Specialized Programs

Academics, Career, and Essential Skills Program

The Academics, Career, and Essential Skills Program (ACES) program provides students with an opportunity to learn academic, work, and independent living skills in a District 1-32 school.

Student Profile

Eligible students meet the following criteria:

Classification

Students are classified with Intellectual Disability (ID) or Multiple Disabilities (MD).

Alternate Assessment

Students participate in alternate assessment, including New York State Alternate Assessment (NYSAA).

Intelligence

Students present with mild to moderate intellectual disability.

Achievement

Academic abilities and skills are significantly below grade level. Students may need additional support when working independently or in groups. Assistive technology devices may be used to support learning and interaction.

Behavior

Students may have mild to moderate behavior challenges, but no aggressive or self-injurious behaviors. Behavior challenges may interfere with learning and social opportunities.

Independent Living Skills

Students' ability to carry out functional life skills such as grooming, dressing, eating, keeping safe, and socializing (known as adaptive behaviors) are well below age expected levels.

• To assess independence and daily living skills, the IEP team uses an adaptive behavior test. Students with low adaptive behavior scores are often considered for the ACES program.
• ACES programs use the school and local communities to support students in learning daily living skills such as building relationships with peers and adults, grocery shopping, learning how to use a bank, etc.

Program Features

Class Structure

Students attend a smaller class in a District 1-32. The number of students in the class increase as students move from elementary and middle school to high school.

Staff

Teachers and support staff are trained in specialized instructional strategies and assessments that support students in learning and applying work and independent living skills at home, in school, and in the community.

Curriculum and Instruction

Classes follow the New York State Learning Standards. Principles of Universal Design for Learning (UDL) and essential skill building are a part of the program.

Application Process

Here are the steps for determining if your child is eligible:

Complete an Application

For children entering kindergarten in September, families or schools should email the AIMS Team as soon as possible.

AIMS (Acquisition, Integrated Services, Meaningful Communication, and Social Skills) is a special education program in select District 75 schools that serves some students with autism. Each AIMS classroom has a special education teacher, a speech teacher, and a classroom paraprofessional. Instruction is provided in both individual and small groups using Applied Behavior Analysis (ABA) and Verbal Behavior (VB) techniques. ABA uses a scientific approach to understand and improve behaviors and learning. VB uses the principles of ABA to teach communication and language.

Student Profile

Eligible students meet the following criteria:

Classification

Eligible for an educational disability classification of autism.

Cognition

AIMS is intended for students whose functional levels show developmental delays around communication, behavior, and social skills.

Achievement

Students in AIMS classes have moderate-to-severe delays in academic skills and below average working memory, verbal and nonverbal reasoning abilities, speech and language, and attention.

Social Functioning

Students are not yet able to interact in groups larger than two and may prefer to engage in activities by themselves. Students have moderate to severe delays in playing and interacting with other students.

Behavior

Students may have mild to severe behavioral challenges.

Class Structure

A special education teacher, speech teacher, and paraprofessional will provide individualized and small group instruction using the Assessment of Basic Language and Learning Skills (ABLLS) curriculum. Classroom instruction and speech therapy will be delivered throughout the school day using the principles of ABA and Verbal Behavior (VB).

A Board Certified Behavior Analyst (BCBA) at each school will provide ongoing professional development to support instruction, communication and behavioral strategies, including training in ABA and VB. The BCBA will also provide parent training and counseling sessions to ensure positive behavioral supports are in place and generalized across all environments, including the home.

Application

If you think the AIMS program may be right for your child, you may submit an application at any time. School staff can help you. All assessments must be completed within one year of the application in order for admissions to move forward.

AIMS Program Application

Autism Spectrum Disorders Programs

The Autism Spectrum Disorders (ASD) Nest and ASD Horizon programs are specialized programs that serve some students with autism. They are available in some District 1-32 schools. The program is a partnership between the DOE and New York University’s (NYU) ASD Nest Support Project.

Each program works to strengthen academic and social skills, but they have different eligibility criteria and serve students in different types of classes.

The same application process is used for both programs.

ASD Nest Student Profile

Students must meet the following criteria:

Classification

Eligible for an educational disability classification of Autism.

Intelligence

Average to above average intelligence with consistent development including verbal and nonverbal abilities, working memory, language, and attention.

Achievement

Academic skills on or above grade level.

• Students are able to work independently and in small groups with minimal 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 social language. These skills include:

• Staying on topic
• Using socially appropriate nonverbal gestures, responses and facial expressions

Social Functioning

Mild to moderate social delays. May demonstrate challenges in interacting and/or playing with peers or adults, with handling changes in routine, and with monitoring and controlling their own emotions and behaviors.

Behavior

Mild behavior challenges. The student is not physically aggressive, does not engage in self-injurious behaviors, and does not show “escape behaviors,” such as running away from staff or exiting the classroom or school building.

ASD Nest Program Features

Class Structure

The program serves students with autism in a classroom with general education students. The class is a small Integrated Co-Teaching (ICT) class, with one special education teacher and one general education teacher. As students get older, the class size increases. There is no classroom paraprofessional.

Curriculum and Instruction

Classes follow the New York State Learning Standards and the same curriculum used in all DOE schools. ASD Nest teachers are trained in specialized teaching strategies for students with autism, including a special social curriculum called Social Development Intervention (SDI) developed by NYU. SDI is an evidence-based program that supports social-emotional development.

Social-Emotional Supports

Related service providers use SDI to help students improve social functioning. This social language curriculum is taught in small groups.

ASD Horizon Student Profile

Students must meet the following criteria:

Classification

Eligible for an educational disability classification of Autism.

Intelligence

Below average to average intelligence with areas of strengths and weaknesses.

Achievement

Academic skills on or near grade level.

• Students benefit from instruction based on the principles of ABA and can work independently with some 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

May have mild to moderate language difficulties. They may have difficulty expressing themselves and understanding what others are saying. They may also have difficulty with social language.

• Students entering kindergarten can speak in at least 2-3-word, meaningful sentences.
• Older students are able to string words together to express needs and wants, but need support to communicate effectively in social situations.

Social Functioning

May have mild to moderate delays in playing and interacting with other students. Students may participate in social activities, but often prefer to engage in activities by themselves.

Behavior

May have mild to moderate behavior difficulties. Student is not physically aggressive, does not engage in self-injurious behaviors, and does not show “escape behaviors,” such as running away from staff or exiting the classroom or school building.

ASD Horizon Program Features

The ASD Horizon program was developed by the DOE. Rethink Ed Platform Solutions provides support and instructional materials.

Class Structure

The program serves a maximum of eight students with autism in a Special Class (SC). The class is taught by one special education teacher and one classroom paraprofessional. Opportunities for inclusion with general education students are encouraged.

Curriculum and Instruction

Classes follow the New York Learning Standards and the same curriculum used in all DOE schools. ASD Horizon teachers are trained in special strategies for students with autism. Rethink Ed Platform Solutions provides support including evidence-based instructional materials, based on the principles of Applied Behavior Analysis (ABA). These materials support the academic and social-emotional development of ASD Horizon students.

Social-Emotional Supports

Related service providers work together with classroom teachers using Rethink lessons to address students’ communication and socialization challenges.

ASD Nest and ASD Horizons Admissions Process

Complete an Application

Children Entering Kindergarten

Submit an application during your child’s final year of preschool as soon as possible. You should also apply to non-ASD kindergarten programs through the kindergarten admissions process.

Children in Grades K – 12

Submit an application anytime.

All assessments needed for the application process can be completed by your IEP team. You or your child’s school can send the completed application by:

• Email: ASDPrograms@schools.nyc.gov (strongly preferred)
• Fax: 718-391-6887

Confirmation of Application

After the Central ASD Team receives your application, you will receive an email or letter to confirm. If you do not hear from the team within one week, contact them by phone or email.

When an application is submitted, the Central ASD Team will also contact your child’s IEP team to discuss the information provided on the application and ask any follow up questions

Initial Review

The Central ASD Team reviews your child’s special education record. The team will see if testing is up-to-date and provides all the information about your child’s intellectual ability and social, language, behavior, academic, and adaptive skills required. The team also makes sure that your child meets criteria for an educational classification of autism.

Observation

If the information provided during the initial review indicates your child may be a candidate for either an ASD Nest 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.

Other Assessments

The DOE may also conduct additional evaluations as needed and will ask for your consent. For example, the DOE conducts the Autism Diagnostic Observation Schedule (ADOS) for children who may be eligible for the ASD Nest program.

You may also submit additional evaluation materials with the application. Materials containing additional information should be no more than one year old for applicants in grades Pre-K-5 and no more than two years old for applicants in grades 6-12.

Admissions Determination

The determination is based on the information and data gathered from your child’s:

• Psychoeducational evaluation
• Autism diagnostic testing
• Observations
• Any additional information submitted

The Central ASD Programs team will discuss whether your child meets the admissions criteria for an ASD Nest or an ASD Horizon program with you and your child’s IEP team.

• If your child is not eligible, the IEP team will work with you to determine appropriate special education services 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.
• If your child is eligible for either program, the IEP will be written by your child’s IEP team with guidance from the Central ASD Programs Team.

Program Visit

If your child is accepted to an ASD program you may visit the school where the program is offered. Because ASD programs are not in every school and there are a limited number of seats, students are assigned a specific school. We are not able to accommodate requests for specific schools. Families of accepted students will be contacted by the school being offered to arrange a visit and to enroll.

Registration

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 school your child will attend. Once you receive the SLL, you should bring the documentation needed to enroll you child at the school as soon as possible. It is important to register at the ASD program school as quickly as possible so that transportation, if included on the IEP, is not delayed.

Autism Spectrum Disorders Summer Programs

The ASD Nest and the ASD Horizon programs follow the ten-month District 1-32 school calendar from September through June. The DOE provides an optional summer program for students in ASD programs in kindergarten through fifth grade, and those entering ninth grade. The purpose of the summer program is to promote continued social development.

ASD Nest and Horizon Programs: Return to Schools 2020

Purpose

This is to provide you with general information about blended learning and fully remote instruction for students in ASD programs. Your child’s school will provide more information on plans to support all students — including all students with IEPs.

Your child’s current school and staff will continue instruction through the ASD program beginning in September. Students in ASD Nest or ASD Horizon programs will continue to be supported by trained professionals: certified general and special education teachers, paraprofessionals, speech therapists, occupational therapists, guidance counselors and social workers. Ongoing professional development continues to be offered to seasoned ASD program teachers and staff, as well as pre-service training for new staff.

The ASD Nest and ASD Horizon program will follow Department of Education Models chosen by your child’s school. Your child’s school may also implement an alternative model.

Specific information will be provided directly to you by your child’s current ASD program school about scheduling and classroom structure, whether you choose blended learning or fully remote learning. Please feel to reach out to your child’s school ASD program point person or asdprograms@schools.nyc.gov with any additional questions.

Student Experience in Blended Learning and Fully Remote Learning

Some of the best practices we have learned through remote learning include communication and flexibility, and joining with parents/caregivers to serve our students. Here are some highlights of ASD programs that families and students can continue to expect during the upcoming school year:

Communication and the home/school connection will continue to be central to ASD programs. This is recognized as a central pillar to success in these programs during traditional brick-and-mortar schooling, and it becomes even more important during blended and remote learning. ASD programs will continue regular and consistent communication with students and parents/caregivers. The designated point of communication will continue to be the school guidance counselor, social worker or another designated staff member. If you are unsure of the ASD program point of communication at your child’s school, please reach out directly to your school or contact asdprograms@schools.nyc.gov.

Flexibility and responding to the needs of individual students will continue to be an expectation of the ASD programs. This means offering different ways to complete an activity, engaging and meeting the student where they are in these new learning environments. This may be different for each student in the ASD program.; Schools have already planned individualized supports for students during traditional brick-and mortar school. School staff can adapt these individualized supports for students in the ASD program and use them across blended and fully remote learning environments.

Social Development Intervention (SDI) and Social Curriculum

Students in ASD programs will continue to receive SDI or social curriculum delivered through their trained speech providers and their classroom teachers. The expectation for speech services, focusing on social communication and pragmatic skills, has not changed. Schools and related service providers are aware of this and scheduling to maintain student groupings whenever possible. These sessions may be provided in person with appropriate safety protocols, remotely (through teletherapy), or through a combination of in-person service and teletherapy. Scheduling details will be discussed with you and shared by your child’s school at the beginning of the school year.

In addition, families and caregivers will be provided with activities to practice social interactions and communication based on the social skill taught in SDI/ASD Nest or social curriculum/ASD Horizon. This will continue to provide the opportunity for your child to practice and generalize social skills into different contexts, whether your child is in a blended or fully remote learning environment.

We strive for a sense of community and connectedness to schools, teachers, and peers for all students. We are moving forward, joining with you to continue to support your child through ASD programs.

Bilingual Special Education

Bilingual Special Education (BSE) is a specialized program for students who require an Integrated Co-Teaching (ICT) or Special Class (SC) with a language of instruction other than English. These programs are intended to support English Language Learners (ELLs) who benefit from culturally and linguistically responsive instruction that addresses cognitive, academic and linguistic needs.

BSE is recommended by your child’s IEP team. It is a specialized program because it is not offered in every District 1-32 school. Students may need to transfer schools to receive their IEP recommended BSE program. 

BSE Student Profile

Classification

Students must be eligible for one of the 13 disability classifications as defined by the New York State Education Department’s Regulations of the Commissioner of Education: Part 200.

IEP Program Recommendation

A language other than English must be selected on the Recommended Special Education Programs/Services page of the student’s IEP.

BSE Program Features

Dual Language (DL)

• Serves both ELLs and English-proficient students, who function as role models for each other and whose interactions support skill development in both languages.
• Designed to continue developing the student’s home language, as well as English language skills.
• Students receive half of their instruction in English and half of their instruction in the target (or non-English) language.
• The goal of this program is for students to be able to read, write, and speak in both English and in their home language.

Transitional Bilingual Education (TBE)

• Serves only ELLs.
• Designed to support students in developing English language skills over time. Students begin to transfer skills in their home language to English by spending instructional time primarily in their home language before steadily transitioning to English.
• In the beginning stages of English language development, about 60 percent of instructional time will take place in the student’s native language and 40 percent in English.
• As students develop fluency in English, instructional time in English increases.

Curriculum and Instruction

BSE programs follow the New York State Learning Standards. DL and TBE programs provide students with curriculum in two languages.

For more information please speak with your program school and refer to the NY State Department of Education website, Bilingual Education and English as a New Language .

BSE Inquiry Process

If you believe that your child requires a BSE program, talk to the IEP team. Students must have a recommendation for an ICT or SC program with a language of instruction other than English, to be eligible.

Inquiry

Families and schools may contact the Central BSE Programs Team at any time during the year to submit an inquiry or ask a question by emailing BSEprograms@schools.nyc.gov.

• If you email the Central BSE Programs Team, you will receive an email acknowledging your inquiry.
• If you submit an inquiry for your child, the Central BSE Programs Team will notify your child’s school or district CSE to let them know that you are interested in BSE.

Initial Review

The Central BSE Programs Team reviews the student’s IEP to confirm that it recommends a bilingual ICT or SC program. In addition, the team confirms your address to identify the BSE program closest to your home with available seats.

School Placement

If the Central BSE Programs Team is able to find placement in a program that is a reasonable distance from your child’s home, you will receive a School Location Letter (SLL) providing an identified school. The BSE program may be in a school other than your local district school. If the school is not near your home, your child is entitled to transportation.

Students entering kindergarten in September are offered placement by the Office of Student Enrollment with the assistance of the Central BSE Programs Team beginning in March or April of the prior school year.

If the BSE Team cannot identify an available program, your child will be supported by a bilingual Alternate Placement Paraprofessional in a monolingual (English) ICT or SC while the Central BSE Programs Team continues to look for an available program. Additionally, your child should continue to receive English as a New Language (ENL) services.

Program Visit

The SLL will contain the name of the contact person and the address of the school. Please call the school to make an appointment for a visit. After visiting the school, contact the IEP team at the school your child currently attends to inform them whether you are accepting or declining the BSE program offer.

Registration

If you accept the BSE placement offer, take the SLL along with a copy of your child’s birth certificate, and two proofs of your address to register your child.

I Read Program

I READ Instructional Model

I READ Student Profile

I READ Admissions Process

Complete an Application

Children Entering Kindergarten

Children in Kindergarten

Confirmation of Application

Additional Assessments

Program Visit

Registration

Path Program

The Path program is a special education program in District 1-32 schools that serves some students who benefit from intensive social, emotional, and behavioral support. These supports are integrated into learning, the classroom and school wide. The Path program integrates best practices of inclusive education with a culturally responsive, strengths-based approach and a trauma informed lens. In Path classrooms, special education teachers, social workers, and occupational therapists provide social-emotional support and instruction developing student’s emotional and behavioral regulation and coping skills.

Path Program Overview

The Path program is a partnership between NYC Public Schools and New York University’s (NYU) Institute of Human Development and Social Change, Metropolitan Center for Research Equity, and the Transformation of Schools. The program is based on the component structures learned through the ASD Nest model, which supports students with autism.

Class Structure

While students with significant behavior support needs are often recommended to learn in a separate class and school, students in the Path program learn alongside their peers in an inclusive classroom and school. This model is designed to offer intensive support in a reduced class size Integrated Co-Teaching (ICT) class, with one special education teacher and one general education teacher. Intensive behavioral support and social emotional learning is provided by the Path social worker and occupational therapist, often push-in (e.g., in the classroom). Path program offers a therapeutic environment that includes four students with disabilities who benefit from intensive social, emotional, and behavioral support and up to 16 students without IEPs.

Curriculum and Instruction

The Path program classes follow the New York State Learning Standards and the same curriculum used in all NYC Public Schools. Path program philosophy and training focuses on fostering students’ strengths, building relationships, teaching co-regulation skills, creating safe spaces, and culturally responsive-sustaining education practices.

Social Emotional Behavior Supports

Path program teachers are trained in culturally responsive and cognitive behavioral approaches to provide class-wide social-emotional support and direct instruction of tailored emotional regulation skills. Path social workers are trained in implementing a therapeutic counseling intervention designed for a school to support students who have experienced traumatic or stressful events. Occupational therapists and classroom teachers use a social emotion learning curriculum to teach students coping and regulation skills.

Collaboration

The Path program relies on extensive and consistent collaboration of teachers, therapists, administrators, and other school staff. They use weekly team meetings to create supportive and holistic classroom and individual support for students.

Family Engagement

The home-school connection is an essential element to the Path program and valued component. Engaging families is critical to supporting students in their education and good for all students. The Path program team regularly communicates with families, offering family workshops throughout the school year and connecting families with community-based services when needed. The home school connection supports families to understand their child’s learning needs and opens pathways for communication to share strategies across home and school.

Classification

The Path program is offered to students with an emotional disability classification or who may be recommended to learn in a more restrictive setting, in a separate school or classroom. Students eligible for this program have experienced stressors and traumatic events interfering in their learning and meaningful participation in the school community. Often this leads to more restrictive placements, and this program is designed to provide students with the support to be successful in an inclusive environment. Students who have another educational classification and who are identified as needing support with challenging behaviors due to their experience of stress or traumatic events may also be eligible for the Path program.

Cognition/Intelligence

Students in the Path program have academic skills on or approaching grade level. Students are of average intelligence with strengths and challenges that can be supported in integrated co-teaching classroom.

Achievement

Students in the Path program participate in standard assessments, including the New York State (NYS) Math and English Language Arts (ELA) exams. This means that students can access the grade level content and benchmarks with appropriate modifications and support, including those written on their IEP. Students who have experienced stressful or traumatic events may need additional support to make academic progress but will achieve grade level standards with this support.

Behavior

Students in the Path program may have moderate behavior challenges, such as emotional/ internalizing (for example, refusing to talk or shutting down) and behavioral/externalizing (for example, low frustration tolerance, impulsivity, escape, and self-direct behaviors). They may feel anxious with sudden changes, have changes in their mood, or experience somatic symptoms (ex: stomach aches or headaches). Students in the Path program are provided support in coping with their frustrations, expressing their emotions when upset, regulating their body movements/ energy levels, building a healthy self-esteem, trusting adults, feeling safe in unpredictable environments, following directions, or focusing on class. There may be additional emotional or behavioral challenges students may present with to be considered for the program.

Social Functioning

Students in the Path program may have difficulty with trusting adults and with forming healthy relationships. They may include withdrawal from social interactions, responding in a physical or verbal way, lashing out at friends, difficulty following directions from adults, or struggling with following social norms. Students may have anxiety that impacts their ability to trust others or make friends and may seem too dependent or too rebellious.

PATH Program Admissions Process

If you are interested in learning more about the Path program or finding out if your child is eligible, please speak with your school team or contact pathprograms@schools.nyc.gov.

Review for the Path program: The Central Path programs team will review your child’s special education record in consultation with your child’s school-based IEP team.

• Up-to-Date Assessments: If more information about your child is needed, we will contact you and your child’s school-based IEP team to discuss any assessments needed and seek consent, if required.

Admissions Determination: An admissions determination is based on the information and data gathered from your child’s psychoeducational evaluation, social history, IEP, and any additional information available through your child’s educational record or provided by you, as well as discussion with you and your child’s current school team.

The Central Path program team will discuss with you and your child’s school team whether the Path program will provide your child the needed support for your child. We will work with you and your IEP team for the next steps.

Visiting a Path program: After a Path program is identified for your child and you have accepted the offer, a visit can be arranged to the program school. The Central Path team and program school will coordinate a visit with you. Following a visit, we will work with you and your child’s current school to create a transition plan, to help your child adjust to the new school.

Information for Students Accepted to the Path Program

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 Path program school your child will attend. Upon receipt of the SLL, you may arrange a time to register your child at the new school. Please bring the school location letter or assignment form, along with any other required documentation needed to enroll your child in the Path program. The Path program Central Path team will assist you throughout this process.

It is important to register at the Path program school as quickly as possible so that transportation, if included in the IEP, is not delayed.

• Transportation: Special education transportation is provided to and from school. Work with your child’s IEP Team to receive special education transportation as an IEP service. The need for special transportation accommodations such as limited travel time or a temperature-controlled vehicle, must be supported by medical documentation.
• A Central Path program Team member will work closely with your child’s IEP Team and will also have ongoing contact with you regarding your child’s application.

South Bronx Literacy Academy

SBLA is a stand-alone school located in the Bronx specifically designed to serve students who have demonstrated challenges in learning to read and may be at risk for dyslexia and language-based learning difficulties. Aligned with recommendations from the International Dyslexia Association, SBLA will offer intensive classroom instruction in structured literacy - providing highly explicit, systematic and multi-sensory teaching of foundational skills and other important literacy components, including vocabulary, reading comprehension, and writing. Additionally, SBLA will embed consistent and purposeful practices to support social emotional learning and executive functioning skill development to meet the needs of students with such language-based learning difficulties. 

The school is a partnership between New York City Public Schools and the Literacy Academy Collective, a non-profit organization founded by the parents of students with dyslexia.

Enrollment

For the 2023-24 school year, SBLA will offer seats for 2nd and 3rd grade students. Every year thereafter, the school expects to expand by one grade until it reaches capacity as a 2nd–8th grade school.

Families of current 1st and 2nd graders are encouraged to apply for the 2023-24 school year. All students will undergo reading assessments to determine eligibility for admission into the school. The following students are encouraged to apply for admission to SBLA:

• Any current 1st or 2nd grade student who has demonstrated persistent struggles in making adequate reading progress; or

Any current 1st or 2nd grade student with a formal dyslexia diagnosis on a Neuropsychological / Neuropsychoeducational or Psychological / Psychoeducational evaluation

Both general education students and students with an individualized education program (IEP) are encouraged to apply.

Instructional Model

SBLA is a literacy-based school dedicating at least 90-minutes per day of small group instruction to the teaching of foundational reading skills using Preventing Academic Failure (PAF), a structured literacy approach that is daily, systematic, explicit, and multi-sensory. Math is sequential and systematic as well, using consistent modeling to help students build conceptual understanding and number sense. Writing is taught through the content areas of Science and Social Studies. Oral language development and vocabulary instruction is embedded throughout the day. In addition to these school-wide language supports, SBLA will provide school-wide support for social-emotional learning (SEL) and executive functioning (EF), including explicitly teaching students skills, strategies, and common language around SEL and EF. These components are then thoughtfully incorporated throughout the school day.

All classrooms at SBLA are Integrated Co-Teaching classes for general education students and students with IEPs. Each classroom will have two full-time teachers (1 general education and 1 special education) and no more than 18 students. In addition, the school will provide on-site IEP-recommended related services, including speech and occupational therapy, and counseling.

Admissions Process for the 2023-24 School Year

Step 1) Apply Now! Interested Families of current 1st & 2nd graders can apply in one of 3 ways:

1. Online via wwww.MySchools.nyc
2. Going to a Family Welcome Center
3. Calling 311

Step 2) Determining Eligibility for the Admissions Lottery

1. Students with a formal dyslexia diagnosis are automatically eligible for the lottery.
2. All other students will first be considered based on the Acadience Benchmark, and then, depending on their scores, may be invited for additional assessments.
   1. Students who score at or less than the 16th percentile on the Acadience Benchmark will be invited for an additional assessment.
   2. Students who score above the 16th percentile on the Acadience Benchmark will not initially be invited for additional assessments, but may be placed on a waiting list pending availability.

Students who are invited for additional assessment may meet with a school-based psychologist for an in-person, 1:1 assessment. Students will participate in testing around word decoding, pseudoword (non-sense) reading, and spelling to determine eligibility for the admissions lottery.

Step 3) Admissions Offers to SBLA for September 2023

All eligible applicants will be entered into the admissions lottery. Offer letters will be sent in June.

Inquires:

To learn more about the South Bronx Literacy Academy, visit our webpage or reach out to the School Program Director, Bethany Poolman at bpoolman@schools.nyc.gov.