Special Education

CPS and the Illinois State Board of Education (ISBE) are collaboratively transitioning from the Public Inquiry Corrective Action and ongoing ISBE Special Education Accountability and Supports System to a consolidated Enhanced General Supervision Plan (EGSP). The primary goal of the EGSP is for CPS and the ISBE to work together to meaningfully improve outcomes for students with disabilities and their families within Chicago Public Schools. Together, CPS and ISBE have woven the CPS Office of Diverse Learner Supports and Services (ODLSS) Goals and Priorities together with the eight components of ISBE's general supervision system to create this EGSP.The Enhanced General Supervision Plan linked below, as well as shared on the ODLSS website reflects the work CPS and ISBE will be conducting and tracking together, in tandem with CPS families and other internal and external stakeholders (e.g., Chicago Teachers Union, SEIU Local 73, ODLSS Family Advisory Board, special education advocates, and others). The EGSP is neither a complete nor exhaustive list of efforts and activities to be conducted by both CPS and ISBE in the area of special education. Rather, the EGSP is intended to represent key areas of focus and improvements this school year for CPS students with disabilities and families.

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In accordance with 105 ILCS 5/14-8.05(c), Chicago Public Schools has adopted policies to reduce the usage of unnecessary physical restraint and timeout and eliminate the use of isolated time out and restrictive restraints. Chicago Public Schools are committed to ensuring that staff in every building receive the proper training to prevent the occurrences of challenging behavior and de-escalate instances of behavior when they arise. Chicago Public Schools utilizes Safety Care Behavioral Safety Training program, which provides the skills and competencies necessary to effectively prevent, minimize and manage behavioral challenges with dignity, safety and the possibility of change using evidence-based interventions. Information surrounding Safety Care training opportunities for staff have been provided to administrators, in addition to all educators and staff through ODLSS leadership. When behavioral crises are unable to be prevented through the use of proactive strategies or managed through the use of verbal de-escalation strategies, schools will document each instance of physical restraint or timeout and complete appropriate documentation procedures within 24 hours of the incident. This includes Chicago Public Schools' reporting protocols and submitting appropriate documentation to the Illinois State Board of Education. Schools must make every effort to contact parent(s)/guardian(s) to inform them of the incident by the end of the school day, and provide parents with the appropriate documentation made within 24 hours. Written notice of the right to request a meeting with school personnel must be provided to the parent(s)/guardian(s) at the time they are notified of the incident, but no more than 2 days after the incident took place. If a meeting is requested by the parent(s)/guardian(s), the meeting must take place within two school days after the request is made, provided that the two day limitation may be extended only if requested by the parent/guardian. If the parent(s)/guardian(s) does not request a Post-PRTO meeting within ten (10) school days or they fail to attend a requested meeting that must be documented as part of the student's school record. Following any three incidents of physical restraint or timeout within a 30-day span, a team meeting should occur to review incidents and identify preventative strategies to implement prior to crisis or differing methods which could be utilized to respond to challenging behavior. The district will establish an oversight team who will develop goals to reduce the district's use of unnecessary restraint and timeout and provide teams with additional training as needed.

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As a result of the COVID-19 public health emergency, a new Illinois law gives certain students the option of extending their special education eligibility for in-person transition activities and services. To learn more about eligibility and to request placement in the program, view the CPS parent letter and interest form linked below.

If you have questions, please call 773-553-1815 or email [email protected]. For more details, refer to our August 30, 2021 Parent Letter. [ ENGLISH | SPANISH ]

Students placed at non-public schools by CPS pursuant to their Individualized Education Programs, will receive free breakfast and lunch at the facility where they are placed. For more details, refer to the Free Nutrition Letter. [ ENGLISH | SPANISH | ARABIC | CHINESE | POLISH ]

In addition, please note that this applies to days in which students receive in-person instruction. Students placed at schools participating in remote learning can visit one of CPS' meal sites Monday through Friday from 9 a.m. to 1 p.m. To locate your nearest site, visit CPS Meal Sites.

Updated Student Specific Corrective Action Guidelines have been posted for public comment.

On May 5, 2017, Chicago Public Schools (CPS) received an Illinois State Board of Education Complaint regarding the district’s transportation procedures for preschool students with disabilities who require different pick-up or drop-off locations. In light of the State’s determinations, CPS is committed to providing transportation as a related service to all eligible preschool students with disabilities to and from and between locations other than their home. For example, an eligible preschool student may be picked up at home, dropped off at school to receive special education services, and then picked up and taken to a child care or community-based early learning program within the city of Chicago. If you have any questions regarding pre-k transportation services for students with disabilities, please contact the Office of Diverse Learner Supports and Services at [email protected].

2023

Illinois State Board of Education (ISBE) has amended the Illinois School Code so that parents can request service documents identified on their child's Individualized Education Program (IEP). Copies of IEP service records will be available to parents at the child's IEP meeting or may be requested at any time by contacting the school's Principal and Case Manager.

[ English  |  Spanish ]

The Office of Diverse Learner Supports and Services outlines the Student Specific Corrective Action process that will take place at annual IEP meetings during the 2019–20 school year.

View ISBE District Action Plan

CPS values community input and is committed to listening and reflecting on public comments regarding proposed changes to its special education procedural manuals and guidance documents. Community members have 45 calendar days to review and provide feedback on the proposed 2019-20 special education procedural manuals and guidance documents.

Review Policies & Procedures

Read more for detailed information [ English ]