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A total review of special education to begin soon at the DOE

Remember that reorganization? Another part of it is that a former McKinsey consultant with no experience in special education is now launching a total review of the Department of Education’s special education services.

Garth Harries has been tasked with figuring out “how to clear up all the clutter” in the hard-to-navigate special education system as part of the department’s ongoing reorganization, which is intended to cut costs, DOE spokesman David Cantor told me. Harries, currently the head of the DOE’s Office of Portfolio Development, will begin his new position in a matter of weeks, Cantor said. “He’s going to basically try to make our entire provision of special education better, more effective, and more efficient.”

Harries, who is a lawyer, came to the DOE from McKinsey & Company, the consulting firm. “He does not have credentials in special education,” Cantor said. “What he is is an unusually talented analyst and mechanic of large operations.”

“I think I have a pretty good reputation for effective problem-solving and getting things done and treating people fairly,” Harries told me this evening. About special education, he said, “I think it’s an area where I can help. I have a lot to learn, obviously.”

The first thing Harries will do, Cantor said, is “spend a while learning.” An e-mail sent by Bonnie Brown, superintendent of District 75, which includes schools for students with disabilities only, said she learned at a meeting on Tuesday that Harries would be meeting with representatives from District 75 and other constituencies to identify redundancies in the city’s special education system.

Linda Wernikoff will continue to manage the DOE’s administration of day-to-day special education operations of while Harries’ study takes place. Harries will technically report to Marcia Lyles, the deputy chancellor in charge of teaching and learning, under the new organization.*

The reorganization is “most definitely related” to the current budget conditions, Cantor said, because it is laying the groundwork for the department to eliminate positions. But he said, “Garth’s mandate is not to go in to save X amount of money or any amount of money. His mandate is to go in and efficiently organize the special education office.”

A policy implemented when Harries headed the DOE’s Office of New Schools, which later became part of the portfolio office, allowed new small high schools to exclude students with disabilities in their first two years. That policy was criticized by special education advocates, and in 2006, the Citywide Council on High Schools, a parent group, filed a complaint against the policy with the U.S. Office of Civil Rights. That complaint is still pending.

Harries told me he understood why the policy was controversial. But he said the policy was part of a strategy to allow small schools to build capacity to serve all students. That strategy led to “important and qualitatively better results within the small schools,” he said, noting that those schools now enroll proportionally more students with special needs than the system as a whole.

*Harries will report only to Marcia Lyles, not to Schools Chancellor Joel Klein as well, as I originally reported.

  • http://www.classsizematters.org Leonie Haimson

    It is not true that the small schools educate more special ed students than the system as a whole. They educate fewer special education students, especially those who need services in segregated settings, and far fewer ELL students as well.

    Another area that Garth has been in charge of is reporting class size data — which after three years, is still full of errors, with nearly all CTT classes still reported as two separate classes in HS.

    He is also in charge of implementing NYC’s class size reduction plan. Last year, the DOE missed all their class size targets, and in more than half of schools, class sizes and/or student/teacher ratio rose, as the State Education Dept. pointed out. And this year, class sizes increased at all grade levels for the first time in ten years.

  • http://www.davidcbloomfield.com David Bloomfield

    The Chancellor has appointed his in-house management consultant — the very guy who bars special needs kids from his pet small schools and knows NOTHING about instruction of special needs or any other student, not to mention his complete disregard for consultative proceeses and parent engagement – to “study” the issue and recommend “efficiencies”. This is a guy who brought criminal charges against a principal for opposing his efforts to add a small school to her building. Bet the Special Ed. Report is already written and likely to recommend willy-nilly placement of sttudents with IEPs into phony CTT classes in the name of LRE but really to just save money, services be damned. His quote about small schools says it all: the goal is promotion of positive data, no matter the tricks pulled to achieve it (barring students likely to be low performing, local diplomas over Regents, credit recovery instead of subject mastery). This is yet another shame on the DOE which puts P.R. first, children last.

  • david cantor

    Your tendentious lede is disappointing. Garth has worked in education for many more years than he was at McKinsey. While he had no “experience” creating small schools, he helped build hundreds of them, and students enrolled in them perform at far higher levels on average than their peers at other schools. People like David Bloomfield and Leonie Haimson attribute this at least in part to small school screening of ELLs and students with disabilities. The data, however–publicly available and reported in the media–show that small schools accept a higher proportion of ELLs and students with disabilities (both SETTS students and those who need CTT or segregated settings) than other schoools. I am happy to provide these data.

    Last, Garth reports directly to Marcia and not to the Chancellor.

    David Cantor

    Press Secretary

  • http://sinksalive.blogspot.com KitchenSinks

    Has there been any thought to the notion that small schools refer fewer kids to special education because they know kids better, and provide interventions before running to the CSE for help? That’s been my experience, working in one very large school and two small schools. There’s a lot of data out there stating that kids in certain neighborhoods are over-labeled, but I’d like to see a longitudinal study that tracks a large enough, random group of kids from the beginning of their school experience and compares the interventions they get, the referral rate, and gives a little more insight into the “official special ed enrollment” at large and small schools.

  • Mel

    Yes, my experience working in a small school was that they waited to refer kids to special ed, and especially worked to keep kids out of segregated settings. Knowing the kids better may have been on reason, I think. Yes, LRE and all that, but the additional pressure of not having space or an existing teacher provides small schools even more incentive to comply with LRE. While I think other larger schools find it easier to put kids in a separate class than dealing with more complicated integrated instruction. Wonder if there is data on that…? In any case, it seems to me that simply looking at #s of those identified as special ed is quite misleading – the relationship is bidirectional.

  • Ellen McHugh

    The issue isn’t Mr. Harries. The issue is education for children with special needs. I am very I confused though about why, and once again, there should be another review of special education. We have the recent Council on Great City Schools report, The Hehir Report, a Report from State Comptroller Di Napoli, a report from the Public Advocate, a report from the Manhattan Institute, surveys of parents by the Citywide Council on Special Education and by the DOE. All of these surveys and reports have been published in the last three years, and there are many more from past years.
    What are we doing here? If none of these reports, done by insiders and independents, have unveiled better and, by inference if not by fact, more efficient ways to educate students, who wasted the time or money there? Do we need to keep someone busy? I agree with Kim Sweet, this isn’t about education so much as it is about cost cutting. And in the end we all pay more when students are poorly educated.

  • Pingback: Special ed advocates wary after news of Harries’s departure - Online Education in America

  • Pingback: Garth Harries to leave city for New Haven schools at end of year - Online Education in America

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