Attention Parents of Children Born in 2012! (Your To-Do List Just Got Longer.)

The NYC Department of Education’s Special Education Office has sent out an important letter to parents of children who will be “turning 5” during the 2017 calendar year, and who are expected to enter kindergarten in September 2017. 

This letter clarifies that the parents of all children turning five, including those with IEPs, must apply to kindergarten through the NYC application process.  This obligation applies regardless of whether you feel that your child’s needs could ever be met in your local public school.

Applications for kindergarten are open from November 30, 2016 to January 13, 2017.  Parents can apply in one of 3 ways:

1)      Apply online at schools.nyc.gov/ApplyOnline

2)      Apply over the phone by calling 718-935-2400 (M-F, 8 am – 6 pm)

3)      Apply in person at a Family Welcome Center (see schools.nyc.gov/WelcomeCenters for locations and hours)

All families with children receiving CPSE services who have a 2012 birth date are also expected to attend a kindergarten orientation meeting. These meetings are happening all over the five boroughs beginning mid-November and running through mid-December. A full list of dates, times, and locations is posted on the DOE website.

Despite the fact that the kindergarten placement process is different for children with IEPs, this DOE letter makes it very clear that parents of children who receive special education services through the CPSE are required to participate in the NYC kindergarten application process.

If you have not received a letter on this topic from the Department of Education, it is still important to be an active participant in the kindergarten application process.  For important updates and more information regarding the transition to kindergarten for special education students, please visit schools.nyc.gov/Academics/SpecialEducation/AcrossGrades/Kindergarten.

The Squeaky Wheel: An Update on 2016-17 Tuition Reimbursement Settlements

“I hate to be a kicker,
I always long for peace,
But the wheel that does the squeaking,
Is the one that gets the grease.”

— Josh Billings (1870)

 

I couldn’t have said it better. Our squeaking and the emails our clients have sent, and continue to send, to their City Councilmembers are helping to expedite the execution of stipulations and outstanding reimbursement payments.  Following our October 17th open letter to City Council leadership, scores of stipulations that were sitting on desks at the Department of Education (DOE) for months, just waiting for a counter signature, are finally being signed and sent back to our offices as fully executed. 

Similarly, reimbursement payments are once again flowing into our escrow account and 48 hours later being mailed clients.  We are relieved to see this movement on both fronts, but the battle is far from over.

Last Friday our accounting staff and paralegals prepared a comprehensive financial update, which we are providing to the finance division of the Department of Education tomorrow morning.  Our memo breaks down in detail what monies are still due to which of our clients.  We will continue to write weekly reports to the DOE until all the stipulations are all executed, and if the flow of payments seems to slow down we will call on you again to call and email the City Council once more and make noise in the media too.

But for now, the squeak has traveled up to the Mayor (who is running for re-election next year and needs all the goodwill he can get) and we are hopeful that all our clients will get their due reimbursements without too much more of a delay.

How To Survive Turning 5: A free workshop November 28th

In New York City, the Turning Five/kindergarten transition process can be daunting for parents of special needs children. To help families better understand the many intricacies and advocate for their children more effectively, Skyer Law is offering a free workshop for parents and interested professionals on Monday November 28th, 6-8pm at The Child Study Center at NYU Langone Medical Center, 1 Park Avenue, 7th Floor in the Central Park Room.

The experienced team at Skyer Law are leaders in the special education field, and have guided thousands of clients through the Turning Five process.  In fact, our founding partner, Regina Skyer, literally wrote the book on How to Survive Turning 5. 

This free workshop will cover everything from private evaluations to school applications, IEP meetings to appeal procedures, and more. We will also answer as many individual questions from the audience as possible.

Space will be limited to 100 attendees, so an RSVP to ekaiser@skyerlaw.com is needed.

Hope to see you there!

Understanding Initial Referrals for Special Education: 2 New Reports Provide Insight

by Ashley Barad

The Department of Education recently published its Annual Report on Special Education, which includes data on initial referrals for special education evaluations between July 1, 2015 and June 30, 2016. In one table, the report specifically focuses on race and ethnicity, revealing that students of color made up the majority of initial referrals for special education. Of the 24,252 students initially referred to special education, 86.4% were students of color: 47.63% were Hispanic, 29.38% were Black, 7.21% were Asian, 2.18% were classified as “other”.

While the Department of Education’s report shows that teachers refer more students of color to special education, it does not delve into how or why they do so. A new study by NYU Professor Rachel Fish, published in September in the journal Social Science Research, gives a more detailed explanation of how teachers’ racial biases impact their understandings of students’ special needs.

By surveying 70 elementary school teachers from a city in the northeast, Fish illuminates how race alone can change an educator’s view of a student’s special needs. Teachers who participated in the survey read through fictional profiles of male students whose names were meant to signal their race, and determined what types of special services, if any, these students required.

The study revealed that when teachers in the study classified students of color as having special needs, they did so based on behavioral or emotional – not academic – factors.

Rachel Fish, the author of the study, told Chalkbeat that when teachers classify students of color as having special needs based on emotional/behavior issues instead of academic deficits, these students suffer from the social stigma of carrying this label. While it is important that students who need special services receive help in their schools, we must consider the unintended consequences of labeling students’ needs as either academic or emotional behavioral, and we must consider what leads teachers to classify students one way or another. 

However, it is important to note that Fish is not aiming to single out teachers as being racist or biased. As she told The Huffington Post, “This is really just giving us a window into biases in our entire society,” she went on. “It’s not something that’s unique to teachers.”

Although this study is limited based on its small sample size and use of fictional student profiles, it is notable because it illuminates an essential issue in our schooling system. By taking note of both the Department of Education’s recent report and Fish’s study, we can gain insight into important factors at play in the world of special education. 

Works Cited

NYC Department of Education Local Law 27 0f 2015 Annual Report on Special Education. Rep. New York   City Department of Education, 1 Nov. 2016. Web. 3 Nov. 2016.

Klein, Rebecca. "Why Some Kids Are Put In Special Education And Others In Gifted Programs." The Huffington Post. TheHuffingtonPost.com, Inc., 1 Nov. 2016. Web. 3 Nov. 2016.

Zimmerman, Alex. "When Is a Student 'gifted' or 'disabled'? A New Study Shows Racial Bias Plays a Role in Deciding." Chalkbeat. N.p., 20 Oct. 2016. Web. 03 Nov. 2016.

US Supreme Court to hear a case that can change your life!

by Ashley Barad   

       As you can see from our recent posts, our firm has been working hard to make change in New York City and help our clients receive appropriate education which sometimes includes tuition reimbursement.  However, we are not the only ones making noise in the world of Special Education Law.

            At the end of September, the Supreme Court announced that it will hear a case which looks to expand the definition of what constitutes an appropriate education for a special education student.  The Colorado case of Endrew vs Douglas County School District deals with an autistic child whose parents believe he did not receive a free appropriate public education (FAPE) in his school district. This case looks to expand and increase the low standard of what constitutes an appropriate education which was originally articulated in the 1982  US Supreme Court decision of Board of Education vs Rowley (see our Case Law page for more info).  The Rowley decision skirted the question of the quality of the education that is required to be provided to special needs students.

            According to the Denver Post, the Colorado family wishes to address equal opportunity for special-needs kids by arguing that the IDEA was intended to provide an education that is not only appropriate, but meaningful. These parents hope to change lives on a national scale with this court case, and that very well may happen. The outcome of this case could have significant effects on the requirements that school districts must meet when providing instruction and services under the IDEA.

            We will continue to update you on the progress of this case as it proceeds. Stay in the loop by subscribing to this newsletter if you have not already!