Office of Diverse Learner Supports and Services Mission - Our Purpose…
To provide high quality and specially designed instructional supports and services for all diverse learners within their least restrictive environment
Vision - Why we Exist…
To ensure diverse learners receive meaningful and relevant access to grade level core instruction within their neighborhood school, school of choice, or the school closest to their residence
Our Goal…
To improve the academic achievement of all diverse learners in the Chicago Public Schools
Strategic Priorities:
The Special Education Process…
Please click on the links below to access information on the Special Education Process.
Welcome to ODLSS' Procedural Safeguards and Parental Supports section of the website! Parents are important partners in educating and preparing our students for a successful future. We look forward to our continued partnership as we strive to ensure that all students are life-ready, college-prepared, and/or career-ready after graduation.
Procedural Safeguards and Parental Supports is a place where you can find support and answers. We encourage you to take advantage of every opportunity offered in helping you become an active partner in your child's education. You will find links to the many ways in which we provide support and training, including links to parent training and information organizations, advocacy organizations, disability support groups, recreational opportunities, fact sheets and more. Again, you are an important partner in your child's education. Together we can make success happen.
If you are the parent of a diverse learner and need assistance with connecting with the proper personnel, have questions about the special education process and/or would like general support, including IEP support, please contact our Parent Involvement Administrator at 773-553-2258.
For issues involving state sponsored mediation, state complaints or due process hearings, please call 773-553-1905.
Understanding Your Rights
IEA: Individuals with Disabilities Education Act
“The federal law mandating that all children with disabilities have available to them a free, appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for employment and independent living.”
The Illinois State Board of Education (ISBE) has published a comprehensive manual that discusses your rights under the IDEA. ISBE’s Educational Rights and Responsibilities: Understanding Special Education in Illinois. Click the version you would like to view: Procedural Safeguards
The Notice of Procedural Safeguards for Parents/Guardians of Students with Disabilities is a document you are to be provided at least once a year as well as under other circumstances, including upon your request.
Informal Dispute Resolution Guide
Communication is KEY to your child’s success. If you have questions or concerns about your child’s progress or behavior, please speak to the appropriate school staff. Regular communication can resolve many concerns. If concerns arise regarding the special education evaluation, placement and/or services of your child, it is recommended that parents start with the informal dispute process first, as most, if not all, issues can be resolved at this level. However, parents have the right to select and proceed, at any time, with any of the formal complaint options discussed further below and in the Notice of Procedural Safeguards.
Dispute Resolution/Formal Complaints
If you cannot work out disagreements or concerns with the IEP team or other District personnel, you have the right to elevate your concerns. A brief outline of the three formal processes is below:
For Information about Section 504 of the Rehabilitation Act of 1973, please visit US Department of Education’s Office of Civil Rights (Section 504).
www.isbe.net/grants/html/parent.htm
IEP FAQs
Yo can download a Guide for Writing IEPs here. A US Department of Education IEP/Evaluations/Reevaluations FAQ document can be accessed here.
Must the child's IEP goals address all aspects of the general education curriculum, or solely the areas in which the child's involvement, participation, and progress are adversely affected by his/her disability?
A student's IEP goals should relate to the elements of the general education curriculum (or pre-readiness skills) that will allow the student to participate and progress in the general education program. IEP goals target the student's educational needs set forth in the student's present levels of performance. The goals are based upon the ways in which the student's disability(ies) adversely affect the student's ability to perform in the classroom. The IEP need not include goals that target areas which are not adversely affected by the student's disability(ies).
May my child attend the IEP meeting?
The student may attend and participate in the IEP meeting if the parent(s) determine that he/she should be present. The student may attend selected parts of the IEP meeting, rather than being present for the entire meeting.
What timelines affect the creation and implementation of my child's IEP?
What is the difference between a 504 Plan and an IEP?
What is "special education"?
Is my child with special needs entitled to participate in sports and other extra-curricular activities?
Must the public school help my child with a disability find a job or get into college, following completion of high school?
Can IEP Team members use alternative means to participate in an IEP Team Meeting?
Can my child be suspended from school for behavioral reasons?
What do I do if I disagree with the IEP Team at the meeting?
Can I request that my child repeat a grade?
May I record IEP meetings? Should I record IEP meetings?
What type of education is my child entitled to during the summer months?
Can I excuse a member of the IEP Team from an IEP Meeting?
Can I bring additional people to the IEP meeting?
Who makes the ultimate decision about what goes into my child's IEP?
Can an IEP be changed, without holding an IEP meeting?
Student Support and Engagement
Am I entitled to examine my child's educational records?
How do I arrange a private independent evaluation, and who pays for it?
Family Involvement
Research strongly supports school-parent partnerships as effective in improving school climate and student performance. The influence of parent involvement is profound and provides comprehensive benefits for students, families, and schools when parents and family members become active participants in their children's education and lives.
Published in A New Generation of Evidence: The Family is Critical to Student Achievement the most accurate predictor of a student's achievement in school is the extent to which that student's family is able to:
Promising Partnership Practices - Published annually by NNPS, provides successful partnership practices implemented in schools, districts, and State Education Agencies across the country.
Harvard Family Research Project (HFRP) - A project of the Harvard Graduate School of Education, HFRP has a wealth of research and application for partnership development.
National Coalition for Parent Involvement in Education (NCPIE) - At NCPIE, their mission is to advocate the involvement of parents and families in their children's education, and to foster relationships between home, school, and community to enhance the education of all our nation's young people.
Governor's Commonwealth Institute for Parent Leadership - Is a nationally recognized leader in developing parent leaders in the Commonwealth of Kentucky.
Emerging Issues in School, Family, and Community Connections - The issues highlighted in this synthesis represent critical areas of work in family and community connections with schools where clarification, agreement, and further development are needed, as well as promising new directions that are emerging.
A New Wave of Evidence, The Impact of School, Family, and Community Connections on Student Achievement - This review of the research examines the growing evidence that family and community connections with schools make a difference in student success.
Diversity: School, Family, and Community Connections - This synthesis focuses specifically on three categories: race or ethnicity, culture (including language), and socioeconomic status.
The SEDL National Center for Family and Community Connections with Schools, Strategy Briefs
Webinar Series on Family, School and Community Engagement in cooperation with the U.S. Department of Education, United Way, National PTA, SEDL and Harvard Family Research Project. There are 9 webinars in all and can be viewed on Adobeconnect. Printable materials are also available.
Data on Data: A Resource Guide to Engaging Families with Student Data - Published by HFRP serves as a Resource Guide for Engaging Families with Student Data.
Educating our Children Together, A Sourcebook for Effective Family-School-Community Partnerships.
Principal's Research Review, Supporting the Principal's Data-based Decisions. National Association of Secondary School Principals, Vol. 2, Issue 6, November 2007.
US Department of Education, Parent Involvement - Provides information designed to assist local educational agencies, schools and parents in meeting the requirements of parental involvement provisions required under Title I, Part A.
Illinois State Board of Education, Parent Involvement - The State Board resource for parent involvement requirements.
Illinois 5Essentials - 5Essentials is an evidence-based system designed to drive improvement in schools nationwide. One of essential is family involvement.
Resources
Advocacy / Communication and Collaboration / Community Supports
Disability Specific Resources / Learning At Home / Government Agencies
Parent Training and Information Centers / Recreation
Transportation Government Agencies
Contact Information
Office of Diverse Learner Supports and Services
42 West Madison
Chicago, Illinois 60602
Phone (773) 553-1800
Fax (773) 553-1801
Email: odlss@cps.edu
A good starting place for parents of students with disabilities is:
Un buen lugar para padres de estudiantes de Educacion Especial:
A Parent's Guide - Educational Rights and Responsibilities: Understanding Special Education in Illinois.
Guia de Padres. Derechos y responsabilidades educacionales
This document is available in English and Spanish. Este document esta disponible en Ingles y Español
The appendices also include quick references, a glossary of terms, and sample letters.
El glosario tambien incluye referencias rapidas, glosario de terminus y ejemplos de cartas.
Advocacy
CADRE'S Steps for Success
Edutopia's Home to School Connections Guide
Special Education Services Parent Rights Parent Guide Illinois Student Records Keeper Parent Guide -
Educational Rights and Responsibilities: Understanding Special Education in Illinois Educational Rights and Responsibilities: Understanding Special Education in Illinois is a document, developed by the Illinois State Board of Education for parents and others to learn about the educational rights of children who have disabilities and receive special education services. (Updated 6/09)
Note: The following documents are in .pdf format. In order to view them correctly please visit http://www.adobe.com to download the most current version of Adobe Reader.
Table of Contents
Illinois Student Records Keeper for Parents of Students Who Receive Special Education Services This booklet is for parents to use to keep important information about their child and his/her special education and related services. It is a companion to Educational Rights and Responsibilities: Understanding Special Education in Illinois.
Records play an important role as you plan your child’s education. Dates, people, meetings and reports are important throughout your child’s educational career. The records keeper was developed to assist parents in preparing for Individualized Education Program (IEP) and transition meetings; getting ready for evaluations and reevaluations; and keeping track of paperwork and other materials.
This booklet cross-references the Illinois State Board of Education (ISBE) publication, Educational Rights and Responsibilities: Understanding Special Education in Illinois. At the bottom of each page, locate the page number(s) that references a section or pages in the guide. The guide offers information to increase your knowledge and understanding about the topic or issue.
To provide high quality and specially designed instructional supports and services for all diverse learners within their least restrictive environment
Vision - Why we Exist…
To ensure diverse learners receive meaningful and relevant access to grade level core instruction within their neighborhood school, school of choice, or the school closest to their residence
Our Goal…
To improve the academic achievement of all diverse learners in the Chicago Public Schools
Strategic Priorities:
- Develop a shared community vision and commitment to providing quality instruction and supports to diverse learners
- Shift focus toward quality instructional learning supports and specially designed instruction to increase achievement
- Reintegrate students with disabilities from decentralized cluster programs into neighborhood schools or the schools they would attend if not disabled
- Adopt a regionalized system of network supports and services for diverse learners
- Execute revenue enhancement opportunities in targeted areas
- Strengthen our system of support for parents of diverse learners
- Develop transparency in all operations, procedures and fiscal management
The Special Education Process…
Please click on the links below to access information on the Special Education Process.
- Law
- Referral
- Full Individual Evaluation (FIE)
- Development and Implementation of an Individualized Education Program (IEP)
- Least Restrictive Environment (LRE)
- Roles and Responsibilities
- IDEA Timeline
Welcome to ODLSS' Procedural Safeguards and Parental Supports section of the website! Parents are important partners in educating and preparing our students for a successful future. We look forward to our continued partnership as we strive to ensure that all students are life-ready, college-prepared, and/or career-ready after graduation.
Procedural Safeguards and Parental Supports is a place where you can find support and answers. We encourage you to take advantage of every opportunity offered in helping you become an active partner in your child's education. You will find links to the many ways in which we provide support and training, including links to parent training and information organizations, advocacy organizations, disability support groups, recreational opportunities, fact sheets and more. Again, you are an important partner in your child's education. Together we can make success happen.
If you are the parent of a diverse learner and need assistance with connecting with the proper personnel, have questions about the special education process and/or would like general support, including IEP support, please contact our Parent Involvement Administrator at 773-553-2258.
For issues involving state sponsored mediation, state complaints or due process hearings, please call 773-553-1905.
Understanding Your Rights
IEA: Individuals with Disabilities Education Act
“The federal law mandating that all children with disabilities have available to them a free, appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for employment and independent living.”
The Illinois State Board of Education (ISBE) has published a comprehensive manual that discusses your rights under the IDEA. ISBE’s Educational Rights and Responsibilities: Understanding Special Education in Illinois. Click the version you would like to view: Procedural Safeguards
The Notice of Procedural Safeguards for Parents/Guardians of Students with Disabilities is a document you are to be provided at least once a year as well as under other circumstances, including upon your request.
Informal Dispute Resolution Guide
Communication is KEY to your child’s success. If you have questions or concerns about your child’s progress or behavior, please speak to the appropriate school staff. Regular communication can resolve many concerns. If concerns arise regarding the special education evaluation, placement and/or services of your child, it is recommended that parents start with the informal dispute process first, as most, if not all, issues can be resolved at this level. However, parents have the right to select and proceed, at any time, with any of the formal complaint options discussed further below and in the Notice of Procedural Safeguards.
- STEP 1 Talk to your child’s teacher(s) and/or service provider(s).
- STEP 2 Talk to the school case manager.
- STEP 3 Talk to the school principal or assistant principal.
- STEP 4 Talk to your Diverse Learner Support Leader or Network Executive Director
- STEP 5 Contact staff at ODLSS at Central office
Dispute Resolution/Formal Complaints
If you cannot work out disagreements or concerns with the IEP team or other District personnel, you have the right to elevate your concerns. A brief outline of the three formal processes is below:
- Formal Mediation
A process in which parents and school personnel try to settle disagreements with the help of a trained mediator provided by the Illinois State Board of Education (ISBE). Contact the ISBE mediation coordinator at 217-782-5589. - Formal Due Process Request
A formal hearing process to settle disagreements between parents and schools. A due process hearing is similar to a court of law and generally follows a formal process, with opening statements, cross examinations of witnesses, and closing statements. Parents must request a due process hearing with the Superintendent (CEO) of CPS in writing. A form is also available online. - Formal ISBE Complaint
A written complaint about special education issues concerning a child (or children) filed with the Illinois State Board of Education that is investigated by a state-appointed employee with expertise in special education. Address complaints to: ISBE, Special Education Division, 100 N. First Street, Springfield, IL, 62777-0001 or 217-782-5589. Aform is also available online.
For Information about Section 504 of the Rehabilitation Act of 1973, please visit US Department of Education’s Office of Civil Rights (Section 504).
www.isbe.net/grants/html/parent.htm
IEP FAQs
Yo can download a Guide for Writing IEPs here. A US Department of Education IEP/Evaluations/Reevaluations FAQ document can be accessed here.
Must the child's IEP goals address all aspects of the general education curriculum, or solely the areas in which the child's involvement, participation, and progress are adversely affected by his/her disability?
A student's IEP goals should relate to the elements of the general education curriculum (or pre-readiness skills) that will allow the student to participate and progress in the general education program. IEP goals target the student's educational needs set forth in the student's present levels of performance. The goals are based upon the ways in which the student's disability(ies) adversely affect the student's ability to perform in the classroom. The IEP need not include goals that target areas which are not adversely affected by the student's disability(ies).
May my child attend the IEP meeting?
The student may attend and participate in the IEP meeting if the parent(s) determine that he/she should be present. The student may attend selected parts of the IEP meeting, rather than being present for the entire meeting.
What timelines affect the creation and implementation of my child's IEP?
What is the difference between a 504 Plan and an IEP?
What is "special education"?
Is my child with special needs entitled to participate in sports and other extra-curricular activities?
Must the public school help my child with a disability find a job or get into college, following completion of high school?
Can IEP Team members use alternative means to participate in an IEP Team Meeting?
Can my child be suspended from school for behavioral reasons?
What do I do if I disagree with the IEP Team at the meeting?
Can I request that my child repeat a grade?
May I record IEP meetings? Should I record IEP meetings?
What type of education is my child entitled to during the summer months?
Can I excuse a member of the IEP Team from an IEP Meeting?
Can I bring additional people to the IEP meeting?
Who makes the ultimate decision about what goes into my child's IEP?
Can an IEP be changed, without holding an IEP meeting?
Student Support and Engagement
Am I entitled to examine my child's educational records?
How do I arrange a private independent evaluation, and who pays for it?
Family Involvement
Research strongly supports school-parent partnerships as effective in improving school climate and student performance. The influence of parent involvement is profound and provides comprehensive benefits for students, families, and schools when parents and family members become active participants in their children's education and lives.
Published in A New Generation of Evidence: The Family is Critical to Student Achievement the most accurate predictor of a student's achievement in school is the extent to which that student's family is able to:
- Create a home environment that encourages learning;
- Communicate high, yet reasonable, expectations for their children's achievement and future careers; and
- Become involved in their children's education.
Promising Partnership Practices - Published annually by NNPS, provides successful partnership practices implemented in schools, districts, and State Education Agencies across the country.
Harvard Family Research Project (HFRP) - A project of the Harvard Graduate School of Education, HFRP has a wealth of research and application for partnership development.
National Coalition for Parent Involvement in Education (NCPIE) - At NCPIE, their mission is to advocate the involvement of parents and families in their children's education, and to foster relationships between home, school, and community to enhance the education of all our nation's young people.
Governor's Commonwealth Institute for Parent Leadership - Is a nationally recognized leader in developing parent leaders in the Commonwealth of Kentucky.
Emerging Issues in School, Family, and Community Connections - The issues highlighted in this synthesis represent critical areas of work in family and community connections with schools where clarification, agreement, and further development are needed, as well as promising new directions that are emerging.
A New Wave of Evidence, The Impact of School, Family, and Community Connections on Student Achievement - This review of the research examines the growing evidence that family and community connections with schools make a difference in student success.
Diversity: School, Family, and Community Connections - This synthesis focuses specifically on three categories: race or ethnicity, culture (including language), and socioeconomic status.
The SEDL National Center for Family and Community Connections with Schools, Strategy Briefs
Webinar Series on Family, School and Community Engagement in cooperation with the U.S. Department of Education, United Way, National PTA, SEDL and Harvard Family Research Project. There are 9 webinars in all and can be viewed on Adobeconnect. Printable materials are also available.
Data on Data: A Resource Guide to Engaging Families with Student Data - Published by HFRP serves as a Resource Guide for Engaging Families with Student Data.
Educating our Children Together, A Sourcebook for Effective Family-School-Community Partnerships.
Principal's Research Review, Supporting the Principal's Data-based Decisions. National Association of Secondary School Principals, Vol. 2, Issue 6, November 2007.
US Department of Education, Parent Involvement - Provides information designed to assist local educational agencies, schools and parents in meeting the requirements of parental involvement provisions required under Title I, Part A.
Illinois State Board of Education, Parent Involvement - The State Board resource for parent involvement requirements.
Illinois 5Essentials - 5Essentials is an evidence-based system designed to drive improvement in schools nationwide. One of essential is family involvement.
Resources
Advocacy / Communication and Collaboration / Community Supports
Disability Specific Resources / Learning At Home / Government Agencies
Parent Training and Information Centers / Recreation
Transportation Government Agencies
Contact Information
Office of Diverse Learner Supports and Services
42 West Madison
Chicago, Illinois 60602
Phone (773) 553-1800
Fax (773) 553-1801
Email: odlss@cps.edu
A good starting place for parents of students with disabilities is:
Un buen lugar para padres de estudiantes de Educacion Especial:
A Parent's Guide - Educational Rights and Responsibilities: Understanding Special Education in Illinois.
Guia de Padres. Derechos y responsabilidades educacionales
This document is available in English and Spanish. Este document esta disponible en Ingles y Español
The appendices also include quick references, a glossary of terms, and sample letters.
El glosario tambien incluye referencias rapidas, glosario de terminus y ejemplos de cartas.
Advocacy
- Guidelines for choosing a lay advocate
- Access Living of Metropolitan Chicago
- Center for Disability and Elder Law
- Equip for Equality
- LAF
- Mayor's Office of People with Disabilities
- Office for Civil Rights U.S. Dept of Education
- Special Family Support
- The ARC of IL
CADRE'S Steps for Success
Edutopia's Home to School Connections Guide
Special Education Services Parent Rights Parent Guide Illinois Student Records Keeper Parent Guide -
Educational Rights and Responsibilities: Understanding Special Education in Illinois Educational Rights and Responsibilities: Understanding Special Education in Illinois is a document, developed by the Illinois State Board of Education for parents and others to learn about the educational rights of children who have disabilities and receive special education services. (Updated 6/09)
Note: The following documents are in .pdf format. In order to view them correctly please visit http://www.adobe.com to download the most current version of Adobe Reader.
- English Version. Download the complete report (8.77 MB; 234 pages) or download by subject area from the Table of Contents below:
- Printer-Friendly Version (7.96 MB)
- Spanish Version
Table of Contents
- Cover, Acknowledgements and Forward
- Introduction: How to Use This Guide
- Chapter 1: Child Find
- Overview
- Screening
- Chapter 2: Response to Intervention (RtI)
- What is RtI?
- The Role of Parents in an RtI Process
- Resources
- Chapter 3: Referral & Evaluation
- Definitions
- Evaluation and Reevaluation
- Independent Educational Evaluation (IEE)
- Chapter 4: Eligibility Categories
- Disability Category Definitions
- Chapter 5: Additional Procedures for Specific Learning Disabilities
- Overview
- Special Education Eligibility Considerations
- Chapter 6: Individualized Education Programs (IEPs)
- What is an IEP?
- Who is on the IEP team?
- IEP Timelines to Remember
- What an IEP Includes
- Specifics about IEP Components
- Other IEP Considerations
- Additional Requirements for Students Who Have a Disability on the Autism Spectrum
- Parent Tips
- What You Need to Know About Excusal from IEP Attendance
- Changes to the IEP Without a Meeting
- Chapter 7: Least Restrictive Environment (LRE)
- Where should students be educated?
- What do some placement options look like?
- What does the research say about inclusive education?
- What is the General Education Environment?
- Chapter 8: Secondary Transition
- What is Transition and what does it do for students with disabilities?
- What are transition services?
- What are the basic components of the transition plan?
- What is the transfer of parental rights all about?
- Resources
- Chapter 9: Behavior Intervention Plans (BIPs)
- Functional Behavioral Assessment (FBA)
- Behavioral Intervention Plans (BIP)
- Chapter 10: Student Discipline
- School Safety
- Manifestation Determination Review (MDR)
- Removal from the Current Placement for Certain Conduct
- Protections for Certain Students Who Are Not Special Education Eligible
- Expedited Due Process Hearings
- Chapter 11: Conflict Resolution
- Introduction to Conflict Resolution
- Key Terms
- When a Disagreement Occurs: First Steps
- All About Mediation
- Formal Dispute Resolution
- All About State Complaints
- Formal Disputes: Due Process Hearings
- Why Should I File for Due Process?
- Can a District File for Due Process Too?
- Do I Need to Hire a Lawyer or Advocate?
- How Do Parents Request a Due Process Hearing?
- Stay-Put: How a Hearing Request Affects the Child’s Placement
- A Note about Hearing Officers and Substitutions
- Next Steps: Responses and Insufficiency
- The Resolution Process
- Resolution Agreements
- Setting the Stage: The Pre-Hearing Conference
- The Big Event: The Due Process Hearing
- The Decision & Clarification: The Final Step? Maybe
- Court Review of the Decision
- Conclusion: Conflict Resolution in a Nutshell
- Chapter 12: Private Schools
- Overview of Private School Placement
- Placement by a Parent on a Voluntary Basis
- Placement by a Public School District
- Chapter 13: School Records
- Reviewing and Copying Records
- Challenging Your Child’s Records
- Age of Majority
- Medicaid and Insurance: Parent Consent/Student Records
- Chapter 14: Early Childhood Services
- Early Childhood Special Education Services
- Transition from Early Intervention
- IFSP/IEP
- Chapter 15: Section 504 of the Rehabilitation Act of 1973
- Overview
- How to File a 504 Complaint
- Chapter 16: The Illinois State Advisory Council on the Education of Children with Disabilities(ISAC)
- Appendix A: Sample Letters for Parents
- 1. Writing to Discuss a Problem
- 2. Requesting an Initial Evaluation for Special Education Services
- 3. Requesting an Independent Educational Evaluation (IEE) at Public Expense
- 4. Requesting Your Child’s Records
- 5. Requesting a Meeting to Review the Individualized Education Program (IEP)
- 6. Requesting a Change of Placement
- 7. Requesting Prior Written Notice
- 8. Requesting Mediation
- 9. Informing the School that You Intend to Enroll Your Child in a Private School at Public Expense
- 10. Requesting a Due Process Hearing
- 11. Filing a Complaint with the Illinois State Board of Education
- 12. Writing a Follow-up Letter
- 13. Writing a Positive Feedback Letter
- 14. Revocation of Consent for Special Education
- Appendix B: Quick Reference Charts
- Referral & Evaluation
- Eligibility Categories
- Additional Procedures for Specific Learning Disabilities
- Individualized Education Programs (IEPs)
- Least Restrictive Environment (LRE)
- Secondary Transition
- Behavior
- Discipline
- School Records
- Early Childhood Services
- Appendix C: Glossary of Key Terms
- Appendix D: Sample Forms
- Note: Our publications and forms are in .pdf format. In order for them to work correctly please visit http://www.adobe.com to download the most current version of Adobe Reader.
Illinois Student Records Keeper for Parents of Students Who Receive Special Education Services This booklet is for parents to use to keep important information about their child and his/her special education and related services. It is a companion to Educational Rights and Responsibilities: Understanding Special Education in Illinois.
Records play an important role as you plan your child’s education. Dates, people, meetings and reports are important throughout your child’s educational career. The records keeper was developed to assist parents in preparing for Individualized Education Program (IEP) and transition meetings; getting ready for evaluations and reevaluations; and keeping track of paperwork and other materials.
This booklet cross-references the Illinois State Board of Education (ISBE) publication, Educational Rights and Responsibilities: Understanding Special Education in Illinois. At the bottom of each page, locate the page number(s) that references a section or pages in the guide. The guide offers information to increase your knowledge and understanding about the topic or issue.