Extended School Year

Extended School Year (ESY) is defined as special education and related services that are provided to a child with a disability beyond the normal school year of the public agency in accordance with the child’s IEP and at no cost to the parents of the child (ISBE, 23 IAC 226.75). Eligibility for ESY services is determined by the student’s IEP team members, which includes parents, and must be provided if the team determines that the services are necessary for a student to receive a free appropriate public education (FAPE). In determining eligibility for ESY, teams will consider a variety of factors including the severity of the student’s needs, evidence of past loss of skills during extended breaks from school, and patterns of recoupment of skills when returning from breaks. The purpose of ESY is to help students maintain current skill levels. For more information on ESY, please see the Communication on Extended School Year Services provided by the Illinois State Board of Education.

The District 50 ESY program will provide eligible students with academic instruction in reading, writing, and math. Instruction will be tailored to maintain skills identified in each student’s IEP using district-approved curriculum. Related services will be provided as determined in the ESY section of each student’s IEP.


Hearing services are provided by an itinerant that services all five school buildings. The hearing instruction is provided for students with a hearing loss. The hearing itinerant services are based on the individual student’s needs. The hearing itinerant coordinates all referrals, monitoring, and use of FM amplification equipment.

Occupational Therapy

Occupational Therapist (OTs): Provide services to Harvard district 50 students to help a child with fine motor development, daily living skills, and functional adaptations relating to the educational environment.

Orientation and Mobility

Orientation and Mobility (O&M) instruction provides blind and visually impaired students on how to travel safely, efficiently, independently, and with purpose within their homes, schools, and community. The level of instruction is determined based on an assessment of the student’s orientation and mobility skills. Instruction is provided by a certified Orientation and Mobility Specialist who has completed a recognized university program and has maintained certification through AER (Association for Education and Rehabilitation of the Blind and Visually Impaired.)

Physical Therapy

Physical Therapist (PTs) and Physical Therapist Assistants (PTAs) provide services for students with disabilities to achieve functional independence in the school environment. These services to students may include developing activities for large muscle control and balance, promote sensorimotor development, promote independence in functional mobility skills, etc.

School PT intervention is limited to that which is required for the student to benefit and access the school educational environment.

School Social Work

School Social Workers provide services to promote healthy social-emotional development. They work in collaboration with teachers, parents, and students to provide interventions/ideas directed at enhancing student performance. The goal of a school social worker is to work with the school and home for the student to achieve maximum benefit from the educational environment.

Speech and Language

Speech/language pathologists (SLPs) Work with Harvard District 50 students in the public school setting who have significant communication needs that affect their success with classroom activities, social interaction, literacy, and learning. Speech/Language Pathologist evaluate, diagnose, and treat communication impairments of speech, understanding and using language, swallowing, fluency, and voice.

Transition Services

Harvard District 50’s Transition program provides transitional services that expose our students to activities which promote positive outcomes in social skills, communication, pre-vocational/vocational/employment skills, community living, functional academics, navigation through the community and self-determination. All transition students have a plan that is individualized and unique to his or her choices, special needs, and personal vision. The transition program builds upon the strength and interests of each student in order to prepare them for a successful post-secondary life. Our staff assists students to become effective self-advocates and in exploring work and post-secondary options.

Our goal is to help students have a seamless transition to adult services, community opportunities, and life.


Vision services are provided by an itinerant that services all five school buildings. The vision instruction and services vary based on the severity of the individual’s needs. Instruction and Services are provided for students to independently access the educational environment through adapted tools such as pre-braille instruction, large print, braille, magnifiers, audiotape, telescopes, etc.