For much of the nation, the state of New York appears to be the mecca of all things hip; cool neighborhoods, awesome theater and excellent museums. Professional sports abound throughout the state and many, many people flock to New York every year believing that if “they can make it there, they can make it anywhere!” Even the educational standards and teacher pay appear to be greatly desirable for educators and parents alike. However, not all schools are excellent; many in fact, have not been able to meet state and federal standards for success. Long Island Schools have, however, shown marked improvement over the last 4 years in resolving this problem.
Long Island Schools Report Cards
Recent state report cards which reflect how well a school is doing in regards to state academic goals show that Long Island Schools demonstrate marked improvement. Over 30 Long Island Schools have not been able to meet the criteria in the past. For the most part, these Long Island Schools have been able to improve their ratings and have thus met the state requirements as well as the federal ones resulting from the No Child Left Behind Act.
What’s interesting are the reasons given for why these schools have not been up to snuff in the first place. Nearly all the failing Long Island Schools cite poor education for special ed students as the reason for the schools’ failure. Why, in the 21st century, is this school district just now realizing that these students need extra attention? Special education students are those with specific learning difficulties, such as dyslexia. These Long Island Schools’ students must receive special training in order to meet academic standards put forth by Long Island Schools themselves.
Special Education in Long Island Schools
It is not to be said that special education students cannot learn or meet the academic goals set for them by Long Island Schools. However, they do need special accommodations in order for them to learn and perform at the top of their game. Oftentimes, these students are exceptionally bright; they just aren’t wired like the mainstream student population. They need and deserve a strong educational program that is sensitive to their needs and helps them reach the expectations set forth by the Long Island Schools.
It is nearly unbelievable to me that Long Island Schools didn’t know this in the first place. Despite the fact that most kids learn in spite of us, there are quite a lot of kids who definitely do need our help. Making sure to have an adequate number of teachers and support staff on the payroll as well as the proper facilities is a given. There is no reason why a majority of these kids can’t be held to the same standards as their mainstream peers; they simply require special accommodations. Why Long Island Schools were lax in this is a question that only they can answer.
By: Patricia Hawke
Posts Tagged ‘No Child Left Behind Act’
Long Island Schools Finally Showing Improvement
December 19th, 2009Special Education Services in New York City Schools
October 25th, 2009
Special Education Services (SES) in New York City Schools aim to help struggling students get the help they need in English language arts, mathematics, and reading free of charge in accordance with the No Child Left Behind Act. However, one of the major problems behind this vitally important tool in a child’s learning is that it isn’t offered to every child. New York City Schools are only offering this free tutoring to those students eligible for free lunch and attend a school that failed to meet Adequate Yearly Progress (AYP) standards for three or more consecutive years.
It would seem as if New York City Schools only believe that the underprivileged should be allowed the tools necessary to help their children refine their skills in a subject that they have trouble with. In fact, with the troubles in the economy these days there are more and more families who live in the New York City Schools area who are not eligible for free lunches but still couldn’t afford private tutoring for their children if they struggle in particular subjects. Yes, there is only a certain amount of funding available for SES programs in the district, so it would make sense that they would be selective in bringing only the children with the highest need into the program. Why narrow that down even further to selecting those with the highest need ONLY out of those who are eligible for free lunches, though? There is always the chance that a child who comes from a middle class family, who also can’t afford private tutoring, has a larger need for SES than a child from an underprivileged family. New York City Schools seem to be ignoring this possibility.
How do Special Education Services Affect Students in New York City Schools?
Special Education Services can only help those students enrolled in SES programs in New York City Schools. The programs are often flexible and allows for before school tutors, after school tutors, weekend tutors, and even some online tutors. SES providers are required to provide assistance at the most convenient time for the child enrolled and can provide students with tutoring at several different sites:
- Schools: SES providers in New York City Schools can provide assistance inside the school building before or after school. This can help students focus more because they are inside their learning institution that has little distractions.
- Homes: SES providers can also come to a student’s home for tutoring in order to help the student be in a more relaxed environment where learning can take place under less pressure.
Overall, New York City Schools have the right idea in providing free SES to students in need. They’ve got it wrong though, in assuming that only the underprivileged can’t afford tutoring for their children. Middle class families in the New York City Schools are struggling to make ends meet every day. Their children shouldn’t be forgotten simply because they aren’t eligible for free lunch. All children, regardless of class, should be given the same opportunities for success. New York City Schools would be better off if they would understand this.
By: Patricia Hawke
Special Education – 3 Areas of Knowledge That Parents Must Understand to Help Their Child
October 12th, 2009
Would you like to learn about 3 important areas where you need knowledge, to effectively advocate for your child? Would you like resources to find more information on these areas? If you are the parent of a child with a disability, you need to have information in three different areas to help your child receive an appropriate education. This article will discuss these three areas, as well as give you easy to use resources.
Area 1: You must know the educational laws that will help your child receive an appropriate education. The laws are: The Individuals with Disabilities Education Act (IDEA), which is the federal law governing education for children with a disability, states law that must comply with the federal law, and No Child Left Behind Act (NCLB),
Area 2: You must learn advocacy skills to help you learn how to advocate effectively for your child. An organization that gives lots of helpful information is the National Information Center for Children and Youth with Disabilities (NICHCY); they can be found at http://www.nichcy.org.
Area 3: You must have knowledge about case law in special education that affects your child. For Example: if you child has behavioral issues, you should learn what rulings have already been made in this area. Case law means due process rulings, court rulings from State and Federal court, and Supreme Court cases. A wonderful organization that you should join is the Council of Parent Attorneys and Advocates (COPAA). There is a small membership fee, but it is worth it. COPAA can be found at http://www.copaa.org. COPAA has a membership area where you can find Case law, in the area that you are interested in.
By learning these three areas, you will well be on your way to being an effective advocate for your child. It will take you time to learn about these three areas, but it will be worth it! Remember: Your child’s life is at stake!
By: JoAnn Collins
