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Wheaton Area Schools

Empowering Minds, Building Futures

Special Education & Student Support

  • Special Education Services

    Special education services are available to address the needs of students with disabilities who are in need of specialized instruction.  

    Early Childhood Special Education Services for birth through the entrance into kindergarten.

    Special education services in categorical areas three years through 22 years.

    Special Education Staff:

    Pearson Elementary: Kate Drinkwitz, Haley Straw

    Wheaton Secondary: Melissa Deal, Heidi Rinke

  • ALTERNATIVE DELIVERY OF SPECIALIZED INSTRUCTIONAL SERVICES (ADSIS)
    Services to provide instruction to assist students who need additional academic or behavioral support to succeed in the general educational environment.  The goal is to provide support early to struggling students.

    ADSIS/Prevention Staff:

    Pearson Elementary: Colleen Deal

    Wheaton Secondary: Tracey Raguse, Sarah Hersch

  • TITLE I SERVICES
    A federal program under the Elementary and Secondary Education Act (ESEA) provides funding for local education agencies (LEAs) and schools, with high numbers or percentages of children from low-income families, in order to ensure that all children meet challenging academic standards.

    TITLE I, Part A of the Elementary and Secondary Act (ESEA):

    Under the Elementary and Secondary Act (ESEA) there is financial assistance to school districts with high numbers or percentages of children from low-income families to ensuring that all children meet challenging academic standards.  Wheaton Area Schools accepts Title I funds and is required to provide all children with fair, equitable and significant education opportunities in order to obtain a high-quality education and at minimum proficiency on challenging state academic standards and assessments.  

    As part of the requirement, Wheaton Area Schools is required to have a Parent Involvement Plan.   In addition, schools accepting Title I funding must involve parents in the plan.   Please refer to the most recent Parent Involvement Plan.

    Public and nonpublic school buildings can receive funding under Title I, part A of ESEA.  Schools receive funding as a “whole”  or “targeted” school.   Funding for whole schools are available to all children in the building and a school must develop a whole school plan for use of the allocated dollars.  Schools that are targeted provide services to students who qualify under district guidelines.  Non-public schools receive funding in the allocation of the students resident public school receiving funding as a per-child allocation.

    Title I Staff:

    Pearson Elementary: Jill Wright

  • 504 SERVICES (Rehabilitation act)
    Accommodations and modifications for individuals with disabilities who need access to education under section 504 of the Rehabilitation Act of 1973 (34 C.F.R. Part 105).  

    Section 504 of the Rehabilitation Act

    A 504 plan is under the Section 504 of the Rehabilitation Act of 1973. This is the part of the federal civil rights law that prohibits discrimination against individuals with disabilities.  Individuals have right under section 504 from schools who receive federal funding.  

    Under the section 504 a school district must conduct an evaluation to determine if a child qualifies and to determine needed accommodations and modification.  Individuals qualify for a plan if they have a disability and have needs that impact major life functioning.

    Under Section 504 of the Rehabilitation act, a disability is defined as:  

    • Has a physical or mental impairment that “substantially” limits one or more major life activity (such as reading or concentrating).

    • Has a record of the impairment.

    • Is regarded as having an impairment, or a significant difficulty that isn’t temporary. For example, a broken leg isn’t an impairment, but a chronic condition, like a food allergy, might be.

    • A child on a health plan is covered under section 504 of the Rehabilitation Act.

    District 504 Coordinator: Heidi Rinke

  • ENGLISH LEARNERS (EL)
    Services to students who are learning the English language and to provide access to high-quality education within the school system.  A variety of services are available within the district.  

    English Language Services

    English Learner services support multilingual students in listening, reading, writing and speaking.  Following the WIDA standards, English learners focus on social/instructional language, the language of language arts, language of math, science and social studies.  Services are based upon the student level of English, grade level and the data gathered regarding the student. (WAPT scores, reading assessments, teacher recommendation, MCA scores, cum file, etc..) All students are given content based instruction which is designed to promote English proficiency and growth of academic vocabulary.   Students are age-appropriately placed with their peers and instruction is aligned to the WIDA and Common Core State Standards at the current grade level.  

    Direct services may include one or more of the following methods of instruction:

    -Pull-out:  instruction is given in a separate classroom

    -Push in:   classroom support is provided /reinforced if needed with support

    -Transitional services:  If a student has exited or does not qualify for services.  If they receive an overall composite score of 4.5 with at least three of the domain scores (reading, writing, speaking, listening) at 4 or higher.  During this transition the EL teacher will do periodic check with the students and consideration for re-enrollment if necessary and extra support if necessary. 

    District EL Teacher: Carlos Reynoso-Tellez