The kids are finally back at school. Hooray!
As we all know, New York City starts school later than most school districts. I, for one, prefer the European system of education where there is only a one-month summer break. We are no longer an agricultural country – the kids don’t need to pick the crops!
Notwithstanding the late start date, NYC Public Schools are implementing several important policy changes this school year. These changes were recently highlighted in a September 3rd article published by Chalkbeat. I want to summarize some of the most significant developments through the lens of our families and, particularly, students with disabilities.
1. Every School Must Designate a School-Avoidance Liaison
As a result of a dramatic rise in school refusal, by October 31, every New York City public school must designate a staff member to serve as its school-avoidance liaison. Anecdotally, I can confirm this increase based on what I am hearing in my daily consultations.
School refusal, also known as school avoidance, occurs when a child is repeatedly unable to attend school because of anxiety, depression, autism, trauma, or another social, emotional, or disability-related condition. It is not simply truancy or a child refusing to follow rules.
What we believe is that, in many of the cases in which families seek our counsel, persistent nonattendance is a warning that the child’s educational program is not meeting their needs. It can also be a warning sign that a child may need a special education school placement.
The designated liaison in the public schools is expected to help families identify available mental-health services and consider whether the student requires a special-education evaluation or reevaluation. My advice is to request an IEP evaluation if a student does not already have an IEP.
Although we view the new liaison requirement as a positive step, it does not replace the Department of Education’s existing legal obligations. The obligation sometimes referred to as “Child Find” requires the DOE to identify and appropriately evaluate students who may have disabilities and require special education services.
When school refusal becomes persistent, the DOE should be looking closely at why the student is unable to attend. That includes considering behavioral, emotional, therapeutic, transportation, and placement needs and developing a program that the student can actually access. If a student already has an IEP, the DOE should consider reconvening the student’s IEP team.
Parents should keep detailed records documenting their child’s absences as well as their requests for help. Keep a record of communications with the school and specifically tell the school why your child is unable to attend. A student should not simply disappear from school while the family is left to manage the crisis alone.
If your child is suffering from school avoidance, or you know a family whose child is experiencing this problem, they need to take action promptly.
2. Regents Examination Requirements Are Being Phased Out
The Class of 2027—students graduating in June 2027—is expected to be the last graduating class required to pass Regents examinations in order to earn a diploma.
This is potentially good news for many students with disabilities.
New York State intends to replace the Regents examination requirement with a broader system in which students can demonstrate competency in areas such as communication, critical thinking, and problem-solving. Final regulations have not yet been adopted, however, and many important details remain unresolved. We are watching this closely.
This transition could create new opportunities for students with disabilities who have struggled with standardized examinations. It could also create uncertainty.
Families should insist that transition plans, graduation requirements, diploma objectives, and the student’s anticipated exit date be clearly discussed and documented at the IEP meeting. Parents should not accept vague assurances that a student will be able to graduate under standards that have not yet been fully defined.
3. New Literacy and Mathematics Requirements
All elementary schools must now use one of three approved literacy curricula. Schools must also use city-approved intervention programs for students who are struggling to read. Additional mathematics curriculum mandates are also being phased in.
But a standardized curriculum does not eliminate the obligation to provide specially designed instruction for a student with an IEP.
If a child with dyslexia or another language-based learning disability requires an explicit, systematic, multisensory reading program, the DOE must still consider that individual need. Participation in a general intervention program is not automatically an adequate substitute for appropriate special-education instruction.
Parents should continue to ask important questions:
· What specific reading program is being used?
· How frequently is it being provided?
· Is it being delivered individually or in a group?
· Is the instructor properly trained?
· How is the child’s progress being measured?
· What will happen if the child does not make meaningful progress?
If a parent is not seeing academic progress in a public-school program, it may be time to explore whether a different special-education program or placement is necessary.
4. Financial Literacy Instruction
Beginning this school year, students in grades 5 through 12 will receive instruction in budgeting, credit, debt, saving, and investing. The requirement is expected to extend to younger students the following year.
For students with disabilities, financial literacy can be an important part of transition planning. Instruction should be adapted to the student’s level of functioning and connected to practical goals involving employment, independent living, public benefits, and supported decision-making.
For families approaching the transition to adulthood, these skills can be every bit as important as traditional academics.
5. Changes to School Leadership Teams
Middle schools must now include at least two students on their school leadership teams. High schools were already subject to a similar requirement.
School leadership teams help shape school policies, budgets, and comprehensive educational plans. Meaningful participation by students with disabilities may provide an important perspective on accessibility, inclusion, bullying, mental-health support, and the adequacy of special-education services.
6. Virtual OMNY Cards
The city plans to test virtual student OMNY cards at seven schools. Students participating in the pilot will be able to use their phones for transportation, while physical cards will remain available for students who do not have phones.
Families should remember, however, that a general OMNY card is not a substitute for specialized transportation required by a student’s IEP.
Students whose disabilities require curb-to-curb transportation, limited travel time, air conditioning, a paraprofessional, or another accommodation remain entitled to have those needs individually considered.
7. The DOE Is Replacing Its Student-Information System
The DOE is gradually replacing its longstanding Automate the Schools system, known as ATS, with a new platform called the Online Academic and Student Information System, or OASIS.
The summer rollout reportedly produced some transportation-related difficulties. Any major data transition can create problems involving attendance, transportation, student records, notices, and documentation of services.
Parents should carefully review school records and promptly report incorrect information.
Families involved in due-process proceedings should also preserve their own copies of IEPs, evaluations, attendance records, transportation records, service authorizations, communications, and proof that ordered services were—or were not—implemented.
What These Changes Mean for Families
The beginning of a new school year is an important time to determine whether a child is actually receiving the program and services required by their IEP.
Parents should not wait months before raising concerns. Early warning signs may include increasing anxiety or school refusal, frequent absences or lateness, transportation failures, missing related services, changes in behavior, lack of reading or academic progress, an inappropriate class or placement, or statements that services cannot begin because of staffing or administrative problems.
New policies may be helpful, but they do not diminish a student’s rights under the Individuals with Disabilities Education Act.
Every child with a disability remains entitled to an individualized program designed to provide meaningful educational benefit.
If your child is not attending school, is not receiving mandated services, or has been placed in a program that cannot meet their needs, seek assistance promptly. These problems are generally easier to address when families act early rather than waiting for months of the school year to pass.
