- Evanston/Skokie School District 65
- Individualized Education Services
Individualized Education Services
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Our Individualized Education Services Department (formerly Special Services) is dedicated to serving your children by:
- implementing research-based classroom practices designed to improve academic outcomes and behavioral performance for all students;
- offering a full continuum of special education and related services in the least restrictive environment to children from age 3 until their completion of the 8th grade and supporting their subsequent high school transition; and
- partnering with parents to promote the collaboration among the school, home, and community that enables all students to achieve throughout their educational experience and beyond.
To learn more or to arrange services for children residing in District 65, please contact our team at (847) 859-8090 or start by exploring the resources available on this website.
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Early Childhood (Birth-3 years old)
Child and Family Connections (CFC) is the agency that screens and evaluates children from birth to age 3 with the goal of providing early intervention services, supporting families in promoting their child's development. Eligibility determinations will be made based on criteria from the Individuals with Disabilities Education Act (IDEA). IDEA specifies that "infants and toddlers with disabilities" who are experiencing developmental delays in cognitive, physical, communication, social, emotional, and/or adaptive development or have a diagnosed physical or mental condition that has a high probability of resulting in a developmental delay.
Contact: (847) 385-5070
For information on procedures and polices, please visit the Illinois Department of Human Services early intervention website.
Ages 2 Years, 8 Months to 5 Years
District 65 provides Child Find developmental screenings for children from ages 2 years 8 months to 5 years. Screenings are done regularly throughout the school year at the Joseph E. Hill Education Center (1500 McDaniel Avenue, Evanston) and throughout the community.
Eligibility determinations will be made based on criteria from the Individuals with Disabilities Education Act (IDEA). For individuals ages 3 to 21 to qualify for services, they must be identified as having a disability in 1 of 13 categories: autism, deaf-blindness, deafness, emotional disturbance, hearing impairment, intellectual disability, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech or language impairment, traumatic brain injury, or visual impairment.
Children from ages 3 to 9 may still be eligible for services if they are identified as having a developmental delay as specified above.
Contact IES Coordinator: Leia Perkins (she/her)
For more information on early childhood programs and services, please visit the Illinois State Board of Education Early Childhood Special Education Services webpage.
Elementary and Middle School (Ages 5 Years to 14 Years)
Screening for students from ages 5 to 14 (kindergarten through eighth grade) is provided at each District 65 school and is available to all students in the district. Any student experiencing educational challenges will receive academic and/or behavioral interventions in the general education classroom through a Response to Intervention (RtI) model in an attempt to address any concerns. Both school staff and parents may make a referral for a full case study evaluation at any point during this intervention process to determine if the student might have a disability hindering progress.
A child with a disability may have a physical, emotional, learning, or behavioral problem that is educationally related and requires special education and related services. Eligibility determinations will be made based on criteria from the Individuals with Disabilities Education Act (IDEA) listed above. However, students whose disabilities do not fall in one of these categories may still be eligible for services under Section 504 of the Rehabilitation Act of 1973.
Contact an Individualized Services Department (IES) member at your child's school. These requests are typically coordinated by the school psychologist. Contact information for IES Department members by school can be found below. If you are having trouble reaching someone at the school, please contact the Student Services Department at (847) 859-8090.
District Office
Assistant Superintendent of Student Services
Dr. Romy DeCristofaro (she/her)Executive Assistant
Pattie Farias (she/her)Bessie Rhodes
IES Coordinator: Mari Bliss (she/her)
Psychologist: Janet Carmona (she/her)
King Arts
IES Coordinator: Kim Brown (she/her)
Psychologist: Dalia Bunni (she/her)
Dawes
IES Coordinator: Samantha Brooks (she/her)
Psychologist: Lyn Wilkins (she/her)
Dewey
IES Coordinator: Fernando Gutierrez (he/him)
Psychologist: Janet Carmona (she/her)
Kinglsey
IES Coordinator: Shannon Boatwright (she/her)
Psychologist: Dino Jakupovic (he/him)
Lincoln
IES Coordinator: Liz Leverentz (she/her)
Psychologist: Caitlyn DeJoung (she/her)
Lincolnwood
IES Coordinator: Liz Leverentz (she/her)
Psychologist: Caitlyn DeJoung (she/her)
Oakton
IES Coordinator: Shannon Boatwright (she/her)
Psychologist: Ashley Saperstein (she/her)
Orrington
IES Coordinator: Mari Bliss (she/her)
Psychologist: Elise Simmons (she/her)
Walker
IES Coordinator: Samantha Brooks (she/her)
Psychologist: Nicole Smith (she/her)
Washington
IES Coordinator: Fernando Gutierrez (he/him)
Psychologist: Ana Mandrapa (she/her)
Willard
IES Coordinator: Fernando Gutierrez (he/him)
Psychologist: April Forst (she/her)
Chute
IES Coordinator: Mari Bliss (she/her)
Psychologist: Shawn Connolly (he/him
Haven
IES Coordinator: Samantha Brooks (she/her)
Psychologist: Dustin Martin (he/him)
Nichols
IES Coordinator: Shannon Boatwright (she/her)
Psychologist: Diana Salinas (she/her)
Park
Principal: Jill Anderson (she/her)
Assistant Principal: Alyssa Hofeld (she/her)
Psychologist: Katie Hanchett (she/her)
Rice
Principal: Shalema Francois-Blue (she/her)
Psychologist: Elise Simmons (she/her)
View an overview of the timeline and steps involved for the K-8 referral and eligibility process.
For further information on the K-8 referral and eligibility process, RtI, IDEA or 504 criteria, please visit the Parent Resources section of our website.
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Inclusion embodies the values, policies, and practices that support the right of every student and family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities and society. The desired results of inclusive experiences for students with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential.
Guiding Principles for Inclusion
- All students with disabilities have a right to be included in naturally occurring settings and activities with their neighborhood peers, siblings, and friends.
- All students will be given the opportunity for meaningful participation and engagement in the general education curriculum and in their school community.
- Communities of support will be nurtured where differences are acknowledged, understood, accepted and celebrated.
- A spirit of collaboration, active participation and support among families, administration and staff is valued and fostered.
- A continuum of services and supports should reflect intensity of supports and not a separate place.
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Erin’s Law is a law in the state of Illinois and 37 other states that require all public K-12 schools to educate students, parents, and teachers what child sexual abuse is, how to recognize signs, and how to get help. This year District 65 has collaborated with YWCA Evanston/NorthShore to provide this information to students, families, and staff. Informational flyers were created to provide developmentally appropriate information during the closure to students in the following grades (K-2, 3-5, and 6-8). If you or a child you know is affected by this, you may contact your school social worker or principals, as well as local hotlines listed in the information below.
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Section 504 of the Rehabilitation Act of 1973 (Public Law 93-112, amended as Public Law 93-516) Section 504 is a civil rights law that prohibits discrimination against qualified individuals with disabilities in public and private programs and activities that receive financial assistance from the federal government. Section 504 guarantees qualified disabled students a free and appropriate public education (FAPE). Compliance for Section 504 is overseen by the U.S. Department of Education Office for Civil Rights (OCR). Under Section 504, FAPE consists of the provision of regular or special education and related aids and services designed to meet the student's individual educational needs as adequately as the needs of nondisabled students are met.
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Behavioral Interventions Procedures for Students with Disabilities
Behavioral Interventions Procedures for Students with Disabilities (Spanish)
