Special Services
Welcome to D200 Special Services.
We are located on the second floor of Clay Academy at 112 Grove Street in Woodstock.
- Special Education Referral Process
- Programs and Services
- Assistive Technology
- Coordinator Locations
- Best Buddies Program
- Extended School Year (ESY)
- Life Connections
- Resources
Special Education Referral Process
The Special Education Referral Process
All children with disabilities who are between the ages of 3 and 21, and have not yet graduated from high school are entitled to a Free Appropriate Public Education (FAPE). District 200 is committed to providing a continuum of special education programs and services for children ages 3 through 21 with special needs who qualify for special education services.
District 200 uses a variety of methods to identify children with disabilities including:
- Referral by parents or guardians, concerned adults, and children themselves
- Preschool screening for children ages 3-5 at the Verda Dierzen Early Learning Center
- Hearing and vision screenings at regular intervals during the child’s career
- An ongoing referral process completed by teachers and other professional personnel identifying children who exhibit difficulty performing in the classroom
When a referral is made, a team of professionals will meet to determine whether a case study evaluation is warranted. If so, an Individualized Education Plan (IEP) Team will meet with parents to collect information from parents or guardians, teachers and others to review existing information and determine the specific domain areas to be assessed in an evaluation. This domain meeting will address the areas of Health, Vision, Hearing, Social/ Emotional Status, General Intelligence, Academic Performance, Functional Performance, Communication Status, and Motor Abilities. Once the domain areas have been determined, the parents will then give consent or refuse consent for evaluation of the determined assessments.
After determined assessments are completed, a meeting to share the results will be held within 60 school days. This purpose of this meeting will be to summarize, interpret and document evaluation results, and determine eligibility for special education services.
A child eligible for special education programs and services is one whose disability significantly impacts educational performance in the classroom.
This disability interferes with the child’s ability to learn in the classroom environment without specific accommodations, modifications and specialized instruction.
If the child is eligible for special education services, an Individualized Education Plan (IEP) will be developed that will enable the child to be involved in and progress in the general education curriculum.
The IEP includes: the child’s strengths and needs, annual goals and short-term objectives/benchmarks, appropriate special education and/or related services, and appropriate educational placement.
If the child is eligible for special education services, the child’s IEP will be reviewed annually. At this annual review, information regarding the child’s progress will be shared. After reviewing the current IEP, a new IEP will be developed that will enable the child to be involved and progress in the general education curriculum. The goals and objectives will be updated quarterly and again at the annual review of the IEP.
The child’s eligibility will be reevaluated every three years. A meeting will be scheduled to review existing evaluation data, in collaboration with the parent or guardian, to determine the specific assessment(s) needed to evaluate. The parent or guardian will give or refuse consent for the reevaluation. The eligibility meeting will take place, and if the child is found eligible, an IEP will be developed and appropriate special education and/or related services and educational placement will be determined.
A special education student’s educational rights are transferred from the student’s parents to the student on the student’s 18th birthday. District 200 will provide written notice of the transfer of rights at an IEP meeting during the year in which the student turns 17, and again when the student turns 18.
This evaluation process is standard for all children within District 200’s boundaries whether enrolled in a District 200 school or not. However, home-schooled students or students enrolled in a private or parochial school that are found eligible for special education services are only entitled to services relevant to a Proportionate Share Plan.
Children who are deaf, hard of hearing, blind or visually impaired may be eligible for the services of the Illinois School for the Deaf or another local school that provides similar services. Eligibility for entrance is determined by the student’s IEP (Individualized Education Plan) team. Questions about these services can be directed to Lisa Pearson, Director of Special Services, 815-337-5146.
Programs and Services
Self-Contained TARGET Program: Autism
Ages Served: Prek- 22
Location: GWE, VDELC, OES, CMS, WNHS
Description: The Self-Contained Autism Classroom is a specialized educational setting
designed to meet the unique learning, communication, behavioral, and sensory needs. The
program provides a highly structured, predictable, and supportive environment where students
receive individualized instruction based on their strengths, challenges, and Individualized
Education Program (IEP) goals.
The program promotes gradual reintegration into general education settings when appropriate,
with support systems in place to ensure a smooth transition. Planning may include behavior
coaching, partial-day mainstreaming, and ongoing progress monitoring.
Bright Beginnings Public Day Therapeutic: Autism
Ages Served: Prek- 22
Location: Clay Academy
Description: Bright Beginnings is a specialized program dedicated to providing a
comprehensive and individualized educational and therapeutic environment for students who
have characteristics of or are diagnosed with Autism Spectrum Disorder (ASD).
This program is housed in a school dedicated to serving students with special education needs.
We are committed to fostering academic achievement, communication skills, and positive
behavioral development in a highly supported setting.
- One-to-One Support: Each student receives the support of a dedicated one-to-one paraprofessional throughout the day.
- Behavioral Expertise: The program includes a Board Certified Behavior Analyst (BCBA) to design and oversee behavior intervention plans, and a Registered Behavior Technician (RBT) to implement daily behavioral strategies.
- Related Services: Based upon individual need, a full complement of related services is available to be integrated into each student's educational schedule.
Self Contained Life Skills Program
Ages Served: Prek- 22
Location: PWE, CMS, WNHS
Description: The Self-Contained Life Skills Program is designed to support students with
moderate to severe intellectual and developmental disabilities in acquiring essential skills for
daily living, functional academics, social interaction, and vocational readiness. The program
provides a structured, supportive environment tailored to meet each student’s individual needs
through evidence-based practices, individualized instruction, and meaningful real-world
experiences.
Self Contained EDSC Program: Emotional Disability Self Contained Classroom
Ages Served: PreK - 8th grade
Location: Dean & CMS
Description: The Emotional Disability Self-Contained (EDSC) Classroom is a specialized
learning environment designed to serve students whose emotional and behavioral needs
significantly impact their ability to succeed in a general education setting. The program provides
a structured, therapeutic, and supportive atmosphere where students can develop the
academic, behavioral, social, and emotional skills necessary for long-term success in school.
Staff are trained in crisis prevention techniques and de-escalation strategies to ensure student
and staff safety. Interventions focus on maintaining student dignity and fostering long-term
self-regulation.
The program promotes gradual reintegration into general education settings when appropriate,
with support systems in place to ensure a smooth transition. Planning may include behavior
coaching, partial-day mainstreaming, and ongoing progress monitoring.
Clay Academy - Public Therapeutic Day School
Ages Served: PreK - High School
Description: The Clay Academy Public Therapeutic Day School provides a structured,
supportive educational environment for students who require specialized emotional, behavioral,
and academic support not available in traditional school settings. Our program serves students
with social-emotional disabilities, trauma histories, mood disorders, anxiety, autism spectrum
disorders, and other complex mental health needs that significantly impact their ability to
succeed in a mainstream classroom.
We combine a standards-based academic curriculum with embedded therapeutic supports to
promote both educational progress and emotional growth. Each student receives an
Individualized Education Plan (IEP) specific to their individual needs.
Life Connections Programming-Transition
Ages Served: 18-22 years of age
Location: WNHS and community locations
Description: The Life Connections program is a dynamic, holistic initiative designed to support
young adults ages 18–22 as they navigate the transition into independent adulthood. Rooted in
personal growth, skill-building, and community engagement, this program equips participants
with the practical tools, emotional intelligence, and future planning strategies necessary to thrive
in today’s world.
Whether preparing for college, entering the workforce, or discovering their path forward, Life
Connections fosters connection, resilience, and long-term success in a supportive, inclusive
environment.
Early Childhood Services
Ages Served: 3-5 years old
Location: VDELC & GWE
Description: This inclusive early childhood education program is designed to support the
developmental and academic growth of all young learners, including those with diverse learning
needs. Facilitated by a licensed general education teacher with a special education
endorsement, the classroom provides a nurturing, engaging, and accessible environment where
every child can thrive.
The program integrates evidence-based instructional strategies and developmentally
appropriate practices that address the individual strengths and needs of each student. With an
emphasis on play-based learning, social-emotional development, and early academic skills,
students receive support through differentiated instruction, embedded interventions, and
inclusive classroom routines.
Learning Behavior Specialist Services
Ages Served: Kindergarten - 22 years old
Location: All
The Special Education Teacher plays a crucial role in ensuring equitable access to education for
students with disabilities by supporting their academic, behavioral, and social-emotional
development in both general education classrooms and supplemental learning environments.
Through collaboration, instructional support, and individualized services, the Special Education
Teacher helps foster inclusive learning communities where all students can thrive. Learning
Behavior Specialist Services can be provided both within and outside of the general education
classroom in order to meet the various needs of the students.
Best Buddies
Ages Served: 6th-12th Grade
Location: Creekside, WHS, WNHS
Description: Best Buddies International is a nonprofit 501(c)(3) organization dedicated to
establishing a global volunteer movement that creates opportunities for one-to-one friendships
and leadership development for people with intellectual and developmental disabilities (IDD).
The program fosters meaningful connections between people, helping to break down social
barriers and promote inclusion, understanding, and acceptance. The organization continues to
flourish and expand throughout the district.
Special Olympics
Ages Served: 8-22 years of age
Location: OES, PWE, CMS, WHS, WNHS
Description: Special Olympics is a global movement that provides year-round sports training
and athletic competition in a variety of Olympic-type sports for students with intellectual
disabilities. Through inclusive sports, health education, and leadership programs, Special
Olympics empowers individuals with intellectual disabilities to achieve their personal best—on
and off the field. With the support of dedicated coaches, volunteers, and families, athletes grow
in confidence, skills, and self-esteem.
Assistive Technology
The Special Services department at Woodstock District 200 has an assistive technology team that is available to meet with parents, teachers, and school teams to discuss and support the needs of students who are currently using assistive technology or other students who may benefit from assistive technology. The purpose of assistive technology is to help a person function more independently.
As stated in the Federal Definition, “Assistive technology device means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized that is used to increase, maintain, or improve functional capabilities of a child with a disability…” (Illinois Assistive Technology Guidance Manual)
Assistive technology is generally classified as low tech, mid tech, and high tech with the cost increasing as it goes up the continuum.
- Low Tech Examples: pencil grip, slant board, highlighters, magnifying glass
- Mid Tech Examples: calculator, books on CD, computer software programs
- High Tech Examples: laptop computer, powered wheelchair, Braille machines
Standard Practices
- Assistive technology should always be matched to the person, rather than the person being matched to the technology.
- Low tech is usually tried first and then progression up the continuum until a match is made to meet the needs of the student.
- When assistive technology is being considered, the team looks at the student’s needs, the environment where it will be used, the task it will be used for, and the tool needed to do the task.
- Implementation is typically done on a trial basis, which may be four to six weeks. Over that time, there is documentation of effectiveness. Equipment may be rented or borrowed during the trial period.
Caution: assistive technology cannot give a person a skill that they are not developmentally or cognitively ready to do.
If you have any questions about assistive technology, please contact: Melinda Schuldt at 815-337-8413, or Lindsey Serpe at 815-337-5146.
Common Myths about Assistive Technology
- All assistive technology is “high tech” and expensive.
(There is a continuum of assistive technology from low tech to high tech.) - Only people with certain types of disabilities find assistive technology useful.
(Assistive technology can benefit numerous types of disabilities.) - Assistive technology is a magic cure-all for people with disabilities.
(Assistive technology cannot give a person a skill they are not developmentally or cognitively ready to do.) - Determining assistive technology needs is done only once.
(Assistive technology is an ongoing process as the person may change and their needs may change.) - Assistive technology is a luxury.
(It is not a luxury, it is something the person needs to help them achieve.) - The most expensive is always the best.
(Sometimes not, if the technology is too complex, hard to use or implement, it is often abandoned and consequently of no benefit to the person.)
Coordinator Locations
Kristie Carbajal, Special Education Coordinator
- Dean Elementary School
- Greenwood Elementary School
- Mary Endres Elementary School
- Olson Elementary School
- Prairiewood Elementary School
- Westwood Elementary School
Julie Jennett, Special Education Coordinator
- Creekside Middle School
- Northwood Middle School
- Woodstock High School
- Woodstock North High School
Lindsey Serpe, Special Education Coordinator
- Life Skills, Transition, and Target Programs
Tiffany Valkema, Special Education Coordinator
- Verda Dierzen Early Learning Center
Best Buddies Program
Best Buddies International is a nonprofit 501(c)(3) organization dedicated to establishing a global volunteer movement that creates opportunities for one-to-one friendships, integrated employment and leadership development for people with intellectual and developmental disabilities (IDD).
Best Buddies has been at Creekside Middle School since 2008. The program has grown from 25 members the first year to 145 in years past. Peer buddies (students without a disability) are matched in one-to-one friendships with a buddy (students with a disability).
Students who are interested in being a peer buddy or associate in Best Buddies must fill out a survey and have two teacher references sheets turned in. Peers must then attend a five-minute interview with Best Buddies Advisors. The interview is to find out what each peer/associate knows about disabilities and their comfort level. We do not want a student to feel scared or uncomfortable around their buddy. If accepted in the program, peers are matched with a buddy with the same interests and grade level when possible.
Matches are required to see each other at least once a week. They have lunch together, see each other outside of school, visit each other classrooms, and attend monthly events. Peer Buddies are required to fill out an online Friendship Update at the end of each month. This lets advisors and program managers know if matches need some support and if they are seeing each other.
Each month, Best Buddies officers and advisors plan an event. Some of the events have been included: crafts, fitness day, painting pumpkins or making ornaments, playing board games, cleaning Hercules Road, movies, and visiting with Santa and Mrs. Claus.
Extended School Year (ESY)
ESY (Extended School Year) services are provided to some students that are eligible for special education services. The IEP (Individualized Education Plan) team can recommend ESY services to students that qualify during a student's IEP meeting. There are various ways that students can qualify for these services, but the most common are due to either the child's severity of their disability or when the child shows a significant regression in learned skills following a break in special education services.
Services can include but are not limited to: Speech / Language Therapy, Early Childhood Education, Academic Instructional Programs, and Life Skills / Target (ASD) Programs.
If you would like more information about ESY programs offered in District 200, please contact your child's Case Manager or Special Services Coordinator.
Life Connections
Life Connections is a transitional program for exceptional learners. The program will provide continued skill development, education for greater independence, community integration, recreation, vocational training opportunities and social programming for special education students aged 18-22.
Life Connections Transition Program
Who Qualifies for the Life Connections Transition Program?
- A student who has an IEP
- A student whose IEP team recommends the student for continued services to address transition goals specified within the student’s IEP
- District 200 also outlines that a student who will be entering the program should have met all of their graduation requirements prior to entering Life Connections to ensure they will leave with a high school diploma.
Life Connections is currently a four-tier program designed to meet the needs of our diverse learners. Tier 1 is housed at WNHS and Tiers 2-4 are housed at an off-site location.
The program focuses on the six pillars of transition which include: Post-secondary education, Vocational Education, Integrated Employment, Continuing and Adult Education, Independent Living, and Recreation and Leisure. Students who are in the program participate in vocational training within the school setting and in the community.
Resources
Contact Us
Department of Special Services
112 Grove Street Road
Woodstock, IL 60098
- Phone: 815-337-5146
- Fax: 815-334-3402
Lisa Pearson
Director of Special Services
Email
Janine Weith
Secretary to the Director
Debra Valdez
Special Services Secretary
Kristie Carbajal
Special Education Coordinator
Julie Jennett
Special Education Coordinator
Lindsey Serpe
Special Education Coordinator
Speech/Language Pathologist
Tiffany Valkema
Special Education Coordinator
Melinda Schuldt
Assistive Technology
Joan Layton
Special Education Curriculum Facilitator
Sarah Rieger
Board Certified Behavior Analyst
Marylu Bernal
Special Services MIS Data Manager