Special Education

Step 1: Referral & The School Referral Team

A referral is a formal request for an evaluation to determine if a student is eligible for special education services.

• Who can refer: A parent/guardian or a school professional may initiate a referral if a disability is suspected. All referrals should be submitted to the Assistant Principal at your child’s school.  
• Initial Review: Upon receiving a referral, Gavin 37’s educational team including administrators, specialists, and teachers, will meet within 14 school days to decide if a formal evaluation is necessary.
• Considerations: The team reviews MTSS intervention data, academic progress, and functional performance compared to peers. You will receive written notification of the team’s decision within this 14-day window.

Step 2: Domain Review & Parental Consent

If the educational team determines an evaluation is needed, the process moves to a Domain Review.

• Identifying Needs: The team (including parents) meets to review existing data and identify which "domains" require further testing.The domains include: Academic Performance, General Intelligence, Communication Status, Health, Hearing/Vision, Motor Abilities and Social/Emotional Status.
• Informed Consent: No evaluation can begin without your written permission. The District will provide a "Consent for Evaluation" form and a copy of your Procedural Safeguards. Once you sign this consent, the 60-school-day legal timeline begins.

Step 3: The Comprehensive Evaluation

The evaluation is a multidisciplinary process used to gather a complete picture of your child.

• Assessment Tools: District staff will use formal testing, classroom observations, interviews, and a review of medical or educational records.
• Timeline: The District has 60 school days from the date of your signed consent to complete all testing and hold the eligibility meeting.

Step 4: Eligibility Determination Conference

Once testing is complete, you will be invited to an Eligibility Determination Conference or Evaluation Meeting.

• The Meeting: You will meet with a team of qualified professionals (including general and special education staff) to interpret the data.
• Three-Part Test: The team determines:
  1. Does the child have a disability?
  2. Does the disability have an adverse impact on their educational performance?
  3. Does the child require specialized instruction (special education) to make progress?
• Eligibility: If all three questions are answered “yes” the team will find the child eligible for special education under the following categories: 
  • Autism
  • Deaf-Blindness
  • Deafness
  • Emotional Disability
  • Hearing Impaired
  • Intellectual Disability
  • Multiple Disabilities
  • Orthopedic Impairment
  • Other Health Impairment
  • Specific Learning Disability
  • Speech or Language Impairment
  • Traumatic Brain Injury
  • Visual Impairment
  • Developmental Delay

More information about special education eligibilities can be found here: https://www.isbe.net/Pages/Special-Education-Disability-Areas.aspx

Step 5: IEP Development & Implementation

If your child is found eligible, the team will develop an Individualized Education Program (IEP).

• The Plan: The IEP includes specific, measurable goals based on your child’s unique needs and identifies the services (e.g., speech therapy, resource support) they will receive.
• Timeline for Documents: The District makes every effort to provide you with the final IEP documents at the end of the school day.  Any delay, will be with your full agreement and documented in the IEP additional notes. 

Step 6: Ongoing Review

Annual Review: The IEP team meets at least once every 365 days to review progress and update goals.

• Re-evaluation: At least every three years, the team will conduct a re-evaluation to determine if the student continues to require special education services.

 

---

Additional Resources:

Special Education District of Lake County (SEDOL)

ISBE Special Education Parent/Guardian Information

ISBE Parent Guide for Special Education 

The Dyslexia Guide: A Handbook for Parent, Educators and Students

ISBE MTSS Framework 

 

At Gavin School District 37, we believe that every student should be educated in the Least Restrictive Environment (LRE). This means that to the maximum extent appropriate, students with disabilities are educated with peers who are non-disabled. Placement is a team decision made during the IEP meeting, and parent consent is required for any initial placement. We offer a full continuum of services designed to meet the diverse needs of our learners:

School-Based Settings

• General Education with Support: The student receives specially designed instruction, supplementary aids, and services within the general education classroom.

• Co-Taught Classrooms: Students benefit from a classroom team-taught by both a general education teacher and a special education teacher. This collaborative model provides specialized support while maintaining a general education environment.

• Resource Support: Students receive specially designed instruction from a special education teacher for a portion of the day in a resource room. For the remainder of the day, the student is included in the general education setting.

• Instructional Classrooms: For students requiring more intensive support, instruction is provided in a special education classroom. Students in these programs are included in general education activities and classes whenever appropriate for their individual goals. If required, Gavin School District 37 works alongside the Special Education District of Lake County to provide an extensive continuum of instructional classrooms.

Alternative & Out-of-District Placements

If a student’s needs cannot be met within our local school buildings, the IEP team may consider:

• Public Therapeutic Day Schools: Specialized schools designed to provide intensive academic and emotional support. The school district provides funding for tuition and transportation.
• Private Therapeutic Facilities: When the IEP team recommends this placement, the school district provides funding for tuition and transportation.
• Residential Settings: The most intensive level of support for students requiring 24-hour educational and behavioral services.

Understanding Placement

Placement is never "permanent." The IEP team meets at least annually to review the student's progress and determine if the current environment remains the most appropriate and least restrictive setting for their growth.

While federal law (IDEA) requires transition planning to begin at age 16, Illinois State Law requires that we begin this process much earlier. In Gavin School District 37, transition planning begins no later than the first IEP in effect when a student turns 14 ½ years old.

Because this milestone typically occurs during 8th grade, we work with our students and families to begin envisioning life beyond high school before they even leave our district.

What is a Transition Plan?

A transition plan is a results-oriented map that helps students move successfully from school to post-school activities. The plan is updated annually and focuses on three main areas:

1. Employment: Exploring career interests and the skills needed for future jobs.
2. Education & Training: Planning for high school coursework, vocational programs, or college.
3. Independent Living: Developing the skills necessary for daily life, such as financial management, transportation, and self-advocacy.

Why start in 8th Grade?

Starting at age 14 ½ allows the IEP team—which includes the student and parents—to align high school course selections with the student's long-term goals. It ensures that every student has a head start on building the independence and vocational awareness they need for a successful adult life.

Transitioning to High School

Gavin School District 37 values a strong partnership with Grant High School District 124.  The most recent Evaluation and Individual Education Plan (IEP) and/or 504 Plan are Gavin School District 37 student records. These records enable the high school district to prepare for your student’s transition from Gavin 37 into high school. This notification provides prior written notice that Gavin 37 will share the student's current Evaluation and Individual Education Plan and/or 504 Plan with Grant High School District 124 as part of the transition process following the completion of 7th grade. Grant High School District 124 makes a strong effort to attend all 8th grade IEP and 504 meetings to support this important transition.

Additional Resources

Lake County and Beyond Transition Resources

Lake County Technology Campus

SEDOL Transition Resources

At Gavin School District 37,, we believe that clear communication is essential for a successful partnership between schools and families. To ensure parents and guardians can fully participate in their child's education, we provide interpretation services for all Individualized Education Program (IEP) meetings.

Your Rights to Language Access

Under state and federal law, the District must take necessary action to facilitate a parent or guardian's understanding of and participation in the IEP process. This includes:

• Language Support: Provision of an interpreter for parents whose native language is not English.
• ASL Support: Provision of a sign language interpreter for parents who are deaf or hard of hearing.
• Qualified Professionals: The District may use qualified staff members or third-party vendors, including telephonic and video interpreters.
• Dedicated Role: You have the right to request that the interpreter serve solely as an interpreter during the meeting, rather than filling multiple roles (such as also being the child's teacher or therapist). The District will make every reasonable effort to comply with this request.

How to Request an Interpreter

To ensure we have the most qualified professional available for your meeting, please follow these guidelines:

1. Advance Notice: We ask that you submit your request for an interpreter at least one week (7 days) prior to your child's scheduled IEP meeting.
2. Specific Needs: When making your request, please specify the language needed and if you prefer the interpreter to serve in no other role during the meeting.
3. Contact: Please reach out to your school building's Assistant Principal or Mrs. Xanic Lopez at XLopez@Gavin37.org

Questions or Concerns

We are committed to providing high-quality interpretation. If you have any questions, complaints, or feedback regarding the interpretation services provided during your meeting, please contact Dr. Meagan Dwyer at MDwyer@Gavin37.org.

PUNS

In Lake County, school districts serve as an essential bridge between your family and the state-funded services your child may eventually need. While the school district itself does not manage the PUNS database, we are legally required to help you navigate it.

Under Illinois Public Act 103-0504, school districts must ensure that parents of students with disabilities are informed about how to enroll in PUNS and who to contact.

What is PUNS?

PUNS is a statewide database that registers individuals with developmental disabilities who want or need services or Medicaid Waiver funding. The State of Illinois uses this data to:

• Identify service needs for children, teens, and adults.
• Select individuals for services as funding becomes available.
• Plan for future budgeting and community needs.

Why Should My Family Enroll?

Enrolling in PUNS is the first step toward securing long-term supports. Because the "waitlist" can be several years long, the State and the Illinois State Board of Education (ISBE) strongly recommend enrolling as early as possible.

• Planning Category: For those who do not need services today but will in the future (most students under 18).
• Seeking Category: For those who need or desire supports immediately.

When Will I Receive PUNS Information?

To ensure no family is left behind, Gavin District 37 distributes PUNS information at:

• Each Initial Evaluation meeting
• Every Re-evaluation meeting
• All Annual IEP Reviews
• In every Procedural Safeguards packet

How to Enroll

All enrollments are conducted via a face-to-face meeting with an Independent Service Coordination (ISC) agency. In Lake County, our designated agency is Community Alternatives Unlimited (CAU).

Community Alternatives Unlimited (CAU)

• Phone: (773) 867-4000
• Website: www.cau.org

District Support & Contact

If you have specific questions or require support navigating the PUNS process, our designated PUNS employee is here to help. They can provide you with the documentation and guidance needed to contact the ISC.

Gavin District 37 PUNS Contact:

Name: Dr. Meagan Dwyer

Title: Executive Director of Student Services

Email: MDwyer@Gavin37.org

---

PUNS Frequently Asked Questions

Who can enroll? Children, teens, and adults with developmental disabilities (such as Intellectual Disability, Autism, Cerebral Palsy, or Epilepsy) who may need support in the future.

When should I update my information? You must update your PUNS information with the ISC agency at least annually. You should also contact them immediately if your address changes, your caregiver's status changes, or your child's need for services becomes more urgent.

How does selection work? Individuals are selected from the database based on their age, their status (planning vs. seeking), and the length of time they have been on the list. When selected, you will receive a letter directly from the Department of Human Services (DHS).

What if we are in a crisis? If a crisis emerges (such as homelessness, abuse, or neglect), contact the ISC Agency (CAU) immediately. Individuals in crisis do not have to wait for the standard PUNS selection process.

Please Note: Enrolling in PUNS does not confirm eligibility for services nor guarantee that services will be provided. It ensures that the IDHS Division of Developmental Disabilities is aware of your child’s needs.

For more information, please visit the IDHS Website.

• Understanding PUNS (pdf)
• Understanding PUNS - Spanish (pdf)
• Understanding PUNS - Tagalog (pdf)
• Understanding PUNS - Korean (pdf)
• Understanding PUNS - Hindi (pdf)
• Understanding PUNS - Chinese (pdf)

 

IL ABLE

IL ABLE “Achieving a Better Life Experience” Accounts give people with disabilities and their families greater financial independence while preserving benefits. A high-quality, low-cost IL ABLE savings and investment Account can be opened by an Eligible Individual, or Authorized Individual, at any time, no matter what state they live in.

Please visit the ILABLE website for additional information

Informational Brochure - English

Informational Brochure - Spanish

At Gavin School District 37, we are committed to fostering a positive and inclusive learning environment where every student feels safe, valued, and empowered to lead. We believe that a proactive approach is the most effective way to promote student success.

7:230 Misconduct by Students with Disabilities

Behavioral Interventions Behavioral interventions shall be used with students with disabilities to promote and strengthen desirable behaviors and reduce identified inappropriate behaviors. The Board of Education will establish and maintain a committee to develop, implement, and monitor procedures on the use of behavioral interventions for children with disabilities. 

Discipline of Special Education Students

The District shall comply with the Individuals With Disabilities Education Improvement Act of 2004 and the Illinois State Board of Education's Special Education rules when disciplining special education students. No special education student shall be expelled if the student's particular act of gross disobedience or misconduct is a manifestation of his or her disability. 

Physical Restraint, Time Out, Isolated Time Out

We recognize that physical restraint, time out and isolated time outs should never be used as punishment. Instead, they are reserved strictly as a last resort in situations where a student's behavior poses an imminent danger of serious physical harm to themselves or others. Our plan prioritizes:

• Trauma-Informed Practices: Recognizing that behavior is often a form of communication and responding with care to the underlying needs of the student.

• De-escalation Training: Providing staff with specialized training (including CPI) to recognize signs of distress early and use non-invasive interventions to de-escalate situations.

• Functional Behavior Analysis (FBA): Developing individualized Behavior Intervention Plans (BIPs) that identify triggers and provide students with preferred calming strategies.

• Continuous Review: Our oversight team regularly reviews RTO data and incident footage to debrief, learn, and refine our supportive strategies to prevent future occurrences.

By prioritizing de-escalation and supportive interventions, Gavin District 37 aims to create a nurturing atmosphere where every student, from our youngest learners at Gavin Central to our middle schoolers at Gavin South, can thrive.

RTO Bill of Rights