Education Services

  • 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
  • Shelley Nacke

     

     

     

     

     

     

     

     

     

     

     

     

    Chief of Education Services

     

     Shelley Nacke

     

    Shelley.Nacke@d300.org

     

  • 504

    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, Kellie Mainolfi, at 847-551-8448. 

    Click here to view the Parents Rights Form.

    Haga clic aquí para ver el formulario de derechos de los padres.

    Click here to view the 504 Grievance Form.

     

    Alternative Programming

    Community Unit School District 300 has several alternate learning opportunities which include:

    iLearn

    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.

    Success Academy

    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).

    DREAM

    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 and Carpentersville Middle School.

    Summer 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 of Alternative and Supplemental Education, Dave Nowak, at 847-551-8497.

     

    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 Family and Community Network and Liaison Program

    The 2022-2023 Family and Community Network will be providing information nights from 6:00-7:30 p.m. at Central Office. If you are interested in attending, please watch for information on how to sign up.

    Upcoming Information Nights

    • September 15, 2022: Topic - IEP's, ISP's, and 504's 

    • September 29, 2022: Topic - Whole Child Supports Available within D300 

    • October 13, 2022: Topic - How parents can help support Executive Functioning Skills 

    • October 27, 2022: Topic - Safety and Bully Prevention Overview in D300 

    • November 10, 2022: Topic - Helping Students Handle Stress and Anxiety
       
    • December 1, 2022: Topic - How do families support students with ADHD and DMDD
       
    • January 19, 2023: Topic - Secondary Transitions- What Parents need to know for students with disabilities 

    • February 16, 2023: Topic - Substance Abuse Prevention
       
    • March 16, 2023: Topic - Guardianship, Social Security PUNS, and Special Needs Trusts 

    • April 20, 2023: Topic - Diversity/Inclusion and Acceptance 

    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 judyruffulo@specialednetwork.org 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.

     

    DCFS liaison

    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 Shelley Nacke, Chief of Education Services at shelley.nacke@d300.org. 

     

    Health Services

    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.

    Haga clic aquí para ver el Paquete de información sobre confinamientos en el hogar con formularios. 

     

    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
    • Speech Pathology & Psychology Services: Tisha Seward - 224-484-5854
    • Early Childhood: Meggan Dacy - 224-484-8487
    • Special Programming - Secondary & 300 Plus: Norma Klinn
    • Oak Ridge & Therapeutic Outplacements: Charlene Cross: 847-551-8389
    • Elementary School ALES, Special Programing District Elementary & Vision: Christina Wochner - 847-532-7506
    • Elementary School EES, Autism District Elementary: Kristen Skolar - 847-532-6815
    • Elementary Schools (GVES, PVES, MES, PES, LWS & WCS): Lauren LeDeaux - 224-484-5613
    • Elementary Schools (BTES, GES, HES, LPES, & WES) Hearing & DHH NIA Liaison: Amy Timonen - 847-532-6605
    • Elementary Schools (DHES, LITH, SHES, NES, & LES): Jennifer Ellett - 847-532-6814
    • Middle Schools (AMS & CMS): Michelle Gambardella - 224-484-5816
    • Middle Schools (DMS & HMS): Ryan Lemanski - 847-792-3200
    • Middle School WCS & Autism (Secondary): Kerrie Stanczak - 847-532-6136

    Related Services

     

    Interpreting

    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. 

     

    Parent Guide

    Click here to view the Parent Guide for Special Education.

    Haga clic aquí para ver la Guía para padres sobre educación especial.

     

    Peer Jury

    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, Basilio Salazar, at 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 Chief of Education Services, Shelley Nacke, at 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.

     

    Recovery Intervention

    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). 

    To view District 300's Physical Restraint, Time Out, Isolated Time Out Reduction (RTO) Plan, please click here.

    To view the RTO Bill of Rights, please click here.

     

    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, Kellie Mainolfi, 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 on CPI - Crisis Prevention Institute, please click here.

    DESSA - Devereux Student Strength Assessment

    In District 300 we utilize the DESSA-SSE (Second Step Edition), a valid and reliable 36-item assessment of social and emotional strengths and needs created in partnership with Committee for Children and customized to the Second Step Program, the SEL curriculum for students in Grades K-5. The DESSA-SSE reveals changes in specific social and emotional skills, allowing for insight into individual Second Step competencies and how each student is progressing. The Full DESSA is a 72-item assessment that is used for Grades 6-8. The DESSA-SSE/Full DESSA is used to assess student SEL development related to social and emotional competence, resilience, and academic success.

    Greater Elgin Family Services

    The 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. 

    For more information on Love and Logic, please click here.

    Mental Health

    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.

    Suicide Prevention: Remember It Only Takes One (person to care).

    D300 cares about you! We believe there is hope. There is also help. Please read on.

    If you are feeling depressed or having thoughts of harming yourself, please talk with someone or call the National Suicide Hotline (toll-free and confidential):

    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.

    If you know someone who is feeling depressed or has shared thoughts of self-harm, please talk with someone or call the National Suicide Hotline (toll-free and confidential).  In many cases, an individual with suicidal thoughts does not ask for or seek help. You can help prevent suicide by learning to recognize the signs of someone at risk, taking those signs seriously, and by knowing how to respond to them. Talk to a teacher, school social worker, or counselor if you or someone you know shows any one or more of the following behaviors:

    • Hopelessness
    • Rage, uncontrolled anger, seeking revenge
    • Acting reckless or engaging in risky activities, seemingly without thinking
    • Feeling trapped – like there’s no way out
    • Increased alcohol or drug use
    • Withdrawing from friends, family, and society
    • Anxiety, agitation, unable to sleep, or sleeping all the time
    • Dramatic mood changes

    If someone comes to you asking for help, the most important thing you can do is listen and encourage them to seek help. Please keep in mind the following:

    • Take them seriously.
    • Do not say, “It’s just the blues.” or “Everyone goes through this.”
    • Do not assume the person asked others for help. Care enough to encourage the person to get help.
    • Do not ignore the person. Do not leave them alone.

    Information and Referral: Operators provide information about the availability of social services of a health or mental health nature in Kane County, Illinois. 1-800-SUICIDE. You may also call 911.  

    Source: Illinois Suicide Prevention Alliance

    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

    Outside Resources

    • 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.

    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 effective school-wide student behavior by setting expectations for positive behavior and explicitly teaching positive behaviors in all settings.

    Restorative Practices

    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

    1. RELATIONSHIPS: Developing caring connections and finding common ground
    2. RESPECT: Listening to others’ opinions and valuing them
    3. RESPONSIBILITY: Being accountable for actions taken  
    4. RESTORATION: Repairing harm that has been caused
    5. 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

    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
    • Empathy
    • 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.

    1. 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.

    2. 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.

    3. 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.

    4. 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.

    5. 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 Director of Behavioral Supports, Basilio Salazar, at 847-551-8478 or the Director for PE/Health/Driver’s ED/Athletics, Tommy Parisi, at 847-551-8378.

     

    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. 

    Click here to view the District 300 Release of Student Records.

    Haga clic aquí para ver la publicación de registros estudiantiles del Distrito 300.

     

    Special Olympics

    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.

    Sports Offered:

    • Basketball: Operates from October - January with the state competition in March
    • Bowling: Operates bi-monthly from October - May
    • Track & Field: Operates from March - June

    Click here to view a flyer on what sports are offered for Special Olympics.

    For questions on the Special Olympics, please contact Jim Blaseck at 847-308-3437 or Alex Fisher at 630-956-0331.

     

    Specialized Transportation

    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.

     

    Student Attendance

    Education Services is dedicated to help improve student attendance. 

    For questions, please contact the Coordinator of Alternative and Supplemental Education, Dave Nowak, at 847-551-8497.

     

    Student Discipline

    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, 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, at 847-551-8497, the Coordinator of Student Services, Kellie Mainolfi, at (847) 551-8448, 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.