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Mychole Willis

LEA Representative/ 504 Coordinator
Contact Information: 
  • [email protected]
  • Office: 708-597-6300 x.4350
  • 708-793-7262 (Google Voice)
  • Location: Dwight D. Eisenhower High School
  • Office Hours: 8am-3pm
Background/About Me
My name is Mychole Willis. I am the LEA Representative and 504 Coordinator for DDE. If you have a student with an Individualized Education Program (IEP) or a 504 plan, we will likely be in contact at some point during the year and I look forward to meeting you!
My background is that of a school psychologist. I have a B.A. in Psychology from Hampton University in Hampton, Virginia and Specialist in School Psychology (SSP) degree from Illinois State University in Normal, Illinois. I have spent my entire career thus far in education as a school psychologist in the south suburbs of Chicago. 
On this page you will find helpful resources and information about Section 504 Plans, Special Education Individualized Education Programs (IEPs), Parent and Student rights, and general meeting information related to Student Support Services. 
Section 504 of the Rehabilitation Act of 1973 is a federal civil rights law that protects individuals from discrimination on the basis of their disability. Any institution that receives Federal funds from the U.S. Department of Education is prohibited from discriminating against individuals in programs or activities solely on the basis of their disability.
A student qualifies for Section 504 services if she has a physical or mental impairment that “substantially limits one or more major life activities.” These “major life activities” can include walking, seeing, speaking, hearing, breathing, working, performing manual tasks, etc. Examples of impairments that may “substantially limit” a major life activity (even with the help of medication, aids or devices) include: ADHD, asthma, allergies, diabetes, blindness, hearing impairments, epilepsy, heart disease, mental illness.
Common Acronyms relevant to Special Education & Student Support Services
504 refers to Section 504 of the Rehabilitation Act of 1973 (civil rights law guaranteeing certain rights for individuals with disabilities)
ABA Applied Behavior Analysis
ADA Americans with Disabilities Act
AR Annual Review
ASD Autism Spectrum Disorder (one of the disability classifications on an IEP)
AT/AAC Assistive Technology/Augmented Communication
BCBA Board Certified Behavior Analyst
BIP Behavior Intervention Plan
ED Emotional Disability (one of the disability classifications on an IEP)
ELL/ESL English Language Learner/English as a Second Language
ESY Extended School Year
FAPE Free and Appropriate Education
FBA Functional Behavior Assessment
FERPA Federal Education Records Privacy Act
IDEA Individuals with Disabilities Education Act (federal legislation on Special Education)
IEE Independent Education Evaluation (evaluations not conducted by school personnel)
IEP Individualized Education Plan
IFSP Individual Family Service Plan – for students not attending public school.
LEA Local Education Agency
LRE Least Restrictive Environment
MTSS/RTI Multi-Tiered System of Supports or Response to Intervention
OCR Office of Civil Rights
OHI Other Health Impaired (one of the disability classifications on an IEP) ADHD falls under this
OT Occupational Therapy/Therapist (fine motor skills)
PLOP Present Levels of Performance
PT Physical Therapy/Therapist (work on gross motor skills)
SDI Specially Designed Instruction
SLD Specific Learning Disability
SLP Speech Language Pathologist
SOP Summary of Performance
What to expect at Special Education Meetings
In every meeting you will be introduced to the team members present. In every meeting you will have the opportunity to ask questions and discuss any concerns you may have. For every meeting you will receive documentation of what was discussed at the meeting and copies of any updated documents.
Type of Meeting Description
Domain: This meeting is typically led by the school psychologist. The purpose of the Domain meeting is to review current information regarding the student’s educational experience as it relates to completing an evaluation for special education eligibility. This includes academic and cognitive performance, speech and language skills, health information, social emotional functioning, behaviors, and motor skills. Not all areas are relevant or required for assessment. The areas that will be assessed will be discussed. You will receive a document detailing each area that will be included in the evaluation. The meeting concludes with obtaining parental consent for the initiating the evaluation. Evaluations may take up to 60 school days to complete from the time of consent. Within 60 days there will be an eligibility meeting to review the results of the evaluation.
Check-In: Check in meetings are meetings to address any relevant concerns regarding student performance. They may occur as a follow-up to a regularly scheduled meeting and may be initiated by anyone on the IEP team (this includes parents and students).
Intake: New students with IEPs or 504 plans transferring into the building will have an in-take meeting. This meeting is to review the student’s current plan and adapt it to our building and program if necessary.
Annual Review (AR) /IEP: Individualized Education Program (IEPs) are reviewed annually. Reviewing the IEP typically begins with discussing student strengths, present levels of performance, and parent concerns. All areas of the IEP will be reviewed and discussed including transition plan, behavior intervention plans (if applicable), goals, accommodations, classes and programming, related services (if applicable), transportation, placement, and extended school year (if applicable). The student’s IEP will be updated to reflect any changes to the current year and plan for the next school year up to the date of the present meeting.
Eligibility: This meeting is typically led by the school psychologist. The purpose of the eligibility meeting is to review the results of the current evaluation. Assessment information will be shared at the meeting and you will receive copies of all reports. The information provided through the necessary assessments will be used to determine whether the student initially qualifies or continues to qualify for special education services. You will receive documentation of the student’s eligibility and qualification status for special education services. Parental consent will be obtained for initial services. If the student is currently receiving services, parents will be notified that services will continue if the student remains eligible.
Summary of Performance: During a student’s Senior year they will have a summary of performance reviewing the students school performance and transition beyond high school. Information will be shared regarding whether the student is on-track to graduate and whether a transfer of educational rights is necessary upon their 18th birthday.
Manifestation Determination: If a student receives disciplinary action(s) resulting in 10 days of suspension, the IEP team is required to meet to determine whether the student’s behavior/offense is a result of their identified disability. If the offense is determined to be a manifestation of the student’s disability the IEP team will discuss if there are sufficient supports within the IEP to address the behavioral concern and make any needed changes to the IEP.