P.S. 20 Anna Silver School, Rm.136, New York, N.Y. 10002, (212) 353-2946, Fax (212) 353-2945 CEC1@schools.nyc.gov http://www.cecd1.org
Members: Daniel Becker, Lisa Donlan, Olivia Islam, Latesha Moore, Arnette Scott, Moses Seuram, Marco Battistella
Daniella Phillips–District 1 Community Superintendent
April 23, 2014 –Meeting Minutes
Roll Call – 6:15
Present
Lisa Donlan
Marco Battistella
Daniel Becker
Arnette Scott
Latesha Moore
Moses Seuram
Absent – Olivia Islam
Special Education Presentation
Special Education in NYC public schools is a service and not as a space
Broad range of services for students with disabilities within least restrictive environment
Students receive interventions to maintain students’ placement in classroom – provide support before placement in special ed classroom
Least restrictive environment – general education classroom
Review process/ monitoring progress before referral to special ed class
General education with special education teacher services SETS
Integrated co teaching – student is in classroom with gen ed teacher and special ed teacher to support
Mix of gen ed students and special ed students with balanced ratio
Integrated co teaching
Smaller class size with special education teacher and para
Under reform – services can be mixed and matched
Most restrictive end
SPED support part time in community school part time or full time
IEP meetings:
Initial meeting – After referral made by parent, teacher, school leader, etc
Annual Meeting – revisiting IEP to determine upcoming goals and evaluating progress
Requested Review – requested by parent or teacher to amend IEP
Three Year – assessing IEP over three year time frame – looking at goals and progress
In this three year meeting sometimes students are declassified from special education –
IEP Team Members
Parent/student (15)/Special ed teacher/Related Service Provider/ Gen Ed Teacher/District Rep/ School Psychologist/Social Worker/ Parent Member/ Physician
Depending on which meeting in the IEP process – some members are not required to attend
Advocates can be invited to meetings – Outside agencies can be invited as well
Parent Member – Support – Training available through the DOE – Link available for trainings
– PARA’s may or may not be invited – parents should double check
Lisa Donlan – District Representative? Who are they/ what is their training/Background/ Are they trained on district as a whole?
– Representative within the school community that is familiar with student as well as special education process
– Trained on special education services available through NYC public schools/ not solely district
– Could be an administrator or teacher
– Can be multiple district representatives – rep is labeled on meeting notice
– After meeting, IEP is adjusted to include all input
Daniel Becker – Objections to IEP team member? Can you request they not attend? Mandatory person that chairs at other schools and has previous conflict? How is this dealt with?
– Reach out to principal/supervisor of psychologists
– Conflict of interest will be dealt with
Pre-K transition – Turning 5 meeting – Involves new IEP team members
– Early Intervention – CPSE – Operates differently – Includes parent and whoever is providing services –
– DOE is working to expand services for students with disabilities as Pre-K expansion is rolled out
Parents Role at IEP meetings – How to be best prepared for meeting – what child’s needs and strengths
Before meeting (prior written notice) – receive procedural safe guards can be provided by school – available on DOE website- gives you everything you need to know and what your rights are.
– Understand parent concerns – and important part of the IEP process – needs and concerns
– During the meeting: Ask questions, be very vocal about what it is that you want, don’t be intimidated and find support
– After meeting parents received IEP – can look it over and change it
To receive follow up – Work with the school administration
– Contact Network
– Contact 311
– Contact Special Ed Reform Office
Http://schools.nyc.gov/Acadmics/Specialeducation/default.htm<http://schools.nyc.gov/Acadmics/Specialeducation/default.htm>
Questions
Lisa Donlan – What happens when schools feel like they are getting too many referrals?
– Intervention services in general education classrooms are key
– Families can refer their children for services
– Social needs must impact academic progress – to determine how it influences academics, and other students in class
– ADD/ADHD now classified Other Health Impairment
– Referral for evaluation – Intervention services can be conducted during evaluation
– If it appears as though school is referring students to a particular class model or program, central investigates but school is not penalized. If it appears as though school is referring students for wrong reasons then DOE works with that school to rectify the issue
Special Education is not a place why is Gifted & Talented a space? Why can’t these be integrated as well?
Arnette Scott – Parent Outreach – Where are workshops held? Do you hold them in schools?
– DOE wants schools to have information as much as possible
– Utilizes technology as much as possible
– Always looking for better techniques
Space Issues for Special Education Services – How does SPED reform office work with other departments in the DOE
– Blue Book Group
– Connects across departments to ensure students have available services
Transition from IEP to 504
– 504 team receives request from parent who may have request from doctor that has request that doesn’t necessarily need IEP
o Can be supported in general education through accommodation
o Structure of meetings is similar to IEP plan but with shorter timeline
Maggie Maroff – Advocates for Children – Protect rights of children for quality education
AFC has hotline that can be reached –
– Provides direct representation
– Works on policy in cooperation with DOE members and advocate for students
– Runs ARISE coalition – provides resources
Reform has not changed rights that are guaranteed by law – advocacy groups support those – important for parents to know how to assert their rights
Families have a right to access quality buildings
Start with school – AFC’s experience has been difficult working with networks – escalating through advocacy groups to DOE central
Parents are entitled to mediation or to due process/litigation hearing
– Can bring anyone you would like to have support you
– AFC website has all resources available
After student graduates from high school – students who attend IEP meetings they learn to advocate for themselves
Promotion policy not tied to attendance or lateness
Principal of 63 has instituted policy of students arriving 7:30 – 8
Schools in D1 – Phase I of reform piloted in BARD High School and Shuang Wen which are schools that traditionally serve very low populations of students with special needs
There are instances in which schools tailor IEP to services they can provide. Fair student funding model was designed to follow student as he she spends in specific classroom
There is a process to get more money but schools find it to be difficult so they are encouraged to change their IEP. Schools are not allowed to do this
GO Project trains parents as advocates in getting services needed for their children and how to successfully navigate the system – work with schools to have pals in the schools and to enhance partnerships
2014-2015 Proposed Budget Allocation Formula
Nina Mazer – Network Leader
Preliminary budget of 2015 school year – 3.3 billion to support pension and debt services
20.50 billion – 10.4 for actual schools – gen education special education
Projection of 3% increase from last year
This is also to support PreK expansion and after school initiatives
3.4 for students and school services (transportation/school foods)
1.2 billion for charter schools – increase in per pupil funding but does not include rent
108 billion
Components of funding –
Fair student funding- teachers class sizes administrative
Categorical – Title I/ Title II etc.
Programmatic allocation – Parent coordinator and other services IEP parents
Fair student funding – allocated on per capita basis – instituted in 2008 – each child carries money with them. If child with special needs – would be able to get additional monetary aid. Operates as base funding. Fair student funding was designed also to close the gap from the C4E funding that is still missing
Formula receives $225,000 – administrative costs – grade level based funding mandated instruction classroom teacher/ support staff / school aids/ paraprofessionals / ELL/ SWD
Formula does not change from last year – flat budget – same as last year
Flexibly programmed for special education – 29%
Portfolio Schools – CTE get supplemental money
Transitional allocation – The funding stream is higher for students that are receiving less restricted services than for self-contained classrooms because there are more teachers to a classroom
Multi service category – 1% of students recommended for part time services – that’s why transitional part time weight was created
Filled seats = per capita (one child)
Declassification support in new formula = post IEP
Midyear allocation is determined by number of students who were decertified and multiplied by allotted amount
Decertification – comes from FSF not from SAM
Alignment of FSF AIS population with common core test
SED – revised method for identifying eligible students for AIS – allocation goes up to 23 million will be in a separate SAM
Summer school allocation is forthcoming
C4E – received money for past 7 years – budget is flat
Funds must support specific initiatives:
Class size reduction
Time on task
Teacher & principal quality
Middle and high school
Full day pre k
Model programs for ELLS
Funds must go to students with greatest education needs
Meeting adjourned – 9:08