District 6

trailer talks

New York

Rello-Anselmi defends special ed reforms from District 6 critics

Deputy Chancellor Corinne Rello-Anselmi talks to families from District 6 at a Citywide Council on Special Education's monthly meeting. Two weeks into the school year, fears about the rollout of special education reforms are turning into reality at some schools, according to parents and teachers from Upper Manhattan who met with the Department of Education’s top special education official Thursday evening. But the official, Corinne Rello-Anselmi, said she has “been holding feet to the fire” to make sure that students are getting what they need despite the changes, which are bringing more students with disabilities to neighborhood schools that have served few students with special needs in the past. The sweeping reforms have been underway for two years now, but most schools are only seeing the changes take effect this year. They were designed help schools integrate more students with learning disabilities into general education classrooms, and in the process bring the city up to speed with research that shows that special education students are more successful when they learn alongside students without disabilities. Parents, educators, and advocates have warned that the department might be moving too fast and giving schools too little help to make the seismic changes. And at a meeting on Thursday of the Citywide Council on Special Education, a parent group that the city is required to support, some parents and educators said their experiences so far suggested that the warnings were well founded. Yadira Cruz, a public school teacher and the mother of a sixth grader who has Asperger syndrome, said she sent her daughter to middle school at P.S. 187 in Washington Heights this year expecting the school to meet her daughter’s needs. Her daughter’s Individualized Education Plan calls for her to be in a small class composed exclusively of students with special needs. But Cruz said her daughter was placed instead into a larger class that contains both students with disabilities and students without special needs. And a week into the school year, P.S. 187 started asking her to find another school, Cruz told Rello-Anselmi, even though she said the options for transferring at this stage in the year are limited.
New York

At Washington Heights town hall, Walcott gets a cool reception

A District 6 town hall meeting with Chancellor Dennis Walcott got a little unruly last night in the auditorium of Washington Heights' P.S.48, to the point where both Walcott and Judith Amaro, president of District 6’s Community Education Council, had to ask audience members to be respectful. Washington Heights parents use posters to help get their message across at last night's town hall “I get it, I get it,” Amaro told her community, amid jeers. “But we’re going to do this respectfully because regardless of what’s going on, there are visitors. Here in District 6, we treat our visitors right.” The hostility was not funneled towards a specific issue, as was the case with last week’s town hall in District 23, where parents focused the agenda on school closures. Nor was it so loud that the meeting could not proceed, as when a group of protesters derailed a Department of Education meeting about new curriculum standards. But, it touched on multiple issues ranging from colocations to instruction to budget cuts. Early in the meeting, the CEC quickly clicked through a powerpoint presentation overviewing their district’s demographic and academic profile. More than a third of K - 8 students are English Language Learners, almost ninety percent receive free or reduced lunch, the majority of students are Hispanic and black. “You will never, ever hear me single out poor children or children of color as being children that are different. I’m a firm believer that all our students can learn and can learn at high levels,” Walcott said later in the meeting. “You will never, ever hear me make excuses about what a student can or can’t do because of his background “ Before the community took the mic, the CEC presented six sweeping questions of their own to be answered by Walcott and his delegation of DOE employees, who represented offices such as English Language Learners and Portfolio Management. Their questions ran the gamut from “What makes a good school?” (strong leadership, qualified teachers, involved parents) to “What plans do you have for our ELL students?” (native language programs, grants for dual language programs). When Walcott attempted to answer a question about tightening budgets within schools by mentioning the salary steps built into the United Federation of Teachers’ contract, he was met with rogue shouts of “Are you kidding me right now?” and “Don’t try to put the budget on the teachers!” When he touched on the idea of colocations and of rising class sizes, the response was similar.