​

Monday, June 12, 2023

1

Final Special Education Advisory Council Meeting

2

Agenda

2

3

Special Education Office Updates

​

Christina Foti

Chief of Special Education

�

4

5

Opening Remarks and a Preview of Next Steps

Thank you!

​

What happens after 6/12?

Confidential - Not for Distribution

1.

Breakfast with the chancellor and an opportunity to preview some report findings on June 21st with senior leaders

2.

Opportunities to review and give feedback on embargoed excerpts of the report before the report is finalized this school year

3.

Quarterly office hours with Advisory Council in SY 24 to review progress on implementation

6

Advisory Council Updates

7

Welcome to the Special Education Advisory Council!

Zoom Set-up

• Check that your name appears how you want it
• Use headphones or a microphone, if available to you
• Remain on mute when not speaking

​

Actively Engage

• Join by video, if possible
• Add questions or comments in the Jamboard

​

Support

• Feel free to eat
• Step away as needed
• Log back in, if disconnected

​

​

Accessibility

• Live transcription/closed captioning will be on
• We will share a copy of these slides with Advisors

​

​

7

8

Advisory Council Norms

Advisors will:

• Think Big: Let your aspirations inspire you to think creatively and consider possibilities in the face of constraints
• Maintain Confidentiality: Keep any personal or student-level information learned during Advisory Council and Sub-council meetings confidential
• Notice Patterns of Participation: Everyone’s voice is important. Monitor your participation and step up or step back accordingly
• Respect for Others, Grace for Ourselves: Be gentle with yourself and with others in this process
• Listen Carefully to the objectives of the Advisory Council and focus comments on the topic at hand. Respect everyone’s time by staying on topic and allowing the discussion to move forward
• Use Person-First Language: Use person-first language when speaking in the broadest of terms: Emphasize the person before any specific aspects of identity including disability, for example “students with disabilities” or “people with spinal cord injuries.” Identity-first language puts an aspect of a person’s identity first in the description and is often not appropriate and sometimes incorrect, e.g., “special education students." However, identity-first language can be equally appropriate depending on personal preference. Some members of the deaf and ASD communities prefer identity-first language. When in doubt, ask the person which they prefer.

​

Confidential - Not for Distribution

9

We’ve added 3 advisors since the last AC meeting

10

We’re getting close to the finish line!

​

11

Integration & Interdependence

Instructional practices are coherent and are supported by administrative structures which provide effective support to families and schools.

SECONDARY DRIVERS

Scale & Sustain

Resources are strategically and efficiently allocated towards effective programs and service delivery models to ensure IEPs are implemented in full.

​

PRIMARY DRIVERS

LONG-TERM AIM

How will we reimagine special education to make NYC PS the model for the nation?

Schools are equipped to meet the needs of students close to home and in inclusive settings to the greatest extent possible

​

​

Process and Policy

Processes for resolving disputes that help facilitate reaching equitable, data-driven outcomes for students and families are in place.

​

Engagement & Empowerment

Families are well-informed of and excited about programs and services that are available for students with IEPs.

​

1. Establish universal standards for high quality inclusive programs in all schools
2. Improve related service delivery models to ensure strategic allocation of resources and compliance with IEPs
3. Determine strategy for scaling effective programs in more schools
4. Ensure application and placement policies allow for greater access to effective programs

1. Ensure IEP meetings are more collaborative and result in IEPs that are well-tailored to student needs

1. Remove silos between District 75 and the rest of the system
2. Shift mindsets around disabilities and special education

1. Create welcoming & affirming environments for families
2. Better inform families of available programs and services

12

Developing our final report

13

I. Statement from Chief Foti acknowledging participants

II. Introduction and advisory council structure

1. Guiding principles for selection of advisors
2. Advisory council structure and mission for each sub-council

III. Understanding the issue(s) and historical context

1. “1995 Focus on Learning: Draft Report on Reorganizing Special Education in New York City”
2. “Still waiting, after all these years…Inclusion of children with special needs in New York City Public Schools” Report of the Least Restrictive Environment Coalition (2001)
3. “A Shared Path to Success” (2012)

IV. Sub-council discussions and advisor recommendations

1. Driver Diagram for the sub-council
2. Context setting and advisor feedback by topic of discussion
3. Change in action: NYC Public Schools response

VII. Appendices

​

​

​

​

Final report structure

14

Strengthen trust with schools and families

Strategic allocation of resources to maximize benefit to and outcomes for all students

Key themes from Sub-council discussions

Shift mindsets and build an anti-ableist culture

Strengthen general education for all students

Inclusion should be embedded in all aspects of school life for both students and families

Incorporate the voices of those with lived experience

15

Sub-council Updates

Confidential - Not for Distribution

A

B

C

Roadmap for today

16

D

16

A

B

C

Roadmap for today

17

D

17

18

Universal Standards for High Quality Inclusive Programs

Confidential - Not for Distribution

Advisor feedback is highlighted in blue.

19

19

​

​

Scale and Sustain

​

A

Resources are strategically and efficiently allocated towards effective programs and service delivery models.

• Flesh out implementation by levels within the district (district, school team, classroom)
• Include more specific recommendations about frameworks and curriculum, incorporating universal design and structured literacy
• Incorporate monitoring processes, including data analysis for continuous improvement
• Require that everyone in the school building, from the school secretary, to the janitor to the general education teacher and principal, participate in professional development provided by self-advocates and those with lived experience.
• Ensure professional development incorporates building strength-based mindsets, universal design, co-teaching methodologies, positive communication with families and caregivers, and strength-based reading of IEPs.
• Reframe the standard of “high expectations” as “presuming competence when we set expectations”.

Establish universal standards for high quality inclusive programs in all schools

1

20

21

22

23

24

24

Scale and Sustain

​

​

​

A

Resources are strategically and efficiently allocated towards effective programs and service delivery models.

• Schools should be making decisions about changes to related services in partnership with families
• Related service providers need to be in constant communication with parents to ease their anxieties around change.
• Avoid changing a mandate during a transition year. Instead, NYC PS should ensure that school staff build trust and get to know the child before changing the mandate.
• School staff should “recognize the IEP as a living document, be flexible, and offer to revisit”
• NYC PS should provide guidance to school leaders on the development of school structures that ensure regular time for collaboration between teachers, related service providers, and families, especially at co-located schools.
• Any changes to the related services delivery model should first be implemented at pilot sites, where principals in co-located schools are invested in collaborating, and data tracking can be implemented to understand the pilot’s effectiveness.
• At the high school level, advisors agreed NYC PS should shift related services to focus on college and career readiness and life skills, and students should feel empowered to own their identity and co-create IEP goals that are meaningful to them.

2

Improve related service delivery models to ensure strategic allocation of resources and compliance with IEPs

A

B

C

Roadmap for today

25

D

25

There are ~10,500 additional students who may be better served in an ASD program

26

27

Placement and Enrollment Process (Varies by Program)

28

29

• Annual training for all staff to raise awareness of the availability of the programs
• Establish policy to ensure that materials on ASD programs are shared at every initial IEP meeting for students with autism
• Include information on ASD programs in all enrollment guides and provide information to families on new program availability in advance of application timelines, to the extent possible and feasible.
• Include ASD specialized programs on the New York City Continuum of Special Education Services and require that these programs be considered before a student is recommended to District 75.
• Enhance special education information system to automatically generate messaging on ASD Programs to parents of students with autism
• NYC PS to conduct targeted outreach to communities of color and ensure equitable language access to materials and information on these high-quality programs

Recommendations Under Consideration

Confidential - Not for Distribution

30

30

Scale and Sustain

​

​

​

A

Resources are strategically and efficiently allocated towards effective programs and service delivery models.

• Agreement with expanding ASD Nest and Horizon program offerings in the districts with the lowest percent of eligible students served, specifically in the Bronx and Queens. These districts include Bronx Districts 7, 9, 10, 11, 12 and Queens District 24, 27, 28, 29

​

• Advisors also inquired about the need for expanding specialized programs for other types of disabilities, such as specific learning disabilities, and encouraged NYC PS to keep an eye on program capacity for students who may need greater access to specialized programs who are not on the autism spectrum.

​

​

3

Determine strategy for scaling effective programs in more schools

31

31

​

​

Scale and Sustain

​

A

Resources are strategically and efficiently allocated towards effective programs and service delivery models.

• Provide clear and transparent information about eligibility for ASD Nest and Horizon programs to families and school staff.

• Develop a training and/or flowchart to help families and staff determine each program’s appropriateness for a given child.

​

• The sub-council reviewed and agreed with the proposed changes to the placement process, noting “awareness is very important. This is a good start.” Advisors advocated that annual training on available programs for students with IEPs needs to be mandated for all staff.

​

Ensure application and placement policies allow for greater access to effective programs

4

A

B

C

Roadmap for today

32

D

32

33

Accomplished something - load lifted

consensus

What is one word or phrase that describes a successful IEP meeting?

magical

It just feels SO GOOD when it's collaborative and families and students seem happy and well-informed

successful

Like we can breathe again

rare

mythical

34

Where does the trust break down?

What we’ve heard so far

​

Confidential - Not for Distribution

• Parents feel overwhelmed by teachers and experts who measure their child’s weaknesses in evaluation reports, at the meeting table, and in the IEP itself
• Parents feel alone against a school team and school team members may be insufficiently aware or supportive
• Parents feel that school team members have competing interests such as financial, staffing, resources and time as to why a particular program, service, or methodology can’t be recommended
• School teams feel that they are making the most appropriate recommendations within reasonable constraints
• School teams are not always sufficiently preparing families to understand the connection between services and students needs which leads to misalignment on perspectives for the best service delivery model for a student
• Misinterpretation of continuum and how to implement flexibly
• Prior bad experiences between school and family may taint ongoing relationships

35

Emerging Ideas for Innovation

​

​

​

Confidential - Not for Distribution

36

Emerging Ideas for Innovation

​

Expand mediation and non-attorney advocacy to address IEP disputes

• Consider encouraging voluntary mediation as a first step in resolving disputes at IEP meetings prior to special education inbox and due process
• Consider training community mediators in helping parents and schools identify and consider new options to resolve differences at IEP meetings
• Consider a “public advocate” model by developing a non-attorney advocate pool that is independently funded and assigns advocates to parents for IEP meetings, mediation, and due process
• Consider training “public advocates” in negotiation, mediation and resolution to support families in identifying alternatives and to improve communication during all stages
• Consider having “public advocates” meet with school teams before or after IEP meetings to help brainstorm solutions
• Consider a mediated meeting during the resolution phase of due process

Confidential - Not for Distribution

37

Love the idea of a public advocate position that’s independently funded outside system.

Response to emerging ideas

I see all these recommendations having a positive impact and not exclusively but collaboratively!

All of these recommendations are so spot on…I feel heard and seen…I recognize many of the things we’ve brought up…all of these things need to be implemented to make things better

38

38

​

​

Process and Policy

B

Processes for resolving disputes that help facilitate reaching equitable, data-driven outcomes for students and families are in place.

• Ensure parents, caregivers, and staff members understand, receive appropriate training on, and are incentivized to participate in pathways to resolve issues within IEP meetings instead of going through due process.
• Communicate to parents and caregivers that mediation is a less contentious and adversarial way to have their issues and concerns resolved. Efficient implementation of mediated solution will be key.
• Arm IEP teams with tools, resources, and problem-solving mindset so they can think outside the box instead of resorting to due process as most viable option for resolution.
• NYC PS should look to non-public schools that serve students with complex needs and figure out how to replicate something similar within the district, in every borough.
• Accountability is key. Schools should be focusing on what is best for students, not what is easiest to accommodate.

1

Ensure IEP meetings are more collaborative and result in IEPs that are well-tailored to student needs

A

B

C

Roadmap for today

39

D

39

E&E Sub-council Findings & Suggestions

Promote the language campaign

1

Five Action Steps (Driver A in blue; Driver B in purple.)

​

​

Prioritize all students and all families as active participants

​

​

Strengthen mechanisms for receiving and learning from family and student perspectives

3

2

Provide universally accessible education for families about the Continuum of Services

Publicly Promote Specialized Programs

4

5

40

41

41

Engagement and Empowerment

C

Families are well-informed of and excited about programs and services that are available for students with IEPs

Create welcoming & affirming environments for families: Promote the Language Campaign

​

​

• The campaign should center on students, but should also educate students, parents, and educators, including in professional development for teachers and on posters in schools.
• The glossary should be included at “initial touch points” for families and community members in their interactions with NYC PS, such as Family Welcome Centers and on the first pages of NYC PS websites.
• Advertisements and materials for the language campaign should be available on multiple platforms (websites, social media, digital and print communications to families, and even public advertisement campaigns, such as on public transportation or other billboards/posters).
• The campaign should be in multiple languages and in multiple media (written, visually, auditorily, and through video)
• The language campaign should be continuous and evolving, recognizing that appropriate language depends on the situation, on how each person identifies, and will likely evolve over time.

​

1

42

42

Engagement and Empowerment

C

Families are well-informed of and excited about programs and services that are available for students with IEPs

​

​

• NYC PS should provide clear and transparent, strengths-based messaging and communication to create welcoming and affirming environments for families.
• NYC PS should include information relevant to students with IEPs and students in D75 in all communications, rather than focusing solely on the general education space (for example, emails about summer programming often fail to address students in D75 and/or with IEPs).
• NYC PS should use language that is inclusive of different student experiences in communications (e.g., using “life after high school” rather than “post-secondary education/career”).
• NYC PS should consider how to utilize organized parent/caregiver spaces such as local groups and listservs (e..g, Brooklyn Special Kids, Mocha Moms) to distribute information.
• NYC PS should create opportunities for caregivers of students with IEPs to meet, support, and learn from each other.

2

Create a welcoming and affirming environment for families: Prioritize all students and all families as active participants

43

43

Engagement and Empowerment

C

Families are well-informed of and excited about programs and services that are available for students with IEPs

​

​

• NYC PS should demonstrate that it values family and student perspectives by continuing community engagements such as this Special Education Advisory Council and offering other opportunities to collaborate with NYC PS.
• NYC PS would benefit from including the perspectives of students with disabilities and their families in policy-making system-wide.
• NYC PS would benefit from bringing the perspectives of students with disabilities and their families, as well as educators who work with students with disabilities into decision-making for general education spaces in order to make those spaces more inclusive.
• Improved communication must also include communicating with all students–including students with and without IEPs–because if students know more about disabilities, programs, and inclusivity, they will be more supportive of each other, and it will also give students with disabilities the opportunity to become better self advocates

​

3

Create a welcoming and affirming environment for families: Strengthen mechanisms for receiving and learning from family and student perspectives

44

44

Engagement and Empowerment

C

Families are well-informed of and excited about programs and services that are available for students with IEPs

​

​

• NYC PS should create clear, comprehensive, easy-to-access and easy-to-understand information for families regarding its special education programs and services. This information should be distributed in a coherent way across multiple channels designed to reach all parents and caregivers of students with disabilities.
• NYC PS should further develop and promote materials to educate parents on the IEP and reevaluation process.
• NYC PS should simplify its “Continuum of Services” diagram to make it more accessible to caregivers and students, and it should present the continuum in multiple formats, including a short video.
• NYC PS should ensure that teachers and school-site staff are adequately informed about the full Continuum of Services for students with disabilities, as teachers and staff are the main point of contact for families.

4

Better inform families and educators of available programs and services: Provide universally accessible education for families about the Continuum of Services

45

45

Engagement and Empowerment

C

Families are well-informed of and excited about programs and services that are available for students with IEPs

​

​

• NYC PS needs to better share information about specialized programs, ensuring that caregivers and staff know about and how and where to access them. Information about special education programs and services should become as widespread as information about other programs, such Universal Pre-K (UPK) and Gifted and Talented Programming (G & T).
• NYC PS should improve the information available to families about enrollment and placement in District 75 (D75) and specialized programs (such as Academics, Career, and Essential Skills Program (ACES)) or ASD Nest) This information should become as widespread as information about enrollment and placement in Districts 1-32, 79, multilingual learners programs, and specialized high schools.

5

Better inform families and educators of available programs and services: Publicly Promote Specialized Programs

A

B

C

Roadmap for today

46

D

46

47

The D75 shifts are happening in phases:

​

​

March-Early April: engaged union partners and began to shift teams

​

April - May: Continued to shift teams where possible and continued discussions with the I&I Sub-council around additional alignments and practices such as referrals, programs, services, partnerships, co-locations, and more specific placement procedures

​

By end of June: Finalizing all alignments and recommendations in preparation for summer and beyond

Confidential - Not for Distribution

Current Status of District 75 Structural Alignment

48

49

Kindergarten Entry Age and evaluations

reimagining travel training

Other Topics that I&I Started to Cover that Require Further Engagement

​

Deeper dive into transition supports for students after PK-12 Education

successful co-locations

alternate assessment recommendations and pathways to graduation

DBN Policies

Reimagining District 75

50

50

​

​

Think creatively and expansively about how digital learning models can support equity and individualized learning.

1

• Ensure that shifts in oversight do not equate to reduced funding and resource allocation
• Consider effectiveness of departments within which D75 teams would be folded
• Ensure integrity of successful programs such as Assistive Technology and Adaptive Physical Education programs remains intact.
• Look to co-locations that are successful
• Reimagining District 75
• Provide parents and school staff with a comprehensive list of available programs and services, across the city, to inform IEPs.

​

D

Integration and Interdependence (I&I)

Instructional practices are coherent and are supported by administrative structures which provide effective support to families and schools

​

Remove silos between District 75 and the rest of the system

51

One of the reasons the student is making progress is existing services

In lieu of not sharing protected information, we share no information at all

Advisor feedback on welcoming students back from agency placement and H&H

So many of our clients don't feel welcome returning to their schools. A welcoming adult makes such a big difference!

We don’t ever talk about welcoming students back from home and hospital environment–not mindful about what is needed for transition back

[Right now] we are putting families in crisis

We have to make a way to come back so it’s not the end of the world

​

52

52

​

• Ensure students in agency placements and home and hospital instruction are well supported when transitioning to and from these programs and while in these programs
• Address lack of appetite for necessary cultural shifts among school staff towards an anti-ableist mindset.
• Coordinate information sharing between families, school staff (including social work/counseling staff) and institutions that serve a child (e.g., hospitals, correctional facilities).
• For children who are in a home or hospital placement, maintain contact with the family, provide child with “semblance of curriculum”, and arrange for the child to come in prior to transition back to school.
• Err on the side of providing more support and weaning off instead of vice versa.
• Ensure appropriate services for students who are deaf and hard of hearing.
• Keep services in place when a student is doing well.

Think creatively and expansively about how digital learning models can support equity and individualized learning.

2

Shift mindsets around disabilities and special education

D

Integration and Interdependence (I&I)

Instructional practices are coherent and are supported by administrative structures which provide effective support to families and schools

​

53

Closing & Next Steps

Confidential - Not for Distribution

54

Thank you so much for your engagement in this work over the past few months!

​

Activity:

As we close out this full Advisory Council, please share 1-2 words that reflect on your experience in the council, the work we have done so far, and/or the work that will happen going forward.

1. Click on this link (in chat): PollEv.com/annawood167
2. Type in your word(s) one at a time. You may submit as many responses as you would like
3. Watch the Word Cloud to see your responses and others’ responses. Words that have been submitted by multiple people will appear larger

​

​

​

​

​

​

Gratitude Activity

55

Tonight or tomorrow — Complete the post-meeting survey, which will prompt you to share your reflections on the meeting and flag any outstanding questions you have - we just popped it into the chat and we will also email you the link.

​

June 21 Chancellor Appreciation Breakfast

​

​

​

​

​

​

Next Steps