Services and Programs

Least Restrictive Environment (LRE)

IDEA requires to the maximum extent appropriate, students with disabilities, including students in public or private institutions or other care facilities, are educated with students in the general education classroom. Special classes, separate schools or other removal of students with disabilities from the general education classroom occurs only when the nature or severity of the student’s disability is such that education in the general education classroom with the use of supplementary aids and services cannot be achieved satisfactorily. The placement/LRE decision is based on the student’s unique needs and not on the student’s disabilities.

CPS Services

Once a child qualifies for an IEP, the school works together with the child’s guardian to develop an Individualized Education Program (IEP). The child’s IEP guides the type, scope and assignment of services and supports the child receives from Chicago Public Schools in the Least Restrictive Environment.

Our Home and Hospital Instruction Program (HHIP) provides continuous instruction by a certified teacher to any student whose academic programs are interrupted for 10 or more consecutive or intermittent school days due to a documented medical or psychiatric condition. The program is focused on keeping students in academic and instructional contact with the attendance school, facilitating seamless reintegration back to school. For more information, contact homeandhospital@cps.edu.

The Transition Services Team develops programs that support schools in preparing students with disabilities for life after high school, including planning for post-secondary education, job development activities, independent living skills training, community-based instruction, and travel training. Additionally, the team provides staff development, hosts informational family workshops, provides parent support and assistance, facilitates linkages to adult services, provides consultation to IEP teams regarding development of individual transition plans, and organizes district-wide events for students. For more information, email odlsstransition@cps.edu.

CPS Programs

Cluster programs are designed for students requiring a significantly modified curriculum with moderate to intensive supports in a separate classroom from general education peers for the majority of the day (over 61% of the day). Individuals may also need assistance with adaptive skills. For more information email cpscluster@cps.edu.

The Chicago Public School Deaf and Hard of Hearing program ensures students learn, grow and belong in a language rich environment while supporting students, families and professionals through district-wide support and outreach services.

Itinerant Services
Students receive consultative or direct services through specially designed instruction by a Teacher of the Deaf in general education or special education settings throughout the district.

Site/Cluster Based DHH Programs
In the site-based Deaf and hard of hearing program, teachers of the Deaf integrate visual and auditory learning, developmental speech, speech reading, and intense oral, signed and written language instruction into all academic areas. Students also use assistive technology such as personal FM systems and sound-field units to access environmental and speech sounds around them. The CPS Deaf/hard of hearing program provides a comprehensive communication approach that serves students whose hearing loss significantly impacts their access to instruction and language development.

Classroom instruction is presented through total communication as determined by the student’s IEP. Total communication uses all means of communication, such as formal sign language, sign language provided through licensed interpreters, natural gestures, fingerspelling, speechreading, listening and speech.

DEAF AND HARD OF HEARING PROGRAMS MAP

VI Citywide Itinerant Program
Most CPS students who have visual impairments receive VI services from citywide itinerant licensed teachers of the visually impaired (TVIs) in their current schools. TVIs provide direct service to students as outlined in student IEPs. The focus of instruction involves IEP goals written to strengthen student skills in the nine areas of the Expanded Core Curriculum (ECC) for students with visual impairments. TVIs also provide consultative services to classroom teachers and school staff members to ensure student success in the least restrictive environment by collaborating on strategies for implementation of IEP accommodations.

VI Resource Room Program
CPS students who are blind or have severe visual impairments attend schools that have VI resource room programs. These students are fully included in their general education or cluster classrooms and receive direct services from licensed teachers of the visually impaired (TVIs) in the VI resource room or in their classes in a co-teaching model. The focus of their instruction involves IEP goals written to strengthen student skills in the nine areas of the Expanded Core Curriculum (ECC) for students with visual impairments. Resource room TVIs are permanently assigned to their schools and provide consultative services to classroom teachers and school staff members to ensure student success in the least restrictive environment by collaborating on strategies for implementation of IEP accommodations.

Students who are blind or who have severe visual impairments receive orientation and mobility (O&M) services from certified orientation and mobility specialists (COMSs) as outlined in their IEPs. O&M is a related service provided to ensure that students learn safe independent travel skills to the greatest extent possible according to their ages and levels of functioning. O&M instruction may include correct use of the long white cane, spatial concept skills, use of cardinal directions, route planning, tactile map interpretation, street crossing skills, use of public transportation, and use of low vision devices. Instruction takes place in the school building as well as out in the community.

More information on the Expanded Core Curriculum for students who are blind or visually impaired can be found on the American Foundation for the Blind's Advocacy for the Alice Cogswell and Anne Sullivan Macy Act page.

This is a program for high school students who have met CPS graduation requirements, but the IEP team has determined that the student continues to need transition supports and services. These students will defer their diploma at their current high school and attend a specialty school for an extended school age transition program (ages 18-22).

SOUTHSIDE OCCUPATIONAL SCHOOL - (Grade 12 until age 22)
RAY GRAHAM TRAINING CENTER - (Grade 12 until age 22)

Our specialty high schools and transition learning centers provide specialized education for high school students with mild to moderate cognitive disabilities. Programs capitalize on student interest and strength while preparing them to become members of the community.

VAUGHN HIGH SCHOOL - (Grade nine until age 22)
NORTHSIDE LEARNING CENTER - (Grade nine until age 22)

Nonpublic special education programs provide educational, therapeutic and/or residential services to students with disabilities. Typically, students placed in nonpublic programs have such severe and possibly complicated educational and clinical needs that the IEP Team determines that no less restrictive setting on the continuum of alternative placements is appropriate within the home school district to meet the needs of the student. Nonpublic special education day programs are often referred to as "separate day schools" or "therapeutic day schools."

Teaching Models

At CPS, the first placement option considered for students with disabilities is a Least Restrictive Environment (LRE), which is a regular education classroom that provides supplemental aids and services as needed. By offering and providing multiple varied types of teaching models, students will receive instruction that best meets their needs and provides more opportunity for success.

Co-teaching is a learning environment in which two or more certified educators share the responsibility of lesson planning, delivery of instruction, and progress monitoring for all students assigned to their classroom. As a team, these professionals share the same physical classroom space, collaboratively make instructional decisions, and share the responsibility of student accountability. Co-teachers share a common belief that each partner has a unique expertise and perspective that enriches the learning experience. Together, they provide opportunities for students to learn from two or more people who may have different ways of thinking or teaching. They work together to achieve common, agreed-upon goals.

Chicago Public Schools offers two different teaching program models to best meet the needs of our English Language Learners:

Model 1: Transitional Bilingual Education (TBE) Schools are required to offer Transitional Bilingual Education (TBE) when there are 20 or more English learners (ELs) from the same language background in school (preschool is counted separately). TBE may be offered to fewer than 20 English learners in the form of English as a Second Language (ESL), or instruction in English and in the home language in core academic subjects.
Model 2: Transitional Program of Instruction (TPI) Schools have an option to offer a Transitional Program of Instruction (TPI) instead of TBE when there are 19 or fewer ELs from the same language background at school (preschool is counted separately).

All schools offer English as a second language (ESL), and native language supports to students that need language supports.

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