Special Education Process

There are two ways to identify a child as possibly needing special education and/or related services:

1. Child Find

Child Find Screening Team
The Child Find Screening Team offers free developmental screenings for early childhood students ages 0 - 5.11, who are not enrolled in CPS. If the child is enrolled in a CBO (Community Based Organization) / Head Start, or receiving Early Intervention, they would not be a candidate for a Child Find Screening. CBOs and EI have an internal screening and referral process.

Additional Resources

Child Find Screening Team Regional Flyer SY25 (English / Spanish)
This is a schedule of walk-in clinics that do not require an appointment.

For additional information, email the Child Find Team.

2. Request / Referral for an Evaluation

A formal referral for an evaluation can be initiated for any student who resides in the city of Chicago, enrolled or not enrolled in CPS. A referral request for an evaluation may be submitted by CPS school personnel, parent/guardian of the student, an employee of the Illinois State Board of Education (ISBE), an employee from another state agency and/or an employee from a community service agency. Both referral requests submitted in writing or email are acceptable. If emailed, the referral request does not require a signature but the name of the sender should be captured in the email to confirm the identity of the requestor. If in writing, a signature and date is required to confirm the identity of the requestor and date of the request. An explanation of educational concerns and any supporting documentation gathered by anyone currently working with the child / student demonstrating current levels of performance should be submitted with the referral. CPS must provide the parent / guardian written notice of their decision to warrant or deny a referral within 14 school days of receiving the request. Once a referral has been warranted, written parent consent must be obtained in order to move forward with a Full Individual Evaluation (FIE).

For additional questions regarding referrals, please contact your School’s Case Manager and/or your District Representative. To find, search here.

Additional Resources

• Formal Referral / Consent Form or Template
• Email Authorization Form
• SY25 IDEA Procedural Manual
• SY25 504 Procedural Manual

If an evaluation is warranted, an assessment planning meeting is scheduled within 14 school days of receiving the request for an evaluation.

A comprehensive evaluation assesses cognitive, academic, social/emotional, and behavioral functioning. This may involve standardized testing, observations, interviews, and feedback from teachers and parents.

Once the initial evaluation is completed, the IEP team must determine eligibility for special education and related services and convene an IEP meeting within 60-school-days after the date the parent/guardian provides written consent to conduct the evaluation.Parents/Guardians must receive copies of the draft evaluations at least 3 school days prior to the eligibility meeting.

Additional Resources

• What to Expect at the CPS CATS Evaluation (English / Spanish)
• Parent Resources (School-Aged Students) - One Pager
• Parent Resources (EC Students) - One Pager

Prior to the 60th school day after written consent was provided, the IEP team meets with the parent/guardian to review the evaluation results and determine if the student meets the criteria for special education services under the Individuals with Disabilities Education Act (IDEA). If the student is deemed eligible for special education services, an Individualized Education Program (IEP) is developed, outlining the student's specific needs and what supports and services will be provided. After an evaluation is completed, the evaluation team schedules an Eligibility meeting to review the findings. The team will determine if the student meets the criteria for special education services under the Individuals with Disabilities Education Act (IDEA). If the student is deemed eligible for special education services, an Individualized Education Program (IEP) is developed, outlining the student's specific needs and what supports and services will be provided.

If the student is not found eligible for special education, the team may consider eligibility under a Section 504 Plan and/or tiered supports through Multi-Tiered System of Supports (MTSS).

Additional Resources

• SY25 IDEA Procedural Manual
• SY25 504 Procedural Manual

The IEP team meets to develop the student’s IEP. The IEP identifies the student’s unique needs and describes how the school will address those needs. The IEP establishes goals and identifies the supplementary aids, supports, and services to allow the student to meet those goals.

A copy of the draft IEP must be provided to the parents/guardians at least three school days prior to the scheduled IEP meeting. The student’s IEP is reviewed by the IEP team at least once per year.

IEP Team Members can include:

• Parents/Guardians
• Trusted Advisor (i.e. family friend, additional family member, etc.)
• Case Manager
• SPED Teacher
• Gen Ed Teacher
• Speech Pathologist (SLP)
• Psychologist
• Social Worker (SW)
• Occupational Therapist / Physical Therapist (OT / PT)
• Nurse
• Specialty Disciplines as needed: Audiology, Vision, Translator

For more information about what to do if you disagree with the IEP placement decision, visit Know Your Rights.

Written consent from a parent/guardian is required before initial special education and related services can be provided to a student.

Related services refers to developmental, corrective, and other supportive services required to assist a student with a disability to benefit from special education. It may include speech-language pathology and audiology services, interpreting services, psychological services, social work services, physical and occupational therapy, recreation (including therapeutic recreation), early identification and assessment of disabilities in children, counseling services (including rehabilitation counseling), orientation and mobility services, medical services for diagnostic or evaluation purposes, and transportation. Related services also include school health services, school nursing services, social work services in schools, and parent/guardian counseling and training.

Special education and/or related services may begin within 10 school days from the date the IEP is developed, unless a parent/guardian waives that waiting period.

The student's progress toward the annual goals is measured, as stated in the IEP. IEP Report Cards are provided quarterly, in alignment with the district’s schedule for report card distribution, to inform parents/guardians about the student’s progress towards the annual IEP goals.