Chicago Public Schools’ Special Education Cuts Leave Students Unsupported

A significant restructuring of special education staffing at Chicago Public Schools (CPS) has left many students without the necessary support, raising concerns among parents and educators alike. This school year, CPS cut approximately 250 special education teachers and 673 aides, leading to a crisis in service provision for students who require individualized education plans.

Keisse Lira’s experience highlights the impact of these staffing changes. Her eight-year-old daughter, who has a learning disability, returned home from Chase Elementary in Logan Square with low scores and feelings of confusion. Lira discovered that the school lacked the staff to provide the legal support her daughter was entitled to receive. “Out of 450 minutes of academic support that she needed, she will receive zero,” Lira stated, expressing her dismay at the situation.

CPS officials have stated that the adjustments made this year were intended to “right size” special education staffing. They claim these changes will lead to a more equitable distribution of resources across the city. However, this approach marks a departure from previous practices where staffing allocations were made earlier in the year, allowing schools to hire teachers before classes commenced.

As the school year began on August 18, 2023, many principals were left uncertain about how to fill the newly allocated positions. Reports indicate that about 200 special education teacher positions and 400 classroom aide positions remain unfilled. According to CPS data, the vacancy rate for special education teachers rose from 2.6% to 3.9%, although officials assert that this figure is lower than the 5.3% reported at the same time last year.

Madelyne Boyer, a special education teacher at Cather Elementary, described the challenges of working with inadequate staffing. She noted that, at times, she is the only adult in a classroom with 13 students, all with significant special needs. “You have eloping, you have students who might be physical towards other students, and we don’t have the staff to ensure that the students are safe,” Boyer said.

The situation is compounded by a national trend showing an increase in the number of students qualifying for special education. Preliminary enrollment data indicates that CPS now serves approximately 54,500 students in special education, an increase of about 1,000 from the previous year. Despite an overall decline in enrollment, the number of students needing specialized support has grown, highlighting the pressing need for proper staffing.

CPS Budget Director Mike Sitkowski disclosed that the district is allocating about $1.4 billion for special education this year, a 20% increase since 2021. Despite this, funding from state and federal sources covers only a fraction of these expenses, contributing to the district’s significant budget deficit. Sitkowski emphasized that the staffing changes were not intended as cost-saving measures, but rather as a necessary realignment to meet legal obligations.

The allocation of special education positions after the school year began has faced criticism from parents and advocates. Olga Pribyl of Equip for Equality called the timing “crazy,” stressing that schools should be adequately staffed from the start. Principals have expressed frustration, noting that many of the special education teachers previously laid off have already secured employment elsewhere, particularly in suburban districts.

Kia Banks, president of the Chicago Principals & Administrators Association, described ongoing efforts to communicate with district officials about the staffing situation. While recent meetings have been constructive, many principals remain concerned about their ability to meet the needs of their students. Banks stated, “If you surveyed principals, are they struggling to get their students’ needs met? Absolutely.”

In light of these challenges, the district’s approach to staffing special education positions has raised questions about its effectiveness. As CPS continues to navigate these complexities, many parents and educators are left to wonder how their students will receive the support they need to thrive in the classroom. The situation underscores the urgent need for a comprehensive strategy to address staffing shortages and ensure that all students, regardless of their needs, receive the educational resources and support they are entitled to.