Mandated Notice of IEP Related Service Logs
In compliance with Illinois law, Big Hollow #38 maintains written logs documenting the delivery of related services as required by students’ IEPs. These logs record the type and minutes of services provided and are available to parents upon request. Parents will be informed if related services are not delivered as outlined in the IEP.

Medicaid Reimbursement Notification
The district may seek Medicaid reimbursement for eligible health-related services provided to students with IEPs. This does not affect the child’s Medicaid benefits, and there is no cost to families. Parents have the right to decline participation in the reimbursement program.

Section 504 Plans
In compliance with Section 504 of the Rehabilitation Act of 1973, students with disabilities who do not require special education services but need accommodations to access their education are eligible for a 504 Plan. These plans are developed collaboratively and reviewed annually to ensure equal access to learning.

Multi-Tiered System of Supports (MTSS)
Our MTSS framework provides academic and behavioral supports at increasing levels of intensity based on student needs. Through data-driven practices, staff regularly monitor student progress and intervene early to prevent academic and behavioral difficulties.

Social-Emotional Learning and Mental Health
Big Hollow #38 is dedicated to fostering positive mental health and social-emotional growth. We provide school counseling, social work services, and connections to outside resources for students in need. Our SEL initiatives align with the Illinois Social-Emotional Learning Standards.

English Learner (EL) Services
We support English Learners (ELs) in developing English language proficiency while ensuring full access to the academic curriculum. Services are tailored to students’ language proficiency levels and may include ESL instruction, push-in/pull-out support, and classroom accommodations.

Big Hollow #38 is proud to offer a Dual Language Program, which promotes bilingualism, biliteracy, academic achievement, and cross-cultural understanding. Students enrolled in this program receive instruction in both English and Spanish, preparing them to become proficient in two languages while mastering grade-level content.

Homeless Education (McKinney-Vento Act)
In compliance with the McKinney-Vento Act, we ensure that students experiencing homelessness have equal access to education and related services. This includes enrollment assistance, transportation, and access to free meals and extracurricular activities.

For support, contact our Homeless Liaison: Dr. Erin Pittman, erinpittman@bighollow.us, 847-740-1490

Health Services
Our school nurses promote the health and wellness of all students by managing chronic health conditions, administering medication, and ensuring compliance with state immunization and health requirements.

Positive Behavioral Interventions and Supports (PBIS)
We implement PBIS to promote respectful, responsible, and safe behavior throughout our schools. This proactive framework supports student well-being and reduces the need for disciplinary measures.

Early Childhood
We offer early childhood screenings and services for children ages 3–5 with identified delays. In addition, a tuition-based preschool program is available for students age 3-5 who reside within the District boundaries.

Big Hollow School District 38 is offering in-person screenings as part of Child Find. Child Find is a continuous process to identify, locate, and evaluate children who may be eligible for early intervention or special education services. Families must complete and submit the necessary paperwork before scheduling a screening appointment. Information on how to access paperwork will be provided when requesting a screening.

Big Hollow School District 38 welcomes screening requests for children ages 3 to 5 who meet the following requirements:
- The child must reside within district boundaries.

- The child must be at least three years old at the time of the screening.

- Children who are five years old and not yet eligible for kindergarten (turned five after September 1) may participate in screening

2025-2026 Preschool screening dates;  

Friday, October 17^th

Friday January 16^th 

Friday March 6^th 

To request a preschool screening please contact Amanda Yablun amandayablun@bighollow.us

Big Hollow School District #38
PROCEDURES FOR BEHAVIORAL INTERVENTIONS FOR STUDENTS WITH DISABILITIES

The following procedures are pursuant to Board Policies 7:230, Misconduct by Students with Disabilities, and 7:190, Student Behavior. These procedures have been developed after careful review and consideration of the Illinois State Board of Education’s guidelines, Behavioral Interventions in Schools: Guidelines for the Development of District Policies for Students with Disabilities (October 2024). The contact information to request this information from the Illinois State Board of Education is: Illinois State Board of Education,  100  North  1^st Street,  Springfield,  IL.  62777;  (217)  782-4321; ISBESpecED@isbe.net.

The District emphasizes the use of positive behavioral interventions with students with disabilities to develop and strengthen desirable  behaviors and reduce identified inappropriate behaviors.  Behavioral  interventions  shall  be  used  by  taking  into consideration the student’s physical freedom and social interaction and shall be administered in a manner that respects human dignity and personal  privacy and that ensures a student’s rights to placement in the least restrictive environment.

I.   LEVELS OF INTERVENTION

In accordance with Section 5/14-8.05 of the School Code of Illinois and the ISBE’s Behavioral Interventions in Schools: Guidelines for Development of District Policies for Students with Disabilities (October 2024), behavioral interventions for students with disabilities are  classified under four distinct categories of generally accepted behavior intervention methods:

• Positive Behavioral Supports and Interventions
• Reactive Nonrestrictive Interventions
• Restrictive Interventions
• Prohibited Interventions

The District emphasizes positive, proactive strategies first, with restrictive measures used only when absolutely necessary and never as punishment.

Positive Behavioral Supports and Interventions
(Core strategies all staff are expected to use, with additional options available as appropriate)

● Instructional & Environmental Supports: Direct instruction, task analysis, structured play groups, environmental modifications, visual schedules/supports.
● Relationship & Communication Supports: Relationship building, functional communication training, peer-mediated instruction, restorative conferencing.
● Reinforcement & Motivation: Positive reinforcement, token economy, prompting, self-management, verbal feedback.
● Additional Options (based on student need): Music-mediated intervention, social narratives, time delay, video modeling.

Reactive Nonrestrictive Interventions
Examples: planned ignoring, redirection, differential reinforcement, non-contingent reinforcement, overcorrection, response-cost.

Restrictive Interventions
(Only permitted under ISBE rules and district procedures, and only by trained staff)

● Detention
● Suspension (in-school or out-of-school)
● Expulsion (with services, if applicable)
● Time Out or Isolated Time Out
● Physical Restraint (must follow ISBE regulations and district documentation procedures)

Prohibited Interventions
The District strictly prohibits: aversive mist/aromatics/tastes, corporal punishment, denial of assistive devices, contingent electric skin shock, prone restraint, mechanical restraints, chemical restraints, and expulsion with cessation of services.

II.   CRITERIA FOR DETERMINING WHEN A STUDENT MAY REQUIRE A BEHAVIORAL INTERVENTION PLAN

A. At every IEP conference, the IEP team will consider whether the student exhibits behavior that impedes his/her learning or that of others  If so, the IEP team will also consider the use of positive behavioral interventions and supports and other strategies to address that behavior.  Depending on the nature, frequency, and severity of the behavior, this may be done informally (and documented in the IEP) or through the initiation of an FBA and development of a BIP.

B. Upon the occurrence of an incident that may subject the student either to expulsion or to suspension resulting in more than 10 cumulative school days during one school year, the IEP team shall develop, or review and as appropriate, revise, an FBA and BIP for the student.

III.  PROCEDURES  FOR  MONITORING  THE  USE  OF  RESTRICTIVE BEHAVIORAL INTERVENTIONS
A.  Restrictive Interventions

The Superintendent or designee will monitor the Board’s Policy on the implementation and use of restrictive behavioral interventions.

B.  Highly Restrictive Interventions

See Administrative Procedures 7:190-AP4, Use of Isolated Time Out, Time Out, and Physical Restraint, for procedures for monitoring isolated time out, time out, and physical restraint.

IV.  TRAINING

The  Superintendent  or  designee  will  periodically  assess  the  need  for  training opportunities for school staff, students, and parents/guardians in the areas of SEL and behavioral intervention strategies.  When applicable, the Superintendent or designee will maintain documentation of such training opportunities. Training for staff who may implement time out, isolated time out, and/or physical restraint will be provided according to ISBE rules (23 Ill. Admin. Code 1.285(h)).

V.  DISTRIBUTION

The District will inform its students about these policies and procedures annually, and copies will be provided to parents or guardians of all students receiving special education services in the following manner:
• Within 15 days after the Board has amended its policies and
• At the time an IEP is first implemented for a student, and
•  At the student's annual review, the LEA representative of the IEP team will explain the policies and procedures, provide a copy of the policies to the parents and/or guardians, and provide a copy of the procedures upon request of any parents and/or guardians.
 

Unpacking the 4 Legal Lanes of Behavior 

Parent Rights & Procedural Safeguards

Parents of students with disabilities have important rights under state and federal special education law. These rights are called Procedural Safeguards.

A copy of the Procedural Safeguards is provided to parents at least once a year and also at key points in the special education process, such as an initial referral for evaluation, each annual IEP meeting, and before certain disciplinary actions.

Click here for a copy of Procedural Safeguards

Language Access & Translation Services

The District is committed to ensuring that all parents fully understand their rights and their child’s educational planning documents.

• Vital special education documents (such as the IEP, Notification of Conference, and Eligibility Determination) are available in the ten most commonly spoken languages in Illinois, in addition to English.

• If you need your child’s IEP or other important special education documents translated into another language, please let your case manager or the Student Services Office know. The District will make every reasonable effort to provide translations as quickly as possible.

• Parents may also request translations of other documents that are vital to their child’s educational planning.

Interpreter Services

Parents are entitled to receive interpretation services at IEP meetings and other school meetings about their child’s special education program. Please notify your case manager or the Student Services Office if you need an interpreter.