District reports progress on special education supports, IEP compliance and post-secondary transition efforts
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Summary
Special services staff reviewed child-count growth, instructional models (Freshman Academy consult, co-teaching, instructional-level classrooms), IEP-audit work, and efforts to expand vocational and post-secondary referrals (DRS/DD) and transition planning.
Special education leaders for Joliet Township High School District 204 presented the board with a multi-part update Wednesday on programming, compliance and transition supports, describing gains in student-support pathways and laying out next-year recommendations for instruction and professional development.
Mrs. Jamila Cage, the district’s special-services director, and site coordinators described a rising child count and a continuum of services that includes the Freshman Academy consult model (FAC), co-taught classes, instructional-level classrooms, life-skills and an 18–22 transition center. They reported gains in freshman-on-track and graduation rates for students with individualized education programs (IEPs), and said a systematic IEP audit and professional development campaign improved the quality of present-level statements.
Mrs. Cage said the district’s December 1 child count for 2024–25 was 1,123 (that number includes 18 students at Joliet Catholic Academy who receive consultative supports). “We have an individualized education plan which addresses…areas of deficit where they need support,” she said, summarizing the district’s approach to specialized instruction and related services.
Katie Hunt, special services coordinator at Joliet West, reviewed instructional models and data. She said the Freshman Academy consult model — which provides push-in and pull-out support and a dedicated resource period for ninth graders — has led to measurable dismissals from services in some cases, and the team recommends expanding the model into 10th grade next year with a 55-minute resource block.
Jen Sitar, special services coordinator at Joliet Central, described an IEP-improvement effort: case managers participated in professional development on writing present levels and functional statements, and 82% of case managers have completed training presented by IEP managers. Sitar said the department will extend training to IEP goal writing next year and continue professional development around functional behavior assessments and behavior-intervention plans.
On transition services, staff said they have expanded outreach to community partners and to Joliet Junior College’s disability services; district staff are tracking referrals and confirmed clients for the Division of Rehabilitation Services (DRS) and the Division of Developmental Disabilities (DDD), and the district has a newly active district transition coordinator. Board members and staff discussed the importance of early engagement and the lengthy DDD wait list; staff said they’ve increased freshman-year conversations and training so families and students begin transition planning earlier.
Ending: The department asked the board to expect continued professional development for co-teaching models and standardized progress monitoring and said staff will return with additional data on 504 plans and AVAC program enrollment by home campus upon request.
