Special Education Services

At Wood Dale School District 7, we are committed to providing every student with the support they need to learn, grow, and succeed. We believe that students with disabilities thrive when they have access to high-quality instruction, meaningful relationships, and inclusive learning environments.

District 7 provides special education services for eligible students in accordance with the Individuals with Disabilities Education Act (IDEA) and the Illinois State Board of Education (ISBE).

How are students referred for special education?

When a student experiences significant academic, behavioral, communication, developmental, or functional challenges, the school team works closely with families to identify appropriate supports. Before considering a special education evaluation, schools typically provide targeted interventions through our Multi-Tiered System of Supports (MTSS). If additional support is needed, the school team, together with the student's parent or guardian, may determine that a comprehensive special education evaluation is appropriate.

For preschool-aged children, referrals may also come from developmental screenings, Early Intervention services, healthcare providers, or parents.

What is a comprehensive special education evaluation?

A comprehensive evaluation gathers information about a student's strengths and educational needs. The evaluation may include input from parents, teachers, specialists, classroom observations, assessments, and a review of existing data.

An eligibility team, including the student's parents or guardians, reviews all evaluation information to determine whether the student qualifies for special education services under IDEA.

What happens if my child is eligible?

If a student is found eligible, the team develops an Individualized Education Program (IEP) that outlines:

• The student's strengths and educational needs
• Annual learning goals
• Special education and related services
• Accommodations and modifications
• How progress will be monitored
• The educational setting and supports needed for success

The IEP team reviews the student’s IEP at least annually.  The student’s eligibility and educational needs are reevaluated at least once every three years, unless the parent/guardian and district agree that a reevaluation is unnecessary.  A reevaluation may occur sooner when conditions warrant or when requested by the parent/guardian or teacher.

Special education services

District 7 provides a continuum of special education services designed to meet each student's individual needs. Whenever appropriate, students receive services alongside their peers in general education classrooms with the supports outlined in their IEP.

Services are provided by a collaborative team of educators, specialists, and related service providers. District 7 partners with the North DuPage Special Education Cooperative (NDSEC) to provide additional specialized programs and services when needed.

If a student's needs cannot be appropriately met within the district, an out-of-district placement may be recommended by the IEP team. When required, transportation is provided in accordance with the student's IEP.

Eligibility is determined through a comprehensive evaluation and individualized team decision.

Section 504 Services

Some students who do not qualify for an IEP may be eligible for accommodations under Section 504 of the Rehabilitation Act of 1973.

A student may qualify for a Section 504 Plan if they have a physical or mental impairment that substantially limits one or more major life activities. Section 504 Plans provide accommodations that allow students equitable access to educational opportunities.

District 7 maintains documentation of all related services provided. Parents and guardians may review or request copies of their child's related service records at any time.

Parent Resources

The Illinois State Board of Education provides helpful resources for families, including the Parent Guide to Special Education and information about procedural safeguards and parent rights.

Additional information about physical restraint, time-out, and isolated time-out is also available through ISBE and District 7 policies.

Questions?

If you have questions about special education services, evaluation procedures, or available supports, please contact:

Dr. Caylee Villegas
Special Education Coordinator

630-694-1174

 

Click HERE for information on our English Learners Program

 

Multi-Tiered System of Supports (MTSS)

At Wood Dale School District 7, we believe that every student can succeed when provided with the right support at the right time. Our Multi-Tiered System of Supports (MTSS) is a proactive, data-informed framework that helps us identify and respond to students' academic, behavioral, social-emotional, and attendance needs.

MTSS is a general education process designed to provide timely support before learning challenges become barriers to success. It ensures that all students receive high-quality instruction, with additional support provided as needed.

How does MTSS work?

MTSS is built on a three-tiered system of support that becomes more individualized and intensive based on each student's needs.

Tier 1 – High-Quality Core Instruction

All students receive rigorous, standards-based instruction in the general education classroom. Teachers regularly monitor student learning and provide differentiated instruction to meet diverse learning needs.

Tier 2 – Targeted Support

Students who need additional support receive targeted interventions in small groups. These interventions focus on specific academic, behavioral, or social-emotional skills while students continue participating in core classroom instruction.

Tier 3 – Intensive Support

Students who require more individualized support receive intensive interventions that are tailored to their unique needs. The school team closely monitors progress and adjusts supports as needed.

The MTSS Process

The MTSS process is collaborative and driven by data. School teams:

1. Identify a student's strengths and areas of need.
2. Analyze data to determine the most appropriate supports or interventions.
3. Implement targeted interventions based on the student's individual needs.
4. Monitor progress regularly using assessments, classroom performance, observations, and other data.
5. Adjust supports based on the student's response to intervention to ensure continued growth.

How are families involved?

Families are important partners throughout the MTSS process. Schools communicate with parents when additional supports are being provided and work collaboratively to identify strategies that promote student success both at school and at home.

Does MTSS mean my child needs special education?

No. MTSS is a general education framework that provides additional support to help students succeed. Many students receive short-term interventions through MTSS and make significant progress without needing special education services.

If, after multiple interventions and careful review of data, a comprehensive evaluation is considered appropriate, the school team will work closely with parents throughout that process. Participation in MTSS is not required before a special education evaluation if a disability is suspected.

For more information, please contact your child’s building principal.

 

 

 

Schoolwide Enrichment Model (SEM)

Advanced Learning Opportunities

Wood Dale School District 7 is committed to providing learning experiences that challenge and support every student. Through our Schoolwide Enrichment Model (SEM), students have opportunities to engage in enrichment and accelerated learning based on their individual strengths, interests, and readiness. Advanced learning opportunities are available to students in all grade levels and are designed to promote critical thinking, creativity, and academic growth.

Enrichment

Enrichment opportunities are available to all students through differentiated classroom instruction and the Schoolwide Enrichment Model. Students who demonstrate advanced understanding of grade-level standards may receive additional enrichment designed to deepen learning and extend critical thinking.

Accelerated Placement

Accelerated placement allows students to receive instruction typically provided to older students or those in higher grade levels. Placement decisions are based on a student's demonstrated readiness.

Acceleration options may include:

• Early entrance to Kindergarten
• Early entrance to First Grade
• Single-subject acceleration
• Whole-grade acceleration

Who May Be Considered?

Any student who demonstrates advanced academic readiness and is likely to benefit from acceleration may be considered for this program. District 7 is committed to equitable access and recognizes that advanced learners are found across all backgrounds and student groups.

Identification Process

District 7 uses a comprehensive identification process based on multiple measures collected over time. No single assessment determines eligibility.

Multiple measures may include:

• Classroom performance
• Teacher observations and recommendations
• Curriculum-based assessments
• MAP Growth
• MAP Reading Fluency
• i-Ready Diagnostic
• CogAT
• Other local assessment data

Referral Process

Students may be referred for accelerated placement by a parent or guardian, a teacher, a building administrator, a Schoolwide Enrichment Model Consultant (SEM-C), or another licensed educational professional. Parents interested in discussing advanced learning opportunities should contact their building principal.

Decision-Making Process

Acceleration decisions are made by a school-based team using multiple sources of information, including assessment data, classroom performance, and input from teachers and parents. The team considers each student's academic readiness, developmental readiness, and overall potential for success before making a recommendation.

Parent Notification and Support

Parents are active partners throughout the acceleration process. Following the review, families are notified of the team's recommendation and receive written documentation of the placement decision. Students approved for accelerated placement receive an individualized Accelerated Placement Plan outlining the type of acceleration, instructional supports, and progress-monitoring procedures. Student progress is reviewed regularly during the first year to ensure the placement continues to meet the student's needs.

Appeals

Parents who wish to appeal an acceleration or enrichment decision may submit an Appeals Request Form to their building principal. Each request will be reviewed using the district's established procedures.

Frequently Asked Questions

1. Does my child have to be identified as gifted for accelerated placement?

No. Accelerated placement is not limited to students identified as gifted. Any student who demonstrates advanced academic readiness and may benefit from acceleration can be considered. Enrichment opportunities are also available based on students' strengths, readiness, and learning needs. 

2. Who can refer a student?

A student may be referred by a parent or guardian, a teacher, a building administrator, a Schoolwide Enrichment Model Consultant (SEM-C), or another licensed educational professional. Parents interested in having their child considered should contact the building principal. 

3. What assessments are used?

The District uses multiple measures to understand each student's strengths and readiness. These may include teacher observations, classroom performance, curriculum-based assessments, common grade-level assessments, MAP Growth, MAP Reading Fluency, i-Ready Diagnostic, CogAT, Oral Reading Records, and other local assessment data. No single assessment determines eligibility. 

4. Can my child receive enrichment without acceleration?

Yes. Enrichment and acceleration are different. Enrichment provides opportunities to deepen and extend learning while students remain within their grade-level curriculum. Acceleration allows students to access the curriculum typically provided to students in higher grades. A student may receive enrichment without being formally accelerated. 

5. What if I disagree with the decision?

Parents or guardians who disagree with an enrichment or acceleration decision may submit an Appeals Request Form to the building principal for further review. 

6. How is student progress monitored?

Students receiving accelerated placement are monitored regularly to ensure the placement continues to meet their academic, social, and emotional needs. During the first year, student progress is reviewed each trimester by the classroom teacher and building administrator, and adjustments may be made as needed to support student success. 

7. Can my child exit the program?

Yes. A parent/guardian or student may request to exit the SEM program at any time. Families may meet with the building principal and Schoolwide Enrichment Model Consultant (SEM-C) to discuss the request and available options or submit a written request to discontinue services. 

8. Who do I contact?

Parents should begin by contacting their child's building principal or Schoolwide Enrichment Model Consultant (SEM-C). The Curriculum Director may also provide additional information about districtwide enrichment and accelerated placement procedures. 

 

 

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