Finding and Evaluating Potential Needs

The 14-member districts of the BMP Special Education Cooperative, like all schools in Illinois, are responsible for finding and identifying children from birth through high school who may need early intervention or special education services. This responsibility includes children who are homeless, in foster care, or attending private schools. The goal is to ensure that every child who may have a disability is identified, screened, and evaluated when needed.

Addressing Concerns: Collaboration is Key

When a concern is expressed by school staff, a student, or a parent, the student’s academic and social-emotional status is reviewed through a problem-solving process. Teachers and support staff, along with the student and parent input, may develop and implement interventions and strategies to address identified needs. When those interventions adequately meet the student’s needs, no further action is required. If the strategies are not successful in appropriately supporting the student, an individual assessment, referred to as a case study evaluation or an initial evaluation for special education, is initiated to determine eligibility for special education services. This review and intervention process cannot delay or prevent an evaluation when a disability is suspected; if concerns rise to that level, the team proceeds with the evaluation timeline while continuing to support the student.

Eligibility Determination: In-Depth Assessment

A case study evaluation is conducted with written parent/guardian consent and includes a series of assessments and data collection procedures that provide information about the student and the nature of the difficulties that affect educational success. The educational team, including the parents, decides what assessments and data are needed in order to complete a comprehensive review. Assessments may include, but not be limited to, psychological, achievement, adaptive behavior, speech and language, occupational/physical therapy, vision and hearing screenings, health history and a social developmental study. The assessment must be completed within 60 school days from the date of written parental consent. When the case study evaluation is completed, results are shared and eligibility for special education services is determined by the educational team.

Private Evaluations 

Any private evaluations voluntarily provided by parents are considered by the educational team and compared with the district’s special education evaluation results. Within 14 days of receiving a private evaluation or other request for assessment, the educational team determines whether additional assessment or other steps are warranted. 

Eligibility Criteria: Defined by Need

To qualify for special education services, a student must meet two criteria:

1. Disability Category: They must fall into one of the exceptionality categories recognized by the Illinois State Board of Education (ISBE) (https://www.isbe.net/specialeducation). These categories include:

• Autism (includes, but is not limited to, any Autism Spectrum Disorder)

• Deaf-blindness

• Deafness

• Emotional disability

• Hearing impairment

• Intellectual disability

• Multiple disabilities

• Orthopedic impairment

• Other health impairment

• Specific learning disability

• Speech or language impairment

• Traumatic brain injury

• Visual impairment

2. Impact on Learning: The disability must have an adverse educational impact. 

Individualized Support and Ongoing Monitoring

If a student qualifies for special education, an Individualized Education Plan (IEP) is developed and reviewed annually to ensure it meets their specific needs. Eligibility for services is reevaluated every three years.

Parents/guardians of students with disabilities receive a Notice of Procedural Safeguards outlining their rights throughout the special education process. This information is provided initially when a case study evaluation is initiated and then annually for families with children receiving special education services.