Chicago Schools Overhaul Special Ed Department

Restructuring of Chicago Public Schools’ Special Education Department Sparks Debate

Chicago Public Schools (CPS) is undergoing a significant restructuring of its department for students with disabilities, which includes the elimination of several departments and the reassignment of 65 central office positions. This change, as outlined in an internal email from Joshua Long, chief of the Office for Students with Disabilities, has raised concerns among special education advocates and stakeholders.

The restructuring involves the removal of the Department of Procedures and Standards and the Department of Instructional Support, both of which were responsible for ensuring compliance with federal and local policies and providing instructional support to schools. In their place, a new department called Academic Access will be created. Among the roles being phased out are the district representative and special education administrator, which will be replaced by special education coordinators who will work directly with schools.

A CPS spokesperson stated that there will be “no net loss of full-time positions” as roles are redefined. Employees impacted by the restructuring had the opportunity to reapply for the new roles, with about 85% of those who applied being hired. The district is still reviewing applicants, but the changes have already sparked debate.

“This shift is not motivated by budgetary concerns or cost-cutting,” the spokesperson said. “Instead, it is a strategic, values-driven decision grounded in research, best practices, and a belief in the limitless potential of every student.”

Growing Concerns Over Timing and Implementation

Last school year, CPS served nearly 54,000 students with disabilities, who made up 16.4% of the district’s student body. Their share of the population has grown by about three percentage points in the past decade, highlighting the increasing need for effective support systems.

However, the timing of the restructuring has raised concerns. The changes come less than three weeks before the start of the school year on August 18, prompting worries about whether the new positions will be fully staffed in time. Frank Lally, an education policy analyst at Access Living, questioned whether the new roles would be in place when schools begin.

“I worry that that will create chaos, let’s say, when it comes to school assignments and making sure that students have their accommodations set for the coming school year,” Lally said.

In addition to the restructuring, CPS is also revising guidelines for developing Individualized Education Programs (IEPs), legal documents that outline academic supports and educational goals for students with disabilities. The district is also planning to add 120 new case managers and 100 more clinicians, such as speech pathologists and occupational therapists, in accordance with the new Chicago Teachers Union contract.

Mixed Reactions from Advocates

While some advocates see potential benefits in the restructuring, others remain skeptical. Mary Fahey Hughes, a former Chicago Board of Education member and longtime advocate for people with disabilities, supports the idea of combining staff roles and placing central office staffers in schools. She believes there is a “deep need” for more support in classrooms that serve students with disabilities.

“These are professionals with deep Special Education knowledge, but parents rarely see them at work unless there is some sort of problem,” she said.

Barbara Cohen, senior policy analyst with the nonprofit Legal Council for Health Justice, noted that two of the roles being phased out never made much sense to her. She pointed out that some staff who worked directly with families were not equipped to support them, and turnover has been an ongoing issue.

“My question, though, is how the restructuring will improve the situation,” Cohen said.

Shift in Philosophy and Federal Context

The restructuring reflects a shift in philosophy for CPS. In the internal email, Long emphasized that the office has operated under the belief that compliance must come first, but now the focus is on strong, inclusive instruction. He wrote:

“We believe that when students receive strong, inclusive instruction, their learning will grow — and compliance will follow.”

However, some special education advocates worry that this shift could signal to schools that instruction, rather than compliance, is the top priority. Matt Cohen, a lawyer at Matt Cohen & Associates, expressed concern that the move could send a message that compliance isn’t a priority.

“I think you’re giving permission to schools to not focus on compliance at all,” he said.

This shift comes amid broader changes at the federal level. The Department of Education’s Office for Civil Rights has faced criticism and staff reductions, with over 3,400 cases dismissed under the Trump administration.

Ongoing Oversight and Future Steps

The Illinois State Board of Education (ISBE) has been involved in meetings with CPS regarding the restructuring and staffing changes. A spokesperson for ISBE stated that the agency will continue to provide oversight and guidance to ensure compliance and safeguard services for students with disabilities.

Christine Palmieri, a long-time special education advocate, hopes that compliance, procedures, and standards are still upheld by the district. She urged CPS to fill all new positions quickly, provide adequate training, and maintain collaboration with the state monitor.

District officials have stated that training will begin before the 2025-26 school year and will continue on an ongoing basis.