special education

Thousands of students still wait for special education services or don’t receive them at all, city figures reveal

PHOTO: Alan Petersime

New data released Tuesday show that New York City is still struggling to provide required services to many of its students with disabilities.

About 30 percent of students had to wait longer than the two months allowed under law to be assessed for education plans that outline the services the city is required to provide them, according to data from last school year. Meanwhile, 41 percent of students were offered only partial services required on those plans — or no services at all.

Tuesday’s report is only the second time the city has released comprehensive statistics on how well the city is serving its roughly 212,000 students with special needs. Advocates and legislators had long complained that the city withheld crucial information about this population, a group that by itself would be roughly the seventh largest school system in the country.

With some exceptions, numbers from the new report show a relatively static trend in how well the city is serving students with disabilities compared with the 2014-15 school year.

Just 59 percent of students received the full range of services required on their individualized education programs, or IEPs, compared with 60 percent the previous school year. And 33 percent, or roughly 58,000 students, received only partial services — down from 35 percent.

The number of students who received no services, despite being recommended for them, rose from 5 to 8 percent, or almost 14,000 students.

“That’s really disheartening,” said Maggie Moroff, a special education policy expert at Advocates for Children. “But I think it’s also a big wake-up call. The fact that they’re doing the reporting and that it’s public and people are looking at it is a good thing.”

By law, the city has to hold IEP meetings within 60 days of a parent giving consent; they are used to develop a student’s annual goals and supports. This past school year, 71 percent of students got their IEPs within the legally required timeframe, compared with 69.5 percent during 2014-15.

“While we continue to make progress in improving our special education processes and systems,” wrote education department spokeswoman Toya Holness, “we have a lot more work to do to reach our goal of ensuring all students are receiving the supports they need.”

But, as in the past, the city issued a warning about its own statistics. Due to major flaws with the city’s special education tracking system, which has sparked litigation, officials warned the data may not be completely reliable.

“We are aggressively working to address the data concerns that presented challenges in last year’s and this year’s reports, and for the current (2016-17) school year,” Holness wrote in an email.

The city pointed to other bright spots: The number of students receiving related services such as speech and occupational therapies increased to 94.8 percent, according to the city. And graduation rates for students with disabilities has increased roughly 10 percent since 2011-12 to 41.1 percent.

“We’ve seen important progress and I’m encouraged by the preliminary information we’re seeing,” DOE Deputy Chancellor Corinne Rello-Anselmi, said in a statement. “We’ll continue to work tirelessly to ensure the data collection is accurate and expand programs and provide schools with the resources they need to provide a high-quality education for all students with disabilities.”

Speaking Out

How do you find the right school when you have a physical disability? These students will tell you

PHOTO: Cassi Feldman
Midwood High School is considered inaccessible to students with physical disabilities.

For many students, navigating the middle and high school admissions process can be overwhelming because New York City’s choice system allows them to apply to dozens of schools.

But for students with physical disabilities, it can be overwhelming for the opposite reason: Very few schools are completely accessible to them.

A coalition of advocates hope to raise awareness about that gap by hosting a panel discussion and “speak-out” Thursday evening where middle and high school students with physical, vision, and hearing impairments will talk about their experiences making their way through the city’s admissions process.

“A lot of these students end up with really, really limited school options,” said Maggie Moroff, a disability policy expert at Advocates for Children, and who is helping coordinate the event.

In recent months, advocates convinced the city to begin collecting more data to give families a better sense of exactly how accessible each building is, down to its water fountains and cafeteria tables.

“We had schools that are listed as partially accessible, but there’s no accessible bathroom,” Michelle Noris, a member of the Citywide Council on Special Education, told Chalkbeat in March. (Her son has written about his experience navigating the high school admissions process with a disability, and will be one of the student panelists.)

But there is far more work to be done, Moroff said, pointing to a scathing U.S. Department of Justice report which called the city’s accommodations for younger students with physical disabilities “inexcusable.”

“We want others to know about [the issue] and keep the city committed to it and paying attention to it,” Moroff added.

The student panel discussion and speak-out — where members of the general public are invited to share their own stories — is being organized by two advocacy groups, Action for Reform in Special Education (ARISE) and Parents for Inclusive Education. It will take place Thursday from 5-7 p.m. at the Manhattan School for Children. For more information, click here.

second chance

An embattled Harlem charter school that serves kids with disabilities will be allowed to keep its middle school — for now

PHOTO: Alex Zimmerman
Opportunity Charter School

A Harlem charter school will be allowed to keep its middle school next school year, despite the fact that top city education officials have repeatedly ruled that it is too low performing to stay open.

That decision offers at least temporary relief for Opportunity Charter School, which has been embroiled in a dispute with the education department since March. The disagreement centers on whether city officials properly took into account the school’s students — over half of whom have a disability — when it judged the school’s performance.

The city’s education department, which oversees the school as its charter authorizer, tried to close the middle school and offered only a short-term renewal for the high school when the school’s charter came up for review earlier this year. The school appealed that decision, and was denied late last month.

But the education department is backing down from its position — at least for now. That reversal appears to be based mostly on logistics: A Manhattan Supreme Court judge has temporarily blocked the closure through at least mid-July in response to a lawsuit filed by the school and some of its parents last month, complicating the process of finding students new schools outside the normal admissions cycle.

“Students always come first, and given where we are in the school year, we will allow the middle school grades to remain open in 2017-18,” education department spokesman Michael Aciman wrote in an email on Thursday. Still, he noted, the department will continue to push to close the middle school in the future.

Kevin Quinn, a lawyer representing Opportunity Charter, said the city’s decision was the only responsible one, given that the school has already held its admissions lottery and made offers to parents.

“This is a wise decision by the [education department],” Quinn wrote in an email, “and [we] appreciate their acknowledgment that placement of this population at this time would be significantly disruptive.”