Dear families, district employees, and community representatives,

Our school district is a member of the Northern Suburban Special Education District Cooperative. NSSED provides a wide variety of services, from professional consultation for our staff to alternative school placements for our students. NSSED is developing a new strategic plan; as part of the process, they are looking for input from many groups. You are an important NSSED stakeholder and your opinions and experiences are valuable. This information will assist both districts in better meeting the needs of your children.

Please participate in the NSSED strategic planning process by completing this survey:

The survey is 32 questions and should take you approximately 10 minutes to complete. The survey is open from Tuesday, August 15 through Monday, September 4, 2017.

The survey data is an important component of the strategic planning process. Representative stakeholders across the districts and region, including parents and community members, will review this information along with other data components when they come together on September 14, 2017. Please let me know if you have any questions about the survey or the NSSED strategic planning process.

Thank you.

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Special Education

The Special Education Department supports each student’s efforts to become a self-advocating, self-directed, strategic learner by providing a supportive environment. Students are assisted in reaching academic, social, and emotional goals through services provided both inside and outside of the classroom. Eligibility for special education is determined by a multi-disciplinary team of professionals including the student, parents, and staff. The identification, placement, and provision of special education programs and services are governed by both state and federal regulations. Each eligible student has a written Individualized Education Program (IEP) that specifies annual goals, short-term objectives, desired post-high school outcomes, and instructional and related services. Any parent, staff member, or student may request a referral to identify potential eligibility for special education. Requests should be directed to the student’s counselor.

Within the Special Education Department, there are three different programs that some students may participate in throughout their high school education: Partnership Achieving Community Expectations (PACE), Educational Life Skills (ELS), and Transition (for students ages 18-22). PACE and ELS are housed at Lake Forest High School’s East Campus, while Transition is located at the West Campus. For more information on any of these programs, please contact Kim Kuhn or Steve Johnson, Special Education Department Chairs.

Special Education Programs


Special Education courses provide specialized special education instruction and support to eligible students. Eligibility is determined by a multi-disciplinary team of professionals including the student, parents and staff. The identification, placement and provision of special education programs and services are governed by both state and federal regulation. Courses are designed to meet individual learner needs and address any exceptional characteristics which interfere with learning. Each eligible student has a written Individual Education Plan (IEP) that specifies goals and short term objectives and their instructional and related services. Any parent, staff member or student may request a referral for identifying potential special education needs. Requests should be directed to the student’s counselor.

Social Academic Learning Program (SALP)

SALP provides a positive structured program for students who have experienced difficulty in educational, social, and emotional areas. The SALP's goal is to provide a structure of expectations that effectively balances both positive and negative consequences, as it guides students toward the completion ofrequirements for their high school diploma and prepares them for appropriate post high school options. The SALP program includes four course options:


The mission of the Applied Learning Program at Lake Forest High School is to provide a safe, positive environment in which students can experi‐ ence a challenging academic program and transition opportunities to meet their individual needs. The students in this program have mild to moderate disabilities. The focus is on appropriate academic classes with support, social support throughout the school day and intensive transi‐ tion planning in order to prepare for and bridge the gap between high school and post‐secondary life. Contact Kimberly Kuhn for more info.


This program is designed to meet the needs of students with moderate to severe cognitive and communication disorders. There are three courses available to these special students. Students may enroll each year they are eligible. ContactKimberly Kuhn for more info.


The Transition Program provides a combination of classroom and community‐based instruction for students with cognitive challenges. Students participate in group and individualized activities designed to meet their transition goals which include practical opportunities to learn social, vocational and personal management skills. Students have opportunities to develop independence while being involved in vocational training, coursework, volunteerism, fitness and recreational experiences. Participants are encouraged to utilize peer, school and community resources toward the ultimate goal of being an active, working, contributing member of their community. Contact Kimberly Kuhn for more info.

Learning Resource Center (LRC)

This program provides students with small group structured support and instruction. The support and instruction takes into account the learning style of each student and addresses the goals listed on each students IEP. Emphasis is placed on assisting students acquire the skills to exhibit increased independence and self-advocacy, organize their materials, monitor attendance and homework completion. The amount of time students are scheduled into an LRC is based on the number of minutes determined at the IEP meeting.