Current Issue

Adolescent Literacy

A raft of past programs have failed to substantially improve the reading skills of middle grade and high school students. CPS is trying once again, as part of a federal project that aims to help teens learn how to analyze complex non-fiction.

special education

January 28, 2011

The district is faced with a backlog of up to 1,500 children under 3 students who were referred for special education evaluations last year but have yet to undergo them, leaving them without special services at a critical stage in their development.

January 18, 2011

Rasheed Jackson is one of hundreds of young children who have fallen through the cracks of special education in Chicago Public Schools: His evaluation for services has been severely delayed, far longer than federal law allows.

In his case, three years longer.

“He talks like a baby,” says Rasheed’s mother, Shavon Kalfus. “If he had the help prior to age 6, it wouldn’t be a problem.”

February 17, 2010

The Illinois State Board of Education is backing off its proposal to cut Chicago’s special education allocation by $53 million this year, but the district still faces the threat of a fundamental change to the way it receives state funding.

February 01, 2010

Members of a task force on special education said Monday they were not ready to move forward with a proposal that would change the way CPS' state special education is funding, but a state board committee is pressing ahead with the plan, including a proposal to slash the budget next year.

The task force spent three hours discussing a report that concludes the state’s special education funding system is inequitable because Chicago receives more than its share of money. 

February 12, 2009

Although details are still emerging around the compromise version of the federal stimulus package, Chicago Public Schools CFO Pedro Martinez was able to estimate the district’s increase in special education funding will be around $50 million—about $16 million less than the original bill.

Martinez says it’s unclear to what degree the district will be required to use the money to expand services in special education programs or use it, instead, to fill budget gaps in existing programs. Regardless, Martinez says the district will spend at least some money expanding a process called Response to Intervention. RTI forces regular education teachers to document interventions that they have used for students with behavior or academic difficulties before referring them to special education.

 

December 15, 2008

Catalyst’s story on the firing of special education teacher Chantelle Allen at Perspectives Calumet Tech charter school drew a sharp response from three of the four teachers who co-signed Allen’s letter charging special education service shortages at the school.  The three teachers  say they were misled, and believed that the letter to state education officials would be used for internal discussions only. All three teachers also note that they were not pressured by Perspectives executives to pen  their response letter.

December 09, 2008

Officials at Perspectives Charter Schools received a letter last month alleging that special education students at one of its campuses are not receiving adequate services, and that another letter was on its way to the Illinois State Board of Education.

The same day, Chantelle Allen, one of the five teachers who signed the letter, says she was fired. The state plans to launch an investigation.

December 09, 2008

On Thursday, Nov. 20, officials at Perspectives Charter Schools received a letter alleging that special education students at one of its campuses are not receiving adequate services, and that another letter was on its way to the Illinois State Board of Education. 

November 17, 2008

After leaving high school in 2007, nearly 40 percent of students with disabilities are unemployed and not enrolled in any type of college or vocational program a year later.

These are the findings of a post-secondary survey conducted by the Illinois State Board Education and analyzed by Access Living. The report released on Nov. 12 surveyed 209 disabled students who exited CPS; some had graduated, while others had dropped out. The students surveyed had a mix of disabilities, though they were slightly more likely to have learning disabilities than the district’s population as a whole.

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