Please complete the Learning Preference Survey by August 7th, 2020 to indicate if you wish for your child to participate in fully remote learning, or blended learning (a combination of in-person and remote learning.).

May have mild to moderate delays in playing and interacting with other students. Each I READ classroom has a general education and a special education teacher, who provide daily instruction with a focus on organized reading interventions in all subject areas. You will receive a letter from the DOE asking for your consent. The expectation for speech services, focusing on social communication and pragmatic skills, has not changed. This social language curriculum is taught in small groups. 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. 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. You or your childs school can send the completed application by: After the Central ASD Team receives your application, you will receive an email or letter to confirm.

This may be different for each student in the ASD program. We strive for a sense of community and connectedness to schools, teachers, and peers for all students. Ongoing professional development continues to be offered to seasoned ASD program teachers and staff, as well as pre-service training for new staff. Students are able to work independently and in small groups with minimal support.

You can submit a new ASD Program application at a later date if new information about your child becomes available.

The teaching team will support individualized and small group instruction using foundational reading skills instruction, Acadience, Sound Sensible and Specialized Program Individualizing Reading Excellence (SPIRE).

Specific information will be provided directly to you by your childs current ASD program school about scheduling and classroom structure, whether you choose blended learning or fully remote learning. Families of accepted students will be contacted by the school being offered to arrange a visit and to enroll. If your child is not eligible, the IEP team will work with you to determine appropriate special education services to meet your childs needs. Information from teachers, service providers, and the IEP team. May have mild to moderate behavior difficulties. 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.

For more information please speak with your program school and refer to the NY State Department of Education website,BilingualEducationand English as a NewLanguage. There is no classroom paraprofessional. Flexibility and responding to the needs of individual students will continue to be an expectation of the ASD programs. The Central BSE Programs Team reviews the students IEP to confirm that it recommends a bilingual ICT or SC program. Please call the school to make an appointment for a visit.

The session will be scheduled at a time that is convenient for you and your child, and it will typically be held at the program school that your child will attend, should they be accepted. The goal of this program is for students to be able to read, write, and speak in both English and in their home language.

Families of accepted students will be contacted by the school being offered to arrange a visit and to enroll. Left and right arrows move across top level links and expand / close menus in sub levels. The teaching team will be experienced in the skills needed to help struggling learners. Once you receive the SLL, you should bring the documentation needed to enroll you child at the school as soon as possible. For children entering kindergarten in September, families or schools should contact the Central ACES Team as soon as possible. The site navigation utilizes arrow, enter, escape, and space bar key commands. May have mild to moderate language difficulties. Using socially appropriate nonverbal gestures, responses and facial expressions. The designated point of communication will continue to be the school guidance counselor, social worker or another designated staff member. Schools and related service providers are aware of this and scheduling to maintain student groupings whenever possible.

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.

Rethink Ed Platform Solutionsprovides support and instructional materials. Your childs current school and staff will continue instruction through the ASD program beginning in September.

If your child is accepted to an ASD program you may visit the school where the program is offered. In addition, the record is reviewed to make sure your child meets the criteria for ID or MD educational disability classifications.

Your childs school may also implement an alternative model. Students participate in standard assessments, including New York State (NYS) Math and English Language Arts (ELA) exams. All assessments needed for the application process can be completed by your IEP team. The program serves a maximum of eight students with autism in a Special Class (SC). 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. We are not able to accommodate requests for specific schools. Designed to continue developing the students home language, as well as English language skills. Submit an application during your childs final year of preschool as soon as possible. You should also apply to non-ASD kindergarten programs through the kindergarten admissions process. Assistive technology devices may be used to support learning and interaction. This specialized program provides in-depth, structured reading interventions to students with disabilities, who will learn beside their non-disabled/typically developing peers. Designed to support students in developing English language skills over time. 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 emailingBSEprograms@schools.nyc.gov. Behavior challenges may interfere with learning and social opportunities.

ASD Horizon teachers are trained in special strategies for students with autism.

ACES Program Application -- French (Haiti), ACES Program Application -- French (France), ASD Program Application -- French (Haiti), ASD Program Application -- French (France), I READ Program Application -- French (Haiti), I READ Program Application -- French (France), Social Workers, Guidance Counselors, and Psychologists, New York Universitys (NYU) ASD Nest Support Project, New York State Education Departments Regulations of the Commissioner of Education: Part 200, BilingualEducationand English as a NewLanguage. They may also have difficulty with social language. After the I READ team receives your application, you will receive an email or letter to confirm.

Students will have a range of early literacy performance, with a focus on individualized instruction for each student. Because the program is not in every school and there are a limited number of seats, students are assigned a specific school. In addition, the team confirms your address to identify the BSE program closest to your home with available seats. The determination is based on the information and data gathered from your childs: 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 childs IEP team. Students with IEPs are likely to have educational disability classifications of Speech and Language Impairment or Learning Disabled. These sessions may be provided in person with appropriate safety protocols, remotely (through teletherapy), or through a combination of in-person service and teletherapy. 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. If the school is not near your home, your child is entitled to transportation. Classes follow the New York State Learning Standards. As students get older, the class size increases. 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.

A language other than English must be selected on the Recommended Special Education Programs/Services page of the students IEP. The number of students in the class increase as students move from elementary and middle school to high school.

The purpose of the assessment is to learn more about your childs reading ability, so that the I READ team can make a final determination as to whether the program will be the right fit.

If the school is not near your home, your child can receive transportation to the school. Students receive half of their instruction in English and half of their instruction in the target (or non-English) language. 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. The program is a partnership between the DOE andNew York Universitys (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. You can send the completed application via e-mail (IREADProgram@schools.nyc.gov). 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. The ACES program may be in a school other than your local district school.

After accepting the ACES program placement offer, take the SLL along with a copy of your childs birth certificate, and twoproofs of your addressto register your child at the new school. If you do not hear from the team within one week, contact them by phone or email. You or your childs school can send the completed application via e-mail (IREADProgram@schools.nyc.gov). The purpose of the summer program is to promote continued social development. Up and Down arrows will open main level menus and toggle through sub tier links. The class is taught by one special education teacher and one classroom paraprofessional.

This means offering different ways to complete an activity, engaging and meeting the student where they are in these new learning environments.

Serves both ELLs and English-proficient students, who function as role models for each other and whose interactions support skill development in both languages. If your childs IEP team submits an application for your child, you will also receive notification to let you know that the Central ACES Team has received the inquiry.

You should also apply to kindergarten through the kindergarten admissions process.