When Completing a GoCPS Application
Parents/guardians must select “yes” to items that indicate your child has an IEP/504 Plan. This indication in no way negatively impacts your application or the selections process. OAE encourages all parents to apply early so we can make the necessary accommodations for testing when applicable.
- If your child attends a Chicago public school, charter school, or contract school, CPS will obtain his IEP or 504 Plan from the Student Information System.
- CPS can access the IEPs/504 Plans of private school students who have had their IEP/504 Plans developed by the Chicago Public Schools.
- If your child attends a non-CPS school, and their IEP or 504 Plan was developed by a public school system outside of Chicago, please submit the most recent version of your child’s IEP or 504 Plan to the Office of Access and Enrollment through email or by uploading directly to the GoCPS application.
- If your non-CPS student has an IEP or 504 Plan that was not developed by a public school system, or if your child has a Service Plan, your child’s documentation will be reviewed by our testing team to determine if it meets CPS guidelines for acceptance. Please submit the most recent version of your child’s documentation to the Office of Access and Enrollment through email or upload directly into the GoCPS application.
Admission Exams K-9
Students with disabilities are required to take entrance tests at schools that require them unless the student is placed by the Office of Students with Disabilities into a low incidence program at the school. The goal is always to measure the student’s knowledge or ability, and not the disability. However, to be considered for any program for academically advanced students, all applicants need to earn a score that demonstrates they can compete and succeed in an accelerated program.
- Applicable test accommodations described in Section 10 (c) of the student’s Individualized Education Program (IEP) or 504 Plan will be made available. For example, if a child has a fine motor impairment and cannot fill in the bubbles on the answer sheet, and their IEP requires that a scribe assist with completing the answer sheet, a person will be provided during the entrance exam to scribe for them.
- Testing eligibility for students applying to grades 5-9 is based on the student’s GPA from a previous year Note: Students with a 504 Plan have the same minimum eligibility requirements. Students applying for grades K-4 do not have eligibility requirements.
Accommodations
- It is important that your child’s IEP or 504 Plan is current (within one year) and lists the accommodations that are required for testing.
- If you are the parent of a young child, please ensure your IEP/504 team completes the section of the IEP that lists District/State Assessment Accommodations (located in Section 10 (c) of the IEP) and in Section 5(2) of the 504 Plan. Applicable accommodations listed in this section (District/State Assessment Accommodations Section 10 (c) – Testing Accommodations or 5. Accommodations and Modifications: Classroom/Testing for Section 504) are the accommodations that will be provided for selective enrollment testing.
- Accommodations are decided during the IEP or 504 Plan meeting by the IEP team (various educators, parents, specialists, and stakeholders). A physician’s medical diagnosis, independent psychological evaluations, and reports from other specialists can be used by the IEP team to support the determination of a disability and whether accommodations are necessary. These reports are not sufficient, in and of themselves, to determine if a student can receive accommodations. The student must have a current IEP or 504 Plan from a public school.
Types of Accommodations
Accommodations do not change the kind of achievement or ability being measured, but they do change how the achievement or ability is measured. The accommodation reduces any issues the student might face in accessing the test content and allows the student to demonstrate their knowledge and abilities with the material.
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Extended Time
Some students may need to have time limits on some tests extended to reduce the effect of slow work rate on their test performance. Those who use magnifiers, those who have attention disorders, and those who need help with word identification or reading are examples.
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Individual/Small Group Administration
Students may be tested in small groups or individually; there is no minimum group size requirement for test administration. Students who need extra breaks and those who might be distracted in a classroom-testing situation might benefit from being tested in this manner.
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Large-Print Edition
Students with visual impairments may benefit from the use of a large-print version of the test.
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Braille Edition
Students who use Braille materials regularly with their classroom instruction may benefit from testing with the Braille version of the tests.
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Communication Assistance
A test administrator who is fluent in the signing or cueing methods used by the student may need to repeat directions or certain portions of a test administration to clarify procedures for the student. Signs conveying answers to test questions should not be used, and no portion of the reading comprehension or vocabulary tests should be cued in any way.
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Repeated Directions
Directions may be read aloud as many times as necessary to inform students of the proper procedures to follow in responding.
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Test Read Aloud
Students with reading disabilities might need to have portions of tests or some complete tests read to them so that their reading skill does not interfere with measuring their achievement. For vocabulary and reading comprehension tests, reading the test aloud would potentially threaten the validity of the assessment and is not a permissible accommodation for these specific sections.
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Answers Recorded/Scribe
An assistant or proctor may record the answers of a student on the answer sheet if the student is unable to do so as a result of the student’s disability.
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Transferred Answers/Scribe
Responses recorded in test booklets or those recorded by technologically assistive devices can be transferred to the student’s answer sheet in preparation for scoring.
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Other
Accommodations noted in Section 10(c)of a student’s IEP or Section 5(2) in a student’s 504 Plan that are not included in the above list may also be used, as appropriate for the exam.
OSD School Assignment Programs
Cluster programs are designed for students requiring a significantly modified curriculum with moderate to intensive supports in a separate classroom from general education peers for the majority of the day (over 61% of the day). Individuals may also need assistance with adaptive skills. Students applying for K-8 OSD School Assignment programs will not go through the GoCPS application process. OSD will directly place students in a program of best fit. Families are encouraged to reach out directly to OSD to start this process.