Comprehensive Services and Supports
- Education of Children with Disabilities (Board Policy 6.120)
- Special Education Eligibility
- Special Education Services
- Transition Programming
- CTE/Post-Secondary Planning
- Access to Records
- Prioritization of Urgency of Need for Services (PUNS)
- Translation/Qualified Interpreter Services
- D121 Procedure Manual
- Procedures for Behavioral Interventions
Education of Children with Disabilities (Board Policy 6.120)
For students eligible for services under IDEA, the District follows procedures for identification, evaluation, placement, and delivery of services to children with disabilities provided in the Illinois State Board of Education's Special Education rules. A student must have an Individual Education Program (IEP) in order to receive special education services.
WTHS provides free, appropriate special education and related services to students in a flexible service delivery model with a full continuum of services with supports, modifications, and accommodations for eligible students. Service delivery along this continuum is based on the intensity of a student’s needs and is determined by the student’s team. Students with disabilities may receive related services as part of their individual education programs (IEPs). Services are provided in the least restrictive environment as determined by the members of the student’s IEP team. The members of the team are comprised of the parents, WTHS Staff, and the student. It is the intent of the District to ensure that students with disabilities are identified, evaluated, and provided with appropriate educational services. The District may maintain membership in one or more cooperative associations of school districts that shall assist the District in fulfilling its obligations to the District’s students with disabilities. If necessary, students may also be supported in nonpublic special education programs or education facilities.
Requests or questions about special education services should be made to the special education administrator at each campus.
Students with disabilities who do not qualify for an individualized education program, as required by the federal Individuals with Disabilities Education Act and implementing provisions of this Illinois law, may qualify for services under Section 504 of the federal Rehabilitation Act of 1973 if the student (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.
Special Education Eligibility
District 121 follows the Illinois State Board of Education’s Procedures and Criteria to determine entitlement to Special Education Services. Students may be found eligible for special education services under the following categories:
Autism, Deaf-Blindness, Deafness, Emotional Disability, Hearing Impaired, Intellectual Disability, Multiple Disabilities, Orthopedic Impairment, Other Health Impairment, Specific Learning Disability, Speech or Language Impairment, Traumatic Brain Injury, Visual Impairment, and Developmental Delay. Special Education Disability Areas
Each child is entitled to a nondiscriminatory evaluation for each suspected, identified, and diagnosed disability. District procedures include the use of the Multi-Tiered System of Support (MTSS) as part of the identification process for a specific learning disability. MTSS is the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction and educational decisions related to special education.
A multi-disciplinary conference involving parents, teachers, and all members of the evaluation team reviews and determines eligibility based on MTSS data.
Special education and related services for IDEA-eligible students are provided as outlined within a student’s Individualized Education Program (IEP).
Special Education Services
If a student has been found eligible for special education services, an individualized educational program (IEP) is developed. District 121 offers a continuum of services and placements that meet the needs of our diverse learners in the least restrictive environment.
- General education, honors, and advanced placement courses with accommodations
- Co-taught classes
- Learning Strategies
- Instructional cross categorical classes
- Self-contained special education programs
- Transition Programming
- Extended School Year programming (as identified by the IEP team)
- Therapeutic day schools
- Residential settings
Transition Programming
Overview
The Transition Program is a special education program, located at the O'Plaine Campus, that is offered to students with disabilities who require continued support after completion of their four years of high school. These students need further instruction and guided practice in the areas of work-based learning, independent living, and community access to further their independence as determined by the student’s IEP team. The students in the program have a range of abilities and disabilities. The goal of the program is to help each student reach his/her highest level of independence in these areas.
Each student participates in a curriculum that is adapted and appropriate to his/her needs, interests, and abilities. The Transition Program offers a range of experiences, allowing students to continue to learn and apply functional academics, self-advocacy/self-determination, problem-solving skills, social-emotional skills, and speech and language skills.
The experience in the Transition Program allows the students to make progress towards their unique IEP goals and post-secondary transition outcomes. Before exiting the program, the students and families gain an understanding of adult services and how to access these resources for life-long support. In collaboration with families and the community, we prepare students to be productive, integral, and valued members of society.
ALOP (Alternative Learning Opportunity Program) is a program offered through the Illinois State Board of Education. The school code recognizes that in order to achieve high standards, some students will need educational supports and other support services that are not currently provided by their regular school programs. In order to address these needs, school districts can develop and implement Alternative Learning Opportunities Programs (ALOPs) that offer a broader range of academic, behavioral, and social/emotional interventions designed to increase the academic achievement levels of these students so that they are able meet the Illinois Common Core State Standards, the Illinois Social and Emotional Learning Standards (SEL), and complete their education in a safe learning environment.
Support Structure
The Transition Program offers two levels of support based on students' abilities, needs and post-secondary goals.
Career and Adult Living Skills (CALS): The CALS Program offers support in the areas of independent living, work-based learning and community access, while promoting independence.
Supported Adult Living Skills (SALS): The SALS Program offers a greater level of support in the areas of independent living, work-based learning and community access, while promoting independence.
Schedule
Our Transition Program follows the District calendar (School Improvement Days, Early Release, and Non-Attendance Days). Please refer to the District's main webpage for additional information. If there is a day when the student is not going to be in attendance, please contact the student's casemanager, as well as the Oplaine Attendance Office (847-599-4799).
The hours for the Transition Program on Monday, Tuesday, Thursday, and Friday are from 7:45 am - 2:15 pm. Every Wednesday is a late start for students across the District, so the students arrive at 9:25 am and depart at 2:15 pm.
Work-Based Learning
During the students' Transition Program experience, the work-based learning component focuses on evaluating and training students with disabilities with transferable employability or community involvement skills following the Transition Program. Classroom instruction, along with community partnership participation, enables students to gain invaluable experience in real-world settings as they learn transferable skills (also known as soft skills) that are applicable in a multitude of settings. The focus is not on specific skills in each setting, but on how those skills are utilized in multiple settings and how to navigate the various expectations for employment and community involvement.
Non-Paid Work-Based Learning Community Partner Agreement
Work-Based Learning Sites
We are extremely proud of our partners who allow our students an opportunity to gain valuable work-based learning skills. We are happy to be back to in-person and community-based instruction at the following sites:
- Country Inn and Suites
- FitNation
- Honey Orthodontics
- Quest Food Management
- Anastasia's Restaurant and Sports Lounge
- Target
- Culver's
- Keeping Families Covered
- Pet Supplies Plus
- Fetch and Forage Fun
In addition, we connect with the community through volunteer opportunities at the locations listed below:
- COOL Pantry
- Bernie's Book Bank
- Feed My Starving Children
- Northern Illinois Food Bank
- PADS
- Safe Harbor Humane Society
- Sunrise Assisted Living
- Keeping Families Covered
- Lake County Haven
- Love Inc.
Independent Living
The Transition Program develops skills in Independent Living differentiated to each student's unique needs, abilities, and future goals. Through classroom instruction, community-based instruction, guided practice, and reflection, students learn and build skills in the following areas of Independent Living: personal care, nutrition and food preparation, health and wellness, home living, recreation and leisure, choosing and accessing transportation, community access, economic concepts and money management, current events, and citizen responsibility. Within these areas, the program supports students to promote independence and strengthen functional academic skills, social-emotional skills, communication skills, self-advocacy and self-determination skills, and problem-solving skills.
CTE/Post-Secondary Planning
Warren Township High School offers students a variety of opportunities in Career and Technical Education as well as post-secondary planning. There are many options for students after high school. The possibilities include, but are not limited to, the following:
- A four-year college or university (either public or private)
- A two-year college (either public or private)
- A technical college (either public or private)
- A specialty school
- The military (regular enlistment, ROTC, or a service academy)
- Employment
- An apprenticeship
- A post-high school graduate program (a “gap” year)
- Transition Program
Below are resources that can provide guidance and support when planning towards post-secondary goals.
College and Career Center Warren Township High School offers a comprehensive college planning, career exploration, and counseling curriculum beginning freshman year. Please click the link to learn more.
Community Agencies and Resources There are a variety of agencies and community resources that will provide students with the opportunity for community involvement, transition planning, and post-secondary experiences. Please click the link to learn more.
Course Options & Selection Process Warren offers students the opportunity to explore their Career and Technical Education (CTE) interests within Art, Business, English, Instructional Technology, Math, Music/Choir, Physical Development & Health, Science, Social Studies, Theatre, and World Languages. Please click the link to learn more about each department.
Curriculum Guide Warren offers students a variety of different courses including in the area of Career and Technical Education. In this guide, each course is defined by the area of instruction, length of the course, specific prerequisites, scope and sequence, and credit value. Please click the link to learn more.
Post-High School Planning Guide This guide provides students with a timeline of their high school career. ACT and SAT test dates are listed within this link. Additional information regarding two and four-year colleges as well as technical colleges and specialty schools. Students who are interested in a career in the military or would like more information regarding an apprenticeship, please click the link to learn more.
Tech Campus Program In partnership with the College of Lake County Warren offers students an opportunity in Career and Technical Education. 3D gaming, automotives, cosmetology, and culinary arts are just a handful of courses that are offered within the Tech Campus Program. Please click the link to learn more.
Transition Program Overview Warren’s transition program is offered to students with disabilities who require continued support after completion of their four years of high school. Students who need further instruction and guided practice in the areas of work-based learning, independent living, and community access to further their independence, as determined by the student’s IEP team.
Warren Township High School strives to support all students in reaching their post-secondary goals. If you have additional questions regarding your pathway, please reach out to your case manager, counselor, or transition specialist.
Access to Records
Parent(s)/guardian(s) have the right to review and copy their student’s school records prior to any special education eligibility or IEP meeting, subject to the requirements of applicable Federal and State law.
Parent(s)/guardian(s) may request a copy of their student’s related service logs developed and maintained by the District for the following related services: speech and language services, occupational therapy services, physical therapy services, school social work services, school counseling services, school psychology services, and school nursing services. These related service logs include information regarding the type and duration of the related services administered to their student.
The District must provide parents/guardians of students with disabilities with written materials that will be considered at the student’s eligibility or IEP meeting, no later than three school days prior to the eligibility or IEP meeting, or as soon as possible if an IEP meeting is scheduled within three school days with written consent of the student’s parent. Parents have the right to choose the delivery method of these written materials, including through regular mail, email, or pick up at school.
Please contact the special education administrator at either campus regarding special education records.
Prioritization of Urgency of Need for Services (PUNS)
Prioritization of Urgency of Need for Services (PUNS) (Policy 5:100): PUNS is a database of Illinois children, adolescents, and adults with developmental disabilities who want or need developmental disability services. For additional information about the database and registration process, please contact the Director of Special Education. Understanding PUNs/Entender la PUNS /PUNS FAQ.
Translation/Qualified Interpreter Services
- School must provide a qualified interpreter at IEP team meetings upon request from 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 those who are deaf or hard of hearing, may request an interpreter for IEP team meetings by contacting the student's case manager. Whenever possible, interpreter requests should be made at least three days prior to the scheduled meeting.
- 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.