by Barbara Glassman, Executive Director, INCLUDEnyc
The just-released 2017 New York City High School directory has a whole new look. It features more pleasing graphics, and information that is clearer and easier to understand. While we at INCLUDEnyc support the DOE's efforts to bring more clarity to a notoriously intimidating process, applying to high school is still challenging for students with disabilities (SWD) who have Individualized Education Programs (IEPs).
INCLUDEnyc staff has come to know these challenges firsthand, after 30 years of advising parents and students with disabilities about the high school application process. We tell them that the Individuals with Disabilities Act (IDEA) stipulates that all schools must be able to accommodate students with disabilities and provide them with the services and support they need in order to receive a Free and Appropriate Education (FAPE).
Unfortunately, what happens in reality does not always comply with federal law. While the directory is a good place for parents and students to begin their search for the best-fit high school, families must know that not every school can provide every SWD with the support and services they need. As we continually coach parents, it is of vital importance that they contact the school administration at the school their child is interested in attending to make sure he or she will be properly accommodated.
Hugo was diagnosed with autism at a very young age.
By the end of 8th grade, he was ready to leave a small program for students on the autism spectrum, but he knew he'd still need counseling and other services in high school.
Insideschools helped him narrow his search.
"When you click on the special education tab on the Insideschools website it will tell you the four- and six-year graduation rates, and whether students with special needs are involved in activities," he said. "You can instantly tell if it's good for special education."
With his interest in animation, he liked the look of Academy for Careers in Television and Film. He said it was a "new kind of school that I hardly knew existed."
Hugo was admitted and now he's a freshman at a high school with one of the highest graduation rates for special education students in the city.
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by Rachel Howard, Lori Podvesker, Albert Martinez and Todd Dorman of INCLUDEnyc
All 8th-graders have a rough time applying to high schools in New York City, but for the 15,000 8th-graders with disabilities—out of 270,000 total students with disabilities—the application process is even harder. Information in the high school directory can be misleading, and parents of children with disabilities don't get much help at fairs or open houses. Families hear the same mantra: “This school will provide students with disabilities the supports and services indicated on their IEPs.” Too often, it’s just not true.
Students with disabilities, especially those from high-need neighborhoods, are at the highest risk for placement at the city’s lowest performing high schools—or at schools that are unprepared to support them. Through our work at INCLUDEnyc, we’ve seen kids choose underperforming schools over better ones because they were close by; we’ve seen others apply to schools that they weren’t qualified to attend, or that were geographically inaccessible to them. Too many students with disabilities make uninformed choices about high school—and it shows. The graduation rate for students with disabilities is 36.6 percent (about half of the city average), and the dropout rate is especially high during 9th grade.
Students who meet the criteria for one of 13 federally defined education disabilities are legally entitled to an Individualized Education Program, known as an IEP. An IEP outlines the services, supports, and educational strategies that must be provided so the student can learn and graduate ready for a job or college. The IEP is both a legal contract and a working educational map. But the capacity of any school to fulfill a student’s program—which is different for every student—is all but ignored in the NYC high school application process.
If your child was born in 2011, it's time to be thinking about kindergarten for 2016. You may apply online, on the phone or in person at a Department of Education Family Welcome Center between Dec. 7-Jan. 15.
If you're wondering where to start, Insideschools can help. We're offering a workshop for parents of rising kindergartners.
Join Clara Hemphill and the staff of Insideschools as we help you navigate the kindergarten admissions process.
We'll tackle these questions and more:
- What should I look for in a school?
- What's the difference between progressive vs. traditional?
- How do I know if the school is right for my child?
- What if my local school doesn't offer tours and open houses?
- What about gifted programs, charters and other options?
- My child has special needs. What do I need to know?
We'll offer a short presentation and then open it up for a Q&A session to answer all your questions.
Register here! The workshop will be held at The New School in Manhattan.
Se habla español. Spanish translation will be available.
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.