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
Chief of 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 Director of Alternative/Supplemental Learning and 504, David Nowak, at 847-551-8497.
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), Dundee-Crown High School, Hampshire High School, Jacobs High School (9th through 12th grade), and Oak Ridge School (6th through 12th grade).
For questions, contact the Director of Alternative/Supplemental Learning and 504, David Nowak, at 847-551-8497.
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 regarding Oak Ridge School, please contact the Oak Ridge School principal, Stacy Wilkinson, at 224-484-5800.
Community Resource Partnership
Education Services fosters relationships with community services.
If you have questions please contact your Education Services Specialist.
D300 Liaison Program
The Special Education Parent Liaison Program
The Special Education Parent Liaison Program is a partnership between The Special Education Network and Community Unit School District 300. The purpose of this program is to educate D300 parents of students with disabilities 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/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 firstname.lastname@example.org or 847-551-1780.
DCFS liaison works to facilitate the enrollment and transfer of records of students in the legal custody of the Department of Children and Family Services when enrolling in or changing schools.
The goal of the liaison is to:
- Support in the enrollment process
- Support in student data and monitoring
- Supports in access to services
- Coordinate efforts with the foster care system and supports
- Training of District staff on DCFS matters
District 300, DCFS liaison is Susan Rohlwing, Director of Teaching and Learning Education Services - Secondary at email@example.com.
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.
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: Jonathan Anderson - 224-484-5341
- HHS: Tina Holze - 847-792-3765
- JHS: Ronald Chilcutt - 847-532-6149
- Early Childhood: Megan Nichols - 224-484-8487
- Special Programming - Secondary & 300 Plus: Norma Klinn - 847-532-6202
- Therapeutic Outplacements: Dr. Michelle Gambardella: 224-484-5477
- Special Programing District Elementary & Vision: Christina Wochner - 847-532-7506
- Autism District Elementary: Kristen Skolar - 847-532-6815
- Elementary Schools (ALES, LPES, PVES, & PES) Hearing: Karin De La Paz - 224-484-5613
- Elementary Schools (BTES, GES, HES, WES): Alyssa Rudelich 847-683-5741
- Elementary Schools (DHES, EES, LITH, NES, & SHES): Jennifer Ellett - 847-532-6814
- Elementary Schools (GVES, MES, LES, LWS & WCS): Lauren LeDeaux - 224-484-2800
- Middle Schools (AMS, CMS, & ORS): Kara Ratfield - 224-484-5816
- Middle Schools (DMS & HMS): Ryan Lemanski - 847-792-3200
- Middle School WCS & Autism (Secondary): Kerrie Stanczak - 847-532-6136
Special Education Resources
- D300 Education Services Programs Overview
- Procedural Safeguards (Arabic)
- Procedural Safeguards (Chinese)
- Procedural Safeguards (English)
- Procedural Safeguards (French)
- Procedural Safeguards (Gujarati)
- Procedural Safeguards (Korean)
- Procedural Safeguards (Polish)
- Procedural Safeguards (Russian)
- Procedural Safeguards (Spanish)
- Procedural Safeguards (Tagalog)
- Procedural Safeguards (Urdu)
- Procedural Safeguards (Vietnamese)
- IEP Meeting Planner
- Records Parents Should Keep
- Letter to Parents Regarding DLM
- Brittany's Law - Graduation Participation
- Click here to view the Parent Guide for Special Education
- Haga clic aquí para ver la Guía para padres sobre educación especial
In an effort to ensure all parents/guardians are able to meaningfully participation in IEP meetings, the District wants to provide notice that interpretation services are available to all parents/guardians. In the event parents/guardians request interpretation services, they also have the right to request the interpreter provided by the school district serve no other role in the IEP meeting than as an interpreter and the District will make reasonable efforts to fulfill this request. To request an interpreter please notify the case manager at least 10 days before the scheduled meeting so that they may request the interpreter. Additionally, if you have any questions or complaints about interpretation services, please contact Shelley Nacke, Chief of Education Services.
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 in person twice a month at the School District Administration Center in Algonquin. Peer Jury can also be held remotely if needed for families unable to attend in person, weather-related issues, or if the school district is in full remote instruction due to a school district closure.
For questions, please contact the Director of Behavioral Supports, Dr. Basilio Salazar, at 847-551-8478.
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 Chief of Education Services, Shelley Nacke, at 847-551-8331.
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 Chief of Education Services, Shelley Nacke, at 847-551-8331.
Restraint, Isolated Time-Out, and Time out (RTO)
Public Act 102-0339 was signed into law August 13, 2021. It amends the Illinois School Code and specifies that the use of physical restraint, time out, and isolated time out will be limited to instances in which the student’s behavior poses an “imminent danger of serious physical harm to self or others.” Following each incident of an RTO, schools must provide the following items to parents and guardians: a written summary of the incident; a copy of the RTO standards; information about the rights of parents, guardians, and students.
In addition, District 300 created an oversight team that consists of, but is not limited to, teachers, paraprofessionals, school service personnel, and administrators to develop district-specific plans that include procedures to reduce and eventually eliminate the use of physical restraint, time out, and isolated time out (RTO).
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.
Whole Child Tier 3 Supports
Greater Elgin Family ServicesThe clinicians provide comprehensive behavioral health services to youth and their families. They strive to work with the whole support system so that the family's holistic needs can be met through a coordinated, comprehensive and strengths-based approach. The following services can be provided: Screening, Assessment, and Support Services; Outpatient Therapy Services; School Based Mental Health; Tele-psychiatry; Mental Health Juvenile Justice; Therapeutic Mentoring; Crisis Stabilization; and Integrated Service Coordination. Based on a family's needs, they can provide services via video or face-to-face.
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.
Mental Health Outside Resources
- 1-800-273-TALK - National Suicide Prevention Lifeline: The Lifeline provides 24/7, free and confidential support for people in distress, prevention and crisis resources for you or your loved ones, and best practices for professionals.
- For Teens: 1-305-377-8336. Daily, 24 hours. TTY: 1-800-799-4TTY (4889). Daily, 24 hours. Spanish: 1-888-628-9454. Daily, 24 hours.
- Crisis Text Line: - Text HOME to 741741: Crisis text line to reach a crisis counselor that serves anyone, in any type of crisis, providing access to free, 24/7 support via a medium people already use and trust.
- AFSP.org – American Foundation for Suicide Prevention: A voluntary health organization that gives those affected by suicide a nationwide community empowered by research, education, and advocacy to take action against this leading cause of death.
- ReachOut.com - ReachOut.com: An internet service for young people that provides information, support, and resources about mental health issues and enables them to develop resilience, increase coping skills, and facilitate help-seeking behavior. The site contains information about issues affecting young people in the form of fact sheets, stories, podcasts, and online forums.
- samhsa.gov – Substance Abuse and Mental Health Services Administration (SAMHSA): The agency within the U.S. Department of Health and Human Services that leads public health efforts to advance the behavioral health of the nation. SAMHSA's mission is to reduce the impact of substance abuse and mental illness on America's communities.
- ok2talk.org – 1-800-273-TALK: A community where teens and young adults struggling with mental health conditions can find a safe place to talk about what they are experiencing by sharing their personal stories of recovery, tragedy, struggle, or hope.
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
Special Education Records
Education Services manages all special education records. To request a copy of special education records for your students, 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.
Education Services supports the Special Olympics in D300 schools.
School District 300 offers current students who qualify opportunities to participate in Special Olympic competitions in these three sports: Basketball, Bowling, and Track & Field. This operates out of Jacobs High School. New participants are welcome.
- Basketball: Operates from October - January with the state competition in March
- Bowling: Operates bi-monthly from October - May
- Track & Field: Operates from March - June
For questions on the Special Olympics, please contact Alex Fisher at 630-956-0331.
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 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 Director of Behavioral Supports, Dr. 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 Director of Alternative/Supplemental Education and 504's, Dave Nowak, at 847-551-8497 or click here to visit the D300 Summer Offerings webpage.
For special education questions, please contact Chief of Education Services, Shelley Nacke, at 847-551-8331.