Student Services
Social Workers
Foundational Schoolwide Social Work services include crisis intervention, universal character education, climate and culture, tiered interventions, liaison of communication, restorative practices, McKinney-Vento liaison, link to community resources, resource for teachers and staff. Social workers also provide individual and group counseling as well as peer mediation when needed.
Parrish Elementary (PreK-1)
Juanita Drue
(618) 457-5781
Thomas School (2-3)
Jamie Hertter
(618) 457-6226
Lewis School (4-5)
Faith Halliday
[email protected]
(618) 457-5781
Carbondale Middle School (6-8)
Jakirria Cokley
Cierra Creason
(618) 457-2174
School-based Counseling Services
In District 95 we aim to meet all students’ social, emotional, behavioral, health, and other personalized needs through an effective, collaborative system of non-academic Multi-Tiered Systems of Supports. In addition to our school-based social workers, we partner with Centerstone Counseling services and Shawnee Health Services Counseling services to meet our students’ needs.
Centerstone Counseling
Shawnee Health Services Counseling
Attendance and Truancy
Truancy
Students who miss more than 1%* but less than 5%** of the prior 180 regular school days without valid cause (accepted excused absences) are truant. Students who miss 5% or more of the prior 180 regular school days without valid cause are chronically truant. Support services and resources aimed at correcting attendance will be offered to chronically truant students to ensure students have what they need to attend school regularly.
- *1% of 180 days is equal to 1.8 days
- **5% of 180 days is equal to 9 days
McKinney-Vento Homeless Assistance Act
Each child or youth identified as homeless has equal access to the same free, appropriate public education, as other children and youth, including a public pre-school education. The McKinney-Vento Act defines homeless children and youth as those who do not have a fixed, regular, and adequate nighttime residence; and includes those:
- sharing the housing with other persons due to loss of housing, economic hardship, or similar reason;
- living in motels, hotels, or camping grounds due to the lack of alternative accommodations;
- living in emergency or transitional shelters;
- abandoned in hospitals;
- waiting for foster care placement
- who have a primary nighttime residence that is a public or private place not usually designed for use as a regular sleeping accommodation for human beings;
- living in cars, parks, public spaces, abandoned buildings, substandard housing, bus/train stations, or similar settings; or
- migratory children who qualify as homeless for the purposes of this subtitle because the children are living in circumstances described above.
The District Homeless Liaison will review and revise rules or procedures that may present barriers to enrollment of homeless children and youth. In reviewing and revising procedures, consideration will be given to transportation, immunization, residency, birth certificates, school records and other documentation, and guardianship. Transportation shall be provided in accordance with the McKinney-Vento Homeless Assistance Act and State law.
Homeless Liaisons
Parrish School
Juanita Drue
(618) 457-5781
Thomas School
Jamie Hertter
(618) 457-6226
Lewis School
(618) 457-2632
[email protected]
Carbondale Middle School
Jakirria Cokley
Cierra Creason
(618) 457-2174
CES95 District
Brooke Kensler
618-457-3591
Parent Engagement
Carbondale Elementary School District 95 aims to strengthen relationships with families by connecting, communicating with and engaging families and the community. The district hosts monthly parent engagement group meetings for families. Each monthly meeting will last about 1 to 1 ½ hours. This year’s various topics will be covered.
Staff Engagement
Carbondale Elementary School District 95 promotes trust, change, collaboration, life-long learning, and commitment among all employees. It creates a positive learning environment, increases employee and student performance, engages staff and students, and improves staff and student morale by acknowledging and showing appreciation for the staff, students and community in various ways. (insert pictures).
District Youth Programs
Parrish School
After Cats After-School Program
457-5781
Thomas School
After Cats After-School Program
457-6226
Lewis School
After Cats After-School Program
457-2632
Carbondale Middle School
After Cats After-School Program
457-2174
Community Based Programs
I CAN READ!
549-0969
Erin’s Law
Erin’s law mandates that public schools teach preventive measures against child sexual abuse. Students in grades preK through 12th grade are taught techniques, that are age-appropriate, to recognize the signs of sexual abuse and to tell an adult they trust.
Title IX
Title IX Coordinator
216 E. Main Street, Carbondale, IL 62901
Brooke Kensler
(618) 457-3591
Investigator
Brooke Kensler
Decision Maker
Michelle Martin
Appeals Decision Maker
Special Education
Carbondale Elementary School District #95 is committed to providing students with disabilities a free appropriate public education (FAPE) in the least restrictive environment. In accordance with the Individuals with Disabilities Education Act (IDEA), Illinois State Board of Education requirements, Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act, the District identifies, evaluates, and provides eligible students with individualized special education, accommodations, and related services. CES #95 works collaboratively with parents and guardians throughout the identification, evaluation, eligibility, placement, and service-delivery process and provides all required procedural safeguards. Students who do not qualify for special education under IDEA may still be eligible for accommodations or services under Section 504. The District may also collaborate with special education cooperatives and other qualified providers to meet students’ individual needs.
Special Education Service Delivery Models
CES #95 provides a continuum of special education services designed to meet each student’s individual needs in the least restrictive environment. A student’s IEP team, including the parent or guardian, determines the appropriate services, supports, and placement based on the student’s strengths and educational needs. Available service delivery models may include:
- Co-Taught Classes: A general education teacher and special education teacher work collaboratively to provide instruction within the general education classroom. Students receive grade-level instruction along with specially designed instruction, accommodations, modifications, and additional support identified in their IEPs.
- Resource Services: Students receive specially designed instruction from a special education teacher individually or in a small group for part of the school day while continuing to participate in general education classes and activities to the greatest extent appropriate.
- Self-Contained Classes: Students receive more intensive, individualized instruction in a smaller special education classroom for a larger portion of the school day. Opportunities to participate with nondisabled peers are provided based on each student’s needs and IEP.
- Specialized Classrooms through Tri-County Special Education: When a student requires highly specialized programming beyond what can be provided within a CES #95 classroom, the IEP team may consider a Tri-County Special Education program. These classrooms provide intensive, individualized academic, behavioral, communication, or functional supports. Placement decisions are made by the IEP team and reviewed regularly to ensure the student continues to receive appropriate services in the least restrictive environment.
Child Find
Child Find Notice
Carbondale Elementary School District #95 has an ongoing responsibility to identify, locate, and evaluate children who may have disabilities and may need special education and related services. This responsibility applies to eligible children residing within the district, including children who are homeless, highly mobile, advancing from grade to grade, homeschooled, or attending a private school.
Parents, guardians, school staff, service providers, and other individuals who have concerns about a child’s development or educational progress may contact the district to request assistance or an evaluation.
Under the Individuals with Disabilities Education Act (IDEA), a student must meet the criteria for one of the disabilities listed below. That disability must have an adverse impact on their ability to access and make progress within the general education curriculum.
Child Find Information
Preschool Students
Children ages 3–5 who reside within CES #95 boundaries may participate in a free developmental screening at Parrish School. The screening helps determine whether a child is meeting expected developmental milestones in areas such as:
- Speech and language
- Early learning and academic readiness
- Social-emotional development
- Fine and gross motor development
- Vision and hearing
If the screening indicates possible developmental concerns, the district may recommend a comprehensive special education evaluation. A developmental screening is not a special education evaluation, and a child is not required to participate in a screening before a parent or guardian may request an evaluation.
CES #95 offers preschool screenings several times throughout the school year and at other times when needed. To schedule a developmental screening, contact Parrish School at 618-457-5781.
School Age Students
CES #95 supports student success through high-quality general education instruction and a Multi-Tiered System of Supports, or MTSS. Students may receive differentiated academic, behavioral, attendance, or social-emotional support based on screening and benchmark data, classroom performance, teacher observations, or concerns shared by parents and guardians.
School teams regularly review student progress and may adjust interventions, goals, frequency, or intensity based on the student’s response. When a student does not make adequate progress or there is reason to suspect a disability, the Student Support Team may recommend additional problem-solving, interventions, or a comprehensive special education evaluation.
A parent, guardian, or district staff member may request an initial special education evaluation at any time. Participation in MTSS or completion of interventions is not required before an evaluation may be requested, and MTSS may not be used to delay or deny an appropriate evaluation. After receiving a request, the district will review the available information and provide the parent or guardian with written notice explaining its decision and the next steps.
Birth - 3 / Early Intervention Transition
CES #95 works collaboratively with families and the Illinois Early Intervention Program to support children transitioning from Early Intervention services to preschool-age services.
When a child enrolled in the CES #95 Birth–3 Program has suspected developmental delays, district staff may help the family connect with the Illinois Early Intervention Program for further screening or evaluation. Families may also contact Early Intervention directly to request an evaluation.
For a child already receiving Early Intervention services, the Early Intervention service coordinator will work with the family to develop a transition plan. With parent consent, a Transition Planning Conference is generally held at least 90 days—and, when appropriate, up to nine months—before the child’s third birthday. Participants may include the child’s parents or guardians, the Early Intervention service coordinator and providers, and CES #95 staff.
During the conference, the team discusses:
- The child’s current strengths and developmental needs
- Preschool program and service options
- The district’s evaluation and eligibility process
- Records or information that may be shared with the district
- Steps and timelines needed to support a smooth transition
Participation in Early Intervention does not automatically establish eligibility for preschool special education. CES #95 must complete its evaluation and determine eligibility under school-based special education requirements. When a child is found eligible, an Individualized Education Program, or IEP, must be developed and implemented by the child’s third birthday.
Child Find Contact:
Brooke Kensler
Assistant Superintendent of Student Services
618-457-5781
Request an Evaluation
Students who are currently enrolled in grades PreK - 8 and attending a school within the district boundaries (including private and homeschooled students) may be referred for an evaluation by their parents or the school team.
To refer a child for a special education evaluation, submit a letter to the school principal identifying the areas of concern. Students who are homeschooled may direct the letter to Brooke Kensler, Assistant Superintendent of Student Services. A written response will be provided within 14 school days.
To determine whether a child requires an evaluation, CES 95 may use screening data and conduct preliminary procedures, such as observations, assessments for instructional purposes, consultation with the teacher or other individual making the request, and a conference with the child. CES 95 will not deny a parent's request for an evaluation solely because their child has not participated in or is currently participating in a process to determine how they responded to research-based interventions.
Evaluation Contact:
Brooke Kensler
Assistant Superintendent of Student Services
618-457-5781
Behavior & Discipline
Behavior Intervention Policy
The district maintains policies and procedures regarding behavioral interventions for students with disabilities in accordance with applicable state and federal requirements.
Discipline of Students with Disabilities:
Students with disabilities are afforded the protection required under the Individuals with Disabilities Act (IDEA), Illinois law, and District policy when disciplinary action is considered.
District Student Discipline Policy and Handbook:
7:230 Misconduct by Students with Disabilities
Parents who have questions regarding behavioral interventions or disciplinary protections for a student receiving special education services should contact the Assistant Superintendent of Student Services.
Brooke Kensler
Assistant Superintendent of Student Services
618-457-5781
Parent Rights & Resources
CES 95 is committed to ensuring parents and guardians understand their rights and are able to participate fully in the special education process.
Illinois State Board of Education Resources
ISBE Notice of Procedural Safeguards for Parents/Guardians
The Procedural Safeguards explain the rights of parents and students under state and federal special education law.
ISBE Notice of Procedural Safeguards
ISBE Parent's Guide to Special Education in Illinois
This guide provides families with an understandable overview of special education eligibility, evaluations, IEPs, placement, services, parent participation, dispute resolution, and other important special education procedures.
ISBE Special Education Information for Parents/Guardians
ISBE maintains a parent resource page with special education guidance, resources, forms, and information for families.
ISBE Parents/Guardians Special Education Resources
Translation & Interpreter Services
Parents and guardians may request interpretation services and translate special education documents at no cost. Families needing an interpreter, translated document, or assistance accessing special education information should contact:
Brooke Kensler
Assistant Superintendent of Student Services
618-457-5781
Tri-County Special Education Cooperative
Carbondale Elementary School District is a member district of Tri-County Special Education Cooperative (TCSE). Tri-County Special Education Cooperative partners with its member school districts to provide and support special education programs, services, related services, professional expertise, and resources for students with disabilities. Families may visit the TCSE website for additional information about special education programs, services, Child Find, parent resources, and cooperative support.
Tri-County Special Education Cooperative
805 N. 16th Street
Murphysboro, IL 62966 618-684-2109
Visit Tri-County Special Education Cooperative
Section 504
Section 504
Section 504 of the Rehabilitation Act of 1973 is a federal civil rights law that prohibits discrimination against individuals with disabilities. Section 504 ensures that eligible students with disabilities have equal access to educational programs, services, and activities.
A student may qualify for protections and accommodations under Section 504 even if the student does not qualify for special education services under IDEA. ISBE's own IEP guidance specifically notes that a student who is not eligible under IDEA may still be eligible for a Section 504 Plan.
Who May Be Eligible for a Section 504 Plan?
Students who have a physical or mental disability that substantially limits a major life activity can be covered by a 504 plan. A 504 plan ensures that students with disabilities have access to the same education as their non-disabled peers by providing accommodations enabling them to succeed in the general education classroom. Often, parents are able to provide medical diagnosis and evaluations from their pediatrician or other medical professionals. The district will consider all evidence presented by the family as well as grades, test scores, and teacher input. The team, including the parents, will determine eligibility. If eligible, the 504 plan will specify the appropriate accommodations and if needed, services to support the student in school. Students may be eligible for a 504 plan due to a wide variety of disabilities. Most commonly in the school setting, eligibility is based on diagnosis of health issues (e.g., allergies/asthma) or issues with learning related to attention deficit disorders. The 504 plan includes accommodations to support student success in the general education setting. The 504 plan does not modify instruction altering the general education curriculum or provide specialized instruction.
Requesting a Section 504 Evaluation
To request a 504 evaluation, parents may contact the School Principal or the Assistant Superintendent of Student Services.
Section 504 Contact:
Brooke Kensler
Assistant Superintendent of Student Services
618-457-5781
Section 504 Parent/Student Rights Notice
PUNS
PUNS – Prioritization of Urgency of Need for Services
What is PUNS?
PUNS stands for Prioritization of Urgency of Need for Services. It is an Illinois statewide database that identifies children and adults with developmental disabilities who have a current or anticipated need for developmental disability services.
PUNS is an important part of planning for a student's future. Services that may be available through the Illinois Department of Human Services, Division of Developmental Disabilities can include:
- In-home supports
- Respite care
- Employment supports and job coaching
- Training and day programs
- Residential supports
- Adaptive equipment
- Other community-based services and supports
ISBE emphasizes that families should consider registering their child for PUNS well before the student transitions from school to adult life, because PUNS serves as an important pathway for accessing developmental disability services.
https://www.dhs.state.il.us/page.aspx?item=47620
IL ABLE – Achieving a Better Life Experience
What is an IL ABLE Account?
An IL ABLE Account is a tax-advantaged savings and investment account designed to help eligible individuals with disabilities and their families save money for disability-related expenses while maintaining greater financial independence.
One of the most important benefits of an ABLE account is that money in the account generally does not count toward the standard $2,000 asset limit for means-tested benefits such as SSI and Medicaid. For SSI specifically, up to $100,000 in an ABLE account can generally be saved before the account begins affecting SSI eligibility.
Who is Eligible?
Beginning January 1, 2026, eligibility expanded significantly. An individual may qualify if the onset of their disability occurred before age 46 and they meet applicable disability criteria, such as receiving or being entitled to SSI/SSDI or having a qualifying disability supported by appropriate medical documentation. The individual does not have to be an Illinois resident to participate in IL ABLE.
What Can IL ABLE Funds Be Used For?
ABLE funds can be used for a broad range of Qualified Disability Expenses that support the individual's health, independence, or quality of life, including:
- Housing and basic living expenses
- Education
- Transportation
- Health care and therapy
- Assistive technology
- Employment support and job coaching
- Personal support services
- Other disability-related needs
When withdrawals are used for qualified disability expenses, account earnings and withdrawals can be tax-free.
Who Can Contribute?
The individual, parents, grandparents, other family members, friends, employers, trusts, and other third parties may contribute to an IL ABLE Account. The 2026 annual contribution limit is $20,000, with certain employed account owners potentially eligible to contribute additional earned income.
Illinois taxpayers who contribute to an IL ABLE Account may also qualify for an Illinois state income-tax deduction of up to $10,000 for individual filers or $20,000 for joint filers. IL ABLE and School Planning This is especially relevant for your district website: beginning with the 2026–27 school year, Illinois public schools must provide IL ABLE information to students with Section 504 Plans, expanding the existing requirement to provide ABLE information to students with IEPs. Illinois is also providing IL ABLE information to families receiving Early Intervention services beginning in 2026.
Learn More or Open an IL ABLE Account
Illinois State Treasurer – ABLE Disability Savings Accounts
Contact Student Supports
Questions regarding Child Find, evaluations, special education eligibility, IEPs, services, or parent rights may be directed to:
District Contact
Brooke Kensler
Assistant Superintendent of Student Services
618-457-5781
Tri-County Special Education Cooperative (TCSE)
805 N. 16th Street
Murphysboro, IL 62966
618-684-2109
Social Emotional Learning Performance Standards