put on the brakes

PEP okays special ed funding plan, despite requests for caution

As predicted, the Panel for Education Policy approved a budget formula Wednesday night meant to hasten the integration of special education students into general education classrooms.

But before the vote, Department of Education Deputy Chancellor Laura Rodriguez defended the spending plan — and the broader special education reforms that it is meant to facilitate — against charges that the city is asking schools to move too quickly on increasing inclusion of students with special needs. Critics say that Rodriguez’s departure from the Department of Education next month should cause the city to pause the reforms, which are set to go citywide this fall after being delayed once before.

Under the new formula, students who receive special education services for only a portion of the day would bring more city funds than students in self-contained settings for the entire day.

No one at the meeting opposed the objectives behind the Department of Education special education reforms. But some worried that lack of understanding about special education students could cause confusion for parents, students, and teachers alike.

“Everybody’s on the same page,”  said Wilfredo Pagan, the board member appointed by the Bronx borough president. “Most of us agree with the opportunity this reform brings to the table.”

“But let’s slow it down here and see how we’re going to re-approach this situation,” he said.

But Rodriguez said the integration of children with special needs cannot wait. She cited a large achievement gap between special education students and their general education peers, especially in graduation rates.

“By design, the work is urgent because the children haven’t done as well as we want them to do, and as they can do,” she said.

She said a pilot of the special education reforms in 250 schools resulted in increased integration of students with special needs into general education classes and a decreased number of students inappropriately labeled as having a disability. Past studies, she said, show special education students who spend time in standard classrooms achieve at higher rates.

But board member Dmytro Fedkowskyj questioned if one year of data from the pilot program was sufficient to justify such sweeping changes.

Rodriguez said it was, and that teacher training and a teacher task force — that met for the first time Wednesday morning — would help smooth the transition to increased integration. She said department officials were asking principals to focus on identifying teachers who would make good “matches” for classrooms that include students with special needs.

“We want to really focus on where the opportunities are and the teacher matches, and expand from there rather than change everything at once,” she said.

State Assemblyman Michael Benedetto, the chair of a subcommittee on students with special needs, spoke during the public comment period. A special education teacher for decades, Benedetto said he wholeheartedly supported the department’s reforms. But referring to a memo to principals that promised “intensive audits” of student placement decisions, Benedetto said he worries some of the department’s language sounds threatening,

“It could say, ‘Put the kids in the places we want them, or else,'” he said. “I’m sure that’s not the intention, but there are people out there who are worried,” he said.

The elected parent council from Manhattan’s District 2 wrote to Rodriguez with similar concerns last week. The council members also expressed concern that the budget formula would takes away money from special education students who need it the most.

But Michael Tragale, the Department of Education’s chief financial officer, stressed that schools will not find themselves with too little money to provide the services that students require.

“There is a sufficient money in existing per capita that will fund those programs, and the baseline budget will not be impacted,” he said.

Patrick Sullivan, the Manhattan borough president’s panel appointee, worried that the changes to the special education program facilitated by the new budget formula would not be properly implemented without Rodriguez’s expertise. Rodriguez leaves her post at the end of June.

But Chancellor Dennis Walcott said he was not worried, and that Corinne Rello-Anselmi is well qualified to take over as deputy chancellor. Rello-Anselmi began her career as a special education teacher but most recently was working in a different branch of the department.

“We’re lucky to have a timely transition,” Walcott said.

The board also voted in favor of the co-location of Leadership Preparatory Charter School at I.S. 211 and P.S. 279 in Canarsie. Parents and Assemblyman Nick Perry expressed concern that sharing space could hurt I.S. 211, one of the only schools in the district with an “A” on its city progress report.

And parents and students from the Bronx New School, P.S. 51, insisted Walcott meet with them about the toxin whose discovery prompted the department to relocate the school last summer. The parents have been a persistent presence at public meetings. Walcott and Deputy Chancellor Kathleen Grimm promised ongoing support for the families but urged them to seek aid from the Department of Health as well.

Newsroom

To promote virtual schools, Betsy DeVos cites a graduate who’s far from the norm

U.S. Education Secretary Betsy DeVos spoke to the National Alliance for Public Charter Schools in June.

If Betsy Devos is paying any attention to unfolding critiques of virtual charter schools, she didn’t let it show last week when she spoke to free-market policy advocates in Spokane, Washington.

Just days after Politico published a scathing story about virtual charters’ track record in Pennsylvania, DeVos, the U.S. education secretary, was touting their successes at the Washington Policy Center’s annual dinner.

DeVos’s speech was largely identical in its main points to one she gave at Harvard University last month. But she customized the stories of students who struggled in traditional schools with local examples, and in doing so provided an especially clear example of why she believes in virtual schools.

From the speech:

I also think of Sandeep Thomas. Sandeep grew up impoverished in Bangalore, India and experienced terrible trauma in his youth. He was adopted by a loving couple from New Jersey, but continued to suffer from the unspeakable horrors he witnessed in his early years. He was not able to focus in school, and it took him hours to complete even the simplest assignment.

This changed when his family moved to Washington, where Sandeep was able to enroll in a virtual public school. This option gave him the flexibility to learn in the quiet of his own home and pursue his learning at a pace that was right for him. He ended up graduating high school with a 3.7 GPA, along with having earned well over a year of college credit. Today, he’s working in finance and he is a vocal advocate for expanding options that allow students like him a chance to succeed.

But Thomas — who spoke at a conference of a group DeVos used to chair, Advocates for Children, in 2013 as part of ongoing work lobbying for virtual charters — is hardly representative of online school students.

In Pennsylvania, Politico reported last week, 30,000 students are enrolled in virtual charters with an average 48 percent graduation rate. In Indiana, an online charter school that had gotten a stunning six straight F grades from the state — one of just three schools in that positionis closing. And an Education Week investigation into Colorado’s largest virtual charter school found that not even a quarter of the 4,000 students even log on to do work every day.

The fact that in many states with online charters, large numbers of often needy students have enrolled without advancing has not held DeVos back from supporting the model. (A 2015 study found that students who enrolled in virtual charters in Michigan, Illinois, and Wisconsin did just as well as similar students who stayed in brick-and-mortar schools.) In fact, she appeared to ignore their track records during the confirmation process in January, citing graduation rates provided by a leading charter operator that were far higher — nearly 40 points in one case — than the rates recorded by the schools’ states.

She has long backed the schools, and her former organization has close ties to major virtual school operators, including K12, the one that generated the inflated graduation numbers. In her first week as education secretary, DeVos said, “I expect there will be more virtual schools.”

expansion plans

Here are the next districts where New York City will start offering preschool for 3-year-olds

PHOTO: Christina Veiga
Schools Chancellor Carmen Fariña, left, and Mayor Bill de Blasio, center, visited a "Mommy and Me" class in District 27 in Queens, where the city is set to expand 3-K For All.

New York City officials on Tuesday announced which school districts are next in line for free pre-K for 3-year-olds, identifying East Harlem and the eastern neighborhoods of Queens for expansion of the program.

Building on its popular universal pre-K program for 4-year-olds, the city this year began serving even younger students with “3-K For All” in two high-needs school districts. Mayor Bill de Blasio has said he wants to make 3-K available to every family who wants it by 2021.

“Our education system all over the country had it backwards for too long,” de Blasio said at a press conference. “We are recognizing we have to reach kids younger and more deeply if we’re going to be able to give them the foundation they need.”

But making preschool available to all of the city’s 3-year-olds will require an infusion of $700 million from the state or federal governments. In the meantime, de Blasio said the city can afford to expand to eight districts, at a cost of $180 million of city money a year.

Funding isn’t the only obstacle the city faces to make 3-K available universally. De Blasio warned that finding the room for an estimated 60,000 students will be a challenge. Space constraints were a major factor in picking the next districts for expansion, he said.

“I have to tell you, this will take a lot of work,” he said, calling it “even harder” than the breakneck rollout of pre-K for all 4-year-olds. “We’re building something brand new.”

De Blasio, a Democrat who is running for re-election in November, has made expansion of early childhood education a cornerstone of his administration. The city kicked off its efforts this September in District 7 in the South Bronx, and District 23 in Brownsville, Brooklyn. More than 2,000 families applied for those seats, and 84 percent of those living in the pilot districts got an offer for enrollment, according to city figures.

According to the timeline released Thursday, the rollout will continue next school year in District 4 in Manhattan, which includes East Harlem; and District 27 in Queens, which includes Broad Channel, Howard Beach, Ozone Park and Rockaways.

By the 2019 – 2020 school year, the city plans to launch 3-K in the Bronx’s District 9, which includes the Grand Concourse, Highbridge and Morrisania neighborhoods; and District 31, which spans all of Staten Island.

The 2020 – 2021 school year would see the addition of District 19 in Brooklyn, which includes East New York; and District 29 in Queens, which includes Cambria Heights, Hollis, Laurelton, Queens Village, Springfield Gardens and St. Albans.

With all those districts up and running, the city expects to serve 15,000 students.

Admission to the city’s pre-K programs is determined by lottery. Families don’t have to live in the district where 3-K is being offered to apply for a seat, though preference will be given to students who do. With every expansion, the city expects it will take two years for each district to have enough seats for every district family who wants one.