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Kankakee School District 111

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Student Support Services

Student Support Services

At the heart of our schools is the belief that every child deserves to feel seen, supported, and celebrated. Guided by federal law (Section 504 of the Rehabilitation Act of 1973 and the Individuals with Disabilities Education Act, IDEA) and strengthened by Illinois’ best practices in inclusive education, our Student Support Services Department is here to walk alongside families, staff, and community partners to make that belief a reality.


Our team works to remove barriers and open doors so that every student can thrive. This means supporting academic learning, encouraging positive behavior and regular attendance, building strong social-emotional skills, and promoting healthy choices. Whenever possible, these supports happen right in the classroom, helping students feel safe, cared for, and included alongside their peers.


We know it takes a village to help children grow. That’s why we are grateful to partner with you, our families and community, in nurturing not only achievement, but also confidence, resilience, and well-being. Together, we are creating a culture of belonging where every student is prepared to shine in school and beyond.
 

  • The Student Support Services Department of Kankakee School District 111 is committed to ensuring that every child feels seen, supported, and celebrated. Guided by federal law and Illinois best practices, we partner with families, staff, and community to remove barriers, foster belonging, and open doors to opportunity. Our mission is to nurture academic achievement, positive behavior, and social-emotional well-being so that all students can build confidence, resilience, and success in school and beyond.

  • We believe every child deserves to learn in an environment where they are valued, supported, and included. At Kankakee School District 111, our philosophy is rooted in the idea that strong partnerships between families, schools, and the community create the foundation for student success. We are committed to providing supports that address the whole child, academics, behavior, and social-emotional well-being, while promoting equity, healthy choices, and regular attendance. By embracing inclusive practices and celebrating each student’s strengths, we strive to ensure that every learner feels a sense of belonging and is prepared to thrive in school and in life.

Programs & Services

Section 504 is a federal civil rights law that makes sure students with disabilities have the same opportunities as their peers in school. It requires schools to provide a free and appropriate public education (FAPE) by removing barriers and giving students the supports they need to succeed.


Students may qualify for a Section 504 plan if they have a physical or mental health condition that substantially limits one or more major life activities such as learning, concentrating, walking, breathing, or caring for themselves. Supports are based on each child’s individual needs and may include classroom accommodations, health plans, or related services.


The process begins with an evaluation to determine eligibility. A team of staff members who know the student review information such as school performance, teacher input, and medical documentation. Parents are involved at every step, and their consent is required before any school-based evaluation. If a student is found eligible, a Section 504 plan is created and reviewed every year, with reevaluations as needed.


Our goal in Kankakee School District 111 is to make sure every student feels included, supported, and able to participate fully in school. Section 504 helps us partner with families and staff to ensure students not only access their education, but also build the confidence and skills they need to thrive.
 

Multi-Tiered System of Supports (MTSS)

At Kankakee School District 111, we believe every child can succeed when they have the right supports in place. That’s why we use a framework called the Multi-Tiered System of Supports (MTSS). MTSS is a way for schools to provide help to students in the areas of academics, behavior, and social-emotional learning so that all students can learn and grow.

How MTSS Works

  • Tier 1: Support for All Students
    Every child receives high-quality instruction and positive supports in the classroom. Teachers use strategies that meet the needs of most learners and create an environment where all students can be successful.
     
  • Tier 2: Extra Support in Small Groups
    Some students may need additional help beyond what’s provided for everyone. Tier 2 offers small group interventions, such as extra reading practice, behavior supports, or social-emotional skill-building.
     
  • Tier 3: Intensive, Individualized Support
    A few students may need more intensive support. Tier 3 provides highly individualized interventions, often delivered one-on-one, to address specific needs and help students make progress.

 

How We Support Students

  • Academic Growth: Extra time, tools, or strategies to help with reading, math, or other subjects.
     
  • Behavioral Skills: Guidance and support to help students make positive choices.
     
  • Social-Emotional Well-Being: Lessons and activities to help students build confidence, resilience, and healthy relationships.
     

Family Partnership

Parents and caregivers are important partners in MTSS. Families are kept informed of their child’s progress, and together we celebrate growth and identify next steps when extra support is needed.

 

 

Our Commitment
MTSS is not a separate program—it’s part of how we care for the whole child. By providing the right support at the right time, we work together to ensure every student feels included, supported, and ready to shine.

 

Multi-Tiered System of Supports Academic, Behavior/Social-Emotional, Attendance

MTSS Tiers 1, 2, 3

 

 
Who is homeless?

McKinney-Vento Homeless Assistance Act of 2001-Title X, Part C of the No Child Left Behind Act-Sec 725)
The term homeless children and youth-
 
A). Means individuals who lack a fixed, regular, and adequate nighttime residence; and
B). Includes-

(i) Children and youths who are sharing the housing of other persons due to loss of housing, economic hardship, or similar reason; are living in motels, hotels, trailer parks, or camping grounds due to the lack of alternative accommodations; are living in emergency or transitional shelters; are abandoned in hospitals; or a awaiting foster care placement;

(ii) Children and youths who have a primary nighttime residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings

(iii) Children and youths who are living in a cars, parks, public spaces, abandoned buildings, substandard housing, bus/train stations, or similar settings, and

(iv) Migratory children who qualify as homeless for the purposes of this subtitle because the children are living in circumstances described in clauses (i) through (iii).

Education of Homeless Children Act (105 ILCS 45)

Homeless Family Placement Act (310 ILCS 85)

 

Resources for Families:

  • Section 504 is a federal civil rights law that makes sure students with disabilities have the same opportunities as their peers in school. It requires schools to provide a free and appropriate public education (FAPE) by removing barriers and giving students the supports they need to succeed.


    Students may qualify for a Section 504 plan if they have a physical or mental health condition that substantially limits one or more major life activities such as learning, concentrating, walking, breathing, or caring for themselves. Supports are based on each child’s individual needs and may include classroom accommodations, health plans, or related services.


    The process begins with an evaluation to determine eligibility. A team of staff members who know the student review information such as school performance, teacher input, and medical documentation. Parents are involved at every step, and their consent is required before any school-based evaluation. If a student is found eligible, a Section 504 plan is created and reviewed every year, with reevaluations as needed.


    Our goal in Kankakee School District 111 is to make sure every student feels included, supported, and able to participate fully in school. Section 504 helps us partner with families and staff to ensure students not only access their education, but also build the confidence and skills they need to thrive.
     

  • Multi-Tiered System of Supports (MTSS)

    At Kankakee School District 111, we believe every child can succeed when they have the right supports in place. That’s why we use a framework called the Multi-Tiered System of Supports (MTSS). MTSS is a way for schools to provide help to students in the areas of academics, behavior, and social-emotional learning so that all students can learn and grow.

    How MTSS Works

    • Tier 1: Support for All Students
      Every child receives high-quality instruction and positive supports in the classroom. Teachers use strategies that meet the needs of most learners and create an environment where all students can be successful.
       
    • Tier 2: Extra Support in Small Groups
      Some students may need additional help beyond what’s provided for everyone. Tier 2 offers small group interventions, such as extra reading practice, behavior supports, or social-emotional skill-building.
       
    • Tier 3: Intensive, Individualized Support
      A few students may need more intensive support. Tier 3 provides highly individualized interventions, often delivered one-on-one, to address specific needs and help students make progress.

     

    How We Support Students

    • Academic Growth: Extra time, tools, or strategies to help with reading, math, or other subjects.
       
    • Behavioral Skills: Guidance and support to help students make positive choices.
       
    • Social-Emotional Well-Being: Lessons and activities to help students build confidence, resilience, and healthy relationships.
       

    Family Partnership

    Parents and caregivers are important partners in MTSS. Families are kept informed of their child’s progress, and together we celebrate growth and identify next steps when extra support is needed.

     

     

    Our Commitment
    MTSS is not a separate program—it’s part of how we care for the whole child. By providing the right support at the right time, we work together to ensure every student feels included, supported, and ready to shine.

     

    Multi-Tiered System of Supports Academic, Behavior/Social-Emotional, Attendance

    MTSS Tiers 1, 2, 3

     

  •  
    Who is homeless?

    McKinney-Vento Homeless Assistance Act of 2001-Title X, Part C of the No Child Left Behind Act-Sec 725)
    The term homeless children and youth-
     
    A). Means individuals who lack a fixed, regular, and adequate nighttime residence; and
    B). Includes-

    (i) Children and youths who are sharing the housing of other persons due to loss of housing, economic hardship, or similar reason; are living in motels, hotels, trailer parks, or camping grounds due to the lack of alternative accommodations; are living in emergency or transitional shelters; are abandoned in hospitals; or a awaiting foster care placement;

    (ii) Children and youths who have a primary nighttime residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings

    (iii) Children and youths who are living in a cars, parks, public spaces, abandoned buildings, substandard housing, bus/train stations, or similar settings, and

    (iv) Migratory children who qualify as homeless for the purposes of this subtitle because the children are living in circumstances described in clauses (i) through (iii).

    Education of Homeless Children Act (105 ILCS 45)

    Homeless Family Placement Act (310 ILCS 85)

     

    Resources for Families: