Student Services Newsletter

Welcome to the October edition of the DSS Parent Newsletter!

Happy October! As we settle into the school year, we are excited to see our students building relationships, growing in confidence, and finding new opportunities to learn and belong. October is a wonderful time to reflect on the importance of celebrating differences, strengthening connections, and ensuring every student feels valued and supported.

This month, we recognize Down Syndrome Awareness Month and Augmentative and Alternative Communication (AAC) Awareness Month. Both remind us that every learner brings unique strengths and abilities to our school community and that communication comes in many forms. Whether through spoken words, gestures, pictures, or assistive technology, every student deserves a voice and opportunities to connect with others.

As we continue celebrating the Magic of Belonging, our October focus is on including others and making room for one more. Together, we can create welcoming classrooms and communities where every student is seen, heard, included, and empowered to thrive.

Wishing all our families a wonderful October!

Warmly,

Molly, Rachel, Jess, and Jenny

We were excited to kick off our Partners for Every Learner Council in September, bringing together parents, staff, and district leaders to strengthen collaboration, communication, and services for all students!

Our representatives include:

• Cherokee: Becky Greenwood, Danielle Burk, and Kelly Belew
• Everett: Diana Pop, Jason Starr, Meredith Duggan, Hillary Humer, and Dr. Megan Eigenrauch
• Sheridan: Katie Kutay, Kristin Thieme, Lauren Tarapchak, and Angela Brooks
• Deer Path Middle School: Amanda Davis, Julie Monteiro, Julie Pasinto, Michelle Weiner, and Sam Paulsen
• Districtwide DSS Team: Dr. Jenny Sterpin, Dr. Molly Escobar, Rachel Pollera, Jessica Boraca, Amy Fiore, and Kelli Hunt

Meeting Focus

During our first meeting, participants shared thoughtful feedback about what is working well, where we have opportunities to grow, and what a five-star experience should look like for students and families.

We celebrated the strong advocacy, collaboration, student-centered practices, and partnerships already happening across our schools. We also heard valuable suggestions about improving consistency in communication and case management, strengthening transitions between schools, expanding opportunities for peer connections and inclusive activities, and helping families better understand where to turn for support.

One message stood out: A five-star experience means students are thriving, growing, and connected to their school community, while families and staff feel heard, respected, and valued.

We are grateful for the openness, engagement, and ideas shared by our Council members. Their feedback will help shape future conversations, strengthen our practices, and guide our continued improvement.

Thank you to our parent and staff representatives for partnering with us to make District 67 an even stronger community of belonging for every learner! We are looking to our next meeting on October 28, 2026!

This month, we are shining a spotlight on our incredible Multi-Tiered System of Supports (MTSS) Committee for their commitment to strengthening how we support every learner across District 67!

On September 30, our committee kicked off the school year with professional learning focused on Branching Minds, our new districtwide MTSS data platform. During this interactive session, members explored how Branching Minds can help teams identify students needing additional support, develop intervention plans, monitor student progress, and strengthen communication and collaboration.

This work represents an important step toward creating more consistent, proactive, and data-informed practices across our schools. Our committee members also reflected on our current MTSS processes, celebrated strengths, identified opportunities for improvement, and began considering how to use the platform to support students and teachers more effectively.

A special thank-you to our MTSS Committee members for their leadership, thoughtful participation, willingness to learn, and dedication to continuous improvement!

Recognizing Our MTSS Team

Andrew Fenton, Amy Fiore, Amy Lamberti, Antonella Parisi, Christine Parry, Cecilia Ryon, Christina Tanzi, Denise Galatsianos, Erin Billock, Emily Ross, Jessica Boraca, JoAnn Dynkin, Jessica Louie, Jennifer Nasshan, Jodi Padden, Jennifer Parkhurst, Kelly Geuder, Kristin Hahn, Kelly Herringer, Kelli Hunt, Kristen Kennedy, Katie Lamberti, Kimberley Rutan, Krisha Yob, Leticia Ellsworth, Laura Jackson, Laura McDowell, Michael Barry, Megan Eatherton, Megan Eigenrauch, Molly Escobar, Michelle Shinn, Niccole Hannemann, Nancy Kenyeri, Renée Fitzsimmons, Renée Madsen, Rachel Pollera, Susan Milsk, Samuel Paulsen and Jenny Sterpin.

Thank you for helping us build a stronger, more connected system of support where every student has the opportunity to learn, grow, and thrive!

As part of our Department of Special Education and Student Services' Goal 1: Continuum Clarity, we are committed to helping families better understand special education services, processes, and their important role in educational decision-making.

This month, we are highlighting the Illinois State Board of Education's (ISBE) Notice of Procedural Safeguards for Parents/Guardians of Students with Disabilities (July 2026).

Why Is This Important?

Procedural safeguards are more than a required document. They are designed to protect the rights of students with disabilities and ensure families are informed, involved, and empowered to participate meaningfully in decisions about their child's education.

A Few Important Rights to Know

• Your Voice Matters: Parents are essential members of the IEP team and have the right to participate in decisions about their child's evaluation, educational program, services, and placement.

• Informed Consent: Parents have important rights regarding consent for evaluations, reevaluations, and the initial provision of special education services.

• Access to Information: Parents have the right to review their child's educational records and receive written explanations of certain decisions the school proposes or refuses.

• Resolving Differences: Families have options for addressing disagreements, including mediation, state complaints, and due process hearings.

  
  

These protections help ensure that families and schools work collaboratively to support each student's individual needs.

We encourage all families to take a few minutes to review the updated Notice of Procedural Safeguards. If you have questions about your rights or the special education process, please reach out to your child's IEP team or our Department of Special Education and Student Services. We are here to help!

"Meaningful parent participation is not simply about having a seat at the table. It is about ensuring every family's voice is heard, valued, and reflected in decisions that help their child thrive.”

This fall, District 67 reviewed NWEA MAP achievement and growth data for students receiving special education services in Grades 2–8. MAP results are considered alongside classroom performance, progress monitoring, and IEP goal data to help teams understand student strengths and determine where additional support may be needed.

Celebrations

• In reading, 47.6% of students met the MAP benchmark.

• Reading benchmark attainment increased in five of the six grade-level cohorts with prior-year data.

• Approximately 70% of students demonstrated average or high growth in reading.

• In mathematics, approximately two-thirds of students demonstrated average or high growth.

• Mathematics benchmark attainment increased in Grades 3 and 8 and remained stable in Grade 4.

Opportunities for Continued Growth

• Mathematics remains an important area of focus, with 42.2% of students meeting the fall MAP benchmark.

• Math results in Grades 5–7 indicate a need to examine student skill needs, current interventions, and instructional supports more closely.

• In reading, Grades 3 and 6 will receive continued attention because of lower benchmark attainment.

Special education staff will work alongside general education teachers, related service providers, and instructional coaches to examine skill-level data, monitor students’ responses to instruction, and adjust specially designed instruction as needed. Winter MAP results will help us evaluate the impact of these adjustments and determine next steps.

Our NWEA MAP and Illinois Assessment of Readiness (IAR) data have identified mathematics as an important area of focus this school year. While students continue to demonstrate growth, 42% of students with IEPs met the Spring 2026 IAR mathematics proficiency benchmark. Our goal is to build on current strengths and accelerate progress toward the district target of 50% or higher.

To support this work, we have formed a districtwide Math Job-Alike Committee that will meet six times during the school year. The committee will:

• Review NWEA MAP, IAR, progress-monitoring, and student-work data

• Examine the effectiveness of current math resources and interventions

• Share specialized instructional strategies across schools

• Strengthen consistent practices for monitoring student progress and adjusting instruction

• Develop a district framework to guide specialized math instruction and intervention

The committee brings together teachers, coaches, specialists, psychologists, and administrators from across District 67:

• Amy Fiore, District DSS Instructional Coach

• Jenny Parkhurst, District Math Coach

• Erin Janick, Advanced Learning Specialist at Sheridan

• Kelly Herringer, School Psychologist at Cherokee

• Susan Brewster, LBS1 at Cherokee

• Meredith Duggan, LBS1 at Everett

• Megan Eigenrauch, Principal at Everett

• Lindy Mills, LBS1 at Deer Path

• Jenny Sterpin, Executive Director

• Molly Escobar, Director of Student Services and Special Education

We are excited about this collaborative work and the opportunity to strengthen mathematics instruction, align effective practices across our schools, and improve outcomes for students.

As part of our Department of Special Education and Student Services' Goal 3: Strengthening Multi-Tiered Systems of Support (MTSS) for Behavior, we are focused on creating positive, proactive learning environments where every student feels safe, supported, and connected. A central part of this work is shifting our focus from reacting to challenging behaviors to preventing them through strong relationships, predictable routines, explicit teaching of expectations, and early intervention. Throughout the summer and since the start of the school year, Kelli Hunt and Dr. Molly Escobar have led several professional learning opportunities to help teachers strengthen their understanding of student behavior and practice crisis prevention and de-escalation strategies. One important message guiding this work is that behavior is a form of communication. When students struggle, we want our staff to consider what the behavior may be communicating, respond with calm and supportive strategies, and teach the skills students need to succeed. This does not mean eliminating accountability; rather, it means helping students learn from mistakes, repair relationships, and develop more appropriate ways to communicate their needs. By emphasizing prevention, connection, skill-building, and meaningful accountability, we are working to create consistent and supportive school environments where all students can learn, grow, and thrive.

🎩We are excited to share our third Magic of Belonging video, featuring our youngest learners in District 67's Preschool Community of Learners at Sheridan Elementary!

In September, we focused on helping every student feel known and seen. This October, we are building on that foundation with a simple but powerful message: Make Room for One More.

For our youngest learners, belonging often begins through play. Whether building with blocks, engaging in pretend play, sharing a toy, or inviting a friend to join an activity, children are developing essential skills in communication, collaboration, problem-solving, and friendship. Through intentional teaching and inclusive experiences, our early childhood educators help children recognize that everyone communicates, participates, and connects in different ways and everyone deserves to belong.

In this month's video, you'll meet members of our Community of Learners team and see how play isn't separate from learning, play is learning!

Our October challenge for families: Encourage your child to make room for one more including one more friend in a game, one more invitation to play, or one more opportunity to include someone new.

Because belonging begins with connection, grows through play, and reminds every child: There is a place for YOU here!

As we move through October, we remain grateful for our partnership. Together, we are strengthening our practices, celebrating student growth, and creating meaningful opportunities for every learner to feel seen, heard, valued, and included. Thank you for being an important part of our school community and helping us bring the Magic of Belonging to life each day!

With appreciation,
Jenny, Molly, Rachel, and Jess