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At Insideschools, we’re used to hearing from worried parents. This fall, we’ve been flooded with emails from parents concerned that their high-achieving children have been placed in ICT, or integrated co-teaching, a classroom that mixes general education and special needs students with two teachers. One mother writes:
Today I found out [my son] was put into an ICT class. I have a big problem with this. My son already has reached the benchmark reading level needed at the end of 4th grade… Being in an ICT class, I believe, will only slow him down. What can I do?
Our advice: Take a deep breath. Years of research have shown that educating kids of different abilities together gives special needs students a huge boost and helps their gen ed peers develop important social-emotional skills without sacrificing academics.
Of course, just as school quality varies across New York City, some ICT classrooms will be excellent and some may struggle to find their stride. How well two teachers work together, the level of training and support from the principal, and a school’s available resources are some of the factors that can make or break ICT, says Maggie Moroff of Advocates for Children.
School's open! For parents who still have questions—or who don't have a school assignment—here's where you can get help and find answers.
Your school district
Got a question about enrollment? Missing special ed or English language services? Contact your newly appointed family support coordinator. There is one for each of the city's 32 districts. Their job is to work with individual parents who have problems or concerns. It's a new position so we don't know how well it is working yet, but it's worth reaching out.
Family leadership coordinators replace the DFAs (district family advocates). Their job is to support PA/PTAs and SLTs (School Leadership Teams) and to lead district workshops and events. If you're wondering why your school's PTA isn't active, or have a question about how to get involved, talk to your district's leadership coordinator. Many of them are former DFAs and know their schools very well.
For more tips about the start of the school year, see the DOE's "Back to School Basics" here. Make sure to download a copy of the Parents' Bill of Rights. Your school should also be sending one home with your child.
With the massive expansion of universal pre-kindergarten this year, there are bound to be snafus. Some 51 programs closed before the start of the school year. If you were assigned to one of those, and need a new placement, call the pre-k outreach team at 212-637-8036 for help. If you never got a placement, or are new to the city, you can go to one of the Department of Education's new registration centers, contact the outreach team or call the DOE's enrollment helpline at 718-935-2009. You can also contact programs directly. (Sometimes you need several options!) Here's a list of schools that had available seats at the end of August.
Students who are new to New York City public schools, or who are re-entering city schools after a time away, can enroll in school at temporary registration centers set up across the city beginning Sept. 1.
The centers are open Monday–Friday, 8 am–3 pm through Sept. 18, with the exception of Sept. 7, Labor Day, and Sept. 14-15 for Rosh Hashanah. Family Welcome Centers will be closed until Sept. 21.
All high school students as well as elementary and middle school students who do not have a zoned school must go to a registration center to enroll in school.
Elementary and middle schools students who have a zoned school, including special education students who have a current New York City–issued IEP (individualized education plan), should wait until the first day of school, Sept. 9, to register directly at their zoned school. Regardless of whether or not you have a zoned school, new students with IEPs from outside of New York City should go to a registration center.
Zoning, space-sharing, charters—think you have no say? Since 2004, Community Education Councils (CECs) have offered New York City parents a voice in shaping school policies in their districts and addressing community concerns. Today, Schools Chancellor Carmen Fariña urged parents across the city to run for an Education Council seat and take a direct role in the education of their children.
“Education Councils make important contributions to their communities and I want to encourage parents across the city to apply for a seat,” the chancellor said in a Department of Education press release. “We need strong CECs in every district and citywide.”
While few dispute CECs' influence on zoning these days, many of the councils' other roles are advisory and have historically been dependent on how much the mayor and schools chancellor were willing to listen. Laurie Windsor, president of CEC District 20, says things are changing. "It was more difficult with the prior administration," she said. "Parents now are more hopeful than in the past about our place at the table with the DOE."
Like many NYC parents, I was mad at the Common Core math my 1st-grader was bringing home. He is still learning to read Pete the Cat, so damn you, Common Core, why are you giving him word problems?
But after some digging—talking with reading specialists, math specialists, and frankly, doing more math with my son—I realized that word problems help kids think, if they're done right.
“I think all math should be taught in word problems,” Jodi Friedman, assistant principal and math coach at STAR Academy-PS 63, told me when I visited last week. “You have 12 snacks and three kids. How do you share them? Kids can understand that concept even if they're not doing ‘division.’”
At this small school with a large number of low-income families, teachers use drawings, objects, and role play to help kids learn math—even before they can read well.
On Monday the Department of Education released new School Quality Reports for every city school, fulfilling its promise to abandon the labeling of each school with a single letter grade. For parents who appreciated this simple shorthand when seeking out the best school for their children, this new system may appear daunting. But for anyone who ever wondered how those grades were calculated or why some fluctuated wildly when all appeared stable on the ground, the new system will be a breath of fresh air.
The new School Quality Reports are comprised of two separate documents, both intended to make the existing school data more transparent to parents and educators alike. The School Quality Snapshot is a short and straightforward tool intended for parents. Much like InsideStats on Insideschools' profile pages, it seeks to present the most relevant information for parents in a way that is easy to read and understand. On this document, you won't see any statistical analyses or weighted comparisons, only the raw test scores, graduation rates and school survey results that matter to parents most.
I am the proud parent of a bright, creative, and unique daughter with learning disabilities. Like many children with high-incidence disabilities, my daughter outperforms in certain academic areas and underperforms in others. From kindergarten until 3rd grade, she relied on these skills and managed in a general education classroom with some extra services. She had caring, committed teachers, well versed in different learning styles.
By the second week of 3rd grade, however, it became clear that she would have problems. The rapid implementation of Common Core Standards combined with an unsympathetic classroom teacher made her deteriorate—academically, emotionally and socially. The principal told me that an integrated co-teaching (ICT) class—with two teachers, one a special ed expert—did not exist for her grade. I tried to switch to a nearby public school with more services, but because of 2011’s special ed reform, I was told she now had to be served by her zoned school, and they were giving her all that they could.
From the moment they met him, the staff at School of the Future were concerned about Joseph.
The incoming sixth-grader had attention deficit hyperactivity disorder, another behavioral disorder, and a learning disability, which became apparent last year when they interviewed him and reviewed his academic records.
The educators at the public school in Gramercy Park are known for their prowess at integrating students with disabilities into general-education classes, and at first they tried that approach with Joseph. They placed him in a mixed class with typical and disabled students headed by two teachers, gave him modified assignments, sent him to small-group reading sessions, and dispatched a seasoned special educator to work with him.
None of it was enough.
by Carrie Berg, a special education teacher at New Design Middle School in Harlem.
In February, I sat down with a new student I’ll call Diego, a 15-year old boy who had just moved to New York City from a Spanish-speaking country. He in came with his mom to my school, New Design Middle School in West Harlem, clutching a paper from…
A glimmer of hope for 8th graders who were rejected at their high school choices: Insideschools has learned that one-quarter of the kids who appealed their high school placements last year got a seat at one of the schools to which they originally applied.
Of the 3,028 rising 9th-graders who filed appeals last year, 761 were offered a place at one of the high schools listed on their applications, according to data released by the Department of Education in response to our request under the Freedom of Information Act. Another 783 were assigned to an alternative placement, but not a school they requested.
An appeal won't work if you were rejected at one of the specialized high schools, which require an entrance exam. And it probably won't work if you are assigned to a perfectly good, appropriate school that just doesn't happen to be your first choice--if, say, you are assigned to Bard High School Early College and you wanted Beacon.
But let's say you are assigned to a school that doesn't offer chemistry and physics and you want a college prep curriculum. In that case, you may have a shot.