You can find doE GuidEs and documEnts in anY lanGuaGE hErE:

NEW YORK CITY DEPARTMENT OF EDUCATION

KindErGartEn information

http://on.nYc.Gov/2GWpBcs

http://on.nYc.Gov/2GWK7hn

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) 802-1578

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 Q – Queens K – Brooklyn R – Staten Island (Richmond) M – Manhattan

School/Site Address Principal Contact

Programs

12

:1:1

8:1

:1

6:1

:1

12

:1:4

Bro

nx

P010X@P304X 2750 Lafayette Avenue Bronx, NY 10465

Barbara Hanson Julio Morales (718) 823-5684

P176X@P178X 850 Baychester Avenue Bronx, NY 10475

John Siracuse Vera Celentano (718) 904-5750

P188X@P034X 770 Grote Street Bronx, NY 10460

Shanie Johnson Dawn Zerbo (718) 561-2052

P352X@P134X 1330 Bristow Street Bronx, NY 10459

Lourdes Mendez Saturine Packer (718) 893-6813

P723X@P338X 1780 Dr. M.L.K. Blvd. Bronx, NY 10453

Shante Chunn Shante Chunn (718) 960-4400

Bro

okl

yn

P141K@P380K 370 Marcy Avenue Brooklyn, NY 11206

Michele Thornton-Mannix Simone Sanchez (718) 388-4800

P369K@P067K 51 St, Edwards Street Brooklyn, NY 11205

Rudy Giuliani Dorothy Collins (718) 855-6838

P396K@P396K 110 Chester Street Brooklyn, NY 11212

Nira Schwartz-Nyitray Hansraj Soodoosingh (718) 385-6200

P771K@P329K 2929 West 30th Street Brooklyn, NY 11224

Denise D’Anna Denise Ramos (718) 891-3600 ext. 0

Man

hat

tan

P138M@P030M 144 East 128th Street New York, NY 10035

Greg Soulette Steve Morris (212) 369-2227

P138M@P033M 281 Ninth Avenue New York, NY 10001

Greg Soulette Mara Gruskin (212) 563-4886

P169M@P102M 315 East 113th Street New York, NY 10029

Susan Finn Bree Carnovale (212) 876-1829

P811M 466 West End Avenue New York, NY 10024

Barry Daub Jennifer Celadilla (212) 579-3788

Qu

ee

ns

P004Q@P179Q 196-25 Peck Avenue Fresh Meadows, NY 11365

Marcy Berger Jacqueline Berman (718) 264-0916

P177Q 56-37 188th Street Flushing, NY 11365

Kathy Posa Neil Avrut (718) 357-4650

P255Q@P151Q 50-05 31st Avenue Woodside, NY 11377

Richard Marowitz Josephine Morales (718) 274-2897

P993Q@P130Q 200-01 42nd Avenue Bayside, NY 11361

Jacqueline Zaretsky Alexis Tandit (718) 224-0490

Stat

en

Isla

nd

P037R@P037R 15 Fairfield Street Staten Island, NY 10308

Florence Gorsky Florence Gorsky (718) 984-9800

P373R 91 Henderson Avenue Staten Island, NY 10301

Paulette Benevento Susan Di Scala (718) 816-8897

Division of Specialized Instruction and Student Support

ASD Programs Family Resource Guide

Last Updated: September 7, 2016

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

and New York University’s (NYU) ASD Nest Support Project2.

The ASD Horizon Program was developed by the NYCDOE

in collaboration with the New England Center for Children

(NECC).

CLASS STRUCTURE

This program serves students with ASD and typically

developing students in a reduced class-size Integrated Co-

Teaching (ICT) model, with one special education teacher and

one general education teacher. As students get older, the

class size increases, as does the ratio of students with autism

to typically developing students. There is no classroom

paraprofessional in this model.

This program serves a maximum of eight students with ASD

in a Special Class (SC), with one special education teacher

and one classroom paraprofessional (8:1+1). As students

get older and develop necessary academic and social skills,

opportunities for inclusion with typically developing peers is

encouraged.

SCHOOL-BASED STAFF

Staff receive training in specialized teaching strategies for

students with ASD, including Social Development

Intervention (SDI) developed by NYU. SDI is an evidence-

based program that supports the social/emotional

development of ASD Nest students.

Staff receive training in specialized teaching strategies for

students with ASD, including the Autism Curriculum

Encyclopedia3 (ACE), developed by NECC. ACE is an

evidence-based program based on Applied Behavior

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

Common Core Learning Standards (CCLS). ASD Nest Program

classes combine CCLS and SDI to improve social

understanding while also supporting academic success. SDI is

taught in small groups and reinforced throughout the day.

As in all NYCDOE schools, ASD Horizon Program classes use

the Common Core Learning Standards (CCLS). ASD Horizon

Program classes provide a supportive classroom, combining

CCLS and ACE instruction delivered individually, based on

student need for academic and social support.

SOCIAL / EMOTIONAL SUPPORTS

Related service providers use SDI to help students develop

relationships and improve social functioning. This pragmatic

(social) language curriculum is taught in small groups of ASD

Nest students and reinforced by classroom teachers.

Related service providers work collaboratively with

classroom teachers using individually customized ACE

lessons to address specific communication and socialization

challenges faced by students with ASD.

1 More intensive supports for students with ASD are provided by District 75: http://schools.nyc.gov/Offices/District75 2 http://steinhardt.nyu.edu/asdnest/ 3 The New England Center for Children: http://www.acenecc.org/

Division of Specialized Instruction and Student Support

ASD Programs Family Resource Guide

Last Updated: September 7, 2016

ASD STUDENT PROFILE

ASD NEST ASD HORIZON

Students accepted to the ASD Nest Program must meet the

following criteria:

Students accepted to the ASD Horizon Program must meet

the following criteria:

CLASSIFICATION

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

COGNITION / INTELLIGENCE

Average to above average intellectual functioning with

consistent development across all cognitive areas including

but not limited to, verbal and nonverbal reasoning abilities,

working memory, language, and attention.

Low average to average intellectual functioning with uneven

cognitive skills.

ACHIEVEMENT

Academic skills on or above grade level. Students are able

to work independently and in small groups, with minimal

redirection. Students participate in standard assessments,

including New York State (NYS) Math and English Language

Arts (ELA) exams.4 Accommodations are provided as written

on the student’s IEP.

Academic skills on or near grade level. Students benefit

from instruction based on the principles of ABA and can

work independently with some redirection and adult

support. Students participate in standard assessments,

including New York State (NYS) Math and English Language

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

(social) language, including staying on topic, meaningful

conversation, and socially appropriate nonverbal gestures,

responses and facial expressions. For example, students may

have challenges that include inappropriate responses

and/or misinterpreting others’ statements and/or behaviors.

Students may have mild to moderate expressive and

receptive with pragmatic (social) language delays. Students

entering kindergarten can speak in at least 2-3 word,

meaningful sentences and older students are able to string

words to express needs and wants, but need support to

communicate effectively in the social arena. Echolalia may

also be present.

SOCIAL FUNCTIONING

Mild to moderate delays. Students demonstrate challenges

in interacting and/or playing with peers or adults, rigidity,

and difficulties with self-regulation.

Mild to moderate delays in initiating and sustaining peer

interactions. Students may participate in social activities, but

often prefer to engage in solitary activities.

BEHAVIOR

Students may have mild behavior challenges, but are not

physically aggressive, do not engage in self-injurious

behaviors, and do not tend to show “escape behaviors,”

such as running away from staff or exiting the classroom or

school building.

Students may have mild to moderate behavior challenges,

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

injurious behaviors, and do not tend to show “escape

behaviors,” such as running away from staff or exiting the

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:

http://schools.nyc.gov/Academics/SpecialEducation/Classroom/instruction

Division of Specialized Instruction and Student Support

ASD Programs Family Resource Guide

Last Updated: September 7, 2016

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.nyc.gov (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: Submit an ASD Program application:

Kindergarten 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

Any other grade (1 -12) 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.nyc.gov or call (718) 391-6872.

5 The Office of Student Enrollment coordinates the kindergarten admissions process:

http://schools.nyc.gov/ChoicesEnrollment/Elementary/kindergarten.html 6 DOE Website for Specialized Programs: http://schools.nyc.gov/Academics/SpecialEducation/enrolling/specializedprograms/default.htm

Division of Specialized Instruction and Student Support

ASD Programs Family Resource Guide

Last Updated: September 7, 2016

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.

Division of Specialized Instruction and Student Support

ASD Programs Family Resource Guide

Last Updated: September 7, 2016

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.

7 Enrollment documentation: http://schools.nyc.gov/ChoicesEnrollment/NewStudents 8 DOE website for Specialized Transportation Information:

http://schools.nyc.gov/Academics/SpecialEducation/programs/additionalservices/transportation.htm 9 HIPAA form: http://schools.nyc.gov/NR/rdonlyres/2A444727-0597-4C92-84AE-D6CEF15E796B/0/hipaa_fillablecopy.pdf 10 Request for Medical Accommodations to be Completed by Treating Physician:

http://schools.nyc.gov/NR/rdonlyres/98856A9E-517B-4198-8640-2B5BECFA10D4/0/MedicalAccommodationsRequest.pdf 11 Your child’s school or district-based IEP Team is responsible for determining whether extended school year (ESY), also known as 12-

month 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: http://schools.nyc.gov/Academics/SpecialEducation/programs/additionalservices/extended

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

Division of Specialized Instruction and Student Support

Autism Spectrum Disorder (ASD) Program Application

Last Updated: November 30, 2015

Autism Spectrum Disorder (ASD) Programs in NYCDOE community schools may be appropriate for some students

with an educational classification of autism on their Individualized Education Program (IEP). As a Specialized

Program, ASD Programs are available in some community schools and not every student with a classification of

autism needs an ASD Program. For more information on ASD Programs in community schools, including

admissions criteria, visit the Specialized Programs website.1

Before submitting this ASD Program application, it is important that school staff and students’ families review

and understand the information in the ASD Program Guide.2 The ASD Program Guide provides an overview of

the ASD Nest Program and the ASD Horizon Program as well as information about admissions criteria. If school

staff and the student’s family reasonably believe that an ASD Program might be appropriate, this form must be

completed in its entirety and submitted to ASDPrograms@schools.nyc.gov.

Please note: incomplete forms will not be accepted and may delay the eligibility determination process.

Date of Application: Application for School Year:

Application for Program: ASD Horizon Program (Special Class)

ASD Nest Program (Integrated Co-Teaching)

Referral Source

Name: Relationship to Student:

Parent/Guardian Other (specify)

Teacher

CSE Team Member

Title:

Phone #: Email:

Has the parent/guardian agreed to submit an ASD Program application? YES NO* *If the parent/guardian has not agreed to submit this application, the parent/guardian must be contacted and must be in agreement with

the decision to submit an ASD Program application. Applications with “no” indicated above will not be accepted.

Student Information

First Name: Last Na e:

Date of Birth: Student ID #:

This student currently has an Individualized Education Program (IEP) (check one): YES NO*

*All prospective ASD Program students must have IEPs developed by their Committee on Special Education (CSE) before moving forward

in the eligibility determination process. If the student does not currently have an IEP, contact the student’s CSE.

If the student currently has an IEP or is in the special education evaluation process, please complete the next page

of this application. Families submitting this application should work with their child’s CSE to provide the

information requested.

1 Specialized Programs website: http://schools.nyc.gov/Academics/SpecialEducation/enrolling/specializedprograms 2 ASD Program Guide can be found on the Specialized Programs website above.

Current Grade:

Parent

Current School (DBN or Name of Pre-K): School Address:

Parent/Gaurdian Name:

m

Parent/Guardian Name: Parent/Guardian Phone #: Parent/Guardian Email:

Division of Specialized Instruction and Student Support

Autism Spectrum Disorder (ASD) Program Application

Last Updated: November 30, 2015

Student Name: _______________________ Student ID #: _______________________

Individualized Education Program Information

Date of Most Recent IEP: Status of Current IEP (check one):

DRAFT FINAL

Participation in Alternate Assessment:

YES NO

Current Classification (check one):

Autism

Emotional Disturbance

Learning Disability

Multiple Disabilities

Deafness/Deaf-blindness

Hearing Impairment

Other Health Impairment

Speech/Language Impairment

Visual Impairment

Orthopedic Impairment

Current Special Education Recommendation (select all that apply):

Community School

District 75 Non Public School (NPS)

Integrated-Co Teaching

Special Class

SE Teacher Support Services (SETSS)

Speech Therapy

Occupational Therapy

Physical Therapy

Counseling

Paraprofessional

Psychoeducational Assessment Information

At minimum, prospective students for the ASD Nest Program or the ASD Horizon Program must have up-to-date

assessments in the areas of cognition, academics/achievement, and autism diagnostics. Additional assessment

data should also be submitted (e.g., speech, behavior assessments).

For students in grades K-5, psychoeducational assessments must be within 1 year of the application date.

For students in grades 6-12, psychoeducational assessments must be within 3 years of the application date.

All assessments must have been completed prior to submission of the ASD Program application. Incomplete

information may result in delays to the eligibility determination process.

Assessment Type Name of Assessment Administration Date

(mm/dd/yy)

Std. Score /Percentile

Cognitive

Academic/Achievement

Autism Diagnostic

CARS

GARS

ADOS

Other: _______________________

Other: _______________________

Additional Information – Please include any additional, relevant information.

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