Community Consolidated School ...
Community Consolidated School ...
Community Consolidated School District 54
Community Consolidated School District 54 provides special education services, instructional programs, related services and in-service workshops that will assure equal educational opportunity for all children, age three through date of graduation from eighth grade for children residing within Schaumburg School District 54 boundaries.
In order to provide equal educational opportunities for all children, School District 54 offers special education programs and services for all children with disabilities. Adaptations are made for individual differences and complex needs. All special education programs are supervised and coordinated by appropriately certified staff.
Community Consolidated School District 54 is funded by local taxes, state reimbursement programs and federal grants. State and federal funds and specialized grants pay a portion of the following: instructional programs and related services; salaries of special education personnel; student tuition to private facilities; pupil transportation, equipment, materials and professional development.
Determining the Need for Special Education
1. Annual registration is conducted for all children who have not been previously registered in public schools. The date for registration is announced in local newspapers, district/school newsletters, on district website and is posted in local daycares, preschools, libraries, village halls, apartment complexes, park districts, and pediatricians offices. Parents who miss school registration may contact the District at any time for assistance in the enrollment process.
2. Nondiscriminatory screening and identification procedures used to find children and youth with suspected disabilities have been developed and are continuously implemented at all age levels.
3. A specific method of referral for a case study evaluation has been developed and is accessible to all concerned persons. Referrals may be made by school district personnel, parents, persons having primary care and custody of the child, other persons having knowledge of the child’s problems, the child or the Illinois State Board of Education. Referrals may be initiated by contacting the local district special education director. (See names and phone numbers listed below). Specific written referral procedures are available from this contact person.
4. Evaluation of students who may have a physical or mental condition which substantially limits one or more major life activities (eating, sleeping, walking, standing, lifting, bending, reading, concentrating, thinking, communicating, working, seeing, hearing, speaking, breathing and learning) is also available (Section 504).
5. All children who may require special education programs and related services are referred for evaluation and appropriate education planning.
6. All components of a comprehensive case study evaluation are available to students who are referred for evaluation because they are experiencing problems that interfere with school performance.
7. Eligibility for and the provision of a special education instructional program or related service based on an Individualized Educational Program (IEP), shall be determined at one or more multidisciplinary/IEP conferences. Multidisciplinary/IEP conferences may include: parents, general education classroom teachers, district administrators, special education teachers, speech and language therapists, social workers, psychologists, physical therapists, vision consultants, hearing consultants and any other persons directly involved with the students, and when appropriate, the students themselves.
8. Each student’s placement is reviewed annually, or upon request of parents or school personnel.
Children Who May Need Special Services
Autism Spectrum Disorder
Students with a developmental disability which significantly affects communication, social interactions, and educational performance.
Deaf-Blindness
Simultaneous hearing and visual impairments, the combination of which causes such severe
communication and other developmental and educational needs.
Developmental Delay
Applies to children ages 3-9 that show a delay, as defined by the state, in two or more areas including cognitive development, physical development, communication development, social or emotional development, or adaptive development.
Emotional Disability
Social affective behavior which significantly affects a child’s educational performance.
Hearing Impairment/Deafness
Hearing loss which interferes with learning and development of communication skills.
Intellectual Disability
Intellectual Disability causing markedly delayed intellectual development, adaptive behavior and academic achievement. Such Intellectual disability varies from mild to profound.
Multiple Disabilities
Children who exhibit two or more impairments which significantly interfere with their ability to learn.
Other Health Impairment
The child has a documented chronic or acute medical condition that has an adverse effect on educational performance.
Orthopedic Impairment
Physical impairment adversely affecting educational performance and may require the use of special equipment.
Specific Learning Disability
Significant impairment of one or more of the essential learning processes; perception, conceptualization, language, memory, attention, impulse control, or motor function affecting the child’s educational functioning.
Speech and Language Impairment
Students with a speech and/or language deviation which adversely affect their
educational performance or interfere with the development of a communication base.
Traumatic Brain Injury
Students with an acquired injury to the brain which results in a functional or psychosocial impairment that adversely affects educational performance.
Visual Impairment
Visual impairment of sufficient severity to require adaptation of educational methods and materials.
Home or Hospital Bound
Students with a physical or health impairment who cannot attend school due to a certified medical condition.
Pre-school services are available for 3-5 year olds in the areas listed above.
A Parent-Infant Program is offered for early intervention services to infants and their families, age’s birth to age 3.
Level of Service
A student may be placed:
• In the general education classroom with consult services.
• In a resource program in his/her home school.
• In a special class or resource program in the district.
• In an appropriate private school or program as determined by the district and the family. The option is only available if the student’s educational needs are so unique that they cannot be met within existing district programs.
Section 504 Notice
District 54 does not discriminate on the basis of disability with regard to admission
or access to and treatment of or employment in the district programs and activities. The district seeks out all children having a physical or mental impairment which substantially limits one or more major life activities, having a record of such an impairment, or being regarded as having such an impairment.
For each student meeting the eligibility criteria, an appropriate education program is provided. The services are specified in a 504-service plan outlining the necessary services and/or reasonable accommodations that are to be provided. The plan is reviewed periodically. This program is defined as general or special education and supplementary services that are designed to meet a disabled child’s individual needs as adequately as the needs of non-disabled students are met.
The educational program of the district shall be equally accessible to all students at each age level.
A referral for a 504 evaluation or services can also be made to the personnel listed below.
Family Education Rights and Privacy Act
District 54 also complies with all procedures of the Family Education Rights and Privacy Act (FERPA) which includes the process for review of records by parents, the right to confidentiality, and a complaint procedure. Copies of these record policies are available through District 54.
Parents’ Rights
Two agents act on behalf of the child and his/her education life; the local school board and the parents. Awareness of programs and how to use them are available to every parent.
As an agent of the child, the parent has the right:
• to be informed ... i.e., the need and purpose of evaluation.
• to object or question ... i.e., a placement decision or evaluation.
• to participate ... i.e., all formal discussions about the child’s educational future.
• to know and control ... i.e., the content and access to student records.
• to be knowledgeable ... i.e., the child’s IEP & placement
• to request information ... i.e., a copy of the rules governing the delivery of special education.
Records
Under Illinois law, parents are permitted access to a student’s school records. In compliance with this law, the following policies and procedures have been established.
1. A school record may be examined by parents* upon request.
2. Official student records may not be released to other persons or institutions without written permission of the parent.*
3. Parents* have the right to challenge the accuracy, relevance, or propriety of any entry in the school’s student records.
4. A request to examine the student’s records must be granted within a reasonable time and in no case later than ten (10) school days after the receipt of such request.
* All rights of the parents are exclusively those of the student upon his/her eighteenth (18) birthday, graduation from high school, marriage or entry into military service, whichever comes first.
For further information on School District 54 and Special Education, please call the following special education personnel.
Dr. Jillian Sagan,
Associate Superintendent         (847) 357-5052
Dr. Jennifer Naddeo,
Executive Director of Special Education (847) 357-5066
Cassandra Zingler,
Principal of The Early Learning Center (847) 230-1763
Published in Daily Herald Feb 3, 2026 (320413), posted 02/03/2026
Community Consolidated School District 54
Community Consolidated School District 54 provides special education services, instructional programs, related services and in-service workshops that will assure equal educational opportunity for all children, age three through date of graduation from eighth grade for children residing within Schaumburg School District 54 boundaries.
In order to provide equal educational opportunities for all children, School District 54 offers special education programs and services for all children with disabilities. Adaptations are made for individual differences and complex needs. All special education programs are supervised and coordinated by appropriately certified staff.
Community Consolidated School District 54 is funded by local taxes, state reimbursement programs and federal grants. State and federal funds and specialized grants pay a portion of the following: instructional programs and related services; salaries of special education personnel; student tuition to private facilities; pupil transportation, equipment, materials and professional development.
Determining the Need for Special Education
1. Annual registration is conducted for all children who have not been previously registered in public schools. The date for registration is announced in local newspapers, district/school newsletters, on district website and is posted in local daycares, preschools, libraries, village halls, apartment complexes, park districts, and pediatricians offices. Parents who miss school registration may contact the District at any time for assistance in the enrollment process.
2. Nondiscriminatory screening and identification procedures used to find children and youth with suspected disabilities have been developed and are continuously implemented at all age levels.
3. A specific method of referral for a case study evaluation has been developed and is accessible to all concerned persons. Referrals may be made by school district personnel, parents, persons having primary care and custody of the child, other persons having knowledge of the child’s problems, the child or the Illinois State Board of Education. Referrals may be initiated by contacting the local district special education director. (See names and phone numbers listed below). Specific written referral procedures are available from this contact person.
4. Evaluation of students who may have a physical or mental condition which substantially limits one or more major life activities (eating, sleeping, walking, standing, lifting, bending, reading, concentrating, thinking, communicating, working, seeing, hearing, speaking, breathing and learning) is also available (Section 504).
5. All children who may require special education programs and related services are referred for evaluation and appropriate education planning.
6. All components of a comprehensive case study evaluation are available to students who are referred for evaluation because they are experiencing problems that interfere with school performance.
7. Eligibility for and the provision of a special education instructional program or related service based on an Individualized Educational Program (IEP), shall be determined at one or more multidisciplinary/IEP conferences. Multidisciplinary/IEP conferences may include: parents, general education classroom teachers, district administrators, special education teachers, speech and language therapists, social workers, psychologists, physical therapists, vision consultants, hearing consultants and any other persons directly involved with the students, and when appropriate, the students themselves.
8. Each student’s placement is reviewed annually, or upon request of parents or school personnel.
Children Who May Need Special Services
Autism Spectrum Disorder
Students with a developmental disability which significantly affects communication, social interactions, and educational performance.
Deaf-Blindness
Simultaneous hearing and visual impairments, the combination of which causes such severe
communication and other developmental and educational needs.
Developmental Delay
Applies to children ages 3-9 that show a delay, as defined by the state, in two or more areas including cognitive development, physical development, communication development, social or emotional development, or adaptive development.
Emotional Disability
Social affective behavior which significantly affects a child’s educational performance.
Hearing Impairment/Deafness
Hearing loss which interferes with learning and development of communication skills.
Intellectual Disability
Intellectual Disability causing markedly delayed intellectual development, adaptive behavior and academic achievement. Such Intellectual disability varies from mild to profound.
Multiple Disabilities
Children who exhibit two or more impairments which significantly interfere with their ability to learn.
Other Health Impairment
The child has a documented chronic or acute medical condition that has an adverse effect on educational performance.
Orthopedic Impairment
Physical impairment adversely affecting educational performance and may require the use of special equipment.
Specific Learning Disability
Significant impairment of one or more of the essential learning processes; perception, conceptualization, language, memory, attention, impulse control, or motor function affecting the child’s educational functioning.
Speech and Language Impairment
Students with a speech and/or language deviation which adversely affect their
educational performance or interfere with the development of a communication base.
Traumatic Brain Injury
Students with an acquired injury to the brain which results in a functional or psychosocial impairment that adversely affects educational performance.
Visual Impairment
Visual impairment of sufficient severity to require adaptation of educational methods and materials.
Home or Hospital Bound
Students with a physical or health impairment who cannot attend school due to a certified medical condition.
Pre-school services are available for 3-5 year olds in the areas listed above.
A Parent-Infant Program is offered for early intervention services to infants and their families, age’s birth to age 3.
Level of Service
A student may be placed:
• In the general education classroom with consult services.
• In a resource program in his/her home school.
• In a special class or resource program in the district.
• In an appropriate private school or program as determined by the district and the family. The option is only available if the student’s educational needs are so unique that they cannot be met within existing district programs.
Section 504 Notice
District 54 does not discriminate on the basis of disability with regard to admission
or access to and treatment of or employment in the district programs and activities. The district seeks out all children having a physical or mental impairment which substantially limits one or more major life activities, having a record of such an impairment, or being regarded as having such an impairment.
For each student meeting the eligibility criteria, an appropriate education program is provided. The services are specified in a 504-service plan outlining the necessary services and/or reasonable accommodations that are to be provided. The plan is reviewed periodically. This program is defined as general or special education and supplementary services that are designed to meet a disabled child’s individual needs as adequately as the needs of non-disabled students are met.
The educational program of the district shall be equally accessible to all students at each age level.
A referral for a 504 evaluation or services can also be made to the personnel listed below.
Family Education Rights and Privacy Act
District 54 also complies with all procedures of the Family Education Rights and Privacy Act (FERPA) which includes the process for review of records by parents, the right to confidentiality, and a complaint procedure. Copies of these record policies are available through District 54.
Parents’ Rights
Two agents act on behalf of the child and his/her education life; the local school board and the parents. Awareness of programs and how to use them are available to every parent.
As an agent of the child, the parent has the right:
• to be informed ... i.e., the need and purpose of evaluation.
• to object or question ... i.e., a placement decision or evaluation.
• to participate ... i.e., all formal discussions about the child’s educational future.
• to know and control ... i.e., the content and access to student records.
• to be knowledgeable ... i.e., the child’s IEP & placement
• to request information ... i.e., a copy of the rules governing the delivery of special education.
Records
Under Illinois law, parents are permitted access to a student’s school records. In compliance with this law, the following policies and procedures have been established.
1. A school record may be examined by parents* upon request.
2. Official student records may not be released to other persons or institutions without written permission of the parent.*
3. Parents* have the right to challenge the accuracy, relevance, or propriety of any entry in the school’s student records.
4. A request to examine the student’s records must be granted within a reasonable time and in no case later than ten (10) school days after the receipt of such request.
* All rights of the parents are exclusively those of the student upon his/her eighteenth (18) birthday, graduation from high school, marriage or entry into military service, whichever comes first.
For further information on School District 54 and Special Education, please call the following special education personnel.
Dr. Jillian Sagan,
Associate Superintendent         (847) 357-5052
Dr. Jennifer Naddeo,
Executive Director of Special Education (847) 357-5066
Cassandra Zingler,
Principal of The Early Learning Center (847) 230-1763
Published in Daily Herald Feb 3, 2026 (320413), posted 02/03/2026
Posted Online 1 week ago
