About Us

Welcome to Glenwood!

student-pic1Glenwood is a public day school that provides a therapeutic program structured to meet the educational, emotional, social and behavioral needs of our special education students. Our faculty and staff are appropriately certified and meet the requirements for Highly Qualified status.  


Our elementary program curriculum  aligned with the Illinois Learning Standards, and our faculty are committed to individualizing our instructional program in order to meet the needs of each student. The high school curriculum follows Glenbard Township High School District 87 requirements for graduation. Our classroom teachers are comitted to delivering instruction in a manner which provides interactive, problem-solving lessons for academic and therapeutic growth.

Glenwood incorporates Positive Behavior Interventions and Support systems called (PBIS). Positive Behavior Interventions and Supports is a school-wide system for teaching positive behaviors. Each instructional team has developed and implemented key features of PBIS at each developmental level within our school with the goal of increasing the pro-social independence of each student within our school. The educators of Glenwood are committed to providing our  students with the training needed to become successful learners and citizens in the world today.

The Glenwood staff partners with parents, students, community services and home school districts to meet the needs of our special education students.

Our Faculty and Staff are organized into three instructional teams that work closely to meet the needs of our students and their families.  Each instructional team meets regularly with administration to celebrate student successes, progress monitor all students enrolled and engage in a problem solving process when desired student outcomes are not being achieved. 

  • Glenwood Elementary grades K-5
  • Glenwood Middle School grades 6-8 
  • Glenwood High School grades 9-12


Reaching each student’s academic, social and emotional learning potential by providing a supportive, caring, respectful, therapeutic and safe instructional environment through partnering with students, parents, staff and community.


Glenwood is committed to preparing students to become productive, responsible lifelong learners who are independent, contributing, productive members of society.


  • To create a safe, supportive learning environment where student academic progress and achievement is the priority.
  • To provide both academic and social emotional learning opportunities so that students can develop skills that will help them become successful, well-rounded, productive, and contributing members of society.
  • To create a learning environment where students reach their highest potential.
  • To partner with parents, community, and districts in preparing students to become independent citizens.
  • To utilize positive behavior interventions and supports to assist with teaching social and emotional development.
  • To collect and use data to inform educational decisions related to developing appropriate classroom, academic, and social/emotional interventions for improving student achievement.
  • To assist students with mastering skills that will help them be successful when returning to a mainstream environment in their respective home schools.


  • We believe all children can learn.
  • We believe our educational staff has a responsibility to help our students recognize and achieve both academic and social-emotional learning potential while they are at school.
  • We believe parents and families genuinely want to support their students in order to have a successful educational and life long experience.
  • We believe the Cooperative Association for Special Education (C.A.S.E.) administration should always consider the importance of our students’ unique learning needs when making decisions that will impact their learning experiences in school. 
  • We believe that our member districts and communities are invested in our students and want them to be successful, responsible, contributing members of society.
  • We believe schools must be a safe, supportive environment for every student, staff, family, and community member.

We believe all students will be more successful in life if they engage in both academic and social-emotional instructional and learning experiences throughout their academic career.

Program Components

Teaching Independence in a School Environment

Helping our students learn how to become pro-socially independent within a public school environment is our most practical and complex goal for our students.  Each of our students bring a unique set of skills and challenges to school each day and we are committed to helping our students to enhance and leverage their skills while learning to negotiate their personal challenges so that they may participate fully in the instructional program.  Our team is committed to explicitly teaching, modeling, reinforcing and assessing pro-social independence behaviors and communication strategies to and for our students.  Each student's level of independence is assessed multiple times throughout the school day and this data is the basis for goal setting and strategizing with both students and families.  Students who demonstrate high levels of pro-social independence for extended periods of time as well as the ability to successfully resolve social situations within a school setting are candidates for transition back to their home school. 


Life Space Crisis Intervention (LSCI)


Positive Behavior Interventions and Supports (PBIS):  Glenwood uses a positive and proactive approach to teaching behavior.  Positive Behavior Interventions and Supports, known as PBIS, is a research-based multi-level approach that creates school-wide systems to build a positive school culture. Each instructional team has developed and implemented developmentally appropriate PBIS aligned strategies to teach and reinforce pro-social independent behaviors within our students.  As a team we believe that students can learn appropriate social skills through teaching, practicing, rewarding and re-teaching. The goal is to promote a pro-social climate to increase student achievement and learn positive social skills and behaviors.

The following are some school-wide practices used at Glenwood:

Effective school-wide practices are used to:

    1. Define school-wide expectations
    2. Teach direct teaching of academic and behavioral expectations
    3. Remind daily reminders and supervision help students learn school expectations
    4. Celebrate a key to success is to celebrate and acknowledge student growth
    5. Re-Teach at times, students need academics and behavior to be re-taught

PBIS incorporates universal and individual behavioral supports interventions to enhance social and academic achievement holistically.

Glenwood School has identified four student responsibilities:

  • Cooperation
  • Achievement
  • Respect
  • Responsibility

The Glenwood staff collaborates to develop universal supports and incentives to support students. Staff members rely on both school-wide and individual student data to guide their planning.  They work in partnership to develop common supportive teaching practices, which create a rewarding environment that supports students making positive choices.

School-wide reinforcements that promote school expectations include:

    1. Gator Bucks
    2. Token points
    3. School store
    4. School-wide celebrations

Response to Intervention (RtI): Glenwood is committed to providing a Response to Intervention model with our students.  RtI is a method of academic intervention designed to provide early, effective assistance to children who are having difficulty learning. Response to Intervention also was designed to function as one part of a data-based process of identifying learning disabilities. This method can be used at the group and individual level. RtI seeks to prevent academic failure through early intervention, frequent progress measurement, and increasingly intensive research-based instructional interventions for children who continue to have difficulty. 

Mobile Device Policy

Cell phones

Students are prohibited from having a cell phone at Glenwood.  However, if the cell phone is used as a music listening device, earned through Positive Behavioral Intervention and Supports (PBIS) or level system rewards at school, the phone must be turned in to the front office or the homeroom teacher before the start of school. 

If a student is discovered in possession of a prohibited cell phone, the phone will be given to an administrator and returned to the student at the end of the school day.

Glenwood is not responsible for any lost or stolen items.