Student Support Services

Harlem High School

Harlem Middle School

Loves Park Elementary

Machesney Elementary

Maple Elementary

Marquette Elementary

Olson Park Elementary

Parker Center Early Education Center

Ralston Elementary

Rock Cut Elementary

Windsor Elementary

P.A.100-1112

Beginning with the 2019-2020 school year, a school board shall post on its Internet website, if any, and incorporate into its student handbook or newsletter notice that students with disabilities who do not qualify for an individualized education program, as required by the federal Individuals with Disabilities Education Act and implementing provisions of this Cod, may qualify for services under Section 504 of the federal Rehabilitation Act of 1973 if the child (i) has a physical or mental impairment that substantially limits one or more major life activities, (ii) has a record of a physical or mental impairment, or (iii) is regarded as having a physical or mental impairment.

If you feel your child may be eligible for a 504 plan, please contact:

Heidi Lange

Director of Student Support Services

815-654-4500.

House Bill 3586 (Notice Regarding Related Service Logs)

The District will provide the parent or guardian of a student with an IEP, who is receiving related services pursuant to that IEP, with a copy of related service logs at the student's annual review IEP meeting. Additionally, a parent or guardian may request to view or receive a copy of his or her child's related services logs at any time and the District will provide those logs within ten business days of the request.

3:1 Model for Speech for Speech and Language Service Delivery

The Speech and Language Department follows a 3:1 model for speech and language therapy service delivery. A 3:1 model means that your child will receive direct speech therapy for three weeks in a row and then one week of consultation services that will rotate every 4 weeks. During the consultation week, your student's speech therapist may be doing the following:

• working with students' teachers to ensure carry-over of speech skills within the classroom

• informing you of your student's progress.

• observing students in the classroom.

• collaborating with students' team.

• participating in professional development activities.

• screenings and evaluations.

Speech and Language Services

Articulation: accurate production of speech sounds.

Phonological Awareness: awareness of sounds & ways to manipulate them.

Stuttering: smooth, fluid speech.

Semantic Language: word meanings and relationships (e.g.; vocabulary, descriptions, synonyms, antonyms, etc.).

Syntactic Language: sentence structure & grammatical markings.

Auditory Processing/Language Processing/Central Auditory Processing: how our brains accept auditory stimuli & attach meaning to the stimuli.

Pragmatic Language: social skills during communication situations.

Augmentative Communication: alternative forms of communication for those who cannot achieve speech.

Voice Disorders: techniques to treat strained, breathy, hoarse, soft, loud, or nasal voices.

Autism Spectrum Disorders: Autism spectrum disorders affect three different areas of a child's life:

• Social Interaction

• Communication: both verbal and non-verbal

• Behaviors and interests

Alternative Augmentative Communication: The use of either low-tech or high-tech static and dynamic devices to help students to communicate.

Shari Tucker

Students and Families in Transition Coordinator

815-654-4511 ext. 2344

shari.tucker@harlem122.org

Suicide Prevention Lifeline: https://suicidepreventionlifeline.org/

1-800-273-8255 (1-800-273-TALK)

1-800-784-2433 (1-800-SUICIDE)

Text: HOME to 741741

ISBE Resources:

https://www.isbe.net/Documents/Suicide-Prevention-Procedures.pdf#search=SUICIDE

https://www.isbe.net/Pages/Suicide-Prevention.aspx