The numbers paint a disturbing picture. Nearly 20 percent of New York City public school students (compared with 13 percent nationwide) have been diagnosed with a disability. On the most recent English Language Arts state exam administered to students in grades 3–8, 9.3 percent of these students with disabilities scored as proficient, compared with 46 percent of their nondisabled peers.

Should there be so many students with Individualized Education Programs (IEPs)? Should only 1 in 10 be able to read and write at grade level? I don’t think so.

The problem stems in part from the Common Core’s reduced emphasis on phonics instruction in the early grades. But we also know that significant numbers of students do not learn to read even with expert instruction using a comprehensive literacy program. For these students, the unavailability of individualized, evidence-based interventions often results in a referral for special education.

That is why the UFT and the Department of Education negotiated revised job responsibilities for centrally funded IEP teachers as reflected in a new posting released in June. In the 960 schools citywide with the highest special-education referral rates and numbers of students with IEPs, students in early grades who are not making adequate progress in reading and older struggling readers soon will have the support of well-trained learning specialists. In future years, these IEP teachers also will be trained to intervene in the areas of behavior and math.

Taking advantage of poor network oversight, principals used these centrally funded IEP teachers to perform myriad other duties, from administrative to clerical and everything between. The new IEP teacher posting reflects the original intent of the position: to identify and address learning issues before students are referred for evaluation.

Under the new job description, IEP teachers will spend a significant portion of their time as reading interventionists. The left column of the chart [at right] describes what the new job looks like and the right describes a number of impermissible activities. To be clear, these are non-negotiable!

Changing the focus of the IEP teacher position is going to be a heavy lift in many schools. Schools are accustomed to using IEP teachers in ways that are no longer permitted under the new posting. And there is a shortage of special education teachers in some districts.

IEP teachers also need to be trained to carry out their new roles. They are receiving professional development jointly crafted by the UFT and the DOE. The initial focus is on the five pillars of literacy (phonemic awareness, phonics, fluency, vocabulary and comprehension). Then they will receive the training they need to become skilled at intervention to help struggling readers. IEP teachers will learn about smart and efficient screening, multi-sensory literacy instruction (such as Wilson and Orton-Gillingham), progress monitoring and data-based individualization. Those who work in middle and high schools will learn effective strategies for working with older students who are poor readers.

I am confident that through the union’s partnership with the DOE we will be able to make this transition smoothly and that the new position will be professionally rewarding for the teachers who accept the challenge. The DOE’s Division of Specialized Instruction and Student Support is committed to helping schools use the IEP teacher position to support struggling students and reduce unnecessary referrals for special education services.

If your school is not adhering to the job description in the new posting, bring the issue to the attention of your chapter leader. If the chapter leader is not able to resolve the issue in consultation with the principal, the matter should be escalated to the UFT district representative and my office, if necessary. You may reach out directly to me for assistance at iepteacherposting@uft.org.