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.
Caleb,* a 14-year-old middle school student in Flatbush, has a seizure disorder and learning delays — the aftereffects of a brain cyst he had removed when he was an infant. He sometimes writes backwards and reads six or seven years below grade level.
He should be in a special class with 12 children and a teacher certified in special education, according to his Individualized Education Plan (IEP), the legal document that lists the services his school must offer him. Instead, he is in a class of nearly 30 students, a mix of general education and special needs children. His mom says his teachers are doing their best to help, but they can't give him the attention he needs.
Caleb is the victim of a well-intentioned reform designed to end the unneccessary segregation of children with disabilities. Two years ago, the Department of Education declared that nearly all special needs children should be educated in their neighborhood schools, rather than being sent to special programs far from home. Across the city, children who were once assigned to so-called "self-contained" classes are now in classes with two teachers that mix general education and special needs children. Many of these children are thriving, school officials and advocates agree. But, by reducing the availability of self-contained classrooms, the reform has backfired for children who, like Caleb, need a smaller learning environment, advocates say.
Five-year-old J.P. started kindergarten at his neighborhood school in September. Like many kids, he had never been to school before. Two days into the year, his mother received a phone call from the assistant principal complaining that J.P.’s behavior was disrupting the class. His offense? Getting out of his seat and playing with his shoelaces.
While the rest of the class would attend the full day of school, J.P. would now only attend half-days indefinitely, the family was told. After consulting with Advocates for Children, his parents asked for a specific action plan to target J.P.'s behaviors so that he might be able to return to school full-time. At his IEP (Individualized Education Plan) meeting in November, school staff told them, “We’re not behavior specialists.”
The school’s actions were not only unfair; they were illegal. Schools are mandated by the state to perform "Functional Behavior Assessments" (FBAs) and develop "Behavior Intervention Plans" (BIPs) when the actions of a student with a disability or a student referred for an evaluation are impeding learning or leading to disciplinary action. The problem is, most school personnel (and parents) have no idea what these assessments are.
New York City’s Education Funders Research Initiative asked our parent organization, the Center for New York City Affairs at The New School, to identify key priorities for education reform under Mayor-elect Bill de Blasio. On Thursday, the Center for New York City Affairs released the results: a new report called "Building Blocks for Better Schools: How the Next Mayor can Prepare New York's Students for College and Careers," co-authored by Insideschools founder Clara Hemphill. The paper analyzes the successes and failures of Mayor Michael Bloomberg’s education initiatives—and proposes six key areas on which the next administration should focus attention and resources.
A top priority: Make sure young children can read. This is a first, crucial building block for school reform efforts.
Other priorities include:
- Use the Common Core to build a true, skills-based college preparatory curriculum.
- Revise the accountability system to use a wider range of measures, and to be more responsive to schools and families.
- Keep principals' control of hiring, budgets and curriculum—but provide them greater supervision and support.
- Strengthen neighborhood schools and create new structures to connect all schools—neighborhood, magnet and charters alike—within given geographic areas.
- Build early and ongoing support for college and career guidance.
This information just in from our friends at Advocates for Children:
"The NYC DOE's Office of Innovation is interviewing parents regarding their experience with the DOE's busing system for students receiving special education services in NYC. The purpose of these interviews is a collaboration between parents, the Office of Pupil Transportation (OPT) and the Division of Students with Disabilities to improve the special education busing experience for children.
Interviews will take place on Wednesday, November 20th between 4:30 & 6:00 PM at 10 Jay Street in Dumbo, Brooklyn. Interviews will last approximately 30 minutes and parent names will be kept confidential so people can feel comfortable speaking candidly.
No RSVP is needed. Just come to share your experiences."
There have been the usual horror stories this year, of children spending hours on the bus and buses that never arrived. Some buses even dropped off children at the wrong stop. If you have a tale to tell, here is your chance to tell it.
It seems like only yesterday that I was worrying myself sick about how my four-year-old son with special needs would make the leap from preschool to kindergarten. (For the record, he’s five now and doing fabulously!) For any child, the move to “big kid school” is a huge transition for the whole family, but for those of us whose children will be receiving special services, the process is fraught with that much more paperwork, research and worry.
Your local kindergarten orientation meeting is a good place to start learning about how services transition from preschool to kindergarten. During the first three weeks of December, the Department of Education is hosting citywide meetings in all boroughs for families of students with disabilities entering kindergarten in September 2014. Here are a few meeting tips from someone who has been there:
The school year is young and some parents are still puzzled by their child's class placement. This week's Ask Judy answers two questions: one about Integrated Co-teaching, and another about bridge classes.
My niece is in 1st grade. Her school sent a letter home yesterday stating that her class is an Integrated Co-teaching class. According to the UFT website "students with disabilities receive instruction alongside their nondisabled peers with special education support." What does this mean? Does this mean my niece has some type of special need? If a school determined that a child has special needs shouldn't parents be notified? Is this the normal that all classes are integrated? Please clarify.