NEW YORK CITY DEPARTMENT OF EDUCATION

NEW YORK CITY DEPARTMENT OF EDUCATION

Kindergarten information



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Specialized Instruction and Services

for Students with Significant Challenges

District 75 provides instructional support in a wide variety of settings for students with significant challenges, which may include those on the autism spectrum or with significant cognitive delays, emotional disturbances, and sensory impairments and or multiple disabilities.

Additional services are provided in the following areas as indicated: bilingual instruction and support, English as a Second Language (ESL), travel training, activities of daily living (ADL), as appropriate.

For students with significant hearing and/or vision impairments, District 75 offers special class service. Specialized equipment and related services are integrated into the curriculum throughout the school day. These services may include audiology, assistive technology, sign language interpretation, orientation and mobility, and Braille.

Partnering with Families

The goal of District 75 is to maximize independence and opportunity to students to increase potential. We partner with families to ensure the best outcomes for all students.

District 75 classes serving kindergarten students include:

Special Class, 12:1:1 Ratio

- 12 students - One teacher - One paraprofessional

Serves students with academic and/or behavioral management needs that interfere with the instructional process. They may require additional adult support and specialized instruction that can best be accomplished in a self-contained setting.

Special Class, 8:1:1 Ratio

- 8 students - One teacher - One paraprofessional

Serves students whose needs are severe and chronic requiring constant intensive supervision, a significant degree of individualized attention, intervention and intensive behavior supports as well as additional adult support.

Special Class, 6:1:1 Ratio

- 6 students - One teacher - One paraprofessional

Serves students with high needs in most areas including academic, social and/or interpersonal development, physical development, and management. Classes provide intense individual programming, continual adult supervision, and when indicated a specialized behavior management program, and speech/language therapy (which may include augmentative/alternative communication).

Special Class, 12:1:4 Ratio

- 12 students - One teacher - In addition, one paraprofessional for every three students

Serves students with severe multiple disabilities which may include, limited language, academic delays and who may be unable to function independently. Classes may provide a program of habilitation and treatment including training in daily living skills, communication skills, sensory stimulation, and therapeutic interventions.

District 75 Citywide Programs

Specialized Programs for Students with

Significant Challenges

Information for Families of Students Entering Kindergarten

Corinne Rello-Anselmi, Deputy Chancellor Division of Specialized Instruction and Student Support Ketler Louissaint, Superintendent District 75

[rev 10/16]

Service may also be provided to District 75 students in:

General Education Classrooms Special Classes located in

community school buildings Special classes in specialized

schools Agencies, hospitals and at

home

For more information about District 75's programs for kindergarten students, contact our Placement Office at (212) 8021578

Meet with District 75

If you would like to visit, some of our Kindergarten sites are listed here. Please call to make an appointment to meet our staff and see the various programs we offer.

District 75 classes are housed in community schools throughout the city and in self-contained school buildings. A District 75 class in a community school might be described as "P169M@P102M," where P169M is a District 75 program in Manhattan located in Public School 102, Manhattan.

X ? Bronx K ? Brooklyn M ? Manhattan

Q ? Queens R ? Staten Island (Richmond)

Staten Islan d

Queens

Manhattan

Brooklyn

Bronx

School/Site

Address

Principal

Contact

Programs

12:1: 1 8:1:1 6:1:1 12:1: 4

P010X@P304X P176X@P178X P188X@P034X P352X@P134X P723X@P338X P141K@P380K P369K@P067K P396K@P396K P771K@P329K P138M@P030M P138M@P033M P169M@P102M P811M P004Q@P179Q P177Q P255Q@P151Q P993Q@P130Q P037R@P037R P373R

2750 Lafayette Avenue Bronx, NY 10465 850 Baychester Avenue Bronx, NY 10475 770 Grote Street Bronx, NY 10460 1330 Bristow Street Bronx, NY 10459 1780 Dr. M.L.K. Blvd. Bronx, NY 10453 370 Marcy Avenue Brooklyn, NY 11206 51 St, Edwards Street Brooklyn, NY 11205 110 Chester Street Brooklyn, NY 11212

2929 West 30th Street Brooklyn, NY 11224

144 East 128th Street New York, NY 10035

281 Ninth Avenue New York, NY 10001

315 East 113th Street New York, NY 10029

466 West End Avenue New York, NY 10024 196-25 Peck Avenue Fresh Meadows, NY 11365

56-37 188th Street Flushing, NY 11365

50-05 31st Avenue Woodside, NY 11377

200-01 42nd Avenue Bayside, NY 11361 15 Fairfield Street Staten Island, NY 10308 91 Henderson Avenue Staten Island, NY 10301

Barbara Hanson John Siracuse Shanie Johnson Lourdes Mendez Shante Chunn Michele Thornton-Mannix Rudy Giuliani Nira Schwartz-Nyitray Denise D'Anna Greg Soulette Greg Soulette Susan Finn Barry Daub Marcy Berger Kathy Posa Richard Marowitz Jacqueline Zaretsky Florence Gorsky Paulette Benevento

Julio Morales (718) 823-5684 Vera Celentano (718) 904-5750 Dawn Zerbo (718) 561-2052 Saturine Packer (718) 893-6813 Shante Chunn (718) 960-4400 Simone Sanchez (718) 388-4800 Dorothy Collins (718) 855-6838 Hansraj Soodoosingh (718) 385-6200

Denise Ramos (718) 891-3600 ext. 0

Steve Morris (212) 369-2227

Mara Gruskin (212) 563-4886

Bree Carnovale (212) 876-1829

Jennifer Celadilla (212) 579-3788 Jacqueline Berman (718) 264-0916

Neil Avrut (718) 357-4650

Josephine Morales (718) 274-2897

Alexis Tandit (718) 224-0490 Florence Gorsky (718) 984-9800 Susan Di Scala (718) 816-8897

Division of Specialized Instruction and Student Support ASD Programs Family Resource Guide

AUTISM SPECTRUM DISORDER (ASD) PROGRAMS The ASD Nest Program and the ASD Horizon Program are two different special education programs in District 1-32 schools that serve certain students with autism who have Individualized Education Programs (IEPs).1 Each program is designed to strengthen academic and social skills, but have different service delivery models and eligibility criteria. The same application process applies to both ASD Nest and ASD Horizon Programs.

ASD PROGRAM OVERVIEW

ASD NEST

ASD HORIZON

The ASD Nest Program is a partnership between the NYCDOE The ASD Horizon Program was developed by the NYCDOE and New York University's (NYU) ASD Nest Support Project2. in collaboration with the New England Center for Children

(NECC).

CLASS STRUCTURE

This program serves students with ASD and typically

This program serves a maximum of eight students with ASD

developing students in a reduced class-size Integrated Co- in a Special Class (SC), with one special education teacher

Teaching (ICT) model, with one special education teacher and and one classroom paraprofessional (8:1+1). As students

one general education teacher. As students get older, the

get older and develop necessary academic and social skills,

class size increases, as does the ratio of students with autism opportunities for inclusion with typically developing peers is

to typically developing students. There is no classroom

encouraged.

paraprofessional in this model.

SCHOOL-BASED STAFF

Staff receive training in specialized teaching strategies for

Staff receive training in specialized teaching strategies for

students with ASD, including Social Development Intervention (SDI) developed by NYU. SDI is an evidence-

students with ASD, including the Autism Curriculum Encyclopedia3 (ACE), developed by NECC. ACE is an

based program that supports the social/emotional

evidence-based program based on Applied Behavior

development of ASD Nest students.

Analysis (ABA), which supports the academic and

social/emotional development of ASD Horizon students.

CURRICULUM AND INSTRUCTION

As in all NYCDOE schools, ASD Nest Program classes use the As in all NYCDOE schools, ASD Horizon Program classes use

Common Core Learning Standards (CCLS). ASD Nest Program the Common Core Learning Standards (CCLS). ASD Horizon

classes combine CCLS and SDI to improve social

Program classes provide a supportive classroom, combining

understanding while also supporting academic success. SDI is CCLS and ACE instruction delivered individually, based on

taught in small groups and reinforced throughout the day. student need for academic and social support.

SOCIAL / EMOTIONAL SUPPORTS

Related service providers use SDI to help students develop Related service providers work collaboratively with

relationships and improve social functioning. This pragmatic classroom teachers using individually customized ACE

(social) language curriculum is taught in small groups of ASD lessons to address specific communication and socialization

Nest students and reinforced by classroom teachers.

challenges faced by students with ASD.

1 More intensive supports for students with ASD are provided by District 75: 2 3 The New England Center for Children:

Last Updated: September 7, 2016

Division of Specialized Instruction and Student Support ASD Programs Family Resource Guide

ASD STUDENT PROFILE

ASD NEST

ASD HORIZON

Students accepted to the ASD Nest Program must meet the Students accepted to the ASD Horizon Program must meet

following criteria:

the following criteria:

CLASSIFICATION

Students must be eligible for an educational disability classification of Autism.

COGNITION / INTELLIGENCE

Average to above average intellectual functioning with

Low average to average intellectual functioning with uneven

consistent development across all cognitive areas including cognitive skills.

but not limited to, verbal and nonverbal reasoning abilities,

working memory, language, and attention.

ACHIEVEMENT

Academic skills on or above grade level. Students are able Academic skills on or near grade level. Students benefit

to work independently and in small groups, with minimal

from instruction based on the principles of ABA and can

redirection. Students participate in standard assessments, work independently with some redirection and adult

including New York State (NYS) Math and English Language support. Students participate in standard assessments, Arts (ELA) exams.4 Accommodations are provided as written including New York State (NYS) Math and English Language

on the student's IEP.

Arts (ELA) exams. Accommodations are provided as written

on the student's IEP.

LANGUAGE / COMMUNICATION

Language skills on or close to age level, except in pragmatic Students may have mild to moderate expressive and

(social) language, including staying on topic, meaningful

receptive with pragmatic (social) language delays. Students

conversation, and socially appropriate nonverbal gestures, entering kindergarten can speak in at least 2-3 word,

responses and facial expressions. For example, students may meaningful sentences and older students are able to string

have challenges that include inappropriate responses

words to express needs and wants, but need support to

and/or misinterpreting others' statements and/or behaviors. communicate effectively in the social arena. Echolalia may

also be present.

SOCIAL FUNCTIONING

Mild to moderate delays. Students demonstrate challenges Mild to moderate delays in initiating and sustaining peer

in interacting and/or playing with peers or adults, rigidity, interactions. Students may participate in social activities, but

and difficulties with self-regulation.

often prefer to engage in solitary activities.

BEHAVIOR

Students may have mild behavior challenges, but are not

Students may have mild to moderate behavior challenges,

physically aggressive, do not engage in self-injurious

but are not physically aggressive, do not engage in self-

behaviors, and do not tend to show "escape behaviors,"

injurious behaviors, and do not tend to show "escape

such as running away from staff or exiting the classroom or behaviors," such as running away from staff or exiting the

school building.

classroom or school building.

4 The school or district-based IEP Team is responsible for determining student eligibility to receive accommodations on state, local, and classroom tests:

Last Updated: September 7, 2016

Division of Specialized Instruction and Student Support ASD Programs Family Resource Guide

ASD PROGRAM ADMISSIONS PROCESS

1. Submit an application: If you think the ASD Nest Program or ASD Horizon Program may be appropriate for your child,

work with your child's IEP Team to complete and submit an application at any time during the school year. If your child is entering kindergarten next year, we recommend you let us know as soon as possible. All assessments must be completed within one year of the application in order for the admissions process to move forward.

Work directly with your child's IEP Team to complete and submit the application.

You or your child's current school can send the completed application by:

o e-mail: ASDPrograms@schools. (strongly preferred),

o fax:

(718) 391-6887, or

o mail:

Central ASD Programs Team

28-11 Queens Plaza North (3rd Floor)

Long Island City, NY 11101

If your child is transitioning to: Kindergarten

Any other grade (1 -12)

Submit an ASD Program application:

As early as possible in the school year during your child's final year in preschool. Note: you should also apply to non-ASD kindergarten programs

through the kindergarten admissions process 5

Anytime.

Visit the Specialized Programs page6 on the DOE website to download and print the ASD Programs application.

2. Confirmation of Application: applications submitted by email will receive an acknowledgement via email within one

to two business days. Applications submitted by facsimile (fax) or regular mail will receive an acknowledgement via regular mail to confirm receipt, which will be mailed out within one to two business days of receiving your application. When an application is submitted, we will also contact your child's IEP Team to discuss the information provided on the application and ask any follow up questions.

If you do not hear from the Central ASD Programs Team within one week of submitting your application, please contact ASDPrograms@schools. or call (718) 391-6872.

5 The Office of Student Enrollment coordinates the kindergarten admissions process: 6 DOE Website for Specialized Programs:

Last Updated: September 7, 2016

Division of Specialized Instruction and Student Support ASD Programs Family Resource Guide

3. Initial Review for ASD Program Eligibility: the Central ASD Programs Team reviews your child's special education

record to determine whether assessments are up-to-date and provide sufficient information about your child's intellectual ability and social, language, behavior, academic, and adaptive skills. In addition, we make sure your child meets criteria for an educational classification of autism on his/her IEP.

Up-to-Date Assessments: If the Central ASD Programs Team needs more information about your child or if the assessments are not current, we will ask your child's IEP Team to obtain your consent and conduct any additional assessments. You will receive a letter from the DOE asking for your consent.

Additional Information: Families may also submit additional evaluation materials with their application for review by the Central ASD Programs Team. As with the clinical assessments, materials containing additional information should be no more than one year old for applicants in grades K-5 and no more than three years old for applicants in grades 6-12.

4. ASD Program Admissions Process & Timeline: If the information provided during the initial review indicates your

child may be a candidate for either an ASD Nest Program or an ASD Horizon Program, a Central ASD Team member will work closely with you and your child's IEP Team to schedule an observation. The DOE may also conduct additional evaluations, as needed, and will seek your consent to do so. Specifically, the DOE uses the Autism Diagnostic Observation Schedule (ADOS) for children who may be eligible for the ASD Nest Program.

Following the initial review, the Central ASD Programs Team will contact you with next steps in your child's ASD Program admissions process. If your child's clinical information indicates that s/he:

May be a good candidate for an ASD Program: You and your child's school will be contacted by a Central ASD Programs Team member to review the information and discuss the next steps in the process.

Does not meet admissions criteria: Your child's IEP Team will work with you to determine an appropriate special education program and/or service recommendation to meet your child's needs. You can submit a new ASD Program application at a later date if new information about your child becomes available.

5. ASD Program Admissions Observation: If the initial review indicates that your child may meet at least some of the

eligibility criteria, an observation will be scheduled either by an ASD Program School or by an ASD Central Team member, in most cases within four weeks from that initial review. Upon completion of the observation, results will be reviewed to determine if your child meets admissions criteria for and will be offered an ASD Program placement. You and your child's current school will receive a copy of the written observation report and you will be contacted by the Central ASD Team to discuss the results.

6. Admissions Determination: An admissions determination is based on the information and data gathered from your

child's psychoeducational evaluation, autism diagnostic testing, observations, and any additional information submitted. The Central ASD Programs team will discuss whether your child meets the admissions criteria for an ASD Nest Program or an ASD Horizon Program with you and your child's IEP Team. Once a student is accepted to an ASD Program, his/her IEP will be written by the school's IEP Team with guidance from the Central ASD Programs Team.

7. Visiting an ASD Program: Families of students accepted to an ASD Program may visit the prospective ASD Program

school offered. Please note, due to the specialized nature of this program and the limited number of seats, accepted students are assigned an ASD Program school- there is no application process for specific ASD Program schools. Families of accepted students will be contacted by the ASD Program school to arrange a school visit and to enroll at the school.

Last Updated: September 7, 2016

Division of Specialized Instruction and Student Support ASD Programs Family Resource Guide

INFORMATION FOR STUDENTS ACCEPTED TO ASD PROGRAMS 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 assigned ASD Program school your child will attend. Upon receipt of the SLL, families of accepted students should bring the documentation needed to enroll their child at the ASD Program school as soon as possible7. It is important to register at the ASD Program school as quickly as possible so transportation, if included on the IEP, is not delayed.

Transportation: Special education transportation is provided to/from the ASD Program school if your child's IEP Team determines that your child is eligible to receive special education transportation as an IEP service.8 The need for special transportation accommodations such as limited travel time or a temperature controlled vehicle, must be supported by medical documentation, approved by the Office of School Health (OSH), and reviewed annually. You must complete and sign the Authorization for Release of Health Information (HIPAA)9 to be submitted together with the medical accommodation form10 filled out by your child's doctor. These forms must be signed and completed by you and your child's doctor and submitted annually to your child's IEP Team. Your child's IEP Team will submit signed and completed forms to OSH for review.

ASD Summer Program: The ASD Nest Program and the ASD Horizon Program follow the ten-month Districts 1-32 school calendar from September through June.11 The NYCDOE provides an optional summer program for ASD Program students in kindergarten through fifth grade, to promote continued social development. This optional summer program runs for a half day, four days per week for four weeks. Summer program schedules are set by the site that houses the ASD Summer Program, which may be different from the school that the student attends for the 10 month school year.

A Central ASD Programs Team member will work closely with your child's IEP Team and will also have ongoing contact with you regarding your child's application. For current preschool students who are applying for kindergarten ASD Programs, you should work with your child's Turning 5 Team or your child's preschool IEP Team.

Visit the Specialized Programs page on the DOE website to download and print the ASD Programs application.

7 Enrollment documentation: 8 DOE website for Specialized Transportation Information: 9 HIPAA form: 10 Request for Medical Accommodations to be Completed by Treating Physician: 11 Your child's school or district-based IEP Team is responsible for determining whether extended school year (ESY), also known as 12month school year, services are needed. If your child is eligible for ESY, an appropriate summer program placement will be made. Visit the NYCDOE website on ESY:

Last Updated: September 7, 2016

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