Student Services

Dunlap provides special education services at all levels and in all buildings.  The type of special education services may differ among the buildings, however we have a full continuum of services throughout the district.  We have speech services and resource support at every school.  

Dunlap has Early Childhood/preschool programs housed at Dunlap Grade School, Wilder-Waite, and Hickory Grove Elementary School.

Resource 1 and 2 special education is provided within each building based on students qualifications.  The student may receive services within general education or special education classrooms that is determined on an individual basis by the IEP team. 

We have a Life Skills program for students who require an alternative curriculum.  The Life Skills program for K-5th grade is housed at Banner Elementary School, grades 6-8 at Dunlap Middle School and grades 9-12 at Dunlap High School.  Once a student completed graduation requirements they can continue within the pathways program from 18-22. 

What is Response to Intervention or "RtI"?

RtI is a means of providing early intervention in the general education program.  There is often a misconception that RtI is a special education program and this is false.  In fact, schools must demonstrate evidence that early intervention has been attempted through a three tier model before consideration of special education services.  By using RtI, teachers and other school staff members are able to identify challenges to student learning, provide appropriate research based interventions, and to monitor student progress based on achievement and benchmark data.  The data obtained enables teachers to differentiate instruction in order to meet the needs of their students.

RtI uses a three tier model that utilizes increasingly more intense instruction and interventions.  All students are given Tier I support in the regular classroom.  If students do not respond to the regular curriculum they are provided with Tier II, small group assistance.  If students do not respond to the Tier II interventions they are provided with Tier III, assistance which is more intensive.  Students who do not respond to Tier II or Tier III interventions may be considered for special education services.

At Tier I classroom teachers use scientifically researched based reading and math programs in their classroom to educate all students.  Data is collected and used as a general screening process for all students and to determine effectiveness of core instructional practices.  All K-12 students are benchmarked in the fall, winter, and spring using Curriculum-Based Measurements (CBM) and Social Emotional Learning assessment.  Results of the tests are entered into the district data system.  Kindergarten students are assessed in the areas of early literacy skills and early numeracy skills.  Students in grades 1-8 are assessed in reading fluency, reading comprehension, writing and math.  High school students are screened annually using EPAS readiness exams.

At Tier II classroom teachers and RtI support staff will supplement the regular classroom instruction by providing interventions in order to increase student achievement.  Data is collected to determine the effectiveness of the intervention and to determine if an instructional change is needed.  These interventions are carried out in small groups.  Students at Tier II will be progress monitored regularly using CBM assessment probes in order to determine the effectiveness of their interventions.  Professional Learning Community teams will monitor progress of all students to determine student needs and growth. 

At Tier III, a more intensive intervention plan is created for students.  Students who have failed to respond favorably to intervention at the Tier II level may be referred to the RTI team.  A referral form is completed and submitted to the team.  The referral should be accompanied by progress monitor data from Tier II and a listing of interventions used and the duration of the interventions.  A formal meeting is conducted at the Tier III level and includes parent participation in the creation of a more intensive intervention plan.

Section 504 Plan

Section 504 of the Rehabilitation Act of 1973 and its implementing regulations prohibit discrimination on the basis of disability by any program or activity that receives or benefits from federal funding. Section 504 requires that disabled students be provided with a free appropriate public education including education with non-disabled peers to the maximum extent appropriate.

Definition of Qualified Individual with a Disability Under Section 504

A person has a disability within the meaning of Section 504 of the Rehabilitation Act of 1973 if he or she has a mental or physical impairment, has a record of such impairment, or is regarded as having such an impairment, which substantially limits one or more major life activities. An impairment that is episodic or in remission is a disability if it would substantially limit a major life activity when active.

For more information about 504 plans, please speak to your school's counselors or administration.

DUNLAP COMMUNITY UNIT SCHOOL DISTRICT #323

Program Description for English Language Learners

Enrolling students from foreign countries is a unique experience for our school district.  We are provided an opportunity to learn of other peoples, countries, and cultures from sources other than textbooks and multimedia.  These experiences give our staff and students’ opportunities to share knowledge and information with people from other lands and build friendships that otherwise would not be possible. 

Housing English Language Learners (ELL) does, however, present challenges for receiving schools.  Like all other children enrolled in our schools, their individual needs must be met.  It is the intent of the Dunlap School District to have ELL students functioning on his/her own as quickly as possible within a push-in model of support (without the assistance of special teachers).  With this in mind, the following information provides a program overview.

ENROLLMENT / WITHDRAWAL: 

All families should complete a Home Language Survey upon registering for school.  Receiving schools should contact the ESL teacher when registering students from homes where English is not the home language.  Students will then be assessed a certified staff member to determine whether they qualify for ELL services.  Parents will be sent written notification if their child qualifies for ELL services.

Any parent or legal guardian whose child has been enrolled in a program shall have the absolute right to withdraw the child from the program immediately by submitting a written notice of his or her desire to withdraw.  This written notice should be submitted to the building principal.

Students will exit the ELL program when they are able to function effectively in the content areas of their classrooms.  In keeping with Illinois State guidelines, each student’s English language proficiency will be assessed annually.  The ACCESS assessment will be the primary indicator of a student’s readiness to exit the program.  Other factors, however, may be considered for exiting the program.  These factors include a student’s level of acculturation in the school community, content area academic achievement, and results of local assessments.  The classroom teacher, ELL teacher, and building principal will collaboratively determine when a student will be exited from the program.

The ELL program is flexible in that it allows a student to re-enter the program if the need arises.  As educational concepts and vocabulary grow in complexity and quantity, the student may require ELL program services intermittently throughout the elementary school years.

ASSESSMENTS / RECORDS:

All ELL students will take part in state standardized assessments that their grade level peers are required to take.  Students may be exempt from some state testing requirements however.  Results of these assessments will be reported to parents in the same manner as other student reports are communicated. 

ELL students will also take part in an additional assessment called ACCESS.  This assessment is given in order to monitor progress toward WIDA standards.  Results of the ACCESS assessment will also be reported to parents.  The ELL teacher will be responsible for administering the ACCESS test to ELL students.  One copy of the individual test scores should be placed in the student’s cumulative file and one copy should be forwarded to the District coordinator. 

Please contact Dunlap's ESL Coordinator, Dr. Sarah Urbanc at surbanc@dunlapcusd.net with questions. 

Social Emotional Learning

Social Emotional Learning is the process through which people obtain and apply the skills to develop healthy identities, manage emotions, show empathy for others, sustain supportive relationships, and make responsible and caring decisions. It is the process through which students enhance their ability to manage thoughts, feelings, and behaviors in order to achieve important life tasks.  Within the school setting, SEL can best be accomplished through a layered approach of skills lessons, infusion into the curricula, and an environment of safety, respect, and caring which models SEL values.  Tiered support for students in need of SEL education are provided and monitored the same as a student in need of tiered academic support.  

SEL Curriculum

Students in K-2 receive Tier 1 SEL instruction using QuaverSEL.  The curriculum is aligned to The Collaborative for Academic and Social Emotional Learning (CASEL) competencies and designed to grow with the needs of the youngest learners.  Lessons are designed to easily implement and track skill development.  QuaverSEL lessons are fun for students and teachers, creating an environment of caring and connection.

Students in grades 3-8 receive Tier 1 SEL instruction using CharacterStrong.  For our 3-5 grade students, PurposeFull People is packed with tons of practical and easy-to-use tools that focus on developing character and social-emotional skills in students, staff, and families.  Centered on the research behind belonging, well-being, and engagement, the middle school lessons are vertically-aligned to continually build on SEL skills from 6th grade through 8th.

• Student-Parent Resource List Current
• IDPH Suicide Prevention Information
• IDPH Nation Suicide Prevention Lifeline PSAs
• Coping with Stress - CDC article

Dunlap provides based Early Childhood/preschool Programs at Dunlap Grade School, Wilder-Waite, and Hickory Grove Elementary School. We offer Early Childhood Special Education and a Bright Futures/Blended Early Childhood Special Education program. Developmental Screenings provided in partnership with Bright Futures and Dunlap School District. Click on the link below for more information. 

Dunlap Preschool

Dunlap Gives Back

Program:

Description: A program to help students and families with school supplies, birthday treats/valentines, hygiene products, clothes and other needed items throughout the school year.  This program will protect families’ privacy and maintain confidentiality.

This program will direct families, teachers, and staff to one source and eliminate the risk of offending parents by randomly providing items to students without parents’ permission.

Background information: In 2014/2015 Dunlap staff completed a basic needs assessment.

The most significant areas of need noted were: school supplies, Breakfast/food items, hygiene, and clothing items.

Process:

·       If you are a student or family that has a need please email ahart@dunlapcusd.net 

·       The email will be reviewed and the student or family will be contacted. All information will be kept confidential.  No other staff will be informed of this request.

·       Example of items that MAY be provided: pencils, pens, paper, backpack, calculator, deodorant, shampoo, soap, clothing items, etc. No item is too big or too small.

We will do our best to help provide supplies requested, we CANNOT promise we can always help, but we will try are hardest!

If you would like to be, a person who could DONATE or help give to the program please contact me at my email below.

Alyssa Hart

Director of Student Services

ahart@dunlapcusd.net

309-243-8700 ext. 6

Dunlap CUSD #323 cares deeply for the well-being of our families and students. If are in need of additional services or resources, outside of what Dunlap CUSD #323 can provide, please view the comprehensive list of National, State, and Local resources. Contact Alyssa Hart, Director of Student Services, with further questions. 

National, State, and Local Resources