AFC works to change education policy so that the public school system serves all children effectively. We publish policy reports and data analyses, testify at the City and State levels, speak out in the press to bring attention to the challenges facing the students and families we serve, and join with other advocates, parents, youth, and educators to call for change.
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AFC submitted comments to the New York State Education Department and the Board of Regents in support of the proposed amendment of the regulations relating to the Career Development and Occupational Studies (CDOS) Commencement Credential.
The Coalition for Multiple Pathways to a Diploma, coordinated by AFC, submitted comments to the New York State Education Department in support of the expansion of the eligible score band for the appeals process on Regents exams passing scores.
AFC testified before the New York City Council Committees on Education and Mental Health, Developmental Disability, Alcoholism, Substance Abuse and Disability Services about the need to make certain that our public schools are prepared to provide all students, including those with dyslexia and other disabilities, with appropriate, evidence-based literacy instruction.
AFC testified before the City Council Education Committee about the City’s Fiscal Year 2017 Preliminary Budget, calling on the Administration and City Council to increase funding to address school climate and to support students experiencing homelessness.
AFC presented this white paper at the 2016 national conference of the Council of Parent Attorneys and Advocates (COPAA). The paper discusses the rights of students with disabilities to behavioral supports, and individual and systemic advocacy strategies that provide support for students with disabilities instead of excluding them from school.
This report documents the need for urgent and sustained action to improve literacy levels for low-income students with disabilities and prepare schools to teach reading effectively for all students. It reviews research and case stories indicating that students with a wide range of disabilities are capable of learning to read if they receive appropriate instruction, discusses the key elements for teaching reading effectively, highlights a number of promising programs in NYC, and provides recommendations for implementing systemic change.
In response to the multiple pathways proposals presented at the January 2016 Board of Regents meeting, the Coalition for Multiple Pathways to a Diploma wrote to Commissioner Elia and made several recommendations for NYSED to consider in its review of alternative pathways to a high school diploma.
In February 2016, the Coalition for Multiple Pathways to a Diploma, coordinated by AFC, issued an updated policy brief identifying barriers to CTE instruction for students with disabilities and ELLs and providing recommendations to NYSED and the Board of Regents for creating accessible CTE programs that will benefit these students.
AFC testified before the New York City Council Committee on Education and Committee on General Welfare regarding transportation and support for students experiencing homelessness.
AFC testified before the New York City Council Committee on Mental Health, Developmental Disability, Alcoholism, Substance Abuse and Disability Services regarding City students’ behavioral and mental health needs.