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To read press coverage on the new New York State standards for proficiency in English and Math, and the results of the annual exams for students in grades three through eight see here and here.

Posted 07/30/10

See Sharon Otterman's New York Times article, "A Struggle to Educate the Severely Disabled" describing the efforts of a family and school to educate a young man with significant disabilities. And see here for Letters to the Editor on the piece. (Posted 06/28/10)

Posted 06/24/10

See Lindsey Christ's piece on NY1, "Special Ed Programs May Face City, State Budget Cuts."

Posted 06/14/10

The number of students receiving special education services in New York City rose considerably this year. See the report on NY1.

Posted 06/01/10

Read about the Celebrate Inclusion event co-sponsored by Parents for Inclusive Education and the Department of Education at Inside Schools and see the report on NY1.

Posted 05/19/10

State records show that NYC's charter schools enroll far fewer of the most severely disabled students than traditional public school. See the Daily News article here for more.

Posted 05/04/10

Jennifer Medina of the New York Times reports on the progression of the special education reforms in New York City. See the article here. 

Posted 04/29/10

Meredith Kolodner of the New York Daily News reports that students with disabilities are falling victim to the fierce battle to find space for charter schools inside city school buildings.  See the article here. 

Posted 03/23/10

For an intersting editorial on Civil Rights in Education from the New York Times see here.

Posted 03/16/10

Public Advocate Bill DeBlasio held a town hall meeting for parents of NYC public school students. Raphael Rivas from the Brooklyn Center for the Independence of the Disabled spoke up on behalf of students with disabilities. See the coverage from the Park Slope Courier here.

Posted 03/15/10

New York State and New York City released graduation data for the Class of 2009 (2005 cohort). See the State's data here, and the City's here. See also press coverage from Gotham Schools, the New York Times, and the New York Post.

Posted 03/10/10

The Federal House of Representatives approved a bill to restrict the use of forcible restraint and seclusion, in which children are held down, drugged or isolated in a locked room to control their behavior. Read about it here.

Posted 03/05/10

See the New York Times article on resources for parents of students with learning disabilities from Saturday, Febraury 27.

Posted 03/01/10

Parents of students with disabilities are extremely concerned about the effect the City’s school closings and program re-locations will have on their children.  To learn more see Maura Walz's pieces and all the related comments on Gotham Schools here and here, and read a statement from Advocates for Children here.

Posted 02/24/10

To see analyses of the Department of Education's plans to reform special education see Gotham Schools, the New York Daily News, the Staten Island Advance, and the New York Post.

Posted 02/04/10

A new study done by Aaron Pallas, a professor at Columbia University’s Teachers College and Jennifer Jennings, an assistant professor at New York University, shows that small high schools, particularly those that have replaced large high schools formerly housed at the same sites, don’t always enroll the neediest students including those with special education needs. See here and here for more information about the study.

Posted 09/23/09

The beginning of the school year got off to a rocky start for some students with disabilities and their families who depend on specialized bus services to get to school on time.    See NY1 reporter Lindsey Whitton Christ’s piece and Rachel Monahan and Meridith Kolodner’s article in the Daily News.

Posted 09/22/09

The New York State Board of Regents voted on July 27, 2009 to elect Dr. David Milton Steiner as New York State Education Commissioner and President of the University of the State of New York.  Read the press release from the Regents here.

Posted 07/28/09

On July 3, Chancellor Klein created a new cabinet level position at the Department of Education.   He appointed Laura Rodriquez as Chief Achievement Officer for Special Education and English Language Learners.   That same day, Garth Harries provided the Chancellor with a memorandum listing recommendations regarding New York City’s special education system. The Chancellor has made those recommendations public and is requesting comment by mid-August.  To view Harries’ recommendations and learn more about Ms. Rodriquez, go to DOE’s press release here. To view the ARISE Coalition response to Mr. Harries' recommendations see here.

Posted 07/13/09

On June 8 the Department of Education made known that Garth Harries, the Senior Coordinator for Special Education, will also be leaving at the end of the month to become an Assistant Superintendent of Public Schools in New Haven Connecticut. See the DOE's press release here.

Linda Wernikoff, the Executive Director for Teaching & Learning Special Education Initiatives at the New York City Department of Education, has announced that she is stepping down at the end of the school year. For more information see the Gotham Schools article, “City’s top special ed official will leave at school year’s end.” In addition, Dr. Marcia Lyles, the Deputy Chancellor for Teaching and Learning, under whose auspices the Office of Special Education Initiatives operates. Dr. Lyles will be leaving to serve as Superintendent of the Delaware Christina School District. See "City’s top educator has been offered Delaware superintendency", and the DOE's press release for more detail.

A report released by the Public Advocates office on April 30, 2009 analyzing NYC’s high school graduation and discharge trends from 2000-2007 found that the NYC high school discharge system may be artificially increasing the city’s gradation rate by excluding at-risk students, including those with disabilities, who leave school without diplomas.    The report contains several disturbing findings regarding the discharge of students receiving special education services highlighting the fact that the special education discharge rate for students in self-contained and District 75 classes has increased over the years. The report can be downloaded here.

The New York City Department of Education has announced another full-scale review of the special education system. Stay tuned for more information on this topic as the DOE plans develop and the advocacy community weighs in.

See Philissa Cramer's series of entries on this issue.

See The New York Teacher for a description of Garth Harries’ appearance before the Citywide Council on Special Education.

Read testimony regarding this issue submitted to the City Council by ARISE Coalition members.

Over the past few months the ARISE Coalition and Parents for Inclusive Education (PIE) have sponsored a series of speak outs for parents and caregivers of students with special needs in each of the New York City boroughs. Parents, caregivers, grandparents, concerned educators, and community activists came in large numbers to the forums. Despite a few positive stories about concerned and dedicated teachers and principals they had met along the way, they also told stories about their children being left out of school-wide activities and programs, and a lack of progress in general. They painted pictures of being treated as 2nd class citizens, experiencing a lack of sensitivity at the school and district levels regarding their children, low expectations for their children, and segregation of youth with special needs from their general education peers. The speakers were convinced that their children were being left behind while the general education population made strides. Thanks to all of you who came and spoke as well as all who came to support others from the communities who we support. We'll be in touch soon about steps in response to the speak-outs. Click here , here and here to read more about these efforts The New York State Commission on Property Tax Relief has issued a report to the Governor that includes some recommendations we find troublesome as they pertain to special education. Governor Patterson has not acted yet on the report. No new legislation has been introduced. Please check back on the website for further developments with regard to the report and any advocacy efforts around the recommendations. Click here to read the report New York City Comptroller William C. Thompson, Jr. calls on the Schools Chancellor to immediately review its transportation policies to end the "confusion and mismanagement." Click here to read the press release Rachel Monahan of the Daily News reports on a DOE attempt to use a copy of an old evaluation to satisfy a parent's request for a new one. Click here to read the article Rachel Monahan of the Daily News reports on continuing special education issues at Bed-Stuy's Frederick Douglass Academy IV. Click here to read the article Meredith Kolodner of the Daily News follows up with a new article regarding special education bus routes. Click here to read the article Elizabeth Green of the New York Sun writes about the shortage of placements for New York students with disabilities. Click here to read the article New York City Public Advocate investigates special education placement shortage. Click here to read the article Meredith Kolodner of the Daily News and Amisha Padnani of the Staten Island Advance write about cuts in special education bus routes.

Click here to read the Daily News article

Click here to read the Staten Island Advance article

The Coucil on Great City Schools 2008 Report on improving its District 75 programs.

Click here to read the Council's report

Click here to see the ARISE Coalition's letter to Chancellor Klein regarding the report.

 

Yoav Gonen of the New York Post writes about the DOE's proposal to cut the number of District Family Advocates. Click here to read the article New York City Public Advocate Betsy Gotbaum's Report about the Inadequacy of the 311 system for Parents of Children with Special Needs.

Click here to read the report Results of ELA and Math Testing of Students with Disabilities Released.
Click here to see the results State Comptroller Thomas DiNapoli Issues Report Citing DOE Delays. Click here to read the report Chancellor Klein Announces New Special Education Service Delivery Report For All Schools. Full Article... Delays for Special Education Middle Schoolers. Full Article...

 

 

Katie, Age 6

A place for students, parents, educators, and supporters of New York's students to connect and bring meaningful and positive reform to New York's schools.

 

Join the Cause!

Enter your email address in the box below to become one of our community supporters. We'll send you periodic updates of The ARISE Coalition's efforts to compel special education reform and let you know how to make your voice heard.

 

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New York State Releases New Proficiency Standards for all students and results from this year on Math and English Lanague Arts (ELA) exams for students in grades three through eight.

Determining that results of their proficiency testing in ELA and Math for third through eighth graders have been inflated, the New York State Education Department (NYSED) has recalibrated the way it determines results. Consequently results reported this year are especially alarming. While only 53% of general students were proficient in English in 2010, an even more alarming 15% of students with disabilities were considered proficient in English. In math, 61% of general education students were considered proficient as compared to only 25% of students with disabilities. To read NYSED's presentation on the new proficiency standards see here.

 

ACTION ALERT: Voice your concerns about NYSED's Proposals Relating to Special Education Requirements and Mandate Relief June, 2010

 

The New York State Education Department has submitted proposals to the New York State Regents that threaten to reduce special education supports and services.   On June 7, 2010 the ARISE Coalition wrote to the New York State Regents voicing concerns about the legislative and regulatory changes NYSED is seeking, and urging the Regents to reject the proposals.   The letter, which can be viewed here, highlighted four specific concerns:

• NYSED has put forth nothing to address fears that the changes they urge will adversely affect students with disabilities;
• NYSED has put forth nothing to demonstrate cost savings to the state if these proposals are enacted;
• NYSED has made a number of these proposals previously and parents of students with disabilities have spoken against a number of them; and
• The timing of the proposals seems intended to short-cut meaningful consideration by the Regents and the legislators, and the opportunity for public comment.

We urge all to send letters as well to the VESID Committee of the Regents before they meet again on June 21st.   You can find their contact information here, and you should feel free to take as much from our letter as feels appropriate to use in your own.  

To view the NYSED memo see here.

 

NEW REPORT: Students with Interrupted Formal Education: A Challenge for the New York City Public Schools. May, 2010

Advocates for Children has released a report examining data on Students with Interrupted Formal Education (SIFE) and profiling twelve immigrant students who should have been identified as SIFE by their schools.  While few of the students were identified as SIFE, half were identified as having special education needs.  The report questions whether students are being inappropriately identified as having disabilities.    The report also looks at the overlap of SIFE and students identified as having special education needs, and concludes that, “For those SIFE who have disabilities requiring special education services, the DOE’s current approach seems to be to serve these students primarily through the special education system rather than through a coordinated response with integrated services.”   Recommendations in the report that relate to the overlap of the populations include:

• The DOE should examine the policies, procedures and services at schools with high rates of referral for special education for their SIFE.
• The DOE should train special education evaluators on SIFE and how to identify special education needs in that population.
• For SIFE with special education needs, the DOE must integrate appropriate bilingual services and SIFE supports into special education programs and services.

The NYC Department of Education Has Posted a New "Parent's Guide to Special Education Services for School-Age Children"

See here to download a copy.

 

The ARISE Coalition Releases a Statement on the City's Graduation Rates for the Class of 2009

Last week, the New York State Education Department and the New York City (NYC) Department of Education (DOE) released graduation rates for the class of 2009.  New York City quickly celebrated the improvements on behalf of students in general education.    The data regarding graduation rates for students with disabilities was, however, nothing to be proud of.  Buried at the end of the statistics and the DOE’s press package was the deeply disturbing fact that only 1 in 4 students with disabilities in the class of 2009 graduated within 4 years.  

In a statement released on March 19, 2010 the ARISE Coalition calls for accountability and responsibility of all NYC schools, districts, School Support Organizations, Children First Networks, and the Central DOE administration for improving graduation rates for the overwhelming majority of NYC’s students with disabilities who for far too long have been left behind. See here to read the full statement.

 

Oppose Early Intervention Parent Fees

Governor Paterson’s state budget would require parents to pay a fee for Early Intervention services.  Advocates for Children of New York has released an Action Alert calling on New Yorkers to voice their opposition to EI parent fees because they would burden low-income families and force many children with delays or disabilities to lose services that help them during their earliest years.  To learn more about this harmful proposal and what you can do to oppose it, click here.

 

The ARISE Coalition releases a response statement to the DOE's plans for reforming special education in NYC.

 

On Monday, February 1, 2010, the New York City (NYC) Department of Education (DOE) released an outline of their proposals for improving special education services in NYC.  Their plan set out five guiding principles to foster education, inclusion, and respect for students with disabilities and their families – all things the ARISE Coalition has called for repeatedly.  To the extent that the DOE’s guiding principles indicate the removal of roadblocks to quality supports and services for youth with disabilities, we applaud the DOE’s new stance.  However, the Coalition has some grave concerns that the DOE’s plan is short on both detail and accountability. See here for the full statement.

 

For a take on the DOE's plans from the UFT, an ARISE Coalition member, see here.

 

On February 1, 2010 the Chancellor and Chief Achievement Officer Announced New York City Department of Education's Implementation Plan for the Reform of Special Education: A Two-Year Phase-in Process Focusing on the Advancement of Student Learning and Achievement.

 

See here to view thier plan.

 

The ARISE Coalition has released a statement in anticipation of the Chancellor and Chief Achievement Officer’s plan for improving achievement and educational opportunities for New York City’s children with disabilities.   

 

Outcomes for students with special education needs in NYC are abysmal:  19% graduate in four years; and less than 5% of those youth who receive their services in self-contained, or segregated classrooms graduate at all.   Another re-organization of the Department of Education (DOE) is upon us (see the Gotham Schools piece on 1-21).  Some of it will be very specific to special education.  To make a significant difference in outcomes and experiences for students with disabilities and their families here in NYC some very specific things must change.   The DOE must immediately:

• Improve accountability pertaining to: outcomes for youth with disabilities; access to programming designed to meet the needs of students; and compliance with laws and regulations regarding the delivery of special education services.  This must happen at every level of the DOE from the Central offices to the school staffs;
• Increase transparency of all relevant information for families of students with disabilities and those who work on their behalf;
• Significantly increase professional development opportunities and requirements to foster meaningful planning for students with disabilities;
• Provide sufficient resources to support the delivery of special education services in all schools; and
• Foster a system-wide culture that respects families of students with disabilities and works with them as true partners.  

Success of any reform to special education will require strong leadership and a full commitment from the Department: from the Chancellor’s office, the Chief Achievement Office of Students with Disabilities and English Language Learners (CAO), all Central DOE offices, the districts, the expanding Children First Networks, and each and every one of the City’s 1,400 public schools. Working on behalf of our students, with or without disabilities, every staff person, led by a well informed and committed principal, must be part of a unified effort to bring about long-lasting, systemic reform.    See here for the full statement.

 

TURNING 5 FAIRS AND INFORMATION

 

The DOE has posted dates and locations for their Turning 5 fairs for parents of students with disabilities moving up from preschool to kindergarten. Some District 75 schools have open houses as well. At theses parents have an opportunity to see a District 75 school even before their turning 5 Individualized Education Program (IEP) meetings.  The schedule for those open houses can be found here. Also available on the DOE's website is the DOE's Orientation Guide for students with disabilities transitioning from preschool to school-age programs.

 

HOW TO GET HELP FROM THE DEPARTMENT OF EDUCATION IF YOUR CHILD HAS SPECIAL EDUCATION NEEDS

Last July Chancellor Klein of the New York City Department of Education announced the creation of a new cabinet level position at the DOE dedicated to improving outcomes for NYC’s students with disabilities and English Language Learners.  That office now manages the Office of Special Education Initiatives, the Department of Education’s District 75, and the Office of English Language Learners (ELLs) – all of which previously operated in fairly separate realms.  Parents and advocates who have difficulty arranging special education supports and services for students with disabilities can now turn to the Chief Acheivement Office for help once they’ve gone up the ladder and sought help at various levels – from their child’s school upward – without success.    Below is a chart with links showing you how to climb that ladder.

• Principal or Parent Coordinator at the child’s school (see the DOE’s website or Inside Schools to find that information).
• If you know what School Support Network your child’s school works with, you can reach out to the Network leader for help. (Look on the school's webpage to find the Support Organization and see here for information about the School Support Organizations).
• If that doesn’t work, contact your District Superintendent, or District Family advocate.
• Then, if all else fails, go directly to the Chief Achievement Office,
• In addition, parents seeking help from the Special Education Call Center can call 311 and ask for help.    Please note that In the past families have reported that’s not been an easy thing to do, so if you do try this, we would really like to hear from you about your experience.

CONTRACTS FOR EXCELLENCE

The New York City Department of Education (DOE) recently released their proposals for spending 2009-2010 Contracts for Excellence money from New York State. Click here to view the ARISE Coalition’s comments on the plan, submitted to the DOE on October 8th, arguing that the DOE’s proposal for spending the funds failed to include, or even consider, a substantial percentage of New York City's students with the most profound disabilities.

 

DOE SPECIAL EDUCATION REORGANIZATION

On July 3, 2009 Chancellor Klein created a new cabinet level position at the DOE. He appointed Laura Rodriguez as Chief Achivement Officer for Special Education and English Language Learners. That same day Garth Harries provided the Chacellor with a memorandum listing recommendations regarding New York City's special education system. On August 13th, the ARISE Coalition wrote to Chancellor Klein providing detailed comments on Garth Harries’ recommendations regarding NYC’s special education system submitted in July.  See here to download a copy of the ARISE Coalition's response to Chancellor Klein.

 

REPORT FROM THE ARISE COALITION - EDUCATE! INCLUDE! RESPECT! - April 2009

 

The past seven years of education reform have not significantly improved outcomes, experiences or services for New York City’s160,000 public school students with disabilities, according to Educate! Include! Respect!  a report issued April 23, 2009 by the ARISE Coalition.  The report is a review of the reform initiatives and performance data as well as the experiences of parents under the leadership of Mayor Michael Bloomberg and Chancellor Joel Klein.  It describes how Mayor Bloomberg’s Children First reforms have left students with disabilities out and calls for the Department of Education (DOE) to focus on specific reform priorities. Click here to see the full press release and download a copy of the report.

 

UFT CAMPAIGN - THERE IS NO EXCUSE

The UFT has launched a new campaign, “There is No Excuse.”  Through their campaign they are collecting data, and spotlighting systemic issues with regard to fully implementing IEPs for students with disabilities in every NYC public school.  Teachers, service providers, assessment professionals, paraprofessionals, parents, advocates, elected officials and anyone with information regarding service delivery failures of special education are being urged to call a new hotline or use an up-to-the-minute internet form to log their complaints.  See here for more information and a link to their complaint form. 

Please note that making a complaint with the UFT, and submitting your story to our website, are critical steps for adding your voice to the call for education reform.  We suggest that you also register your unresolved complaints with the DOE itself.   The DOE’s Office of Special Education Initiatives runs a Call Center for exactly that purpose.  If you’ve sought assistance at your school and with your District Family Advocate and had no or little success, you can call NYC’s 311 Hotline and ask to speak with the Department of Education’s Special Education Call Center.   The Call Center might be able to help you solve the problem.

• See our Resource Guide for additional information about who at the DOE has responsibility to address your questions and help to arrange for and resolve concerns about special education services.

 

HELP FOR IMMIGRANT PARENTS OF STUDENTS RECEIVING SPECIAL EDUCATION SERVICES

New York Lawyers for the Public Interest and Advocates for Children of New York, both members of the ARISE Coalition, are working to assist immigrant parents of students receiving special education services.   Parents whose primary language is not English have the right to receive translation and interpretation services from the DOE.  Form request letters and fact sheets intended to aid parents who are not fluent in English to participate in planning their children’s special education program can be downloaded here and here.    All documents are available in Albanian, Arabic, Bengali, Chinese, English, French, Haitian-Creole, Korean, Polish, Punjabi, Russian, Spanish, and Urdu.