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Micaela’s Story

Micaela is a dual-language learner who is on the autism spectrum and needed an appropriate school placement for kindergarten.

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AFC in the News

09.04.2019 | Chalkbeat New York / THE CITY | Reading experts and special education advocates acknowledge a host of obstacles preclude a fast and simple solution in a school system as vast as the city’s — including cost, an entrenched way of doing business and lack of political will. But advocates say the consequences of leaving the system as is are unacceptably steep.  “It makes no sense to let this perpetuate,” said Maggie Moroff, the special education policy coordinator at Advocates for Children. “Whatever else you do in school, if students are coming out of school not able to read, then you’ve failed.” Read article

09.04.2019 | NY1 | Advocates are accusing the city of violating a 12-year-old legal settlement requiring that all students with disabilities receive the services they need, and they want a federal judge to appoint an independent special master to find out why. "We’d like an independent person to go in and look at what is causing the delays in implementation and how they can actually create a system that will ensure implementation in a timely manner for all of the students and all of the orders so students and parents don't have to wait," said Rebecca Shore. Rebecca Shore is the lead lawyer for Advocates for Children, which sued in 2003 on behalf of families who said the city dragged its feet in providing services ordered by impartial hearing officers for children with special needs. Read article

09.04.2019 | Brooklyn Daily Eagle | “It’s important to include students with disabilities in conversations about diversity,” Maggie Moroff, special education policy coordinator at Advocates for Children of New York, told the Brooklyn Eagle. “In New York City, students with disabilities make up about one fifth of the population, but they’re often an afterthought.” Moroff pointed to school bus service as an example. Students with disabilities have special bussing in order to accommodate their Individualized Education Programs — a roadmap for special education that lays out the program of instruction, support and services a student needs. But that separate-bus system often means those children are unable to take part in after-school activities, Moroff said. Read article

09.03.2019 | Chalkbeat New York / THE CITY | City education officials have allowed more than a thousand students with disabilities to languish without services for months — despite orders from administrative hearing officers, according to a motion filed in federal court Tuesday. The filing charges the city is in violation of a longstanding legal settlement from 2007 that requires the Department of Education to provide services or payments to special needs families within 35 days of receiving a hearing officer’s order. According to the most recent data, the DOE blew that deadline over 30% of the time between October 2017 and January 2018. When the department had to provide a direct service, such as physical or occupational therapy instead of reimbursing the family, officials failed to meet the deadline in about half the cases, the filing says. “After parents go through the lengthy and burdensome process of a hearing and win, they expect their child to finally get the services they need — not months of stalling,” said Rebecca Shore, litigation director for Advocates for Children, which brought the original class action lawsuit in 2003 along with Milbank LLP. Read article

09.03.2019 | New York Daily News | The city’s Department of Education is dragging its feet on providing legally required services for kids with disabilities, a motion filed in federal court Tuesday charges. Thirty percent of students who get a court order for crucial support like physical and speech therapy aren’t getting those services within the legal deadline of 35 days, according to the education legal aid group Advocates for Children, which filed the motion. That puts the city out of compliance with a 2007 court settlement, the advocacy group claims. “The DOE’s delays in providing ordered services are adding insult to injury for students with disabilities and their families,” said Rebecca Shore, the head of litigation at Advocates for Children. Read article

08.28.2019 | THE CITY | Dawn Yuster, director of Advocates for Children’s School Justice Project, called the data “alarming” but “not surprising” because of a shortage of mental health and emotional supports for students in schools. She accused the Department of Education of not prioritizing services, pointing out that there are more NYPD school safety agents — about 5,500 — than psychologists, guidance counselors and social workers in the public schools, according to elected officials. “We see this in our case work all the time where sadly students have [educational plans] that show they’re not receiving evidence-based academic and social-emotional supports, and they end up getting totally disenchanted with school,” said Yuster. “Some of them have anxiety and don’t go to school because they’re not doing well academically.” Read article

08.22.2019 | Brooklyn Daily Eagle | Today, New York is one of just 11 states that requires a high school exit exam, according to Ashley Grant, supervising staff attorney at Advocates for Children of New York. Grant, who also serves as coordinator of the organization Coalition for Multiple Pathways to a Diploma, told the Eagle it’s about time New York reconsiders how it’s evaluating its students. “All too often, particularly in the case of students with disabilities and multilingual learners, Regents exams serve as a barrier to college or career for students who have already demonstrated that they’ve mastered state standards and are prepared for adult life,” she said. “It’s time to bring New York up to speed with the rest of the nation and consider alternative ways for students to show they have met standards and are ready to graduate.” Read article

08.22.2019 | Wall Street Journal | Kim Sweet, executive director of Advocates for Children of New York, which seeks to protect the rights of at-risk students, lamented enormous disparities for children with disabilities: Roughly 16% of them passed in English. “Teaching all children how to read is the most fundamental responsibility of schools,” she said. “Now is the time for the city to double down on its efforts to improve literacy instruction.” Read article

08.21.2019 | Chalkbeat New York | City officials have asked the state to drop its request to provide a full range of services in the Pathways program, arguing it is not required by law and would pose big logistical challenges. But advocates contend that the city is shortchanging students who need services most: Those who have struggled in traditional high schools, or new arrivals to the country, whose chance at applying to college, joining the military, or getting on a path to higher wages hinges on earning an equivalency diploma. “Students with disabilities should have the same access,” said Ashley Grant, an attorney at Advocates for Children, an organization that works with special needs families. “Right now, they don’t.” Read article

08.20.2019 | New York Daily News | The city currently places foster care students on buses only if a route already exists. It also buses students whose special education plans require it — a substantial chunk of students in foster care. But for the remaining students, the Education Department offers only a MetroCard. For elementary schoolchildren who can’t travel alone, that means foster parents have to choose between spending hours shepherding kids on public transit, or simply switching schools, said Randi Levine, the policy director of Advocates for Children. Read article