Special Services

Kirby School District 140 is committed to ensuring families understand their rights and responsibilities under federal and state special education law. Please review the following information carefully.

Free Appropriate Public Education (FAPE)

Kirby School District 140 ensures every eligible student with a disability, ages 3–21 (or through the end of the school year in which they turn 22), receives a free appropriate public education (FAPE). Each student’s unique needs are met through comprehensive programming, qualified staff, and a full continuum of placements and services, including related services and transportation when required.

Child Find

We actively identify, locate, and evaluate all children within our boundaries — including private and homeschooled students — who may need special education services. Early and ongoing screenings, staff observations, and collaboration with early intervention ensure timely identification.

Evaluation & Eligibility

Evaluations are individualized, thorough, and nondiscriminatory. Parents, school staff, or outside agencies may request an evaluation at any time. Initial evaluations follow strict timelines, and eligibility decisions are made by a qualified team, including parents. Reevaluations are conducted at least every three years or sooner if needed.

Individualized Education Programs (IEPs)

Each eligible student has an IEP developed by a collaborative team that includes parents, general and special educators, and related service providers. IEPs outline present levels of performance, annual goals, services, accommodations, participation in state and district assessments, and placement. IEPs are reviewed at least annually, and parents receive regular progress updates.

Least Restrictive Environment (LRE)

Students learn alongside peers without disabilities to the maximum extent appropriate. A full range of placement options ensures individualized supports and meaningful access to general education, extracurricular activities, and nonacademic services.

Transition & Preschool

We ensure smooth transitions from early intervention (Part C) to preschool special education. Services begin by age three, or by the start of the school year following the child’s third birthday, depending on timing. Transition planning for adulthood, including postsecondary goals, starts by age 14½.

Extended School Year (ESY)

If a student’s IEP team determines services are needed beyond the regular school year, ESY services are provided.

Private & Nonpublic Schools

We ensure appropriate services for students placed by the District in nonpublic special education programs. For students enrolled by their parents in private schools, we conduct Child Find activities and provide equitable services in line with federal requirements.

Procedural Safeguards

Parents have specific rights under federal and state law, including notice, consent, access to records, participation in meetings, mediation, due process hearings, and complaint procedures. Parents may request copies of these safeguards at any time.

Interpretation & Translation

Qualified interpreters are provided at no cost for IEP meetings. Vital IEP documents are translated into a family’s preferred language when required by law. Translations meet state standards for accuracy.

Key Parent Rights & Responsibilities

1. Before IEP or Eligibility Meetings
   • The District must give you all written materials to be discussed at your child’s IEP or eligibility meeting at least three (3) school days in advance, or sooner if you agree to an earlier meeting.
   • This includes evaluations, test results, and all relevant IEP sections — except specific details about proposed service minutes or placement.
   • Parents can choose delivery by mail or pick up at the school.
2. During & After Meetings
   • Any new document generated during a meeting must be provided if you request it — or automatically if required by law.
   • At every initial or annual IEP meeting, you will receive written notice that the team must consider whether your child needs assistive technology. This notice includes a toll-free number and website for the State’s assistive technology program.
3. When Written Consent Is Needed
   • Your informed, written consent is required before the District:
     • Conducts any initial evaluation or reevaluation.
     • Starts special education services for your child.
     • Uses your private insurance or Medicaid to pay for services.
     • Uses an IFSP (birth-to-three plan) instead of an IEP.
     • Shares your child’s information with outside agencies, transition programs, or private schools.
4. Changing Your Mind
   • You may revoke consent for evaluations or services at any time, in writing or orally. If given orally, the District will put it in writing and provide you a copy within five (5) calendar days.
   • If you revoke consent for services, all services must stop within ten (10) calendar days of your notice. The District may not override this through a hearing.
5. Due Process & Complaints
   • Parents or the District may file a due process complaint about your child’s identification, evaluation, placement, or services.
   • Complaints must be filed within two (2) years in most cases.
   • The District must inform you about your rights, the process, and available free or low-cost legal help.
   • A resolution meeting will be scheduled first. Parents and the District may agree in writing to skip this and use mediation instead.
6. Independent Educational Evaluations (IEEs)
   • If you disagree with the District’s evaluation, you may request an IEE at public expense.
   • The District must provide you with information about approved evaluators.
   • If the District refuses to pay for an IEE, it must request a due process hearing to prove its evaluation was appropriate.
   • The IEP Team must consider the IEE results.
7. Discipline & Behavior Protections
   • If your child’s behavior violates school rules:
     • They may be removed from school for up to ten (10) school days.
     • If removals create a pattern or exceed ten (10) days, the IEP Team must meet for a Manifestation Determination Review to decide if the behavior was linked to the disability.
     • If the behavior is related, the District may not expel the student but may adjust services or placement.
     • If your child brings a weapon, uses or sells illegal drugs, or causes serious bodily injury, the District may place them in an interim alternative educational setting for up to 45 school days.
8. Interpreters & Translations
   • The District must provide a trained interpreter at IEP meetings if needed.
   • Key IEP documents must be translated into your preferred language if required by state rules.
   • Translations must be done by trained, competent professionals.
9. Privacy of Student Records
   • Your child’s records are private. The District follows all state and federal confidentiality laws, including IDEA, FERPA, and Illinois student records laws.
10. Other Key Rights
    • When your child turns 18, most special education rights transfer to them, unless a court appoints a guardian or your child chooses to transfer those rights back to you or another adult.
    • If your child has not yet been found eligible but the District knew your child may have a disability, protections still apply if they face disciplinary action.
    • If no parent or guardian can be located, the District will appoint a qualified surrogate parent to protect your child’s rights.

Special Services and Referrals

District 140 provides special education and related services to students who are identified as having a recognized disability under the Individuals with Disabilities Education Act (IDEA-2004) or handicapped under Section 504 of the Rehabilitation Act. Students who may be eligible and in need of special services may be identified through the District screening process or by referral. Students who do not qualify for an Individualized Education Program may be eligible for services under Section 504 of the Rehabilitation Act of 1973.

As a parent, should you have reason to believe that your child may be entitled to special education services, you may request an evaluation. To request an evaluation, please address a letter to your building principal including the following information: name, age, and grade of your child, the reason you are requesting an evaluation, and your complete name and address.

Any questions you may have regarding the referral process or the District's special education services may be directed to your Building Principal or to the Assistant Superintendent of Special Services, Dr. Mary Dwyer. Dr. Dwyer can be reached via email or by phone at 708-532-6462. 

Resource Program

The Resource Program is designed for students with a disability(s) who receive specialized instruction for less than 60% of the school day. Related services may be required to assist the student to benefit from special education. Students receive instruction in a variety of settings--general education classroom or resource room. Adaptations and accommodations of general education curriculum may occur according to the individual needs of the students as determined at an IEP meeting.

Instructional Program

The Instructional Program is designed for students with a disability(s) who receive specialized instruction for more than 61% of the school day. Related services may be required to assist the student to benefit from special education. Adaptation and accommodations of the general education curriculum may not be adequate to meet the student's educational needs. The curriculum may need to be modified and adapted and supplementary materials used to enhance learning. Students participate in general education through mainstreaming and integration whenever possible as determined by the IEP team.

Related Services

Related services include those needed to assist the student with disabilities to benefit from special education. These services include, transportation, speech pathology and audiology, psychological services, physical and occupational therapy, recreation, early identification and assessment of disabilities in children,  school health services, social work services, and parent training.

If your student receives related services from the District through their Individualized Education Plan (IEP) document, including occupational therapy, physical therapy, social work, speech and language therapy, you may request copies of related service logs. These related service logs include the date and duration of service administered to your child.