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Advocates are worried that the city’s new evaluation system could penalize teachers of students with special needs.

The nonprofit organization Advocates for Children of New York recently released a fact sheet calling on parents to ask how the new system, which will be piloted in more schools next year, will affect those teachers.

Sixty percent of the new evaluations is based on subjective measures like principal observations, and the other 40 percent is based on student test scores. AFC’s concern is that teachers who work with high-needs students will be at a disadvantage because they likely won’t see the gains in test scores that other teachers will.

That will make it more difficult to earn a high evaluation score, lowering the incentive for teachers to take on students with disabilities and English Language Learners.

“Teachers are basically going to be looking at lower test scores, and lower evaluations because they’re so heavily reliant on test scores,” said Maggie Moroff, special education policy coordinator for AFC. “We’re worried that they will be teaching more to the test in those classes.” (more…)

Bumps in rolling out new special education rules are holding up crucial assessments of the city’s youngest students, advocates say.

Consequences could be severe if the assessments aren’t completed by the June 15 deadline. Students who don’t receive placements by that date but do need special education services are entitled to full reimbursement of private school tuition dollars, according to state law.

That’s not likely to happen: Even in a typical year there aren’t enough private school placements for all the students who are entitled to them. But the crunch does suggest the city faces difficulties in cutting its growing expenditures on private school special education placements, which Mayor Bloomberg complained last year costs the city $100 million annually.

Months into the rollout of a set of special education reforms meant in part to integrate disabled children into their neighborhood schools, advocates report that the city is scrambling to evaluate children with special needs who will be entering kindergarten this fall.

“It’s going to be really difficult to get things into place for a large number of families of students who are going to come into kindergarten next year,” said Maggie Moroff, the coordinator of the ARISE Coalition, which supports special education advocates. (more…)

School officials outlined a plan to change the way city schools serve students with disabilities at a closed-door meeting this morning with special education advocates.

The plan’s first step: Telling schools they have to accept, and “embrace,” students with special needs.

“For too long, educating students with disabilities has meant separating them from their general education peers,” Schools Chancellor Joel Klein said in a statement. “Today we are building on the premise that every school must be able to educate the vast majority of these children.”

That premise represents a badly needed advance for the city schools, according to special education advocates.

“The principles in [the plan] are wonderful, but they’ve been law forever,” said Maggie Moroff, who coordinates the ARISE Coalition but was not speaking on the coalition’s behalf. “The overarching goals are exactly what they ought to be, it’s just that in my mind they’re not so novel.” (more…)

Special education advocates are giving early praise to recommendations released today that would transform schools’ approach to students with special needs. The recommendations, which Chancellor Joel Klein endorsed, center on integrating students with special needs into the city’s ongoing school reforms.

Garth Harries, a department official who is starting a new job in New Haven, Conn., on Monday, authored the recommendations following a months-long review of the city’s special education offerings conducted by

Actually implementing the plans will be left to a new top-level administrator who will be responsible for nearly a quarter of the system’s students. Laura Rodriguez, a longtime Bronx educator who currently heads one of the support organizations that principals can choose to join, will become the city’s first Chief Achievement Officer for Special Education and English Language Learners.

Rodriguez will be one of only seven people reporting directly to the chancellor, making the needs of nearly 250,000 disabled students and ELLs “visible and transparent at the cabinet level” for the first time, Klein said. (more…)