Student Services
About Us
Lake Zurich Community Unit School District 95 mission is to empower every learner to achieve personal excellence. In keeping with our mission, the Student Services Department strives to provide a full continuum of support services, supplementary aids, or specialized programming ALL learners district-wide. Please see below for a few of the key areas supported by the Student Services Department, as well as for more resources for families.
If you have any questions about the services offered through the Student Services Department, please contact either your student’s school team or the Student Services Department at 847-540-7060.
Department Staff
Lauren McArdle
Assistant Superintendent for Student Services, Administrative Services and Operations
School:
(847) 540-4973
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- Multi-tiered Systems of Support (MTSS) Information
- Devereux Student Strengths Assessment (DESSA)
- Parent Notices
- Social Emotional Wellness
- Gender Accommodations Information
- Suicide, Sexual Abuse, and Anti-Bullying Training Information
- IEP Eligibility & Development Process
- Support Services
- School & Community Resources
- Building Resilience in Students
Multi-tiered Systems of Support (MTSS) Information
Empower all learners to achieve personal excellence.
Our staff intend to enact the District 95 mission statement within a Multi-tiered System of Supports (MTSS) framework by doing the following: leveraging strong and engaged leadership; implementing evidence-based instructional practices; using data to inform decision-making; utilizing a continuous problem-solving model; developing and implementing a layered system of supports; engaging students and families in the MTSS process.
Multi-tiered System of Support (MTSS) Overview
The Multi-tiered System of Support (MTSS) is a framework to support educators with implementing responsive and fluid academic and social emotional interventions and instructional enhancements to ensure the success of all learners. A key feature of an MTSS framework is a “tiered” or layered approach to providing students support. A summary of the different tiers is presented below:
- Tier 1 - Universal, ALL STUDENTS receive these supports
- Tier 2 - Targeted/Group, SOME STUDENTS receive these supports
- Tier 3 - Individualized, A FEW STUDENTS receive these supports
It is important to note that students in need of more support receive these interventions IN ADDITION TO Tier 1 supports; Tier 2/Tier 3 supports do not REPLACE universal instruction in any area (academic, behavioral, social-emotional). The picture below visually illustrates the layered nature of an MTSS framework.
What Families Can Expect
Families are involved in the MTSS system in a number of ways. At the universal level (all students and families), examples of involvement include (but are not limited to):
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Regular communication regarding their student’s academic and behavioral functioning;
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Report cards/conference opportunities to provide progress updates;
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Ongoing assessment information (i.e., MAP, DESSA) shared regarding their student’s performance on standardized measures.
As students are identified for additional supports through the use of data within the MTSS framework, parents can expect communication regarding recommended interventions. For example, if a student is recommended to receive additional reading support or direct instruction in a social-emotional skill outside of the classroom setting - families would be notified of the identified need and the way in which additional supports would be provided.
Students who receive either targeted (Tier 2) or intensive individualized (Tier 3) supports within this framework additionally receive additional progress monitoring opportunities (data collection to determine how they are responding to interventions provided), and families may access this additional information as well.
Students who have been provided with ongoing layered supports, but who still struggle to make progress in one or more areas, may be considered for an additional layer of evaluation to determine whether a Section 504 Plan or Individualized Education Plan (IEP) is appropriate. In these cases, parents/guardians are additionally informed and provide consent before any additional information is gathered. Please refer to the IEP Eligibility & Development section of the Student Services Department page for additional information in this area.
For additional information regarding your student’s needs within an MTSS framework, please contact your building Assistant Principal (LZHS - Assistant Principal for Student Services).
Devereux Student Strengths Assessment (DESSA)
The Devereux Student Strengths Assessment (DESSA) screening tool is administered three times annually, and is a teacher rating system that aligns with social-emotional learning (SEL) competency areas taught in school. Similar to how we collect benchmark data for reading and math K-8, there is a system in place to benchmark/screen for social-emotional learning skills as well. Please see below for answers to commonly asked questions about the DESSA:
How is the DESSA screener scored?
The DESSA screener produces one of three (3) potential score classifications: needs instruction; typical; strength. Screener scores of 28-40 yields a needs instruction rating, scores of 41-60 yield a typical rating, and scores of 61-72 yield a strength rating. We expect most of our students to fall within the “typical” range, and smaller groups of students to fall in the needs instruction or strengths ranges. For students who fall in the “needs instruction” range on the screener, teachers are asked to complete a full profile (more items in each of the competency areas) to gather more information about possible student needs.
What are teachers asked to rate when completing the screener?
Teachers will get 8 items (from a larger pool of items) as part of the screening process, and will be asked to report how often in the last four weeks they have observed the behaviors. Some example items include asking teachers to rate how often students "try their best" or "show concern for someone" or "respect others’ opinions." The items are designed to allow classroom teachers to report out easily/be observable.
What is the screening data used for?
The screening is intended to be the first phase in whether additional information might be useful in planning social-emotional instruction/support for students at the building level, group level (such as a grade level), and individual level. The data from the screening will determine next steps - which might include teaching or re-teaching of targeted skills to the whole school or to a group and/or offering additional focused support to groups or individual students. Parents/guardians receive information regarding their students’ scores on the screener (as well as on the full profile, if applicable).
For more information on the 8 areas assessed by DESSA assessments, parents can access the link found HERE.
Parent Notices
Notice of Procedural Safeguards
Procedural Safeguards are shared with parents if a case study evaluation is initiated and provided annually to families if their child receives special education services. The Notice of Procedural Safeguards for Parents/Guardians of Students with Disabilities is available here:
Related Services Logs
Students with disabilities may receive related services as part of their individual education programs (IEPs). District 95 will maintain related services logs that record the type and number of minutes of the related service(s) administered to such students. Copies of any related services logs will be available to parents/guardians at their child’s annual review IEP meeting. Parents/guardians of students with disabilities may also request copies of their child’s related services logs at any time.
Notice Regarding Students with Disabilities
Students with disabilities who do not qualify for an IEP may qualify for services under Section 504 of the Rehabilitation Act of 1973 if the child: (i) has a physical or mental impairment that substantially limits one or more major life activities; (ii) has a record of a physical or mental impairment; or (iii) is regarded as having a physical or mental impairment.
Parent Notification Regarding District Restraint & Time Out (RTO) Plan
Effective during the 21-22 school year, Illinois school districts are required to develop a plan to reduce the number of restraint and time out incidents occurring within their schools. For any parent/guardian who wishes to view the District plan and/or any annual updates, please contact the Student Services Department at 847.540.7060.
Prioritization of Urgency of Need for Services (PUNS) Information
The Illinois Department of Human Services (IDHS) maintains a database whereby families of persons with developmental disabilities can register to potentially receive supplemental funds and services (such as respite care services to support parents/guardians). Funds are disbursed based on the severity of a family’s situation (the urgency of the need), and are typically reserved for persons with more significant disabilities (such as intellectual disabilities or autism).
In order to be eligible for these funds, families must first register through their local PUNS Agency. Community Alternatives Unlimited (CAU) is the agency accessed by families in the northwest suburbs.
Families can learn more about IDHS PUNS services by clicking here..
Contact information for CAU can be found by clicking here.
For additional information, please contact your student’s case manager.
Social Emotional Wellness
Click here to visit our Social Emotional Wellness webpage which contains information regarding key social-emotional learning concepts, as well as resources available to students and families in order to support various aspects of functioning.
Gender Accommodations Information
In order to be responsive to all student needs, District 95 has processes in place for providing gender expression-related accommodations and support. These processes have been developed in accordance with Illinois state law and with Board Policy (7:20, Harassment of Students Prohibited).
Students at the middle and high school levels have access to an accommodations request form via their Canvas Global Announcement page; they may also reach out directly to any member of the Student Services team (i.e., school counselor, social worker, school psychologist) to discuss a support plan for school.
Parents/guardians may contact the following building-based team members, should they have questions regarding the process of obtaining gender expression-related accommodations:
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Elementary Level: Building Principal or Assistant Principal
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Middle School Level: Building Principal or Assistant Principal
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High School Level: Assistant Principal for Student Services
Suicide, Sexual Abuse, and Anti-Bullying Training Information
- Suicide Prevention - Ann Marie’s Law
- Sexual Abuse Prevention - Erin’s Law
- Sexual Abuse Prevention - Faith's Law
- Anti-Bullying Training
Suicide Prevention - Ann Marie’s Law
Suicide Prevention - Ann Marie’s Law (Public Act 99-0443)
Ann Marie’s Law was enacted in 2015, and required the Illinois State Board of Education (ISBE) to develop a model suicide prevention policy, as well as compile, develop, and post recommended guidelines, resources, and educational materials on youth suicide prevention and awareness. This law additionally required school districts to adopt suicide prevention policies and procedures (see Board Policy 7:290 for more information).
Within District 95, students in grades 6-12 participate in a suicide prevention program titled Signs of Suicide (SOS) each year. The SOS program teaches students about potential warning signs for depression and suicide, and additionally teaches students to ACT (A - acknowledge the signs of depression or suicidality, C - care, let the person know you care about them, T - tell a trusted adult). This program also includes a screening tool to determine which students may be in need of additional adult support.
For more information regarding the Signs of Suicide program, families may reach out to their building-based social worker. For more information regarding signs of suicide and accessing help for your student or yourself, click HERE.
For more resources on suicide prevention and awareness, parents/guardians can visit the Illinois State Board of Education (ISBE) website HERE.
REMEMBER: If you or your student is experiencing an emergency where they are in immediate danger of harming themselves, dial 9-1-1 or report to your nearest emergency room for support.
Sexual Abuse Prevention - Erin’s Law
Sexual Abuse Prevention - Erin’s Law (Public Act 097-1147)
Erin’s Law was enacted in Illinois in 2011, and required school districts to provide sexual abuse prevention training to staff and students in grades pre-K through 12 annually. Within District 95, all students in all grades participate in a series of sexual abuse prevention trainings. Staff members at the elementary levels access Second Step Child Protection Unit materials to deliver student trainings; staff members at the secondary level utilize Safer Smarter Kids to teach sexual abuse prevention.
For more information regarding Erin’s Law trainings, families may reach out to their building-based social worker.
Sexual Abuse Prevention - Faith's Law
Faith's Law
Starting July 1, 2023, a new law took effect for all Illinois schools. Faith's Law is named after a prevention advocate and child sexual abuse survivor from Illinois who pushed for change to state laws related to educator sexual misconduct in K-12 schools.
Sexual misconduct is defined as:
Any act, including, but not limited to, any verbal, nonverbal, written, or electronic communication or physical activity, by an employee or agent of the school district, charter school or nonpublic school with direct contact with a student that is directed toward or with a student to establish a romantic or sexual relationship with the student. Such an act includes, but is not limited to, any of the following:
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- A sexual or romantic invitation.
- Dating or soliciting a date.
- Engaging in sexualized or romantic dialog.
- Making sexually suggestive comments that are directed toward or with a student.
- Self-disclosure or physical exposure of a sexual, romantic, or erotic nature.
- A sexual, indecent, romantic, or erotic contact with a student
Faith’s Law Resource Guide
ISBE has developed and maintains the Faith’s Law Resource Guide that includes guidance for pupils, parents/guardians, and teachers about sexual abuse responses and prevention resources available in their community, including the contact information of entities that provide services for victims of child sexual abuse and their families.
District 95 Employee Professional Conduct Policy
District 95 has implemented professional conduct policy 5:90 Abused and Neglected Child Reporting in compliance with Faith’s Law.
For more information about Faith’s Law, please visit the Illinois State Board of Education’s Faith’s Law webpage.
Anti-Bullying Training
Anti-Bullying Training
District 95 maintains a strict zero-tolerance stance toward bullying, harassment and intimidation (see Board Policy 7:180 for more information). Each year, students across all levels receive anti-bullying training. Staff members at the elementary levels access Second Step materials to deliver student trainings; staff members at the secondary level utilize Second Step and Safer Smarter Kids to teach anti-bullying lessons.
For more information regarding anti-bullying programming, families may reach out to their building-based social worker. Additionally, for more information regarding procedures related to reporting bullying or harassment, students and families are referred to Board Policy 7:20.
IEP Eligibility & Development Process
Below are some links and information that may be helpful regarding the IEP eligibility and development process.
For more information regarding IEP eligibility, please contact the Assistant Principal at the elementary level - and the school psychologist at the middle and high school levels.
If you have further questions regarding your student’s IEP after speaking with your student’s case manager or the LEA at the building level (Assistant Principal at the elementary level, Case Manager at the middle and high school levels), please contact the Student Services Department at 847-540-7060 to speak with your respective Director of Student Services.
Early Childhood
Overview
Community Unit District 95 offers a continuum of special education services to meet the unique educational needs of the three to five year old students with disabilities. A range of available services is designed in compliance with the federal and state guidelines supporting the least restrictive environment in which services can be provided.
Preschool Screening & Referrals
Community Unit School District 95 conducts developmental preschool screenings several times a year for children ages three through five. Children are screened in the developmental areas of Language Development, Fine and Gross Motor Development, Concept Development, and Vision and Hearing. For those children who are identified during the screening process as being at risk for learning and/or behavioral difficulties, a Domain Meeting may be scheduled for the IEP Team, including the parents/guardians, to meet together to discuss and determine how to best respond to the concerns observed during the screening process. Visit the Preschool Screening section on this page for more information.
At Risk Program
The Early Childhood program is also home to our At-Risk Preschool program. The program is designed to provide a preschool experience for children ages 3-5 who are at-risk of academic failure that live within the Lake Zurich CUSD boundaries. Children may qualify for the At-Risk Preschool program due to a variety of factors that may include (but are not limited to) economic need, low performance on the preschool screening but did not qualify for special education services, having a primary language other than English, and/or chronic illness/health concerns. Children must participate in an At-Risk Preschool Screening process to determine eligibility for the program. If you have further questions regarding the screening process, please contact the Student Services Department at 847-540-7060.
Children Currently in Early Intervention Programs (birth-to-three years old)
A child may also be eligible to receive Early Childhood or other related special services as the child ages out of Child and Family Connections or another Early Intervention program. As the child enrolled in Child and Family Connections' Early Intervention program approaches the age of three, Child and Family Connections contacts District 95 and a transition plan is established among the early intervention agency, District 95 and the parents/guardians, in order to provide appropriate services without interruption when the child turns three.
Preschool Screening
Because your child’s first 5 years of life are so important, we want to help you provide the best start for your child. Child Find screening is available for any children that live within the Lake Zurich CUSD boundaries between the ages of 3 and 5 years who may benefit from early intervention and special education services.
Lake Zurich CUSD 95 uses the Ages & Stages Questionnaires to screen students. These questionnaires are completed by parents and are available in both English and Spanish. The Ages & Stages Questionnaire – Third Edition (ASQ-3) includes questions about your child’s communication, fine motor skills, gross motor skills, problem solving and personal-social skills. The Ages & Stages Questionnaire: Social Emotional – Second Edition (ASQ: SE-2) includes questions about your child’s social emotional development. Additionally, we will send home a sheet that addresses your child’s articulation (speech sound development).
If you have concerns about your preschooler's development, and would like to have your child screened, please complete the form linked HERE. If you have further questions regarding the screening process, please contact the Student Services Department at 847-540-7060.
Private/Parochial Services
Overview
If a student attends a private or parochial school or is home schooled within the boundaries of District 95, he or she is eligible for consideration for a special education evaluation and services in accordance with the Individuals with Disabilities Education Improvement Act of 2004 (IDEA). IDEA 2004-Section 612 requires each public school district to utilize a portion of its Federal Part B special education funds in order to provide students with disabilities, who attend private schools within the boundaries of the district, the opportunity to equitably participate in special education and services offered by the district. When there is reason to believe that a student may have a disability requiring special education and related services, the student can be referred for a special education evaluation.
Students who attend private schools receive an Individual Service Plan (ISP) if they are found eligible for special education services.
Timely and Meaningful Consultation
Each year, District 95 invites all recognized private/parochial school officials and known parents of homeschooled students to attend a meeting at the District Administrative Office in which information about plans for working with students with disabilities in the upcoming school year are discussed. This meeting is called the Timely and Meaningful Consultation (TMC).
Parents of students attending a private or parochial school or students who are home-schooled and need further information regarding evaluation and/or services should contact the Student Services Office at 847-540-7060 for any additional questions.
Support Services
Section 504
Section 504 of the Rehabilitation Act is a federal law designed to protect the rights of individuals with disabilities in programs and activities that receive federal funding from the U.S. Department of Education. To be eligible for services within a Section 504 plan, a student must have a mental or physical impairment that substantially limits one or more major life function. Currently enrolled students may be referred for an a Section 504 evaluation. The Section 504 evaluation will determine if the student is eligible under Section 504 .
If a student is found eligible, a team of individuals that have knowledge of the student develops a written plan that identifies the accommodations and services a student needs to access the general education.
For more information please contact the Assistant Principal at the elementary level, the school counselor at the middle school level, and your student’s counselor at the high school level.
McKinney-Vento Homeless Assistance Act
The McKinney-Vento Homeless Assistance Act is a federal law that works to ensure educational stability for homeless youth. The McKinney-Vento act allows homeless students to enroll in school and receive transportation. The McKinney-Vento Act defines homeless children as “individuals who lack a fixed, regular and adequate nighttime residence.”
Please see the Illinois State Board of Education guidance.
If you have further questions regarding McKinney-Vento eligibility, please contact the Student Services Department at 847-540-7060.
Homebound/Hospital Tutoring
Illinois School Code provides for a continuation of learning when a student will be absent due to a medical condition for more than two consecutive weeks, or on an intermittent basis throughout the school year for more than 10 days (with more than two consecutive absences at a time). Students may qualify to receive home or hospital based instruction from a licensed teacher. Prior to receiving services, the Medical Certification for Home/Hospital Services must be completed and signed by qualified medical staff member.
For more information please contact the Assistant Principal at the elementary level, the school counselor at the middle school level, and your student’s counselor at the high school level.
School & Community Resources
NOTE: For more information regarding the IEP Eligibility and Development Process, please refer to that section on the Student Services Department webpage.
Club/Activity Involvement
Getting involved in clubs and activities is a great way for students with disabilities to get involved in their school community and to practice valuable post-secondary skills (i.e., recreation, social interaction). In order to facilitate participation in clubs and activities for those students with more significant needs, club/activity sponsors will be provided with key information for supporting your student in advance of their attendance.
Below are links to middle and high school club/activity pages; if you have questions about your student’s involvement in clubs or activities, please reach out to your student’s case manager for additional information.
Additionally, families will receive information regarding other school-based events and activities through their building principal and through their Parent-Teacher Organization (PTO). Please refer to Principal Newsletters for more information on these events, and contact your student’s case manager if you have additional questions or concerns regarding participation.
Community Resources
Below is a list of resources available to families who reside within District 95. If there is a resource or service not included on this list that you/your family is seeking, please contact your student’s case manager for further assistance. If there is a useful resource that your family has accessed, please feel free to share it with Lauren McArdle (lauren.mcardle@lz95.org).
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Agency
(service type)
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Service Description
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Contact Information
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| ReferralGPS |
ReferralGPS is a web-based service focused on assisting Lake County students, staff, and community members in finding local mental-health and substance use related treatment. The service complements the district's existing systems of support as a tool for student service teams and families to connect with treatment. The system is available for all types of private and public insurance options (i.e., PPO, HMO, Medicaid) - and provides options for families who are uninsured or underinsured. Along with a searchable database of treatment options, ReferralGPS provides Care Navigation to assist families in triage, appointment setting, and follow up care. All Lake County districts are provided this at no charge for the next 3 school years. |
The full ReferralGPS website can be found by clicking here. Additionally, families may reach out for additional support by contacting info@referralgps.com. |
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Child and Family Connections (CFC)
(Evaluation, Direct Service, Case Management)
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Child and Family Connections (CFC) serves families with children under the age of 3 with suspected developmental delays. CFC provides a system point of entry into the Illinois Early Intervention System. For eligible children, CFC provides service coordination including evaluations, connecting eligible families to therapies (i.e., speech therapy, occupational therapy, behavioral support), community resources and transition support (once the child reaches the age of 3). Families who would like their student evaluated to determine eligibility for Early Intervention (EI) services may contact the agency for further information.
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3010 Grand Avenue
Waukegan, IL 60085
847.377.8900
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Camp Red Leaf
(Recreation, Respite)
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Year-round recreational and education programs are offered for children and adults with developmental and cognitive disabilities and/or other special needs. Camp Red Leaf also provides weekend respite programs throughout the year, and services the Chicagoland, Northwest suburban and Southern Wisconsin areas.
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26710 W. Nippersink Rd.
Ingleside, Il 60041
847.740.5010
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Special Recreation Association of Central Lake County (SRA CLC)
(Recreation)
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The SRA CLC provides recreation programs and services to individuals with special needs or disabilities, and their families, who reside within the boundaries of Member Agency communities (which includes much of District 95).
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290 Oakwood Road
Vernon Hills, IL 60061
847.816.4866
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Clearbrook Respite Program
(Respite)
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Clearbrook provides support to families that live in Northern Cook County, Lake County and DuPage County. Clearbrook also created the Take a Break program that provides supervised support to families. Clearbrook’s in-home program provides each family with four hours of weekly respite in their homes.
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1835 W. Central Road
Arlington Heights, IL 60005
847.385.2638
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Jill’s House Windy City
(Respite, Recreation)
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Jill’s House is a non-profit organization that offers respite to families with intellectual disabilities through a weekend adventure program. At Weekend Adventures children (6-17) get to experience an all-inclusive camp weekend uniquely tailored to their needs. Camps happen throughout the year in Lake Geneva, Wisconsin - and transportation is provided from Libertyville, Illinois.
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9011 Leesburg Pike
Vienna, Virginia 22182 (headquarters)
224.801.4070
Email: info@jillshouse.org
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The Hope Collective (THCO),
Nathaniel’s Hope
(Respite, Recreation)
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THCO is excited to partner with Nathaniel’s Hope to bring Buddy Break to the community. Buddy Break is a free 3-hour respite program where kids with special needs, ages 2-16, and their siblings, ages 4 through 5th grade, come to make new friends, play games, do crafts, read stories, and engage in other activities.
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23153 W. Miller Rd.
Lake Zurich, IL 60047
847.540.8280
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Building Resilience in Students
What is resilience?
Resilience is the capacity to withstand or recover quickly from difficulties; toughness
(Merriam Webster)
Why is resilience an important skill?
Resilience is one of the skills recognized by the following organizations as critical for post-secondary success:
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Illinois State Board of Education (ISBE)
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CASEL (the Collaborative for Academic, Social, and Emotional Learning)
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A collaborative of state agencies committed to preparing students for life after high school
The ability to recognize one’s strengths and areas for growth, to persist through challenges, and to demonstrate skills needed to achieve personal and academic goals are all related to resilience - and are all skills that span across multiple environments (i.e., school, work, social/relationship issues), and that are needed for success into adulthood.
I hear that stress is negative for children/teens; isn’t exposing my child to stress/challenges detrimental for them?
There are different types of stress: positive (such as getting excited for a first date or a rush of adrenaline before an athletic contest); tolerable (such as managing a multiple upcoming assignments at one time or managing a busy work/extracurricular schedule in the same week); toxic (prolonged stress over an extended period of time).
Our bodies are designed to manage both positive and tolerable stress. Experiencing stress is a normal, developmentally-appropriate experience across childhood and adolescence. Toxic stress is the type of stress that has longer-term negative effects - and is much rarer for children/teens to experience.
It is through the exposure to stress and the opportunity to manage that stress that students build resilience skills. These skills can be taught (i.e., how to manage stress) and practiced/strengthened with support!
Resilience Resources
Click on the individual titles below for resources related to the importance of building resilience:
Suggested Reading
Ginsburg, K.R., & Jablow, M.M. (2020). Building resilience in children and teens: Giving kids
roots and wings (4th ed.). American Academy of Pediatrics. (Amazon link)