special needs

More students with disabilities got required services last year, but large gaps remain

PHOTO: Alan Petersime

Significantly more students with disabilities received the services they were entitled to last year, according to new data released Wednesday, though over a quarter still only received partial services or none at all.

Last school year 73 percent of students received all of the services required by their individual learning plans, which can include services like counseling or physical or behavioral therapy. That represents a significant increase from the 2015-16 school year, when just 59 percent of students received all mandated services.

But the 14 percentage point jump comes as the city is revamping its notoriously glitchy special-education data system, which officials have previously blamed for inaccuracies in their own statistics. As a result, it is unclear how much of the increase stems from better data collection and how much reflects a boost in services.

“If it’s true, that’s amazing,” said Lori Podvesker, a disability policy manager at IncludeNYC, referring to the rise in students receiving services. However, the city’s data-reporting challenges make her skeptical, she said.

“If they’ve already conceded that this data may not be completely accurate,” she added, “what makes us think that [the year-to-year increase] is 100 percent true?”

An education department spokeswoman could not say what portion of the increase resulted from better data collection. However, officials said they have worked to close gaps in services by sending schools weekly reports on each student with disabilities, and providing technical assistance through borough-based support centers.

“We have made major investments to meet the individual needs of students with disabilities,” schools Chancellor Carmen Fariña said in a statement. “We are building on this work and improving our data tracking capabilities to ensure we deliver for students and families.”

Wednesday’s report marks the third year the city has been required by law to release comprehensive statistics on how well it is serving its roughly 200,000 students with special needs — a group that dwarfs most entire school districts.

The city made scant progress on several indicators.

Roughly 28 percent of students had to wait longer than the two months allowed under law to be assessed for special education services, a one point improvement over the previous year.

The share of students who received none of their mandated services shrank by four percentage points, dropping from 8 to 4 percent. However, that represents only a one point improvement from the rate in 2014-15.

Advocates acknowledged that the data shows more students receiving all of their services. But that still leaves over 48,000 students, or 27 percent, getting partial support or none at all, the advocates noted.

“That’s really significant,” said Maggie Moroff, a disability policy expert at Advocates for Children. “That’s an entire school district somewhere else.”

The report also sheds light on how often school personnel recommend that students with disabilities take classes with their general-education peers.

About 70 percent of students with disabilities were recommended to spend at least 40 percent of their day in a general-education classroom last school year — essentially the same percentage as in 2014-15.

An education official said there has been an increase in students being recommended for “less-restrictive settings” when their special-education plans are rewritten, and that the number of students with intensive needs has increased.

Officials also pointed to the graduation rate for students with disabilities, which increased to nearly 45 percent in 2015-16, a 14 percentage point bump since the 2011-12 school year.

They also noted that 95 percent of students received their “related services” — which include physical therapy, certain medical services and counseling. But a report from the public advocate’s office earlier this year found that thousands of families still don’t receive related services because they are sometimes forced to find them on their own.

Sticker shock

In Illinois, child care costs eclipse rent, making it one of least affordable states  

The average annual cost of child care now outpaces what families spend on a year of rent in Illinois, according to a new report that examines child care costs nationwide.

Illinois is one of the 15 least affordable states in the country, according to the report from the Virginia-based nonprofit Child Care Aware of America. The nonprofit examined costs across the United States and adjusted them for median income and cost of living.

“Families are seeing that child care is a significant portion of the bill they have to pay,” rivaling the cost of college tuition, rent, and even sometimes mortgage payments in some areas of the country, said Dionne Dobbins, senior director of research at Child Care Aware.  

The average annual cost of center-based care for an infant in Illinois has reached $13,474 — which is a staggering 52 percent of the median income of a single-parent family in the state and nearly 15 percent of the state’s median married couple’s income.

That figure put it 13th among the least affordable states, which were ranked by the percentage of a single-parent family’s income spent on child care. Massachusetts topped out at nearly 65 percent of a single-parent family’s median income for center-based infant care.

In Illinois, care for toddlers and older children before and after school also consumed a greater percentage of a family’s income compared with other states. Illinois ranked 14th for toddler care as a percentage of median income, with an average cost of $11,982 for full-time toddler care at a center.

The state was among least affordable for the cost of three months of summer care.

 

Illinois offers a child care subsidy intended to offset the costs of care for low-income working families, but that program has been rocked by shifting eligibility requirements and compliance issues. Participation in the program has dropped by a third since 2015, when Gov. Bruce Rauner’s administration changed eligibility requirements.

Dobbins said that, across the United States, child care subsidy programs are under pressure as states tighten compliance and lower reimbursement rates. In some states like Illinois, rising minimum wages have rendered some families ineligible for subsidies or staring down co-pays that they can’t afford.

Dobbins said that nationally, only one in six children eligible for subsidized child care actually ends up using it.

 

words of advice

Here’s advice from a social worker on how schools can support transgender students right now

PHOTO: Getty Images
A flag for transgender and gender noncomforming people is held up at a rally for LGBTQ rights at Washington Square Park.

Soon after news broke that the Trump administration could further roll back civil rights protections for transgender students, one New York City teacher sent an email blast to her fellow educators.

She was searching for materials to use in biology class that reflect people of different gender identities, but couldn’t find anything.

Many city educators may similarly grapple with how to support transgender students after it was reported that the Trump administration is considering whether to narrowly define gender based on a person’s biology at birth — a move that could have implications for how sex discrimination complaints in schools are handled under federal Title IX.

Olin Winn-Ritzenberg — a social worker at the Lesbian, Gay, Bisexual and Transgender Community Center — has some tips for navigating the questions and emotions this latest proposal might surface. He runs a support group for transgender teens and their peers who want to be allies, and says the most important advice is to just be willing to talk and listen.

“I don’t think it’s the kind of thing that you want to wait until somebody is in crisis,” he said. “By bringing it up ourselves, we’re modeling support.”

Here’s what he had to say about recognizing transgender students, the protections that New York City and state offer, and some mistakes to avoid.

This interview has been edited for length and clarity.

What are your tips for how to explain the news to students and young people?

If it’s news like this, that’s hard to maybe pin down what it exactly means (this was a memo, and does it have teeth? What does it mean?) I would look to them for the feeling of it. That’s what’s really important and a lot of what’s going on is just fear mongering, and a denial of trans existence. And that is something our young people will be able to speak to, to no end, and that they’re not strangers to — especially under this administration.

I would want to help ground things and offer some reassurance that a memo doesn’t have teeth and that we can look to our local New York City and state protections — that we’re lucky to live in a place that has such strong protections, especially for students.

What kinds of protections should New York City students expect to have in schools?

A student in New York City could expect to use the facilities that align with their identity, and could expect to possibly see all-gender facilities in their schools — as there are more and more of those being converted. They can expect to be able to file or register a complaint of discrimination against other students or even staff, and can expect to have an LGBT liaison within the Department of Education. They can expect to have their name and pronoun respected and utilized, and come up with a plan with a staff member around, if they’re transitioning socially or in any form at school, how they would like to be supported and how that looks in each unique situation.

It doesn’t always happen. But the fact that we do have it in policy means that there’s a means to pursuing it and that the institution is on the side of the trans or gender non-conforming student and would help to rectify any situation that’s feeling unsafe or unsupportive.

How can teachers and adults show support for their transgender students right now?

I don’t think it’s the kind of thing that you want to wait until somebody is in crisis. It shouldn’t be necessarily on any student to bring it up. By bringing it up ourselves, we’re modeling support. Even though this is a memo and we’re all waiting to see what they’re going to try to do with it, we know the intentions behind it…

I think we can speak directly to that and not make the debate about, ‘Is there or isn’t there a trans experience?’ That’s maybe one of the most powerful things. Yes, we exist. And if you’re an ally: ‘I’m a witness. You exist. You’re valid and as valid as anybody else.’

What would that validation look like in a school setting, say, if you’re a math teacher?

I think that making things visible is powerful. So if there’s a public bulletin board in a hallway and it says, ‘We stand with our trans staff and students,’ and then people have an opportunity to sign it.

I really think it can be an individualized response by a school depending on that school’s culture and if there is leadership by students, say, ‘We would like to be vocal and explicit in our support. You come up with the idea.’ Or, not to put it on them but say, ‘We’d love to be guided or get input from you on how to do that,’ so it is, wherever possible youth and trans-led.

Say, ‘What do you need and what can we provide?’

What should teachers and adults avoid saying or doing at a time like this?

I think a common, misguided mistake — that’s not necessarily hateful, but is really harmful nonetheless — is propping up a debate that’s going to hinge on ‘Do trans people exist?’ Or, ‘Defend or argue against sex being a binary, scientific, biological basis to view narrowly.’  

If a teacher wanted to engage with this but the assignment were more like, ‘What are your thoughts,’ there is so much education that needs to be done first — and that can put a person’s very identity and being up for debate in a classroom setting.

Another really bad thing would be just to ignore it because people are maybe scared of going there or don’t know what to do.