Supports for Students

Growing a passion for reading, accessing and analyzing information, inspiring curiosity and imagination, and acquiring in-demand skills ... these are the actions that allow our students to become thoughtful and engaged citizens equipped to navigate a world full of increasingly complex information.  

The goal of the library is to prepare students for school, career and life; and take learning to a place that is authentically connected to the world outside of school.

Librarian Innovation Teachers foster student agency, demonstrate a commitment to modern literacy, and work effectively to teach students to think critically about the world around them. 

Library resources include collections that represent a wide range of perspectives, cultures, interests and information; digital learning tools; and STEM/Makerspace materials. 

District 15's school library collections are, and have always been, viewable to District 15 students and their parents/guardians. Each school year, students are taught how to access the online library catalog system, Destiny Discover. Students use their clever badge to access their school's library collection. Parents may also access their child’s library collection with their children. If a parent experiences difficulty finding their school’s library collection link, please contact your school's librarian for assistance.

Our library spaces are being renovated with new shelving, flexible seating, paint and lighting. As of this school year, fifteen out of twenty libraries have been completed.

Library Media Resource Objection

The District’s Instructional and Library Program supports the rights and responsibilities regarding free speech both written and oral. This is balanced with ensuring that each material's voice and content is aligned with the developmental understandings and perspectives of students. Consistent with Board Policy 6:230, Library Media Program, parents of directly affected students may complete the Library Complaint Form to express a concern regarding the appropriateness of particular material which students may choose to engage with/read. Teachers/librarians will not remove any books or library materials without District Office approval.

Media and technology are at the center of children’s lives every day and District 15 is committed to supporting positive student digital experiences. District 15’s Digital Citizenship curriculum empowers students to think critically, behave safely, and participate responsibly in their digital world. These future ready skills are essential for students to harness their full learning potential. Each monthly lesson provides student-centered, media-rich materials that emphasize skill building, critical thinking, ethical discussion, media creation, and decision making to students in all grade levels. Students are also taught what to do when they see something or interact with something online, or in a text message that makes them feel uncomfortable.

District 15 provides a 21st century learning environment with technology resources to enhance student learning. All classroom teachers use ceiling-mounted LCD projectors or interactive flat panel displays, document cameras, and laptop computers to access interactive instructional materials. All classrooms have access to mobile devices with a wide range of applications for learning and assessment. Since we are a Google Apps for Education district, all students in District 15 have a Google account, where they can utilize cloud-based storage to create and save their work. A 1:1 Chromebook program for students in all grade levels has been implemented with the K-2 Chromebooks being stored in charging carts overnight and 3-8 grades taking the device home every day.

TECHNOLOGY STANDARDS for K-8

21st century students are:

From National Educational Technology Standards for Students—Connecting Curriculum and Technology published by the International Society for Technology in Education (ISTE) NETS project.

The mission of School District 15 is to produce world-class learners by building a connected learning community.

World-class learners in the 21st century must be technology literate. Setting technology standards for our students is one of the ways we can fulfill our mission.

In District 15, technology skills are developed through coordinated activities that support learning and the curriculum. While some skills such as keyboarding must be taught as a standalone subject, it is not our intent to create a separate technology curriculum.

Technology skills must be incorporated into existing curriculum so that students have a clear understanding of not only the skill but its application as well.

A committee of District 15 teachers developed the technology standards for Grades K through 8. Multiple groups within the District 15 community then reviewed the standards. Input from those groups was reviewed and the standards were revised to reflect that input. These standards were also shared with High School Districts 211 and 214 as part of a technology curriculum articulation effort among all of the school districts in northwest Cook County.

Work is being done to align these with the National Educational Technology Standards for Students (NETS) from ISTE.

• Capable information technology users
• Information seekers, analyzers, and evaluators
• Problem solvers and decision makers
• Creative and effective users of productivity tools
• Communicators, collaborators, publishers, and producers
• Informed, responsible, and contributing citizens

Community Consolidated School District 15 seeks to support the personal and academic growth of its students. For students who show very advanced academic and intellectual talents, this support may include subject or grade acceleration at the student’s school or selection for enrollment into a self-contained gifted program classroom. Gifted program classrooms are specially designed to address students whose needs cannot be addressed with subject or grade acceleration at the student’s school.  Selection for placement into gifted program classrooms is rigorous.

Read more about the Academically Talented & Gifted (ATG) Program

District 15 may provide accelerated programming for highly-advanced students who demonstrate skill levels that are well above grade-level expectations. Accelerated programming is commonly referred to as early entrance, grade skipping, or accelerated placement. 

In 2018, the Illinois legislature passed the Illinois Accelerated Placement Act (Public Act 100-0421). This act allows Illinois public school districts to include early entrance to kindergarten and first grade, and to provide grade accelerations (often referred to as grade skipping) for all grades. This process is reserved for students that demonstrate highly advanced skills, but do not meet the District’s regular age requirements for the desired grade (typically, children must turn five by September 1 to enroll in Kindergarten, and turn six by September 1 to enroll in first grade).

District 15 defines accelerated placement as:

1. The placement of a child in an educational setting with curriculum that is typically reserved for children who are older or in higher grades than the child.
2. This includes, but is not limited to, the following types of acceleration: early entrance to kindergarten or first grade, acceleration of a child in a single subject or for a whole grade.

The District uses an evaluation process to determine if a student qualifies for an accelerated placement.  

Click on the links below to learn more about the District 15 acceleration process.

Click here for information about Early Entrance to Kindergarten and First GradeClick here for informatoin about Grade Acceleration into Grade 2 and Above

District 15 is committed to helping all students be successful learners. As part of that commitment, our district uses a structure known as Multi-Tiered Systems of Support (MTSS). Multi-Tiered System of Support (MTSS) is a layered continuum of academic and behavioral support that meets ALL learners’ needs. 

In a multi-tiered system of instruction and support, teachers provide quality instruction across three tiers that is universally designed, differentiated, culturally and linguistically responsive, and aligned to grade-level content standards. MTSS is a framework that provides equitable access to high-quality, grade-level academic and behavioral instruction and supports for all students.

This process allows all schools to provide students across the continuum of need with a variety of academic and behavioral supports based upon their specific learning needs. These supports are organized into three levels referred to as “Tiers.” This helps educators to respond appropriately and provide students with the assistance they need to prosper in the classroom. 

• Tier 1 is the high quality instruction provided by general education teachers that all students receive as part of their regular school day. We call this core instruction. 
   
• Tier 2 interventions are provided when District-based assessments indicate that a student needs additional academic support. Classroom teachers and/or other school staff work together to provide this support to small groups of students. This support is provided in regular time increments referred to as an intervention cycle and occurs during a designated time within a school day. 
   
• Tier 3 support incorporates problem solving structures and supports to address needs not met in Tier 1 or Tier 2 interventions.

An important change has occurred in how schools think about students who need extra help to learn grade-level curriculum. They are now using a multi-step process called Response to Intervention (RtI) to address student learning difficulties within the general education setting before mild problems become significant ones.

While RtI is being used in math, and some schools are using the process to address student behavioral issues, it is primarily being applied to the area of reading because reading is the essential skill upon which school success lies.

RtI offers three tiers of instruction that can be provided to students to help them achieve. These tiers of services vary in intensity to address individual students’ needs, with each tier representing an additional layer of support that’s targeted to enhance and develop specific skills a student is struggling to grasp.

Tier 1 - Universal - Core Instruction and Classroom Support
Most students (80-90%) are performing at or above grade level and fall within Tier 1, meaning their needs are met through the differentiated instruction called for within the core curriculum. 

Tier 2 - Strategic/Targeted - Supplmemental Group Instruction
For students (15-25%) who fall within Tier 2, core instruction provided by the general classroom teacher is not enough for them to achieve the minimum levels of expected performance. So instruction at this level is intended to help students catch up and master specific grade-level skills. This instruction typically amounts to an extra 30 minutes a day of additional support provided to small groups of students who are struggling to grasp similar skills, and it is provided in addition to the time devoted to the regular classroom program. 

Tier 3 - Intensive - Intensive Individualized Instruction
Even after receiving Tier 2 interventions, a small percentage of students (5-7%) may continue to have considerable difficulty and need more time and support to master certain skills. At Tier 3, students might receive up to an extra hour of intervention each day in addition to regular classroom instruction. Group sizes are very small so that individual needs can be addressed by the interventionist. Some children who need this level of support may be eligible for special education because they are determined to have a disability.

Progress Monitoring
A vitally important part of RtI is progress monitoring, which is the gathering and evaluating of information about student progress at regular intervals. All students are assessed three times per year to check their progress. If students participate in Tier 2 or Tier 3 interventions, their progress is measured more frequently to be sure that the additional instruction is resulting in improved performance.

If a student is making good progress, he or she can advance out of the intervention. If the data shows that a student continues to struggle or does not make progress, the student would then be considered for a more intensive program.

Intervention Plans
Intervention plans include information about the type of intervention being used, the length of time that will be allowed for it to have a positive effect before moving to the next tier of intervention, and how progress will be measured.

District 15 uses a team-based problem-solving framework to structure thinking and decision-making about student progress and to develop intervention plans. This problem-solving framework asks four questions throughout the process, which involves close collaboration among staff:

1.    What is the problem?
2.    Why is it happening?
3.    What should be done about it?
4.    Did it work?

The answer to the “why” question can be related to the curriculum, but can also include environmental factors and characteristics of the individual learner.

Parent Participation
Parent participation is an important part of the RtI process. At each level of the three-tiered model, regular parent-teacher communication is a key to success. Some ways for parents to get and stay involved include:

• attending school functions such as parent-teacher conferences or “Back-to School” nights;
• getting to know their child’s teacher and his or her expectations for student progress; and
• asking questions about how their child’s needs are being met, and following up with supportive activities at home.

For further information about RtI in District 15, read the Response to Intervention brochure for parents (PDF), or contact your child's school.

District 15 implements PBIS, Positive Behavioral Interventions and Supports, a district-wide prevention process for creating and maintaining school environments that are predictable, consistent, safe, and positive.

PBIS focuses on preventative teaching and promoting positive behavior for all students. It includes universal structures for the school and classroom, a process for acknowledging positive behavior, and a process for correcting inappropriate behavior. 

The goal of PBIS is to increase students’ motivation to behave appropriately, which could include students earning a prize, a “paw”, a certificate, or participating in a celebration, and to reduce recurring misbehaviors through targeted learning and support, which could include reteaching expectations, restoring relationships, and providing logical consequences.

Classroom teachers embed behavior interventions and supports into their classroom and monitor behavior, which could include the use of chunked assignments, sensory tools, timers, and reflective point sheets. If a student needs more explicit support, they may receive out-of-the-classroom instruction.

Classroom teachers are the critical component for effective literacy instruction. Each school in the district also has a reading specialist(s) on staff to provide additional support and expertise. The reading specialist supports classroom literacy instruction and serves as a resource to all teachers in a building.

District level literacy coordinators provide resources, training and support for teachers while continually assessing student needs, determining best practices, and evaluating current research to be sure that District 15 students are receiving the best possible instruction.

Most District 15 students successfully learn to read in a regular classroom environment. For some students, learning to read may require an additional layer of support. The district proactively addresses the needs of these students at all grade levels through the use of the Leveled Literacy Interventions System (LLI) and through the use of Soluciones for our multilingual students in grades K-2.

The Fountas & Pinnell Leveled Literacy Intervention System (LLI)

Leveled Literacy Intervention (LLI) is an intensive, small-group, supplementary literacy intervention for students who may need an additional layer of support. The goal of LLI is to advance the literacy behaviors of students.

The LLI systems are designed to:

• Deepen and expand comprehension
• Increase the variety and amount of text that students can successfully read
• Build knowledge while keeping students engaged
• Aid students in becoming manipulators of words
• Capture student’s thinking through writing about reading

Soluciones

A research-based literacy solution for students who need additional support or intervention, Soluciones has been carefully developed to correlate with all aspects of a comprehensive literacy program, to close literacy gaps for students who need additional support beyond the classroom walls, and to build knowledge and respect for the Hispanic culture.

The components of Soluciones have been crafted to:

• Support high-quality reading instruction using authentic Spanish texts
• Emphasize comprehensible input in the areas of listening and reading
• Emphasize comprehensible output in the areas of speaking and writing
• Provides explicit phonemic awareness, phonics and vocabulary instruction
• Includes both reading and writing output

Wilson Fundations makes learning to read fun while laying the groundwork for life-long literacy. Students in grades K-2 receive a systematic program in critical foundational skills, emphasizing:

• Phonemic awareness

• Phonics/ word study

• High-frequency word study

• Reading fluency

• Vocabulary

• Comprehension strategies 

• Handwriting

• Spelling

Just Words is a multisensory decoding and spelling program for students in grades 4–5. It is designed for students who can benefit from the targeted word study focus. 

Fountas & Pinnell Leveled Literacy Intervention System (LLI) is an intensive, small-group, supplementary literacy intervention for students who find reading and writing difficult. The goal of LLI is to lift the literacy achievement of students who are not achieving grade-level expectations in reading.

El camino al éxito (K-1) is a Spanish Phonics Curriculum for Early Reading. The program develops phonological awareness and phonics skills so that students can decode and read syllables and words.

El próximo paso al éxito (1-2) is a is a Spanish Phonics program that develops phonological awareness and phonics skills so that students can decode and read syllables, words, and high-frequency words with automaticity and apply these skills to reading decodable text.

Soluciones (K-2) is a Spanish literacy intervention that accelerates students’ access to complex text using authentic Spanish resources.

Bridges Intervention provides targeted instruction and assessment for essential mathematics skills and concepts. A strengths-based approach builds on each student’s abilities—starting with manipulatives, then moving to two-dimensional representations and mental images.

In an effort to be responsive to the growing needs of our students, District 15 has, over the past several years, updated and expanded its summer offerings for students in grades 1 through 7. Each of the District’s summer programs are funded by Federal Grant dollars and target students that show the largest level of academic and experiential needs.  

Historically, there have been two District 15 summer programs: the Extended School Year (ESY) and the Title 1 Summer Blast (T1SB).

Additional programs supporting multilingual students have been added over recent years. These programs include our Bilingual Math and Literacy Camp, our ESL for Newcomers Camp, and our Dual Language Culture Camp.

Our programs are scheduled strategically such that parents may also enroll their children in popular summer programs provided by their area Park District Programs.

Below is a brief description of each of District 15’s summer options.

Title 1 Summer Blast

June 3-27, 2024 (Monday-Thursday, no school June 19, 2024)

This program provides a Math, Literacy, and experiential Science, Technology Engineering, and Math (STEM) exploration for eligible students. This program targets students who are at high levels of academic risk by providing 4 hours of daily instruction for 16 days in June. This program focuses on students with limited financial resources that also display additional needs that may affect their learning during the regular school year. Students are taught by District 15 teachers and enrollment averages around 1,000 students per summer.

Extended School Year (ESY)

June 3-27, 2024 (Monday-Thursday, no school June 19, 2024)

Students who have IEPs may be eligible for summer programming, also called Extended School Year (ESY). A student’s IEP team, including their parents/guardians, collaboratively make the determination if a student is eligible for summer services based on the nature and severity of the student’s disability and factors including regression and recoupment of skills and learning. ESY includes half-day programming in the summer to support the maintenance of skills and learning for eligible students with IEPs.

Bilingual Math & Literacy Camp

July 8-August 8, 2024 (Monday-Thursday)

This program provides 3 hours of math and literacy instruction 4 days a week for a total of 16 days. Bilingual students who are not yet at grade level are invited to participate. Students engage in targeted practice of essential skills through games, assemblies, and real-world applications of math and literacy skills.

ESL for Newcomers Camp

July 8-August 8, 2024 (Monday-Thursday)

This program provides 3 hours of English language development instruction 4 days a week for a total of 16 days. Students who are our newest arrivals to the United States are invited to participate. Students engage in experiential learning through science, math, and literacy activities especially designed to facilitate language learning and build students’ confidence in reading, writing, speaking, and listening in English. 

Dual Language Culture Camp

June 10-13, 2024 (Monday-Thursday)

Grade K-4 students currently enrolled in our Dual Language program at Jane Addams, Kimball Hill, or Winston Campus come together for one week to explore and ENJOY Spanish-speaking cultures from different regions of the world at our Dual Language Culture Camp, held June 10-13, 2024. Students participate in literacy and cultural experiences while also developing the third pillar of Dual Language education, which is socio-cultural competence.

The Department of District Improvement and Data includes a comprehensive system of support for student social, emotional, and behavioral well-being in all District 15 buildings. This system is led by the Director of Comprehensive Student Mental Health and two Social and Emotional Coordinators, and includes a cross-departmental effort.

The main features of this support system includes the training and use of social and emotional learning curriculum, school-based positive behavior support for students, bully prevention and response procedures, and restorative and trauma informed practices. Direct support to improve classroom- or school-level student wellness or positive behavior is also provided to school or grade level teams. Tiered intervention offerings are provided to support student needs. 

• Comprehensive systems of supports for student social, emotional, and behavioral services include:
  • Social and emotional learning curriculum
  • Positive behavior supports
  • Bully prevention and response
  • Restorative practices
  • Trauma informed practices
  • Tiered intervention offerings
  • Wraparound

Visit the Student Mental Health & Behavioral Support page for more information

The Department of Teaching and Learning works with the Educational Services Department to support student social, emotional, and behavioral well-being through a multi-tiered system of support across all District 15 buildings. 

The mission of social emotional learning (SEL) in District 15 is for adults and students to understand and manage emotions, set goals, show empathy for others, establish positive relationships, and make responsible decisions to achieve school and life success. 

Elementary classrooms, K-6, receive daily SEL instruction. SEL instruction nurtures social-emotional competence and school community so all students feel safe, supported, and connected and are better equipped to succeed academically. 

Visit the Social-Emotional Learning page for more information

Cultural Linguistic Responsiveness Teaching (CLR) is understanding and appreciating home and school culture. CLR is also creating a space where all feel safe and connected.

Focusing on values over rules helps to strengthen a community. Often, children perceive rules as them being told what to do. Values, on the other hand, can be created together by all members of a unit. Discussing values allows everyone to feel more ownership and is a great way to make a family connection stronger.

Visit the Cultural Linguistics and Responsiveness (CLR) page for more information

An important change has occurred in how schools think about students who need extra help to learn grade-level curriculum. They are now using a multi-step process called Response to Intervention (RtI) to address student learning difficulties within the general education setting before mild problems become significant ones.

While RtI is being used in math, and some schools are using the process to address student behavioral issues, it is primarily being applied to the area of reading because reading is the essential skill upon which school success lies.

RtI offers three tiers of instruction that can be provided to students to help them achieve. These tiers of services vary in intensity to address individual students’ needs, with each tier representing an additional layer of support that’s targeted to enhance and develop specific skills a student is struggling to grasp.

Tier 1
Most students are performing at or above grade level and fall within Tier 1, meaning their needs are met through the differentiated instruction called for within the core curriculum. 

Tier 2
For students who fall within Tier 2, core instruction provided by the general classroom teacher is not enough for them to achieve the minimum levels of expected performance. So instruction at this level is intended to help students catch up and master specific grade-level skills. This instruction typically amounts to an extra 30 minutes a day of additional support provided to small groups of students who are struggling to grasp similar skills, and it is provided in addition to the time devoted to the regular classroom program. 

Tier 3
Even after receiving Tier 2 interventions, a small percentage of students may continue to have considerable difficulty and need more time and support to master certain skills. At Tier 3, students might receive up to an extra hour of intervention each day in addition to regular classroom instruction. Group sizes are very small so that individual needs can be addressed by the interventionist. Some children who need this level of support may be eligible for special education because they are determined to have a disability.

Progress Monitoring
A vitally important part of RtI is progress monitoring, which is the gathering and evaluating of information about student progress at regular intervals. All students are assessed three times per year to check their progress. If students participate in Tier 2 or Tier 3 interventions, their progress is measured more frequently to be sure that the additional instruction is resulting in improved performance.

If a student is making good progress, he or she can advance out of the intervention. If the data shows that a student continues to struggle or does not make progress, the student would then be considered for a more intensive program.

Intervention Plans
Intervention plans include information about the type of intervention being used, the length of time that will be allowed for it to have a positive effect before moving to the next tier of intervention, and how progress will be measured.

District 15 uses a team-based problem-solving framework to structure thinking and decision-making about student progress and to develop intervention plans. This problem-solving framework asks four questions throughout the process, which involves close collaboration among staff:

1.    What is the problem?
2.    Why is it happening?
3.    What should be done about it?
4.    Did it work?

The answer to the “why” question can be related to the curriculum, but can also include environmental factors and characteristics of the individual learner.

Parent Participation
Parent participation is an important part of the RtI process. At each level of the three-tiered model, regular parent-teacher communication is a key to success. Some ways for parents to get and stay involved include:

• attending school functions such as parent-teacher conferences or “Back-to School” nights;
• getting to know their child’s teacher and his or her expectations for student progress; and
• asking questions about how their child’s needs are being met, and following up with supportive activities at home.

For further information about RtI in District 15, read the Response to Intervention brochure for parents (PDF), or contact your child's school.

District 15 provides special education programs and services for children with disabilities in compliance with federal and state regulations.

These programs and services are provided for students with specific learning disabilities, emotional disabilities, cognitive disabilities, speech/language impairments, orthopedic impairments, health impairments, traumatic brain injuries, autism, hearing impairments, visual impairments, deaf-blindness, developmental delays, or multiple disabilities.

The following programs and services are available:

• Early Intervention Transition Services: For all children with disabilities who receive Early Intervention Services and who are turning three years old.

• Early Childhood Programs and Services: For all children with disabilities from three to five years of age (not yet kindergarten age). If your child is between the ages of 3 and 5, please call the John G. Conyers Learning Academy at 847-963-3400 to request an appointment for a screening. Additional information regarding preschool programming and services may be obtained through the Department of Student Services at 847-963-3146.

• Speech and Language Therapy: A service for students with speech and/or language impairments that impact their education, to the extent that special education is necessary. 

• Resource Services: For students with mild to moderate disabilities who can progress in the general education setting with supports and services.  

• Learning Environment for Academic Progress (LEAP) Instructional Classrooms: For students with various disabilities who require a cross-categorical, self-contained special education classroom setting, primarily characterized by significant academic delays and the need for intensive related services.

• “STAR” Program (Social Emotional, Trauma Informed Practices, Academic Achievement, Relationships and Character Building): For students with primary needs in the areas of social, emotional, and/or behavioral learning, who require a special education classroom.

• “REACH” Day School Program (Relationship and Character Building, Emotional Regulation, Academic Achievement, Coping Skills Training, High Expectations for Student Success): For students with significant social, emotional, or behavioral disorders who require a therapeutic day school setting.

• Mild, Moderate, and Severe Cognitive Disability Programs (Alternative Instruction for Meaningful Education “AIME” and Modified Instruction for Learning Environment “MILE” Programs): For students with mild, moderate, and severe cognitive/intellectual disabilities who require a special education classroom.

• “ABLE” Program (Accessibility, Behavior, Life Skills, Empowerment): For students with multiple cognitive and behavioral needs who require a special education classroom in an intensive, therapeutic day school setting.

• Structured for Independence (SIP) Program: For students with autism or other developmental disabilities who require a highly structured special education classroom.

• Visual Impairment Program/Services: For students with visual impairments who can progress in general or special education classrooms with supportive services.

• Hearing Impairment Program/Services: For students with mild to profound hearing impairments who can progress in regular or special education classrooms with supportive services.

• Assistive Technology: Assistive Technology (AT) means any item, piece of equipment, product system, device or service (to provide access to AT) 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 and support the IEP services. Special education programs in CCSD15 may provide AT as part of the program or, when necessary to receive a free, appropriate public education, individualized AT is provided through an IEP process for students with disabilities.

• Occupational Therapy: A related service for students with fine motor and/or sensory needs that impact their education to the extent that special education is necessary.

• Physical Therapy: A related service available for students with gross motor needs that impact their education to the extent that special education is necessary.

• Counseling Services: A related service for students with social, emotional, and/or behavioral needs that impact their education to the extent that special education is necessary.

• Homebound/Hospital Instruction: Homebound instruction is available for students who cannot attend school due to a certified medical condition.

• Interpreters: Sign language interpreters are assigned to children with a significant hearing loss that interferes with auditory communication (receptive and/or expressive).

Programs and services are provided for students with specific learning disabilities, emotional disabilities, cognitive disabilities, speech/language impairments, orthopedic impairments, health impairments, traumatic brain injuries, autism, hearing impairments, visual impairments, deaf-blindness, developmental delays, or multiple disabilities. The Illinois School for the Deaf and Illinois School for the Visually Impaired provide educational services for children who are deaf, hard of hearing, blind or visually impaired. For additional information, please contact the Department of Student Services at 847-963-3146.

Students who are eligible to receive special education and related services under the Individuals with Disabilities Education Act (IDEA) are to be provided a free appropriate public education (FAPE). An Individualized Education Program (IEP) must be developed for each student who is eligible to receive special education and related services under IDEA. Parents/guardians who are deaf, or do not normally communicate using spoken English, are entitled to the services of an interpreter when participating in an IEP meeting.

➤ Inquiries regarding the identification of students with disabilities and IEPs may be directed to: Mindy McGuffin, Ed.D., at mcguffim@ccsd15.net, 847-963-3149, or 580 North 1st Bank Drive, Palatine, IL 60067.

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

All children with disabilities have the right to a free and appropriate public education. If you have concerns about your child and believe that he/she has a disability that may require Section 504 Plan accommodations or special education services, please contact your child’s school administrator to begin the referral process. 

Parents/guardians who are deaf or do not typically communicate using spoken English are entitled to the services of an interpreter when participating in a Section 504 meeting.

If your child is between the ages of 3 and 5, please call the John G. Conyers Learning Academy at 847-963-3400 to request an appointment for a screening. Additional information regarding preschool programming and services may be obtained through the Department of Student Services at 847-963-3146.  

➤ Inquiries regarding Section 504 may be directed to: Liz Ashmann, Director of Related Services, Section 504 Coordinator, at ashmanne@ccsd15.net, 847-963-3066, or 580 N. 1st Bank Drive, Palatine, IL 60067.

The One-Way (Spanish) Dual Language Program classrooms are composed of only English learners with a spanish home language background, designed to develop students’ fluency and literacy in English and Spanish. The program also helps students to succeed in academic subjects. The program emphasizes the development of full bilingualism. The classes count toward grade promotion and to become bilingual and biliterate.

District 15's Spanish Dual Language (Two-Way) Program is a two-way language immersion where students are taught literacy and curriculum in both Spanish and English beginning in kindergarten and continuing through the completion of Grade 6.

The two-way dual program consists of native speaking Spanish students and students who speak English or another language in the home. The two-way dual program begins in kindergarten with 80% of instruction in Spanish and 20% in English. Each year, Spanish instruction decreases by 10% and English instruction increases by 10% until Grade 3 when each language is taught 50% of the day. This model continues until Grade 6. 

The goal of the Dual Language program is to develop bilingualism, biliteracy, academic achievement, and cross-cultural competencies for students. The program is available to incoming kindergarten students who are fully registered with their home school for the 2024-25 school year. It is housed at Jane Addams, Kimball Hill, and Winston Campus Elementary Schools. 

Transitional Program of Instruction (TPI)

When there are 19 or fewer students who qualify for the EL program who speak the same language in one attendance center, the district implements a Transitional Program of Instruction in English using the collaboration model in accordance with ISBE regulations.  Core academic subjects are taught in English with non-EL students. Services are provided using specific strategies for ELs in a co-teaching or pull-out model.

The Transitional Program of Instruction is for non-native English speaking students who have difficulty with written or spoken English. The program provides support to help students succeed in academic subjects and learn English. The classes count toward graduation requirements. Students will receive instruction in their home school and home rooms.

Transitional Bilingual Education (TBE)

The Transitional Bilingual Education program is for non-native English speaking students who have difficulty with written or spoken English. The program provides instruction in the student’s native language with transition into English. The program helps students to succeed in academic subjects and learn English.

Visit the Multilingual Programs page for more information