How can I do more for my child?
When parents & guardians believe their child needs special education services, they should first contact their child’s teacher. He or she may refer the child to the building level problem solving team. The team will suggest strategies for the teacher. In the event that the suggested and tried strategies are not enough for the student’s needs, the team may refer the student for a special education evaluation. Typically, a referral for special education evaluation is made after data collected by the problem-solving team has determined, with input from parents/guardians, that research-based strategies and interventions attempted over a period of time have not been successful.
On occasion, the parent or someone other than school district personnel initiates a written request for evaluation. This request may or may not be initiated with input from the building staff. When a written request for special education evaluation is received from someone other than school district personnel, the principal should contact the Special Education Administrator (SEA). The SEA will then provide direction for processing the request, deciding what action should be taken, and initiating the necessary procedures. The district has 14 days to act on a written request for evaluation.
If a student does not qualify for an IEP under one of the 13 disability categories under IDEA, the student may still qualify for services under Section 504 if the student has a physical or mental impairment that substantially limits one or more major life activity, has a record of a physical or mental impairment, or is regarded as having a physical or mental impairment.
If you have questions about special education programs, please contact us.
Important Student Information
Request Student Records
Click the button to complete the request form, or for contact information to reach our Records Secretary. Please allow up to 10 business days for a request to be processed.
Living With Disabilities
Helpful Hints
Off-site links to articles which might benefit families with disabilities.
- Designing a wheelchair accessible bathroom
- How to Make a House Wheelchair Accessible
- Managing Screen Time for Kids With ADHD
- Helping Kids Deal with Trauma
- Creating a Sensory Friendly Home
- Finding Accessible Housing
- What to Look for in Accessible Rentals
- 7 Internet Safety Rules to Protect Kids
- Cerebral Palsy Caregiver Resources
More Websites
The following sites also provide useful information about disabilities.
Outside Agency Support
The Autism Program (TAP)
The Autism Program at the University of Illinois Urbana-Champaign offers support and training for both educators and families of those with Autism. Click here to visit their website.
Protect the Children
These sites provide helpful details about dealing with and/or avoiding the worst of situations. Stay informed.
Other Beneficial Agencies
- Books by: Autism Asperger Publishing Company
- Child Protective Services
- Division of Rehabilitation Services
- Division of Specialized Care for Children
- Easter Seals of Central Illinois
- Macon County Mental Health
- Illinois Department of Children & Family Services
- Macon Resources
- Parkland Community College
- Piatt County Mental Health
- Prairieland Service Coordination
- Richland Community College
- Soyland Access to Independent Living
- Special Olympics of Illinois
- United Cerebral Palsy
Recommended Educational Websites
Math Sites
Where can I find _____ ?
Search the following content for information about response procedures, measurable goals, required training, iPad app requests, account password support, and additional resources for district staff.
Important Educator Guidelines
IEP Quality Project
The IEP-Q Tutorial is an online resource developed at the University of Illinois with federal and ISBE funding designed to assist IEP teams in writing high quality IEPs that are individualized, based on data, connected to standards, and clearly tied to a student’s instructional needs. The site was created to assist education professionals with improving Individualized Education Programs (IEPs) for students. This resource will enable you to create goals based on State Standards, develop more individualized goals for each student, and find answers to questions about writing quality IEPs for your students.
Required Employee Training
MPSED Training
Building administration/SEA will inform classroom staff annually if lift training is required. If so, classroom staff will watch the training presentation and complete the embedded Google form. MPSED physical therapy staff will complete an in-person skill assessment in the classroom with a student after the Google form is submitted.
Questions? Contact MPSED physical therapists: Elizabeth Komnick or Lindy Miller.
Please use the Google doc below to sign up for available training slots throughout the year. Questions? Reach out to Mindy Donahue.
District 61 Training
Is it that time of year again? Click below to get started working through your mandatory training videos and certification tests. Godspeed, friend!
ADDITIONAL WEBSITE LINKS
Educational Organizations
District 61 Specific Links
- Web Mail (Office 365)
- Frontline (formerly Aesop)
- TalentEd Evaluations
- iVisions
- School Dude Maintenance Requests
- Administrative Procedures
- Contracts & Handbooks
Behavior-related Content
Helpful Tips & Tricks
- Infinitec - Infinite potential through technology
- Newsela - AI-powered tools for educators and students
- Rewordify - Simplify English by reducing text complexity
- Smithsonian Magazine - Articles for educators and students
- UW-Madison Writer’s Handbook - Resources for academic writing
Device & Technology Support
Reset Password
Locked out? Use this tool to reset your district account password.
Technology FAQ
Looking for an iPad or Mac app that is not available in Self Service? Follow the instructions below for submitting MPSED app requests via Web Help Desk.
Note: District credentials are required to view this Google doc.
Struggles getting your MacBook to cooperate? Take control and fix it yourself… It’s as easy as doing that update you’ve been ignoring.
Note: District credentials are required to view this Google doc.
