
Right to Review Student Records Prior to Eligibility or IEP Meeting
District 86 provides parents/guardians with a copy of all written material that will be considered at eligibility or IEP meetings so that they can participate as a fully informed member of the IEP team. You have the right to review and copy your child’s school student records prior to any special education eligibility or IEP program review meeting, subject to the requirements of applicable federal and State law. Please note that nothing will be decided regarding your child's eligibility for special education services and/or the content of the IEP until the IEP team meets, discusses all relevant information, and makes its final determinations.
If you have any records, reports, or other information that you would like the IEP team to also consider, please provide it to your child's case manager as soon as possible.
Written requests to inspect and/or copy the student records should be submitted to:
Dr. Kari Smith
Assistant Superintendent of Student Services
Hinsdale Township High School District
5500 South Grant Street
Hinsdale, IL 60521