Specialized Programs

Academics, Career, and Essential Skills Program

The Academics, Career, and Essential Skills Program (ACES) program provides students with an opportunity to learn academic, work, and independent living skills in a community school across Districts 1-32. These programs use the standard public school academic framework, with similar activities found in non-specialized classes, but with modifications to the instructional environment and curriculum. Individual adaptations are also tailored to address the needs of students.

Student Profile

Eligible students meet the following criteria:

Classification

Students must be eligible for an Intellectual Disability (ID) or Multiple Disabilities (MD) educational classification.

Alternate Assessment

Students participate in alternate assessments including New York State Alternate Assessment (NYSAA). NYSAA allows students with severe cognitive disabilities to demonstrate their performance toward achieving the NYS learning standards for English Language Arts, Mathematics and Science. (For more information: NY State Alternate Assessment (nyc.gov)

Intelligence

Students present with mild to moderate intellectual disability.

Achievement

Academic abilities and skills are significantly below grade level. Students may need additional support when working independently or in groups. Assistive technology devices and/or supplementary aids and services may be used to support learning and interaction.

Behavior

Students may have behavior challenges that may interfere with learning and social opportunities. Students with significant behavior challenges may need more intensive support than an ACES program provides. Please consult your school’s IEP with questions about the behavior support needs of your student.

Independent Living Skills

• Students' ability to carry out functional life skills such as grooming, dressing, eating, keeping safe, and socializing (known as adaptive behaviors) are well below age expected levels. These are often called activities of daily living (ADL) or adaptive skills. Students with low adaptive behavior scores are often considered for the ACES program and benefit from its support.
• ACES programs use the school and local communities to support students in learning daily living skills such as building relationships with peers and adults, grocery shopping, learning how to use a bank, etc.
  

Program Features

Class Structure

Students in ACES programs most often receive instruction in a special class, which is a smaller class in a District 1-32 community school. The number of students in the class increases as students move from middle school to high school. Students may also receive instruction in more integrated settings as appropriate.

Staff

Teachers and support staff are trained in specialized instructional strategies and assessments that support students in learning and applying work and independent living skills at home, in school, and in the community.

Curriculum and Instruction

Classes follow the New York State Learning Standards with appropriate modifications and adaptations for students. Principles of Universal Design for Learning (UDL) and essential skill building are a part of the program.

NYSAA eligible students are assessed using the Dynamic Learning Maps (DLM) alternate assessment system. The DLM alternate assessment system is a computer-delivered adaptive assessment that measures student achievement of the ELA, mathematics, and science standards at a reduced level of depth, breadth, and complexity.

All students receive instruction aligned to the general education curriculum. ACES Programs use supplemental curriculum that connects to essential life skills and supports their academic progress in all areas. Students in ACES also identify and research areas of interest through career explorations, surveys, work-based learning opportunities, community service, internships, job shadowing, etc.

Application Process

Here are the steps for determining if your child is eligible:

Complete an application

AIMS is a special education program in schools across the city, in Districts 15, 29 and 75 and is expanding to serve more students.

The AIMS programs is an early childhood program offered in grades kindergarten to second. It provides a small class setting of 6 autistic learners, who have intensive support needs in areas related to learner readiness, language, communication, activities of daily living, and behavior.

AIMS uses Applied Behavior Analysis (ABA) uses a scientific approach to understand and improve behaviors to support students' engagement. Verbal Behavior is a method to teach communication and language. AIMS uses teaching methods to adapt to the classroom environment for the needs of students, including visuals, schedules, and systems of organizations.

Student Profile

Eligible students meet the following criteria:

Classification

Eligible for an educational disability classification of autism.

Cognition

AIMS is intended for students whose functional levels show developmental delays around communication, behavior, activities of daily living and social skills.

Achievement

Students in AIMS classes have moderate-to-severe delays in academic skills and below average working memory, verbal and nonverbal reasoning abilities, speech and language, attention and engagement.

Social Functioning

Students cannot yet interact in groups larger than two and may prefer to engage by themselves. Students have moderate to severe delays in playing and interacting with others.

Behavior

Students demonstrate behaviors related to autism including stereotyped repetitive motor movements, use of objects, or vocalizations/speech.

Class Structure

A special education teacher, speech teacher, and paraprofessional will provide individualized and small group instruction using the Assessment of Basic Language and Learning Skills (ABLLS) curriculum.

Classroom instruction and speech therapy will be delivered throughout the school day using the principles of Applied Behavior Analysis (ABA) and Verbal Behavior (VB).

• ABA uses a scientific approach to understand and improve behaviors, so students are engaged in learning in the classroom. VB uses the principles of ABA to teach communication and language.
• A Board-Certified Behavior Analyst (BCBA) at each school will provide ongoing professional development to support instruction, communication, and behavioral intervention strategies, including training in ABA and VB. The BCBA will also provide parent training and counseling sessions to ensure positive behavioral supports are in place and generalized across all environments, including the home.

Application

If you think the AIMS program may be right for your child, please speak with your child’s school. You or your child’s school can apply at any time. Any information or assessments needed to determine if the AIMS program will support your child’s learning, communication, social-emotional and behavior needs can be conducted through the IEP (Individualized Education Program) process at your child’s school or the CSE.

AIMS Program Application

Nest Program

The program is a partnership between the DOE and New York University’s (NYU) Autism Nest Support Project. 

The paper application for Autism Programs will no longer be accepted after June 30, 2024.  We will be using the NEW ONLINE APPLICATION ONLY starting July 1, 2024.

Nest Student Profile

Students must meet the following criteria:

Classification

Eligible for an educational disability classification of Autism.

Intelligence

Average to above average intelligence with consistent development including verbal and nonverbal abilities, working memory, language, and attention.

Achievement

Academic skills on or above grade level.

• Students can work independently and in small groups with minimal support.
• Students participate in standard assessments, including New York State (NYS) Math and English Language Arts (ELA) exams.
• Accommodation is provided as written on the student’s IEP.

Language/Communication

Receptive and Expressive language skills on or close to age level, except in the area of social language. These social communication skills include:

• Staying on topic
• Initiating and maintaining conversations with peers
• Using language across a variety of social settings
• Using socially appropriate nonverbal gestures, responses, and facial expressions

Social Functioning

Students may demonstrate challenges navigating the social world, for example, interacting and/or playing with peers or adults, with handling changes in routine, and with monitoring and controlling their own emotions and behaviors.

Behavior

Students demonstrate behavior related to autism such as task refusal, or saying “no” when overwhelmed, or using escape behaviors. Students with significant behavior may need a small or more structured setting. Students will respond to the support strategies and interventions of the Nest program.

Autism Nest Program Features

Class Structure

The program serves students with autism in a classroom with general education students. The class is a small Integrated Co-Teaching (ICT) class, with one special education teacher and one general education teacher. As students get older, the class size increases. There is no classroom paraprofessional.

Curriculum and Instruction

Classes follow the New York State Learning Standards and the same curriculum used in all DOE schools. Autism Nest teachers are trained in specialized teaching strategies for students with autism, including a special social curriculum called Social Development Intervention (SDI) developed by NYU.

Social-Emotional Supports

Social Development Intervention, led by speech therapists and supported by the classroom teachers and helps students understand the social world. SDI is an evidence-based program that builds social awareness and supports student understanding of social expectations while encouraging authentic communication and self-advocacy. SDI is delivered through a programmatic speech mandate in a small group with the classroom teacher's support. SDI provides students with the opportunity to practice social communication skills in a supportive environment which supports the generalization of these social skills into the classroom setting. SDI incorporates student’s special interest into sessions which helps build peer relationships and increases social engagement.

Horizon Program

Autism Horizon Student Profile

Students must meet the following criteria:

Classification

Eligible for an educational disability classification of Autism.

Intelligence

Below average (borderline) to average intelligence with areas of strengths and weaknesses.

Achievement

Academic skills are on or near grade level. There may be some students who are below grade level, and with additional support will be able to make academic progress.

• Students benefit from instruction based on the principles of ABA and can work independently with some support.
• Students participate in standard assessments, including New York State (NYS) Math and English Language Arts (ELA) exams.
• Accommodation is provided as written on the student’s IEP.

Language/Communication

May have mild to moderate language difficulties. They may have difficulty expressing themselves and understanding what others are saying. Students will have difficulty with social language.

• Students entering kindergarten can speak in at least 2-3-word, meaningful sentences.
• Older students can express their needs and wants verbally but need support to communicate effectively in social situations.

Students who use augmentative communication devices can be considered for the program.

Social Functioning

May have mild to moderate delays in playing and interacting with other students. Students may participate in social activities, but often prefer to engage in activities by themselves.

Behavior

Students demonstrate behavior related to autism such as task refusal, crying to gain attention, shutting down, falling to the floor, or using physical behavior to communicate needs. Students will respond to the positive and proactive support strategies and interventions of the Horizon program. The smaller class-size provides an opportunity for smaller group learning and individualized support.

Autism Horizon Program Features

The Autism Horizon program was developed by the NYC Public Schools. Rethink Ed Platform Solutions provides support and instructional materials for staff working in the Horizon Program.

Class Structure

The class size is a special class of eight autistic students. The class is taught by one special education teacher and one classroom paraprofessional. With the proper support, students have opportunities for inclusion in larger classrooms learning with peers with and without IEPs.

Curriculum and Instruction

Classes follow the New York Learning Standards and use the same curriculum used in all NYC Public Schools. Autism Horizon teachers have specialized training on how to use proactive and positive strategies and interventions to support the academic, behavioral, and social emotional needs of students with autism. Rethink Ed Platform Solutions provides support including evidence-based instructional materials, based on the principles of Applied Behavior Analysis (ABA). These materials support the academic and social-emotional development of Autism Horizon students.

Social-Emotional Supports

The Horizon Social Curriculum is a group speech session led by the speech therapist and supported by the classroom teacher and paraprofessional. The focus of the Horizon Social Curriculum is centered around supporting the students in developing authentic social communication skills, navigating social challenges, while also learning self-advocacy and efficacy skills.

Application

Fill out the Autism Program Application form here to get started. To complete the application in one of the DOE-supported languages, please select from the language drop down. For Haitian Creole use this link.

Autism Programs - Nest and Horizon Admissions Process NEW ONLINE APPLICATION

Children Entering Kindergarten

Speak with your child’s school about the NYC Public School’s autism programs and share your interest in applying with the assigned IEP team. You or your school can apply during your child’s final year of preschool. Fill out the Autism Program Application form here to get started. To complete the application in one of the DOE-supported languages, please select from the language drop down. For Haitian Creole use this link.

Families should also complete the general kindergarten admissions process. To learn more: kindergarten admissions process.

Children in Grades K – 12

NEW Online Application

Fill out the Autism Program Application form here to get started. To complete the application in one of the DOE-supported languages, please select from the language drop down. For Haitian Creole use this link.

Families can apply anytime.

All assessments needed for the application process can be completed by your IEP team. You or your child’s school can send the completed application by:

Email: AutismPrograms@schools.nyc.gov

Confirmation of Application

After the Central Autism Program Team receives your application, you will receive an email confirming receipt of the application. If you do not hear from the team within one week, contact them at autismprograms@schools.nyc.gov.

When an application is submitted, the Central Autism Program Team will also contact your child’s IEP team to discuss the information provided on the application and ask any follow up questions

Initial Review

The Central Autism Program Team reviews your child’s special education record. The team will see if testing is up-to-date and provides all the information about your child’s intellectual ability and social, language, behavior, academic, and adaptive skills required. The team also makes sure that your child meets criteria for an educational classification of autism.

Observation

If the information provided during the initial review indicates your child may be a candidate for either an Autism Nest, Horizon or AIMS program, a Central Autism Program Team member will work closely with you and your child’s IEP team to schedule an observation.

Admissions Determination

The determination is based on the information and data gathered from your child’s:

• Psychoeducational evaluation
• Autism diagnostic testing
• Observations
• Any additional information submitted

The Central Autism Programs team will discuss with you whether an autism program (AIMS, Nest or Horizon) will meet your child’s needs.

If your child is not eligible, the IEP team will work with you to determine appropriate special education services to meet your child’s needs. You can submit a new Autism Program application later if new information about your child becomes available.

If your child is eligible for either program, the IEP will be written by your child’s IEP team with guidance from the Central Autism Programs Team.

Program Visit

If your child is accepted to an Autism program, you may visit the school where the program is offered. Because Autism programs are not in every school and there are a limited number of seats, students are assigned to a specific school. We are not able to accommodate requests for specific schools. Families of accepted students will be contacted by the school being offered to arrange a visit and to enroll.

Registration

Families of newly accepted students will receive a Prior Written Notice (PWN) and School Location Letter (SLL) following the IEP meeting. The SLL will specify the school your child will attend. Once you receive the SLL, you should bring the documentation needed to enroll your child at the school as soon as possible. It is important to register at the Autism program school as quickly as possible so that transportation, if included in the IEP, is not delayed.

NEW Online Application

Fill out the Autism Program Application form here to get started. To complete the application in one of the DOE-supported languages, please select from the language drop down. For Haitian Creole use this link.

Autism Summer Programs

The Autism programs of Nest and Horizon follow the ten-month District 1-32 school calendar from September through June. The NYCPS (New York City Public Schools) provides an optional summer program for students in Autism programs in kindergarten through eighth grade. The summer program's purpose is for students to continue receiving their mandated related services over the summer and to promote continued social development.

The AIMS program is a 12-month program and will be recommended on your child’s IEP. Your child will receive the same supports over the summer in the AIMS summer program.

Bilingual Special Education

Bilingual Special Education (BSE) is a specialized program for students who require an Integrated Co-Teaching (ICT) or Special Class (SC) with a language of instruction other than English. These programs are designed to enable English Language Learners (ELLs) to achieve success through bilingual instruction in special education programs. In bilingual special education programs, the home language of the student is used to support his or her development of English and content learning.

Bilingual Special Education (BSE) is recommended by your child’s IEP Team or Committee on Special Education (CSE). Students may need to transfer schools to receive their IEP-recommended BSE program.

BSE Student Profile

Classification

Students must be eligible for one of the 13 disability classifications as defined by the New York State Education Department’s Regulations of the Commissioner of Education: Part 200.

IEP Program Recommendation

A language other than English must be selected on the Recommended Special Education Programs/Services page of the student’s IEP. For example, a student is recommended an Integrated Co-Teaching Program with a language of service of Spanish.

BSE Program Features

Dual Language (DL)

• Serves both English Language Learners (ELLs) and English-proficient students, who function as role models for each other and whose interactions support skill development in both languages.
• Designed to continue developing the student’s home language, as well as English language skills.
• Students receive half of their instruction in English and half of their instruction in the target (or non-English) language.
• The goal of this program is for students to be able to read, write, and speak in both English and in their home language.
• After your child is no longer an English Language Learner (ELL), your child will stay in the program to learn and improve both languages.

Transitional Bilingual Education (TBE)

• Serves only English Language Learners (ELLs).
• Designed to support students in developing English language skills over time. Students can transfer skills in their home language to English.
• In these programs, as your child gets better in English, they will spend more time learning in English and spend less time learning in the home language.
• When your child is no longer an English Language Learner (ELL), they leave the program.

Curriculum and Instruction

BSE programs follow the New York State Learning Standards. Dual Language (DL) and Transitional Bilingual Education (TBE) programs provide students with curriculum in two languages.

For more information, please speak with your program school and refer to the NY State Department of Education website, Bilingual Education and English as a New Language.

BSE Inquiry Process

If you believe that your child may benefit from a BSE program, contact your school’s IEP team or Committee on Special Education (CSE). Students must have a recommendation for an Integrated Co-Teaching (ICT) or Special Class program (i.e., 12:1, 12:1:1, 15:1) with a language of instruction other than English, to be eligible.

Inquiry

Families and schools may contact the Central BSE Programs Team at any time during the year to submit an inquiry or ask a question by emailing BSEprograms@schools.nyc.gov.

• If you email the Central BSE Programs Team, you will receive an email acknowledging your inquiry.
• If you submit an inquiry for your child, the Central BSE Programs Team will notify your child’s school or Committee on Special Education (BSE) to let them know that you are interested in BSE.

Initial Review

The Central BSE Programs Team reviews the student’s IEP to confirm that it recommends a bilingual ICT or Special Class program. In addition, the team confirms your address to identify the BSE program closest to your home with available seats.

School Placement

If the Central BSE Programs Team can find placement in a program that is a reasonable distance from your child’s home, you will receive a School Location Letter (SLL) or School Assignment Form (SAF) providing an identified school. The BSE program may be in a school other than your local district school. If the school is not near your home, your child can access transportation.

Students entering kindergarten in September are offered placement by the Office of Student Enrollment with the assistance of the Central BSE Programs Team beginning in March or April of the prior school year.

If the BSE Team cannot identify an available program, your child will be supported by a bilingual Alternate Placement Paraprofessional in a monolingual (English) ICT or Special Class while the Central BSE Programs Team continues to look for an available program. Additionally, your child should continue to receive English as a New Language (ENL (English as a New Language)) services.

Program Visit

The School Location Letter (SLL) or School Assignment Form (SAF) will contain the contact person's name and the school address. Please call the BSE program school to make an appointment for a visit. You may also request assistance from your child’s IEP Team or Committee on Special Education (CSE) to coordinate the visit. After visiting the BSE program school, contact the IEP team at the school your child currently attends to inform them whether you are accepting or declining the BSE program offer.

Registration

If you accept the BSE placement offer, take the School Location Letter (SLL) or School Assignment Form (SAF) along with a copy of your child’s birth certificate, and two proofs of your address to register your child.

I Read Program

The Intensive Reading Education and Development (I READ) Program is a reduced class-size, Integrated Co-Teaching (ICT) class designed to support students who are showing early signs of reading struggles and may be at risk for dyslexia and other print-based reading disabilities.

This specialized program, currently available in elementary schools and provides in-depth, structured reading interventions and instruction to students. Students with disabilities learn beside peers with and without IEPs who may or may not have reading struggles.

The goal of the IREAD (Intensive Reading Education and Development) program is that students who are identified as struggling with early reading or pre-literacy skills make significant growth toward grade level literacy proficiency, preventing or diminishing the effects of future reading difficulties. Students will have a range of reading and language skills supported through explicit and direct literacy instruction.

I READ classes support student learning through teacher expertise: classes are co-taught by general and special education teachers who share responsibilities for teaching.   A teacher with specialized literacy training supports the class by pushing in for small group support during foundational skills instruction and by planning for instruction with the teachers.  Speech and occupational therapists support students as determined by the goals of the student’s IEP. 

I READ Instructional Model

The I READ teaching team will support student reading growth by applying structured literacy practices of explicit and systematic (direct and sequential) instruction and differentiation to high quality core instruction.  Foundational skills like phonics and phonological processing are supported through intensive instruction and the use of interventions as needed.  Teachers differentiate instruction by using data to pace lessons according to student mastery of concepts.  Students transfer word knowledge to literacy concepts and connected texts as well as learn vocabulary and reading comprehension strategies in content rich units of study through NYCPS approved core curricula.

I READ Student Profile

I READ is designed to support students who are struggling with early literacy skills as well as students from all reading levels. Students do not need to have a diagnosis of dyslexia or a specific reading disability in reading to enroll in I READ. Screening and diagnostic data will show trouble acquiring early literacy skills. Students with IEPs are likely to have educational disability classifications of Speech and Language Impairment or Learning Disabled.

I READ Admissions Process

Complete an application

Children Entering Kindergarten

Submit an application during your child’s final year of preschool, as early as possible. You can send the completed application via e-mail (IREADProgram@schools.nyc.gov). You should also apply to kindergarten through the kindergarten admissions process.

Children in Kindergarten

Submit an application anytime. You or your child’s school can send the completed application via e-mail (IREADProgram@schools.nyc.gov).

Confirmation of Application

After the I READ team receives your application, you will receive an email to confirm receipt. The team will also contact your child’s IEP team to discuss the information provided on the application and ask any follow-up questions they may have. 

Initial Review

The I READ team reviews your child’s special education records to ensure they provide all the necessary information about your child’s skills and ability, and to confirm that the I READ program can potentially meet your child’s needs.

Additional Assessments

Students who may benefit from the I READ program's support will be invited to participate in an additional assessment, conducted by a NYC DOE school psychologist. The purpose of the assessment is to learn more about your child’s reading ability, so that the I READ team can make a final determination as to whether the program will be the right fit for your student. The session will be scheduled at a time that is convenient for you and your child, and it will typically be held at the program school that your child will attend, should they be accepted.

Program Visit

If your child is accepted to the I READ program, you may visit the school where the program is offered. Because the program is not in every school and there are a limited number of seats, students are assigned to a specific school. We are not able to accommodate requests for specific schools. Families of accepted students will be contacted by the school being offered to arrange a visit and to enroll.

Registration

Families of newly accepted students will receive a Prior Written Notice (PWN) and School Location Letter (SLL) following the IEP meeting. The SLL will specify the school your child will attend. Once you receive the SLL, you should bring the documentation needed to enroll your child at the school as soon as possible. It is important to register at the new school as quickly as possible so that transportation, if included in the IEP, is not delayed.

Path Program

The Path program is a special education program in District 1-32 schools that serves some students who benefit from intensive social, emotional, and behavioral support. These supports are integrated into learning, the classroom and school wide. The Path program integrates best practices of inclusive education with a culturally responsive, strengths-based approach and a trauma informed lens. In Path classrooms, special education teachers, social workers, and occupational therapists provide social-emotional support and instruction developing student’s emotional and behavioral regulation and coping skills.

Path Program Overview

The Path program is a partnership between NYC Public Schools and New York University’s (NYU) Institute of Human Development and Social Change, Metropolitan Center for Research Equity, and the Transformation of Schools. The program is based on the component structures of inclusion learned through the Nest model.

Class Structure

While students with moderate behavior support needs are often recommended to learn in a separate class and school, students in the Path program learn alongside their peers in an inclusive classroom and school. This model is designed to offer intensive support in a reduced class size Integrated Co-Teaching (ICT) class, with one special education teacher and one general education teacher. The Path classroom provides a trauma informed environment that provides whole class instruction and support for social emotional instruction. Intensive behavioral support and clinical social emotional interventions are provided by the Path social worker and occupational therapist, often push-in (e.g., in the classroom). Path program offers a therapeutic environment that includes four students with disabilities who benefit from intensive social, emotional, and behavioral support and up to 16 students without IEPs.

Curriculum and Instruction

The Path program classes follow the New York State Learning Standards and the same curriculum used in all NYC Public Schools. Path program philosophy and training focuses on fostering students’ strengths, building relationships, teaching co-regulation skills, creating safe spaces, and culturally responsive-sustaining education practices.

Social Emotional Behavior Supports

Path program teachers are trained in culturally responsive and cognitive behavioral approaches to provide class-wide social-emotional support and direct instruction of tailored emotional regulation skills. Path social workers are trained in implementing a therapeutic counseling intervention designed for a school to support students who have experienced traumatic or stressful events. Occupational therapists and classroom teachers use a social emotion learning curriculum to teach students coping and regulation skills.

Collaboration

The Path program relies on extensive and consistent collaboration of teachers, therapists, administrators, and other school staff. They use weekly team meetings to create supportive and holistic classroom and individual support for students.

Family Engagement

The home-school connection is an essential element to the Path program and valued component. Engaging families is critical to supporting students in their education and good for all students. The Path program team regularly communicates with families, offering family workshops throughout the school year and connecting families with community-based services when needed. The home school connection supports families to understand their child’s learning needs and opens pathways for communication to share strategies across home and school.

Classification

The Path program is offered to students with an emotional disability classification who may be recommended to learn in a more restrictive setting, in a separate school, or classroom. Students eligible for this program have experienced significant life stressors and traumatic events interfering in their learning and meaningful participation in the school community. Often this leads to more restrictive placements, and this program is designed to provide students with the support to be successful in an inclusive environment. Students who have another educational classification and who are identified as needing support with challenging behaviors due to their experience of stress or traumatic events may also be eligible for the Path program.

Cognition/Intelligence

Students in the Path program have academic skills on or approaching grade level. Students are of average intelligence with strengths and challenges that can be supported in integrated co-teaching classroom.

Achievement

Students in the Path program participate in standard assessments, including the New York State (NYS) Math and English Language Arts (ELA) exams. This means that students can access the grade level content and benchmarks with appropriate modifications and support, including those written on their IEP. Students who have experienced stressful or traumatic events may need additional support to make academic progress but will achieve grade level standards with this support.

Behavior

Students in the Path program may have mild to moderate behavior challenges, such as refusing to talk or shutting down and/or low frustration tolerance, impulsivity, escape, and self-direct behaviors. They may feel anxious with sudden changes, have changes in their mood, or experience somatic symptoms (ex: stomach aches or headaches).

Students in the Path program are provided support coping with their frustrations, expressing their emotions when upset, regulating their body movements/ energy levels, building a healthy self-esteem, trusting adults, feeling safe in unpredictable environments, following directions, or focusing on class. There may be additional emotional or behavioral challenges students may present with to be considered for the program. Students in the Path program are responsive to interventions and support without the aid of a paraprofessional.

Social Functioning

Students in the Path program may have difficulty with trusting adults and with forming healthy relationships. They may include withdrawal from social interactions, responding in a physical or verbal way, lashing out at friends, difficulty following directions from adults, or struggling with following social norms. Students may have anxiety that impacts their ability to trust others or make friends and may seem too dependent or too rebellious.

Path Program Admissions Process

If you are interested in learning more about the Path program or finding out if your child is eligible, please speak with your school team or contact pathprograms@schools.nyc.gov.

Review for the Path program: The Central Path programs team will review your child’s special education record in consultation with your child’s school-based IEP team.

• Up-to-Date Assessments: If more information about your child is needed, we will contact you and your child’s school-based IEP team to discuss any assessments needed and seek consent, if required.

Admissions Determination: An admissions determination is based on the information and data gathered from your child’s psychoeducational evaluation, social history, IEP, and any additional information available through your child’s educational record or provided by you, as well as discussion with you and your child’s current school team.

The Central Path program team will discuss with you and your child’s school team whether the Path program will provide your child the needed support for your child. We will work with you and your IEP team for the next steps.

Visiting a Path program: After a Path program is identified for your child and you have accepted the offer, a visit can be arranged to the program school. The Central Path team and program school will coordinate a visit with you. Following a visit, we will work with you and your child’s current school to create a transition plan, to help your child adjust to the new school.

Information for Students Accepted to the Path Program

Families of newly accepted students will receive a Prior Written Notice (PWN) and School Location Letter (SLL) following the IEP meeting. The SLL will specify the Path program school your child will attend. Upon receipt of the SLL, you may arrange a time to register your child at the new school. Please bring the school location letter or assignment form, along with any other required documentation needed to enroll your child in the Path program. The Path program Central Path team will assist you throughout this process.

It is important to register at the Path program school as quickly as possible so that transportation, if included in the IEP, is not delayed.

• Transportation: Special education transportation is provided to and from school. Work with your child’s IEP Team to receive special education transportation as an IEP service. The need for special transportation accommodations such as limited travel time or a temperature-controlled vehicle, must be supported by medical documentation.
• A Central Path program Team member will work closely with your child’s IEP Team and will also have ongoing contact with you regarding your child’s application.

South Bronx Literacy Academy

SBLA (South Bronx Learning Academy) is a stand-alone school in the Bronx designed to serve students who have demonstrated challenges in learning to read and may be at risk for dyslexia and language-based learning difficulties. Aligned with recommendations from the International Dyslexia Association, SBLA will offer intensive classroom instruction in structured literacy - providing highly explicit, systematic, and multi-sensory teaching of foundational skills and other important literacy components, including vocabulary, reading comprehension, and writing. Additionally, SBLA will embed consistent and purposeful practices to support social emotional learning and executive functioning skill development to meet the needs of students with such language-based learning difficulties.

The school is a partnership between New York City Public Schools and the Literacy Academy Collective, a non-profit organization founded by the parents of students with dyslexia.

Enrollment

For the 2023-24 school year, SBLA will offer seats for 2nd and 3rd grade students. Every year thereafter, the school expects to expand by one grade until it reaches capacity as a 2nd–8th grade school.

Families of current 1st and 2nd graders are encouraged to apply for the 2023-24 school year. All students will undergo reading assessments to determine eligibility for admission into the school. The following students are encouraged to apply for admission to SBLA:

• Any current 1st or 2nd grade student who has demonstrated persistent struggles in making adequate reading progress; or

Any current 1st or 2nd grade student with a formal dyslexia diagnosis on a Neuropsychological / Neuropsychoeducational or Psychological / Psychoeducational evaluation

Both general education students and students with an individualized education program (IEP) are encouraged to apply.

Instructional Model

SBLA is a literacy-based school dedicating at least 90-minutes per day of small group instruction to the teaching of foundational reading skills using Preventing Academic Failure (PAF), a structured literacy approach that is daily, systematic, explicit, and multi-sensory. Math is sequential and systematic as well, using consistent modeling to help students build conceptual understanding and number sense. Writing is taught through the content areas of Science and Social Studies. Oral language development and vocabulary instruction is embedded throughout the day. In addition to these school-wide language supports, SBLA will provide school-wide support for social-emotional learning (SEL) and executive functioning (EF), including explicitly teaching students skills, strategies, and common language around SEL and EF. These components are then thoughtfully incorporated throughout the school day.

All classrooms at SBLA are Integrated Co-Teaching classes for general education students and students with IEPs. Each classroom will have two full-time teachers (1 general education and 1 special education) and no more than 18 students. In addition, the school will provide on-site IEP-recommended related services, including speech and occupational therapy, and counseling.

Admissions Process for the 2023-24 School Year

Step 1) Apply Now! Interested Families of current 1st & 2nd graders can apply in one of 3 ways:

1. Online via wwww.MySchools.nyc
2. Going to a Family Welcome Center
3. Calling 311

Step 2) Determining Eligibility for the Admissions Lottery

1. Students with a formal dyslexia diagnosis are automatically eligible for the lottery.
2. All other students will first be considered based on the Acadience Benchmark, and then, depending on their scores, may be invited for additional assessments.
3. Students who score at or less than the 16th percentile on the Acadience Benchmark will be invited for an additional assessment.
4. Students who score above the 16th percentile on the Acadience Benchmark will not initially be invited for additional assessments but may be placed on a waiting list pending availability.
5. Students invited for additional assessment may meet with a school-based psychologist for an in-person, 1:1 assessment. Students will participate in testing around word decoding, pseudoword (non-sense) reading, and spelling to determine eligibility for the admissions lottery.

Step 3) Admissions Offers to SBLA for September 2023

1. All eligible applicants will be entered into the admissions lottery. Offer letters will be sent in June.

Inquires:

To learn more about the South Bronx Literacy Academy, visit our webpage or reach out to the School Program Director, Bethany Poolman at bpoolman@schools.nyc.gov.

District 75 Inclusion

The inclusion model supports students in a District 1-32, general education class, to learn alongside peers with and without IEPs, and with the support of District 75 special education teacher support services (e.g. SETSS provider) and a paraprofessional.

Students have access to the full community of learners in the inclusion program. This includes sports, theater, clubs, extracurricular and after school activities.

Students are on a shared instructions register, which means both district 75 and District 1-32 school share responsibility for this student's instruction and academics. Students receive support through both schools.

The Inclusion Program is committed to:

• Ensuring a healthy, safe and academically effective environment
• Communicating and collaborating to develop, implement, and progress monitor students' IEPs goals, progress, and learning
• Ensuring students' access to the general education curriculum with appropriate adaptations and supports for student success
• Through the collaboration of the Inclusion school-based staff, students receive social emotional support for success.

Instructional Model

Through the student’s IEP team, students attending District 75 program schools may be determined to benefit from a program where they will learn alongside peers with and without IEPs. This setting is a general education classroom in District 1 –32 school, a larger more diverse setting. The IEP team, along with parent agreement, may recommended an inclusion program. Sometimes a school may consider recommending an inclusion program and the student is attending a District 1-32 school. In these instances, the school team works with the central specialized programs team to determine whether an inclusion placement is appropriate and/or if another would offer the student the appropriate level of support.

If you are interested in an inclusion program, please speak with your school's IEP team or contact specializedprograms@schools.nyc.gov.