The vision of District 300 Education Services is to inspire all students to achieve their greatest potential. Education is a continuous process. Education Services is designed to provide an educational opportunity for all students so that each will attain the ability to improve his or her way of life.
The role of Education Services is to educate the students to empower themselves upon reaching adulthood to have the skills needed to govern themselves, the training needed to meet the challenges of a rapidly changing technological world, and the leadership needed to serve their communities. Students will be prepared to make a life, a living and a difference.
Education Services Guiding Principles:
Students will be best prepared to achieve their greatest potential if equipped to:
- Engage in relevant and rigorous learning
- Live and work productively with others
- Embrace their role and responsibility within their community and world
- Value and respect self and others in a diverse society
- Become life ready
We will best serve our students if our:
- Schools, families and community are actively engaged
- Staff is highly skilled and motivated
- Culture is characterized by high expectations and excellence; and
- Schools are safe and caring places where all are valued
for Education Services
Section 504 is a part of the Rehabilitation Act of 1973 that prohibits discrimination based upon disability. Section 504 is an anti-discrimination, civil rights statute that requires the needs of students with disabilities to be met as adequately as the needs of the non-disabled are met.
An impairment as used in Section 504 may include any disability, long-term illness, or various disorders that “substantially” reduces or lessens a student’s ability to access learning in the educational setting because of learning-, behavior- or health-related condition. Substantially limits is not defined in the federal regulations. In considering substantial limitations, students must be measured against their same age, non-disabled peers in the general population and without benefit of medication or other mitigating measures.
Many students have conditions or disorders that are not readily apparent to others. They may include conditions such as specific learning disabilities, diabetes, epilepsy and allergies. Hidden disabilities such as low vision, poor hearing, heart disease or chronic illness may not be obvious, but if they substantially limit that child’s ability to receive an appropriate education as defined by Section 504, they may be considered to have “impairment” under Section 504 standards. As a result, these students, regardless of their intelligence, will be unable to fully demonstrate their ability or attain educational benefits equal to that of non-disabled students. The definition does not set forth a list of specific diseases, conditions or disorders that constitute impairments because of the difficulty of ensuring the comprehensiveness of any such list. While the definition of a disabled person also includes specific limitations on what persons are classified as disabled under the regulations, it also specifies that only physical and mental impairments are included, thus “environmental, cultural and economic disadvantage are not in themselves covered."
Major life activities include, but are not limited to: self-care, manual tasks, walking, seeing, speaking, sitting, thinking, learning, breathing, concentrating, interacting with others and working. As of January 1, 2009 with the reauthorization of the Americans with Disabilities Amendment Act, this list has been expanded to also include the life activities of reading, concentrating, standing, lifting, bending, etc. This may include individuals with ADHD, dyslexia, cancer, diabetes, severe allergies, chronic asthma, Tourette ’s syndrome, digestive disorders, cardiovascular disorders, depression, conduct disorder, oppositional defiant disorder, HIV/AIDS, behavior disorders. Students who are currently using illegal drugs or alcohol are not covered or eligible under Section 504.
Students that are eligible for a 504 Plan receive accommodations based on their identified need and how it substantially limits one or more of their major life activities.
If you have questions please contact the Coordinator of Student Services Dan Palombit at 847-551-8448.
Click here to view the Parents Rights Form.
Click here to view the Parents Rights Form (Spanish).
Click here to view the 504 Grievance Form.
Community Unit School District 300 has several alternate learning opportunities which include:
The program is offered at all three high schools and is designed to provide a self-paced, computer based curricula aligned to District 300 standards that allow students to earn credit recovery for on-track graduation or accelerate graduation.
This program provides opportunities for students who are at risk of academic failure with a broad range of supports. Success Academy is offered at Perry Elementary School (4th and 5th grade), Carpentersville Middle School (6th, 7th and 8th grade) and Dundee-Crown High School (9th through 12th grade).
This program empowers students and families through seamless integration of social-emotional and academic services, responsive partnerships with families and the community and high expectations for student achievement. The DREAM program is offered at Perry Elementary School.
Click here to see our summer offerings.
Oak Ridge School
Students are referred to Oak Ridge for a variety of reasons. Oak Ridge serves District 300 students in grades 6-12 with a wide variety of needs and services. Students are expected to follow District 300 Curriculum rules/ expectations. The ultimate goal is for all students to be able to mainstream back into their base schools and be successful in the areas of academic growth, positive behavior, and consistent attendance.
If you have questions please contact the Coordinator Alternative and Supplemental Education - Dave Nowak - 847-551-8430.
Charter School Liaison
Education Services provides liaison services to the charter school and their families.
If you have questions please contact Assistant Superintendent of Education Services - Shelley Nacke at 847-551-8331
Community Resource Partnership
Education Services fosters relationships with community services.
If you have questions please contact your Education Services Specialist.
Click here for more information on the Community Resources Guide.
D300 Parent Universities and Network Liaison Program
2020 - 2021 Parent Universities
Friday, July 24, 2020: Getting Kids Ready for School: How to help support wearing a mask - Prerecorded
Monday, August 24, 2020: Power School Learning How To's at 6 - 7:30 p.m. - Virtual
Wednesday, September 9, 2020: Remote Learning Plans and IEP’s at 6 - 7:30 p.m. - Virtual or in-person
Monday, September 14, 2020: Power School Learning How to and a Keeping Your Child Safe Online at 6 - 7:30 p.m. - Virtual
Thursday, October 1, 2020: Cultural Competency, Equality and Bias at 6 - 7:30 p.m. - Virtual or in-person
Monday, October 19, 2020: Discipline and Bullying Overview at 6 - 7:30 p.m. - Virtual or in-person
Wednesday, November 11, 2020: Helping Students Handle Stress and Anxiety at 6 - 7:30 p.m. - Virtual or in-person
Thursday, December 3, 2020: Drugs 101 for Parents at 6 - 7:30 p.m. - Virtual or in-person
Monday, January 11, 2021: Homework Hassles: Love and Logic Strategies at 6 - 7:30 p.m. - Virtual or in-person
Thursday, January 28, 2021: Restorative Practices at 6 - 7:30 p.m. - Virtual or in-person
Monday, February 22, 2021: Zones of Regulation in the home at 6 - 7:30 p.m. - Virtual or in-person
Monday, March 22, 2021: Secondary transition-What Parents need to know at 6 - 7:30 p.m. - Virtual or in-person
Monday, April 12, 2021: Guardianship, Social Security, PUNS and Special Needs Trusts at 6 - 7:30 p.m. - Virtual or in-person
The Education Services Parent Liaison Program
The Education Services Parent Liaison is a partnership between The Special Education Network and Community Unit School District 300. The purpose of this program is to educate parents about special education, assist them through the IEP process, provide training, workshops, ongoing technical assistance for parents, school personnel and the community, address concerns between parents and school personnel and work to improve the quality of relationships, provide parent networking opportunities and support groups and to develop and sustain school and family relationships. The Special Education Parent Liaison Program is a collaboration with the Parent & Educator Partnership; an initiative of the Illinois State Board of Education.
For questions please contact Judy Ruffulo at email@example.com or 847-551-1780.
Click here to view the Be the One: Advocating for Youth Mental Health presentation.
Click here to view the Help with Homework Hassles presentation.
Education Services Video Series
Click here to view the Education Services Video Series.
Education Services oversees health services for School District 300.
For more information please contact the Director of Health Services, Sherrie Schmidt at 847-551-8371
Homebound and Hospitalization Services
Home/hospital services are provided to a student when a licensed Medical Doctor (MD/DO), Advanced Practice Nurses (APN) and Physician Assistants (PA) determines at the time of signing the medical certificate that the student, will or is anticipated to, due to a medical condition, be out of school for a minimum of two consecutive weeks of school (10 days) or more or on an ongoing intermittent basis.
For more information please contact the Education Services office at 847-551-8430
Click here to view the Homebound Information Packet with Forms.
Click here to view the Homebound Information Packet with Forms (Spanish).
Individualized Education Plans and Related Services
Education Services oversees individual education plans and related services for students with special needs.
For questions please contact your Education Services Specialist.
- DCHS: Jamie Randl - 224-484-5341
- HHS: Tinz Holze - 847-792-3765
- JHS: Vera Miladinovic - 847-532-6149
- Related Services: Tisha Seward - 224-484-5854
- Early Childhood: Jennifer Ellett - 224-484-8487
- Autism (Elementary): Kristen Skolar - 224-484-5847
- Autism (Secondary): Kerrie Ryan - 847-532-6136
- Special Programming/Secondary/300 Plus: Norma Klinn
- Outplacements: Charlene Cross: 847-551-8389
- Vision/Special Programing - Elementary: Christina Wochner - 224-484-5851
- Middle Schools (AMS/CMS/ORS): Michelle Gambardella - 224-484-5852
- Middle Schools (WCS/DMS/HMS): Ryan Lemanski - 224-484-5849
- Elementary Schools (GVES/PVES/MES/PES/LWS/WCS): Brandon Schaefer - 224-484-5850
- Hearing/Elementary Schools (HES/WES/LES/LPES/ALES): Amy Timonen - 224-484-5848
- Elementary Schools (DHES/EES/SHES/NES/GES/LITH): Kristina Biegelmann - 224-484-5853
Click here to view the D300 Education Services Programs Overview.
Click here to view the Procedural Safeguards.
Click here to view the Procedural Safeguards. (Arabic)
Click here to view the Procedural Safeguards. (Chinese)
Click here to view the Procedural Safeguards. (Gujarati)
Click here to view the Procedural Safeguards. (Korean)
Click here to view the Procedural Safeguards. (Polish)
Click here to view the Procedural Safeguards. (Russian)
Click here to view the Procedural Safeguards. (Spanish)
Click here to view the Procedural Safeguards. (Tagalog)
Click here to view the Procedural Safeguards. (Urdu)
Click here to view the Procedural Safeguards. (Vietnamese)
Click here to view Education Services Terminology.
Click here to view the IEP Meeting Planner.
Click here to view the Record Keeper.
Click here to view the Records Parents Should Keep.
Click here to view the IEP Check List.
Click here to view the Transitioning from High School to College Checklist.
Click here to view the Letter to Parents Regarding DLM.
Click here to view Brittany's Law - Graduation Participation.
Under the McKinney Vento Assistance Act, “McKinney Vento children and youth” means students who lack a fixed, regular, and adequate nighttime residence and includes:
- Children and youth sharing housing due to loss of housing, economic hardship or a similar reason
- Residing in a shelter
- In a hotel or motel
- In a tent, vehicle, abandoned building, streets, park or other unsheltered location
- Migratory children and youth living in any of the above situations
Students found McKinney Vento eligible have the right to:
- Receive a free, appropriate public education.
- Continue in the school they attended before you became McKinney Vento or the school they last attended, if that is your choice and it is feasible. If a school sends your child to a school other than the one you requested, the school must provide you with a written explanation and offer you the right to appeal the decision.
- Receive transportation to the school they attended before your family became McKinney Vento or the school they last attended, if you or a guardian requests such transportation and the student resides outside of walking distance.
- Attend a school and participate in school programs with children who are not McKinney Vento. Children cannot be separated from the regular school program because they are McKinney Vento.
- Enroll in school without giving a permanent address. Schools cannot require proof of residency that might prevent or delay school enrollment.
- Enroll and attend classes while the school arranges for the transfer of school and immunization records or any other documents required for enrollment.
- Enroll and attend classes in school even while the school and you seek to resolve a dispute over enrolling your children.
- Receive the same special programs and services, if needed as provided to all other children served in these programs.
When you move, you should do the following:
- Contact the school district for McKinney Vento education (see phone number below) for help in enrolling your child in a new school or arranging for your child to continue in his or her former school. (Or, someone at a shelter, social services office, or the school can direct you to the person you need to contact.)
- Contact the school and provide any information you think will assist the teachers in helping your child adjust to new circumstances.
- Ask the school district, the shelter provider, or a social worker for assistance with clothing and supplies, if needed.
Other sources of information:
Kane County Area One Liaison - Deb Dempsey
(Toll free) 1-877-208-3146
National Center for Homeless Education:
Peer Jury is a district-based intervention for student behavior to help students take ownership for their own behavior utilizing a ‘Restorative’ approach. Peer Jury provides students an opportunity to reflect upon and account for his/her behavior to a group of their peers, to repair the harm caused to the victim and the school community.
Students are referred to Peer Jury by school based administrators who understand that students make poor choices, but when given an opportunity can learn from their mistakes. Student cases are presented to the Discipline Review Committee, a district committee comprised of school based administrators from all grade levels. The committee approves student cases to be brought before a panel of jurors that is made up of students from all three high schools. Peer Jurors will attempt to understand why the offender committed the offense and then assign consequences to help the student be accountable for their actions.
Peer Jury meets twice a month at the School District Administration Center in Algonquin.
For questions please contact the Coordinator of Social and Emotional Learning K-12 - Basilio Salazar 847-551-8478.
Click here to view and download the Peer Jury Application.
Private, Parochial, Homeschooled Individual Service Plans
Education Services provides related services to eligible private, parochial and homeschooled students. To request services please contact the D300 school closest to your private, parochial or homeschooled location.
For questions please contact the Assistant Superintendent of Education Services - Shelley Nacke 847-551-8331
Click here to view the Child Find Flowchart.
Click here to view the Private School to Nearest D300 Serving School Child Find.
District 300 supports building level teams in needed crisis situations of deaths, injuries or other traumatic events impacting the school community and to meet the emotional and psychological needs of students and staff.
For questions please contact the Assistant Superintendent of Education Services - Shelley Nacke 847-551-8331.
School Counseling Services
D300 middle and high schools are staffed with Illinois State Board of Education certified school counselors who are available to support each student in the school. D300 school counselors are excellent resources for students in the areas of academic, social/emotional, and career and vocational planning. Students wanting to speak with their school’s counselor should make an appointment or communicate via email.
D300 school counselors work with students either individually or in group settings throughout the day. Some of the services school counselors provide are:
- Help with home, school or social concerns
- Course planning and academic success
- Post-high school planning and options
- College and career planning
- Military entrance requirements and transition
- Study help
- Yearly course selection and grade level transition
- Homebound hospitalization services point person
At the middle and high schools, school counselors serve as the 504 coordinators and manage all 504 plans.
New to high school? Click here to learn more.
For questions please contact the Coordinator of Student Services - Dan Palombit at (847) 551-8448.
Social and Emotional Learning and Support
Education Services oversees and supports district wide social and emotional learning including:
CPI - Crisis Prevention Institute
The Nonviolent Crisis Intervention Program is a safe, non-harmful behavior management system designed to help human service professionals provide for the best Care, Welfare, Safety, and Security of disruptive, assaultive, and out-of-control individuals-even during their most violent moments. For more information, please click here.
DESSA - Devereux Student Strength Assessment Second Step Edition
In District 300 we utilize the DESSA-SSE kindergarten through eighth grade. The DESSA-SSE is a norm referenced rating scale that assesses the social emotional competencies that serve as protective factors. The DESSA-SSE is 36 questions, aligned with Second Step to measure child outcomes related to social emotional competence resilience, and learning skills.
Love and Logic
Love and Logic provides simple solutions, tips, and practical techniques to help adults with students of all ages. It raises more responsible students, strengthens the relationship between students and staff, and promotes more fun in the classroom. For more information please visit https://www.loveandlogic.com/
In accordance to SB 1793 and Anne Marie’s Law (2015), Education Services provides training and supports for all schools under Mental Health and Suicide Awareness. If your student has expressed or is struggling with social emotional/mental health issues see the list of resources listed below. If you feel this is an emergency call 911.
School Resources - Elementary Buildings
- Building Principal
- Building Assistant Principal
- School Social Worker
- School Psychologist
Middle School and High School Buildings
- School Counselors
- School Social Worker
- School Psychologists
- Building Administration
- Crisis Text Line: 741-741
PBIS - Positive Behavior Interventions and Supports
PBIS is a research-based, school-wide systems approach to improve school climate and create safer, more effective schools. PBIS is not a program or a curriculum but rather a process that focuses on improving a school’s ability to teach expectations and support positive behavior for all students.
PBIS provides systems for schools to design, implement, and evaluate effectiveschool-wide student behavior by setting expectations for positive behavior and explicitly teaching positive behaviors in all settings.
Check-in/Check-out is a Tier 2 PBIS intervention. The CICO intervention is a highly effective research based intervention that can be changed and adapted to suit any school or situation. The program consists of:
- Students daily checking in with an adult at the start of school day to retrieve a goal sheet and encouragement
- Teachers provide feedback on the sheet throughout the day
- Students check out at the end of the day with an adult
- Student takes the sheet home to be signed
- Student returns the form the following morning at check in
- Rewards are given to students at the end of the week for students who reach intended target goals
The fundamental premise of restorative practices is that people are happier, more cooperative and productive, and more likely to make positive changes when those in positions of authority do things with them, rather than to them or for them.
Five Characteristics of Restorative Practices
- RELATIONSHIPS: Developing caring connections and finding common ground
- RESPECT: Listening to others’ opinions and valuing them
- RESPONSIBILITY: Being accountable for actions taken
- RESTORATION: Repairing harm that has been caused
- REINTEGRATION: Ensuring all remain included and involved
The goals of restorative practices both in communities and in schools include:
- Building relationships, creating a sense of community and its capacity for resolving conflict
- Empowering students by giving them a voice and a shared responsibility in finding constructive resolutions
- Addressing the underlying causes of inappropriate behavior
- Promoting and sharing community values
- Promoting healing for all affected parties of inappropriate behavior
- Providing an opportunity for the offender to make amends and be restored to the school community
Second Step is the D300 social emotional learning curriculum for PK – 5. Second Step is research based and published by Committee for Children, a non-profit organization focused on teaching social emotional learning. Second STEP focuses on four main areas:
- Skills for Learning
- Emotion Management
- Problem Solving
SEL - Social and Emotional Learning
CASEL, Collaborative for Academic, Social, and Emotional Learning defines social emotional learning, SEL, as:
Social and Emotional Learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.
CASEL has identified five core social emotional competencies all students need for life and school success. In D300 we develop the whole child which includes building an academic and social emotional foundation for all students.
- Self-Awareness - The ability to accurately recognize one’s emotions and thoughts and their influence on behavior. This includes accurately assessing one’s strengths and limitations and possessing a well-grounded sense of confidence and optimism.
- Self-Management - The ability to regulate one’s emotions, thoughts, and behaviors effectively in different situations. This includes managing stress, controlling impulses, motivating oneself, and setting and working toward achieving personal and academic goals.
- Social Awareness - The ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community resources and supports.
- Relationship Skills - The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. This includes communicating clearly, listening actively, cooperating, resisting inappropriate social pressure, negotiating conflict constructively, and seeking and offering help when needed.
- Responsible Decision Making - The ability to make constructive and respectful choices about personal behavior and social interactions based on consideration of ethical standards, safety concerns, social norms, the realistic evaluation of consequences of various actions, and the well-being of self and others.
For questions please contact the Coordinator of Social and Emotional Learning 6-12 - Basilio Salazar 847-551-8478 or Director for PE/Health/Driver’s ED/Athletics/SEL - Tommy Parisi 847-551-8378.
Special Education Records
Education Services manages all special education records. To request a copy of special education records for your student please complete the Release of Student Records Form and submit to D300 Central Office.
For more information please call the Education Services Office at 847-551-8430.
Click here to view the District 300 Release of Student Records.
Click here to view the District 300 Release of Student Records. (Spanish)
Education Services supports the Special Olympics in D300 schools.
School District 300 offers for current students who qualify, opportunities to participate in Special Olympic competition in these three sports: Basketball, Bowling, and Track. This operates out of Jacobs HS. New participants are welcome.
For questions please contact Jim Blaseck at 847-532-6163 or click here to visit the website.
Education Services works with the transportation department to deliver specialized transportation for students with special needs.
For questions please contact the Education Services Office at 847-551-8430.
Education Services is dedicated to help improve student attendance.
For questions please contact the Coordinator of Alternative and Supplemental Education - Dave Nowak 847-551-8430.
Education Services oversees district wide student discipline.
Disciplinary Review Committee (DRC)
The Discipline Review Committee is made up of building-level and central office administrators. The Discipline Review General Committee acts in an advisory capacity to the Superintendent and Board of Education when major violations of the District 300 Student Code of Conduct have occurred.
Each week building administration have an opportunity to present student discipline cases that require further review or discussion. After reviewing each case, the Discipline Review Committee members collaboratively discuss the student situation and assist building administration in determining potential next steps, alternative consequences, or plans of action to consider. DRC recommendations are subject to review by the Superintendent.
Safe Schools (Oak Ridge)
Many Regional Safe School Program students may require a great deal of remediation. This means that the Regional Safe Schools Program is likely to receive students who are at different levels of readiness to learn and progress. In order for the students to have a positive termination from the Regional Safe School Program, instructors should get the students up to a performance level whereby the exit will produce a successful transition. Innovative academic and school-to-work programs, including but not limited to the techniques of work-based learning and technology delivered learning, can be utilized where appropriate.
Students currently enrolled in grades 6 through 12 who meet criteria established by the Regional Office of Education in conjunction with that of the local school superintendent such as:
- Suspended at least twice for a period of 4-10 days for gross misconduct as defined by the Regional Safe Schools Program
- Arrested by the police and/or remanded to juvenile or criminal courts for acts related to school activities
- Eligible for disciplinary reassignment pursuant to violation of school district “zero tolerance” policies
- Involved in misconduct that can be demonstrated as serious, repetitive and/or cumulative
- Previously remediated at least once by the local school district
For questions please contact the Coordinator of Social and Emotional Learning - Basilio Salazar at 847-551-8478 or click here to access the District Parent/Guardian Handbook.
Summer School Programming - General and Special Education
Education Services coordinates general education summer schools and special education extended school year.
For questions please contact the Coordinator of Alternative & Supplemental Education - Dave Nowak 847-551-8430 or click here to visit the D300 Summer Offerings webpage.