VPerspective
A new school year — another reorganization
Sep 17, 2009 3:42 PM
Reorganization. It’s become a fall ritual. But don’t panic! Not yet. As far as we know, Tweed is not moving record rooms or eliminating positions. We don’t expect files to “go missing” or get sabotaged as happened during a prior reorganization. We do know a few details about the latest scheme and its staffing, and I will go out on a limb to say that it is possible this special education reorganization could be a good thing for special education.
Here’s why.
Over the summer, the chancellor created the new cabinet-level post of chief achievement officer for special education and English language learners, appointing veteran educator and administrator Laura Rodriguez to the position.
Rodriguez, in turn, selected Dov Rokeach as her deputy.
I know both Laura and Dov well.
Laura has a long history of working in programs for ELLs. More recently, she served as chief executive officer of the Department of Education’s Leadership Learning Support Organization. Dov was superintendent of District 8 when he was tapped for this position. He began service with the DOE as a special education teacher and has worked extensively in our field since 1982.
Could this possibly mean that the chancellor finally said “no mas!” to the bad news about DOE services for these two important populations? I don’t care. It will be better for special education to be at the table where DOE policy is made.
I even like the new chief officer’s title because it focuses on improving outcomes, which is exactly where the focus should be.
That is, unless “achievement” was meant to further de-emphasize “compliance.” In my experience, achievement and compliance work hand in glove. The laws and regulations ensure that students with disabilities get the support and services they need to succeed.
It will take time to determine the chancellor’s true intentions.
In the meantime, we know one big thing: reorganizations, particularly when accompanied by changes in leadership, make for dangerous times. Many building administrators see them as opportunities to ignore their obligations, cut corners, get creative with staffing, etc.
This is where you come in.
I would like to ask you to do three things:
First, if you are a special or general education teacher with IEP (individualized education program) implementation responsibilities, the law requires that you receive a paper or electronic copy of the full IEP of each student you serve prior to implementation.
If you are a paraprofessional and you are responsible for implementing IEPs in the classroom or with individual students, you must have an opportunity to review the IEP prior to implementation and ongoing access. If you are denied a copy of the IEP or access to one, tell your chapter leader immediately.
If you don’t receive a copy of the full IEP (or access, if you are a paraprofessional), file a special education complaint using the UFT’s online complaint form under “Online Forms” on the home page of the UFT Web site, www.uft.org.
Second, self-contained classes from elementary, middle and high schools must be taught by a licensed/certified special education teacher. Administrators cannot legally assign a general education teacher to teach a special education class one period a day as incidental teaching.
Similarly, collaborative team teaching classes (now called “integrated co-teaching”) must be staffed by both a licensed/certified special education teacher and a licensed/certified general education or content area teacher. If you know of a self-contained or CTT class not being taught by appropriately licensed/certified teachers, tell us immediately by filing a special education complaint.
Third, the size of special education (self-contained) classes and the number of students with IEPs in collaborative team teaching classes must be strictly limited; state laws and regulations and DOE policy demand it.
CTT classes cannot have more than 12 students with IEPs and those students cannot represent more than 40 percent of the class. Every student with an IEP “counts” for purposes of the CTT limits. If these limits are violated, notify your chapter leader no later than Sept. 22, as per our contract’s expedited grievance procedure for oversized classes. Also file a special education complaint.
Class-size violations can be addressed at any time during the school year through the UFT’s special education complaint process.
In addition, new tools and resources are available for parents of students with disabilities who run into difficulties at the beginning of the school year.
The ARISE coalition offers a handout answering important questions pertaining to school opening — for example, what if my child shows up for school and is told he or she has no seat? This resource is available at www.arisecoalition.org.
Advocates for Children has trained volunteers in going to schools and enrollment offices and talking with parents about their experiences obtaining placements for their children. They serve as “poll watchers,” monitoring placements and service problems. Encourage parents to look for them and relate their experiences.
Yes, I have more hope than I’ve had in awhile, but I have no grand illusions. I intend to keep strengthening and expanding the UFT’s successful There Is No Excuse campaign. [See www.uft.org and click the appropriate button on the left for details and for complaint forms.] And you can count on me to bring your voices to the table with Laura and Dov.
