Student Services

Voice Recognition

Student Services

Student Services

Welcome to the student services page. We believe that school/family partnerships are key to student success. Providing information to parents allows them to meaningfully participate in their children's education. This page was created to give parents, teachers, and community members important information about the special education and support services in District 57. If you have any additional questions after reviewing this website, please contact Sara Tyburski, Director of Student Services, at [email protected] or 847-394-7300 x 1016.

Screenings/Evaluation Requests

Early Childhood
District 57 is committed to providing supportive programming and services to meet the needs of our youngest learners. Each month, Westbrook offers free screenings for children who demonstrate one or more of the following characteristics: 
  • Speech is difficult to understand or does not talk like other children his/her age;
  • Has difficulty following directions or expressing themselves with words; 
  • Has difficulty getting along with other children; 
  • Is an English language learner; 
  • Has difficulty with coordination or motor skills; 
  • Has difficulty problem solving or coping with ordinary routines & expectations;
  • Experiences family difficulties that may put the child at risk for academic progress. 
To schedule a screening for your child, please call 847-394-7340.
Kindergarten - 8th Grade
Screening and evaluation for students in kindergarten through 8th grade are provided at each school. Parents may request a screening or evaluation through their home school by contacting a building administrator.  Evaluation requests should be made in writing. District 57 does utilize a Multi-Tiered System of Supports model (also known as Response to Intervention) and seeks to put tiered services and supports in place for any student who struggles with academic and/or behavioral needs in the general education environment.
Children receiving home school instruction or attending parochial schools located within District 57 boundaries are also eligible for evaluation through the District. Requests for evaluations should be directed to Sara Tyburski, Director of Student Services at [email protected] or 847-394-7300 x1016. 
The purpose of an evaluation is to determine if a student is eligible for special education services and supports under one of 14 eligibility categories, as defined by the Illinois State Board of Education and the Individuals with Disabilities Education Act (IDEA). If the student has a disability that impacts educational functioning and requires direct services and supports, the student will be eligible for an Individualized Education Plan (IEP).
Students with disabilities who do not qualify for an individualized education program under the federal Individuals with Disabilities Education Act, 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. To inquire about the identification, assessment and placement of students, contact Sara Tyburski, Director of Student Services at [email protected] or 847-394-7300 x1016. 

Notice of Availability of IEP Related Services Logs

Related services may be provided to your child under his/her IEP. Related services are recorded and maintained in service logs that list the date, type and number of minutes of each service that has been provided to your child. These service logs are part of your child’s temporary record. If applicable, a copy of your child’s related service logs will be available to you at any time upon written request sent by mail or email to child’s case manager.

Continuum of Services

District 57 Special Education Continuum of Services

Mount Prospect District 57 offers a full continuum of special education services. Special education is instruction and related services provided by special education personnel or by a general education program that has been modified through the use of special education support services, supplementary aids, or other special programming based on students’ individual needs. 
District 57 follows the state and federal laws that establish criteria for special education eligibility. The federal government recognizes 14 categories under which children may qualify for special education. These disabilities include: autism, deaf-blindness, deafness, developmental delay, emotional disability, hearing impairment, intellectual disability, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech or language impairment, traumatic brain injury, and visual impairment.
Students who are eligible for special education services under one of the 14 categories may qualify for related services to assist a child with a disability in benefiting from special education. Although not exhaustive, examples of related services include: speech/language pathology, audiology, psychological or social work, occupational therapy, and physical therapy services.
District 57 programs are aligned to provide children similar program experiences as they move through our schools. However, the type of support is adjusted to be developmentally appropriate. The following document provides an overview of the continuum of services offered in District 57. However, it is important to note that each child’s program is tailored to meet his or her individual needs.
Birth to Three: 
The state has established an Agency named Child and Family Connections, which assists families in securing itinerant services (e.g. speech therapy, occupational therapy) for children identified as having a disability at this age.
The District is responsible for transitioning children from birth to three to the District 57 Early Childhood Program. At the age of 2 1/2, Child and Family Connections notifies the District of a child in need of transition. The District has up to six months to complete any additional evaluations the team recommends and then meet with parents to discuss whether continuing intervention is needed. A variety of options may be discussed with parents.
Early Childhood Identification Process: 
District 57 provides preschool screenings throughout the school year. Three, four and five-year-old children, who have not entered kindergarten, may participate in the district screening. The child must be registered for the screening by contacting the Early Childhood Coordinator at 847-394-7340 ext 2006. Screenings are free of charge. The screening process provides basic information about the child in the areas of cognitive, motor, social/emotional, and speech/language development. A vision and hearing screening is also completed as part of the screening process. The preschool screening is designed to identify developmental lags or areas of concern that may warrant further assessment in one or all of the domains. 
When further assessment is indicated, parents are contacted and a meeting is held to discuss concerns and determine appropriate components of the evaluation. After permission to evaluate is obtained, the district attempts to complete the assessment as soon as possible. However, the district has sixty school days to complete the assessment and meet with parents to discuss results. If the child qualifies for special education services as a result of the evaluation and team meeting, goals and objectives are written. An Individualized Education Plan (IEP) for providing services is developed, and program placement is determined. The Individualized Education Plan is reviewed on an annual basis, adjusted, and revised as necessary.
Early Childhood Services 
Circle of Friends: The Early Childhood Circle of Friends is a preschool program for children with moderate to severe special needs. This program pairs typically developing children along with children with identified special needs. The program is structured using developmentally appropriate practices that emphasize cognitive, language, social and emotional growth. The program provides a naturalistic early childhood environment that is rich in language and literacy experiences and recognizes children as active learners. The classes are co-taught by an early childhood teacher and a speech/language therapist. Additionally, other related service providers such as an occupational therapist, social work, or physical therapist may provide support within and outside of the classrooms. Enrollment for students without special needs is tuition based. Classes meet four days a week, Tuesday through Friday, in the morning and afternoon. The classes generally hold eight typically developing students and eight students with special needs.
Itinerant Speech/Language Services: Students who present with mild to moderate speech and/or language deficit are eligible to receive Speech/Language services.
K-8 Programming
Resource: For students with mild or moderate needs, special education services are provided within the general education environment through collaboration between general education teachers and special education teachers. This collaborative approach supports student needs through methods such as: co-teaching, in class support, instructional assistant support, or modifications to content/instructional delivery.
Some students may also need additional support within the resource model for remediation of an identified deficit. When this is the case, the special education teacher will pull small groups of children to receive highly specialized instruction in reading, writing, math, and executive functioning outside of the general education environment. At Lincoln Middle School, this is called Strategies for Learning.
Extended Support: Some students may need a specialized method of instruction for the remediation of an identified deficit in reading, writing, and/or math. When this is the case, children are provided instruction in a small group environment taught by a special education teacher and grouped with children having similar learning profiles. Some students may require this level of support in only one subject area, while some students may require this level of support in multiple academic areas. Some students may require social/emotional, organizational, or executive functioning supports. These small classes utilize instructional materials and learning approaches that encourage the learner to move at his/her own pace in the curriculum. Interventions are provided through a collaborative approach by general education teachers, special education teachers, and related service providers.
Students who receive extended support services in kindergarten typically attend a full session of kindergarten with typically developing students as well as attend the Extended Support program in either the morning or afternoon depending on their kindergarten schedule.
SOAR: The Structured Opportunities for Academics & Responsibility program (SOAR) is designed for students who exhibit a range of educational needs related to significant deficits in cognitive development, communication/language, adaptive behavior, social skill development, and sensory regulation. The SOAR program provides a continuum of individualized curriculum emphasizing functional academic, communication, and social skills. Students are provided with inclusion opportunities during specials such as: Physical Education, Music, Art, Technology, and other classes based on individual student needs.
Our program emphasizes student success and independence by structuring a visually rich environment, providing research based academic curriculum, facilitating social and behavioral skills to advance peer interactions, maintaining daily routines to promote sensory regulation, and instructing in self help skills. Ongoing collaborative efforts enhance partnerships between general and special education staff, parents, and the community. SOAR programming can meet the needs of students in early childhood through middle school.
Out-of-District Placement: Some students may have complex needs that cannot be met within District 57 programming. In these instances, District 57 utilizes a variety of therapeutic day school settings to provide the high levels of instructional support for students with intense instructional needs.
 Updated February 2016

Privacy Information

Privacy Act and School Records

School District 57 maintains student records in accordance with the Illinois School Student Records Act. These records are designed to contain only that information necessary for the education of the student and are separated into two categories: permanent and temporary.

The permanent record consists of the minimal personal information necessary for the education of the child. Such information may include the child’s name, birthdate, address, grades, grade level, parents’ names and addresses, attendance records, and such other entries as the Illinois State Board of Education may require. Permanent records are maintained for a period of 60 years from the date of transfer, graduation, or permanent withdrawal from school. After 60 years, these records are destroyed in accordance with federal and state law.

The temporary record contains all information not required to be in the permanent record and may include family background information, state assessment test scores, health-related information, intelligence test scores, aptitude test scores, psychological and behavior assessments, and other information of clear relevance to the education of a child, all subject to regulations of the Illinois State Board of Education. Temporary records are retained for five years from the date of transfer, graduation, or permanent withdrawal from school, and will then be destroyed in accordance with federal and state law. Temporary records that may be of assistance to a student with a disability who graduates or permanently withdraws, may, after five years, be transferred to the parent(s)/guardian(s), or to the student if the student has succeeded to the rights of the parent(s)/guardian(s).

School student records are confidential, and information from them shall not be released other than as provided by law. Information contained in student records is available only to school officials who have a legitimate educational interest in a child and to persons specifically required by state or federal law. A parent may file a specific written request for records to be released to others of their designation. A parent/guardian has the right to control access and release of school student records except to the extent the records are authorized by law to be released without consent, and the right to request a copy of the information released.

The school reserves the right to grant access to, or release specific information, from school student records without parental consent or notification in the following instances:

  1. to an employee or official of the school or school district or State Board with current demonstrable educational or administrative interest in the student, in furtherance of such interest;
  2. to the official records custodian of another school within Illinois or an official with similar responsibilities of a school outside Illinois, in which the student has enrolled, or intends to enroll, upon the request of such official or student;
  3. to any person for the purpose of research, statistical reporting, or planning, provided that such research, statistical reporting, or planning is permissible under and undertaken in accordance with the federal Family Educational Rights and Privacy Act (20 U.S.C. 1232g);
  4. pursuant to a court order, provided that the parent shall be given prompt written notice upon receipt of such order of the terms of the order, the nature and substance of the information proposed to be released in compliance with such order and an opportunity to inspect and copy the school student records and to challenge their contents pursuant to Section 7;
  5. to any person as specifically required by State or federal law;
  6. to juvenile authorities when necessary for the discharge of their official duties who request information prior to adjudication of the student and who certify in writing that the information will not be disclosed to any other party except as provided under law or order of court. For purposes of this Section "juvenile authorities" means: (i) a judge of the circuit court and members of the staff of the court designated by the judge; (ii) parties to the proceedings under the Juvenile Court Act of 1987 and their attorneys; (iii) probation officers and court appointed advocates for the juvenile authorized by the judge hearing the case; (iv) any individual, public or private agency having custody of the child pursuant to court order; (v) any individual, public or private agency providing education, medical or mental health service to the child when the requested information is needed to determine the appropriate service or treatment for the minor; (vi) any potential placement provider when such release is authorized by the court for the limited purpose of determining the appropriateness of the potential placement; (vii) law enforcement officers and prosecutors; (viii) adult and juvenile prisoner review boards; (ix) authorized military personnel; (x) individuals authorized by court;
  7. subject to regulations of the State Board, in connection with an emergency, to appropriate persons if the knowledge of such information is necessary to protect the health or safety of the student or other persons;
  8. to any person, with the prior specific dated written consent of the parent designating the person to whom the records may be released, provided that at the time any such consent is requested or obtained, the parent shall be advised in writing that he has the right to inspect and copy such records in accordance with Section 5, to challenge their contents in accordance with Section 7 and to limit any such consent to designated records or designated portions of the information contained therein;
  9. to a governmental agency, or social service agency contracted by a governmental agency, in furtherance of an investigation of a student's school attendance pursuant to the compulsory student attendance laws of this State, provided that the records are released to the employee or agent designated by the agency;
  10. to those SHOCAP committee members who fall within the meaning of "state and local officials and authorities", as those terms are used within the meaning of the federal Family Educational Rights and Privacy Act, for the purposes of identifying serious habitual juvenile offenders and matching those offenders with community resources pursuant to Section 5-145 of the Juvenile Court Act of 1987, but only to the extent that the release, transfer, disclosure, or dissemination is consistent with the Family Educational Rights and Privacy Act;
  11. to the Department of Healthcare and Family Services in furtherance of the requirements of Section 2- 3.131, 3-14.29, 10-28, or 34-18.26 of the School Code or Section 10 of the School Breakfast and Lunch Program Act;
  12. to the State Board or another State government agency or between or among State government agencies in order to evaluate or audit federal and State programs or perform research and planning, but only to the extent that the release, transfer, disclosure, or dissemination is consistent with the federal Family Educational Rights and Privacy Act (20 U.S.C. 1232g);
  13. if the student is in the legal custody of the Department of Children and Family Services, to the Department's Office of Education and Transition Services; or
  14. under an intergovernmental agreement if an elementary school district and a high school district have attendance boundaries that overlap and are parties to an intergovernmental agreement that allows the sharing of student records and information between the districts. However, the sharing of student information is allowed under an intergovernmental agreement only if the intergovernmental agreement meets all of the following requirements:
    1. The sharing of student information must be voluntary and at the discretion of each school district that is a party to the agreement.
    1. The sharing of student information applies only to students who have been enrolled in both districts or would be enrolled in both districts based on district attendance boundaries, and the student's parent or guardian has expressed in writing that the student intends to enroll or has enrolled in the high school district.
    1. The sharing of student information does not exceed the scope of information that is shared among schools in a unit school district. However, the terms of an intergovernmental agreement may place further limitations on the information that is allowed to be shared. 
Persons who have legal access to student records may not use information from temporary records as a condition for the granting or withholding of any right, privilege, or benefit, or as a condition of employment, credit, or insurance.
Students’ records are sent to Prospect High School upon eighth grade graduation unless otherwise specified. Parents of eighth grade students will receive a letter each fall from the District stating what records will be sent to the high school and the record transfer procedures.
Parents/guardians have a right to inspect, copy, or challenge the content of a student’s record, including prior to the transfer of the record to another district and prior to the date of scheduled record destruction. Requests will be granted within 10 business days of the day the District receives a request for access. The District may extend this by an additional 5 business days when certain conditions are met. The District may charge $.35 per page for copying information in the student’s records. No parent(s)/guardian(s) or student shall be precluded from copying information because of financial hardship. The request for access to a child’s records must be in writing and addressed to the Building Principal. If parents believe the contents to be inaccurate, misleading, or in violation of the student’s privacy rights, they may question the content of their child’s records. Should further action be desired, a parent must submit a letter to the Superintendent requesting a hearing. The letter shall contain notice of the specific entry or entries to be challenged and the basis of the challenge. Procedural details will be provided at that time.
School directory information such as the student and parent(s)/guardian(s) name, address, phone number, and parent(s)/guardian(s) email, and information relating to awards, honors, and school-sponsored activities may be developed and released by the school. If a parent wishes to restrict information from public disclosure, they must submit a written request annually by September 15 to the Building Principal.
With the approval from and in accordance with the rules and regulations of the Local Records Commission of the State of Illinois, this notice is to inform students, parents and guardians that on June 10, 2021, Mount Prospect District 57 will be destroying temporary student records from 2014-2015. If you have any questions, please contact the Department of Student Services at (847) 394-7300.


Olga Mihailovic
Student Services Administrative Assistant
Office: 847-394-7300 x 1017
Sara Tyburski
Director of Student Services
Office: 847-394-7300 x 1016
© 2024. Mount Prospect School District 57. All Rights Reserved.
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