Diverse Learners Committee

The StuyPA’s Diverse Learners Committee supports and advocates for Stuyvesant’s diverse learners. Members include parents of twice exceptional (“2e”) students and students receiving IEP services or 504 accommodations, as well as parents of students not receiving formal support.

The Committee works with the school community to identify opportunities to enhance the learning environment so that all students can thrive. The Committee holds monthly meetings on Zoom and occasional in-person events. For more information, please see below, join our Facebook group, or send an email to diverselearners@stuy-pa.org.

SUPPORT FOR STUDENTS

During the high school years, students undergo significant physical, intellectual, social, and emotional growth. At Stuyvesant, students experience this transformation from adolescence to adulthood in the context of a rigorous academic environment.

Sometimes students enter Stuyvesant with accommodations or services having been in place during middle or elementary school. Other times, it does not become apparent that the student could benefit from these additional supports until they are in high school. This recognition might sometimes be triggered by academic struggles and/or social-emotional challenges.

Regardless of whether your student needs support for long established reasons or for newly emerging reasons, please know that many Stuyvesant students go through challenges and with the right student and family support, your child can overcome their challenges and thrive at Stuyvesant.

All Stuyvesant students benefit from the general student support services Stuyvesant offers such as peer and teacher-led tutoring, guidance counseling services, and college counseling services.

Additionally, many students, for a variety of reasons, benefit from a higher level of support offered at Stuyvesant, such as Counseling, 504 accommodations, and Individualized Education Plans (IEPs).

Accommodations and services may be provided temporarily, such as just for a semester due to a physical injury, or ongoing, such as for all four years due to a diagnosed learning difference or emotional difficulties. Accommodations and services are designed to meet individual needs and provide students with equal access to their education (i.e., to ensure that these difficulties do not interfere with their ability to benefit from a Stuyvesant education).

Student Support Services at Stuyvesant You Tube Video

The school has the responsibility to maintain your student’s privacy. Information about privacy and security can be found here.

School-Based Counseling

School-based counseling is a helpful way to address emotional or behavioral issues that may be interfering with a student’s learning and overall wellbeing. School-based counseling services do the following:

Provide students with appraisal and advisement addressing their academic, career, and social/emotional needs
Recognize mental health warning signs including: changes in school performance and attendance, mood changes, complaints of illness before school, increased disciplinary problems at school, problems at home or with the family situation (e.g., stress, trauma, divorce, substance abuse, exposure to poverty conditions, domestic violence), communication from teachers about problems at school, dealing with existing mental health concerns
Provide short-term counseling and crisis intervention focused on mental health or situational concerns such as grief or difficult transitions
Provide referrals to school and community resources that treat mental health issues (suicidal ideation, violence, abuse, and depression) with the intent of removing barriers to learning and helping the student return to the classroom

504 Accommodations

A 504 plan is a yearly, school specific accommodation plan created between a family and a school for a student with a diagnosed disability. It provides accommodations in the general education setting to students with physical or emotional conditions that impact their learning. For example, a student who is visually impaired may need large type textbooks, a student with attention issues may need movement breaks, or a student with learning disabilities may need more time on tests.

Requesting 504 Accommodations: If your child requires accommodations, you must complete the Request for Section 504 Accommodations Parent Form with HIPAA Authorization, have your child’s health care provider fill out the Medical Accommodations Request Form, and submit both forms to your school’s 504 Coordinator.
The Eligibility Process: The Stuyvesant 504 Coordinator will contact you within five school days of your initial request to schedule a meeting that will occur, depending on the services requested, no later than 15 or 30 school days from receipt of the completed 504 request forms. You will be part of the school-based 504 Team that meets to discuss your request and other relevant information about your child and decides if your child is eligible for accommodations and if so, which accommodations are appropriate.
The 504 Accommodations Meeting: You will attend the meeting. The 504 Team will consider if your child’s impairment substantially limits a major life activity. The Team will make this decision based on information reviewed at the meeting, and will consider whether your child’s impairment has a significant impact on your child’s performance or participation in school.

A 504 must be renewed yearly with the school team for accommodations to continue from year to year. Parents should share updated diagnostic information each year. The school has the responsibility of making sure your student’s 504 plan is communicated to their teachers. If a teacher is not following the required 504 accommodations, the student or parent can address this problem directly with the teacher or with the Special Education team.

Individualized Education Plans (IEPs)

An IEP is a written document that ensures that a student with a disability has access to the general education curriculum and has the appropriate learning opportunities, accommodations, adaptations, specialized services and supports needed for the student to progress towards achieving the learning standards and to meet his or her unique needs related to the disability.

Student disabilities can include learning disabilities and emotional disabilities. The term twice exceptional (2e), refers to students who are both gifted in one or more areas and have a learning difference or disability. These disabilities, without the right support, can impede a student’s ability to thrive at Stuyvesant.

Requesting a Special Education Evaluation: If you think your child may have a disability, you can contact your student’s teacher, guidance counselor, or any of the Stuyvesant staff listed in the Stuyvesant Contact Information Section to ask that your student be evaluated. The request may be verbal or in writing. Written parental consent is needed before the evaluation can begin. The evaluation needs to be completed within 60 days of the request.
The Special Education Evaluation Process: The evaluation will assess your student in all areas related to the suspected disability. The evaluation results will be used to decide your student’s eligibility for special education and related services and to make decisions about an appropriate educational program. If you disagree with the evaluation, you have the right to take your student for an Independent Educational Evaluation (IEE), and can request that the NYC Department of Education pay for it.
Eligibility Decision: You and the appropriate staff at Stuyvesant review your student’s evaluation results. Together, it is decided whether your student is considered a “child with a disability,” as defined by IDEA (see below in the LAWS section for a link to more information on IDEA). If you disagree with the decision, you can ask for a hearing to challenge the eligibility decision.
If Your Student Is Found Eligible for Services: If your student is found to be a “child with a disability,” as defined by IDEA, they are eligible for special education and related services. Within 30 days after a student is determined eligible, the IEP team must meet to write an IEP for your student.
IEP meeting: Stuyvesant will schedule and conduct the IEP meeting during which you, your student and the IEP team will talk about your student’s needs and write the student’s IEP. Before Stuyvesant begins providing the special education and related services you must give consent. The child begins to receive services as soon as possible after the meeting. If you do not agree with the IEP, you may discuss your concerns and try to work out an agreement. If you still disagree, you can ask for mediation. You can also file a complaint with the NYS Education Department and may request a due process hearing, at which time mediation must be made available.
Services: Stuyvesant is required to ensure your student’s IEP is being carried out as it was written. You will be given a copy of the IEP. Each of your student’s teachers and service providers has access to the IEP and is made aware of their specific responsibilities for carrying out the IEP. This includes the accommodations, modifications, and supports that must be provided to your student, in keeping with the IEP.
Measuring Progress: Stuyvesant is required to track and measure your student’s progress toward their annual goals, as stated in the IEP; and the school is required to provide progress reports with each report card.
IEP Review: Your student’s IEP is reviewed by the IEP team at least once a year, or more often if you or Stuyvesant ask for a review. If necessary, the IEP is revised. You can make suggestions for changes, agree or disagree with the IEP goals, and agree or disagree with the services. If you do not agree with the IEP, you may discuss your concerns with other members of the IEP team and try to work out an agreement. There are several options, including additional testing, an independent evaluation, or asking for mediation (if available) or a due process hearing. You may also file a complaint with the NYS Education Department.
Reevaluation: At least every three years your student must be reevaluated. This evaluation is often called a “triennial.” Its purpose is to find out if your student continues to be a “child with a disability,” as defined by IDEA, and what your student’s educational needs are. However, your student must be reevaluated more often if conditions warrant or if you or a teacher asks for a reevaluation.
Independent evaluation – if the DOE fails to evaluate your child or if you disagree with the results of the DOE evaluation, you have the right to request an independent educational evaluation (IEE) at the DOE’s expense. The DOE must either approve your request or initiate an impartial hearing to defend their own evaluation. More information about requesting an IEE through the DOE can be found here.

You can also obtain an independent neuropsychological or psychoeducational evaluation at your own expense and seek reimbursement either through the DOE or through your medical insurance. Some psychologists may accept insurance for neuropsychological evaluations, however, evaluations of learning difficulties are often not considered medically necessary and may not be covered by insurance or may be only partially covered.
You can request a Certified IEP Parent Member to support you during IEP meetings. If you want a Parent Member at your child’s IEP meeting, inform a member of the Stuyvesant Student Support Services Department (contact information below) at least 72 hours (3 days) in advance by sending an email or going in person.

STUYVESANT CONTACT INFORMATION

Student Support Services Department

Gina Paulson, Assistant Principal, Student Support Services: 212-312-4800 ext. 5021, gpaulson@schools.nyc.gov

Julio Panora, School Psychologist: jpanora@schools.nyc.gov

Elly Feinstein, Social Worker: efeinst@schools.nyc.gov

Cory Coleman, Special Education Teacher: ccoleman@schools.nyc.gov; ccoleman@stuy.edu

Hing Li, Special Education Teacher: HLi14@schools.nyc.gov;

Donna Haws Special Education Teacher: dhaws@schools.nyc.gov

Family Engagement Office

Director of Family Engagement: Dina Ingram, ringram3@schools.nyc.gov

College and Counseling Services Department

Casey Pedrick, Assistant Principal, Pupil Personnel Services, College & Counseling: 212-312-4800 ext.2222, CPedrick@schools.nyc.gov; mspedrick@stuy.edu

Arlene Novarese, School Social Worker: anovarese@schools.nyc.gov; anovarese@stuy.edu

Diverse Learners Parent Association (PA) committee

The Diverse Learners PA committee is comprised of parents passionate about working alongside the school to create an inclusive learning environment where all students thrive. Our committee works toward the following:

Opening new channels of communication and collaboration between families and the school administration, students and staff, and student-to-student.
Dispelling misconceptions about diverse, differently-abled and 2e learners.
Offering information and support for families about Diverse Learners and available related services to address their academic, social and emotional needs.
Facilitating College Office communication with students and their families about related post-secondary programs and services as part of the college advising process.

Email: diverselearners@stuy-pa.org

MYTHS AND FACTS ABOUT STUDENTS NEEDING SUPPORTS

Myth #1: Only high-performing students belong at Stuyvesant High School

Fact: Stuyvesant HS is open to any student entering ninth or tenth grade who lives in NYC and obtains the needed cutoff score on the Specialized High School Admissions Test. Any student who is admitted to Stuyvesant HS, and chooses to attend, belongs at Stuyvesant HS. As a public school, Stuyvesant HS has a legal and ethical responsibility to meet the diverse learning needs of its students.

Myth #2: Providing accommodations or support services to some students gives them an advantage over other students who do not receive the accommodations or support services.

Fact: Students with disabilities are entitled to receive accommodations and/or specialized instruction and services as detailed in their IEP or 504 Plan. These documents are written to “level the playing field” and to empower students to learn and demonstrate understanding without the interference of a disability. Fairness does not mean all students get the same thing. Accommodations remove barriers to education and allow all Stuyvesant students to benefit from and contribute to Stuyvesant’s excellent academic and social environment.

Myth #3: A student cannot be gifted and have a learning disability.

Students can have high cognitive abilities and learning challenges or disabilities. Understanding the needs of these students can be difficult because strengths may mask disabilities, disabilities may mask strengths, or they may mask each other. It is important to provide instruction based on a student’s strengths while providing support for areas of challenge.

Myth #4: A student with good grades is not eligible for special education services.

Teams consider the whole child when making an eligibility decision and grades are not the sole indicator of progress or ability. The Individuals with Disabilities Education Act (IDEA) requires schools to evaluate a student if a disability is suspected using “a variety of assessment tools and strategies to gather relevant functional, developmental, and academic information about the child, including information provided by the parent.” Schools may not use “any single measure or assessment as the sole criterion for determining whether a child is a child with a disability and for determining an appropriate educational program for the child.”

Myth #5: All students who receive special education services struggle academically or socially.

With the right support services, students with disabilities can be as successful as their peers.

Myth #6: Admitting and retaining students who need accommodations or services could decrease the value of a Stuyvesant diploma and have a negative impact on Stuyvesant’s college admissions.

Colleges, including Ivy League colleges, recognize that some students have a documented need for additional support, and therefore have designated offices for Accessibility Services. Students with accommodations or services in no way devalue the Stuyvesant diploma or college admissions data.

NYC DEPARTMENT OF EDUCATION RESOURCES

For families exploring Stuyvesant prior to completing the high school application process, information for applying to high school for students with disabilities can be found here.

Information on applying for 504 Accommodations can be found here. The NYC Department of Education’s 504 Accommodations Student and Family Guide can be found here.

Information on requesting and evaluation for Special Education Services (i.e., an Individualized Educational Plan (IEP) can be found here. The NYC Department of Education’s Family Guide to Special Education can be found here.

Information on supporting students with disabilities during the transition out of high school can be found here.

ADVOCACY AND INFORMATION

Advocates for Children: a NYC-based nonprofit dedicated exclusively to protecting every child’s right to an education, focusing on students from low-income backgrounds who are struggling in school or experiencing school discrimination of any kind. The organization provides free legal and advocacy services. More information can be found here.

IncludeNYC: an NYC-based nonprofit that empowers families of children and youth with disabilities to have the knowledge, confidence, and skills to make informed decisions, effectively access and navigate systems and services, and advocate for themselves. More information can be found here.

Special Support Services, LLC: a NYC based parent-led advocacy organization that offers affordable advocacy, systems navigation, and peer support for NYC families of students with disabilities. More information can be found here.

Council of Parent Attorneys and Advocates (COPAA): A national nonprofit that works to secure high quality educational services and to promote excellence in advocacy for students with disabilities. More information can be found here.

Information for college-bound students who need learning accommodations can be found below. Students who qualify for learning accommodations and services in high school may be able to obtain accommodations in college as well. Having an IEP or 504 in high school does not guarantee a student will receive accommodations or services in college; colleges and universities differ in the range and availability of learning accommodations and services provided to students. To find out what accommodations are available at each institution, contact their Office of Disability or Accessibility Services. Examples of possible accommodations include distraction free testing rooms and note takers. Be prepared to provide documentation of special education services received at Stuyvesant to this office once your student is enrolled and prior to the start of freshman year.

Challenging Assumptions About Different Types of Colleges and Students with LD and ADHD

College and the LD Student

Educational Advocates College Consulting Corp

Lighthouse Guidance

The K & W Guide to Colleges for Students with Learning Disabilities

Types of College Accommodations and Services

LAWS GOVERNING THE RIGHTS OF STUDENTS WITH DISABILITIES

The Individuals with Disabilities Education Act (IDEA) is the federal law that guarantees a free appropriate public education to eligible youth with disabilities throughout the nation and ensures special education and related services to those youth.

Information on Federal Laws impacting students with disabilities, include the Individuals with Disabilities Education Act (IDEA) can be found here.

Information on New York State Laws and Regulations Related to Special Education and Students with Disabilities can be found here.