• Strengthening foundational literacy and math skills.
• Addressing learning gaps while building confidence and independence.
• Differentiating and adapting grade-level instruction.
• Push-in support, where a Student Services teacher collaborates with the classroom teacher through co-teaching, small groups, or learning centers within the classroom.
• Pull-out support, where students receive targeted instruction in a small-group setting outside the classroom.

Support plans are developed collaboratively by the classroom teacher and Student Services team and are based on each student's individual strengths and needs. While many students benefit from the support available at CJDS, some may require more intensive or specialized services. In those cases, we partner with families to recommend appropriate outside providers who can best support their child's continued growth.

At CJDS, we emphasize professional communication between educators to best meet the needs of our Student Services students. Student Services teachers and classroom teachers regularly collaborate and work in close partnership to support student learning and address students' social and emotional needs. The following list depicts some examples of how Student Services staff and classroom teachers collaborate:

• Review of Individualized Student Service Plan (ISSP);

• Scheduled Student Services teacher-classroom teacher meetings;

• Scheduled meetings between case managers and classroom teachers; and

• Informal daily communication regarding current classroom curriculum and student needs.

Student Services professionals engage in systematic assessment and data collection to ensure each student is making adequate and appropriate progress.

Case managers support students who have Individualized Student Service Plans (ISSP) by coordinating with teachers, school service providers, private providers, and parents to ensure services are implemented according to the plan. Case managers gather information, data, and updates from teachers; observe students in class and social settings to monitor progress; respond swiftly to situations that directly relate to the student’s learning profile; and facilitate communication between teachers, parents, and providers on student progress.

Our CJDS school psychologist does not directly work with students but supports teachers in both the general classroom and the Student Services department. The school psychologist collaborates with teachers and parents to support children’s academic, social, and emotional needs. This may include classroom observations, teacher and parent collaboration, and the development of an Individualized Student Service Plan (see below).

In addition, the school psychologist will recommend and/or refer students for evaluations outside of school and/or support services. He also collaborates and communicates with evaluators and private specialists/therapists who are working with CJDS students.

The CJDS school social worker plays a vital role in supporting students by fostering healthy connections within the classroom and among peers. Their primary goal is to help students engage positively in both their learning and social communities. The social worker focuses on achieving social and educational objectives by providing direct services during morning meetings, class time, and group activities. They implement a social-emotional learning curriculum aligned with Responsive Classroom principles, teaching essential skills such as conflict resolution and stress management. In urgent situations, the social worker intervenes as necessary and refers students to external providers for ongoing therapeutic support. They also collaborate with parents and case managers to ensure students receive the proper assistance.

CJDS believes the high school search and transition process should focus on the social, emotional, and educational needs of each student. We help families find supportive educational environments - independent, public, or Jewish high schools. 

For students requiring Student Services, we work with Chicago Public Schools to secure an Individual Education Plan (IEP) or a 504 Plan, ensuring continuity of services during the transition to high school.

Students are referred to Student Services when teachers identify concerns about a student's learning, growth, or social-emotional well-being that classroom differentiation cannot address. Teachers, administrators, case managers, and parents work together to determine next steps, which may include:

• Administering additional assessments
• Consulting with the school psychologist or social worker
• Conducting observations
• Providing small group work
• Consulting with private service providers
• Creating Individual Student Service Plans
• Recommending neuropsychological evaluations

Student Services supplement classroom instruction for students who do not respond effectively to differentiation.

If you’re considering whether your child may need additional support, your first step should be to communicate with your child’s classroom teacher in Lower School or their advisor in Middle School. The teacher will then consult with the relevant professionals to assess whether a referral to Student Services is necessary.