The Future of Special Ed in NY: NYSED Weighs in on the Changing Role of the U.S. Dept. of Education

Last week, representatives from the New York State Education Department addressed some concerns about the future of special education funding in New York. This webinar comes at an uncertain time, as President Trump has signed an executive order to close the U.S. Department of Education and threatens to cut funding to public schools that support diversity initiatives.

The webinar was hosted by the New York State Special Education Task Force. I have linked the video here and shared my notes below.

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Cerra v. Pawling Central School District: How IDEA Shapes IEP Requirements

Introduction

This post is a part of our ongoing blog series exploring significant Individuals with Disabilities Education Act (IDEA) cases. Today, we’ll look into Cerra v. Pawling Central School District (2005). This case provides essential insights into how the Second Circuit interprets the requirements under the IDEA, particularly concerning the adequacy of Individualized Education Programs (IEPs). If you’re new to this series, consider reading our original post which links to posts about the foundational IDEA decisions, like Rowley and Endrew F., which set important legal standards.

Cerra v. Pawling Central School District (2005) – The Background

The Cerra case arose when the parents of a child with a disability disputed the adequacy of their child’s IEP. Under IDEA, public schools must provide children with disabilities a Free Appropriate Public Education (FAPE). The parents argued that the school’s IEP failed to address their child’s unique educational needs and sought reimbursement for private school tuition.

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What’s Going On With the NYC DOE Rebrand as NYC Public Schools?

If you’ve received documents from the NYC Department of Education recently, you may have noticed a new name: NYC Public Schools. But what does this mean?

Is NYC DOE Now Called NYC Public Schools?

It’s starting to look that way. The rebranding to NYC Public Schools appears to be rolling out slowly, and somewhat inconsistently. Although you might assume that a change like this would come with a public announcement, so far there’s been no official launch that we could find.

Instead, the transition has been subtle. For example, the official schools.nyc.gov website prominently displays the NYC Public Schools logo. However, the Department’s LinkedIn page still refers to itself as the NYC Department of Education (as of March 28, 2025), while their YouTube channel already uses the new NYC Public Schools branding.

When Did the New Logo Start Appearing?

While we don’t know the exact date of the change, we have found that the NYC Public Schools logo has been in use since at least May 2023 ahead of the 2023-2024 school year. Even earlier, in November 2022, X users shared screenshots of what appears to be the new logo in use.

Despite that, many DOE employees still use email signatures that say NYC Department of Education. This shows the rebranding is still very much in progress and not yet fully implemented across all teams and divisions within the Department.

Mismatch Leading to Confusion

This kind of inconsistent rollout can cause confusion. A good example is the Special Education Standard Operating Procedures Manual, which features the NYC Public Schools logo. However, throughout the text, the manual still refers to the NYC Department of Education. Interestingly, the latest version of the manual was updated recently, on February 24, 2025, indicating that the difference in branding is current and intentional, at least for now.

Why Make the Change Now?

There’s no public explanation from the Department yet, but we can make a guess. Most likely, “NYC Public Schools” is clearer than “Department of Education.”

It’s also worth noting that because of the timing of past use of the logo, this rebranding does not appear to be a response to President Trump’s recent executive order to dismantle the federal Department of Education. That said, this change to NYC Public Schools could help create some distance from the federal agency.

What Does This Mean for Parents?

For now, the main takeaway is that you’ll likely start to see the NYC Public Schools name and logo more frequently, like on official documents from Committees on Special Education, and communications from schools. However, don’t be surprised if some documents and staff still reference the NYC Department of Education.

We’ll continue monitoring these developments and will share updates as they become available. For now, keep an eye out for the new name and logo.

Walczak v. Florida Union Free School District: Clarifying Educational Benefits Under IDEA

Introduction: Positioning Walczak in IDEA Case History

In our ongoing series on landmark IDEA cases, we’ve explored foundational rulings such as Board of Education v. Rowley and Endrew F. v. Douglas County. Today, we turn to another influential case: the Walczak IDEA decision (Walczak v. Florida Union Free School District, 1998). This Second Circuit case clarified the educational benefit standard schools must meet under the Individuals with Disabilities Education Act (IDEA). It bridges the foundational principles established by Rowley with the evolving expectations highlighted in Endrew F.

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Endrew F. v. Douglas County: Raising the Bar for Special Education under IDEA

Introduction

As part of our ongoing series looking into key judicial decisions shaping special education law, we previously discussed foundational IDEA cases, including our initial overview, Understanding IDEA: An Introduction to Special Education Law, and Board of Education v. Rowley. Today, we explore another significant advancement through the Endrew F. Supreme Court IDEA decision (Endrew F. v. Douglas County School District, 2017). This case clarified and raised expectations for providing a Free Appropriate Public Education (FAPE), redefining how schools approach educational planning for students with disabilities in the Second Circuit and nationwide.

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Understanding FAPE: The Landmark Rowley Supreme Court Decision

Introduction

In our previous post, Understanding IDEA: An Introduction to Special Education Law, we introduced the fundamental principles of the Individuals with Disabilities Education Act (IDEA). Today, we’re diving deeper into one of the most influential Supreme Court cases interpreting IDEA: the Rowley Supreme Court IDEA decision (Board of Education v. Rowley, 1982). This landmark case shaped the standard for what constitutes a Free Appropriate Public Education (FAPE) and continues to guide special education law in the Second Circuit and nationwide.

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Understanding IDEA: An Introduction to Special Education Law

If you’re a parent, educator, or advocate involved in special education, you’ve likely heard of the Individuals with Disabilities Education Act (IDEA). Enacted in 1975 and significantly revised in 1990, IDEA ensures that children with disabilities receive a free appropriate public education (FAPE) tailored to their individual needs. But what exactly does this mean in practice, and how have courts shaped its interpretation?

IDEA provides essential protections and services to students, empowering families and educators to collaborate effectively. However, navigating its complexities can be challenging. Judicial decisions, especially those from the U.S. Supreme Court and the Circuit Courts of Appeals, continuously influence how IDEA is implemented, directly impacting educational rights and services.

In this blog series, we’ll examine key Supreme Court and Second Circuit decisions that have profoundly influenced special education law. We’ll begin by focusing on cases from the Second Circuit, as I live and practice in New York City, which falls within this jurisdiction.

Each post will highlight crucial cases, summarize essential legal principles, and explain their practical implications for students, families, and schools.

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Case Review: How Should I Justify My Service Provider’s Enhanced Rates?

Introduction

Many parents rely on private special education service providers when their school district fails to deliver the services their child needs, or even those that are mandated on their IEP. However, when seeking reimbursement or direct funding for private services, the district may argue that the rates charged by private providers are too high. Any rate above the extremely low rates that the NYC DOE pays providers is considered an “enhanced rate.” But how are parents supposed to justify “enhanced rates” at an impartial hearing?

A recent State Review Officer (SRO) decision (24-218) issued in July 2024 helps explain this issue. The case involved a parent who sought reimbursement for Special Education Teacher Support Services (SETSS) provided by EdZone, LLC at a rate of $198 per hour. The New York City Department of Education (DOE) challenged this rate, arguing that it was excessive. The SRO ultimately ruled in favor of the parent, requiring the DOE to fully reimburse the $198/hour rate.

This case highlights key takeaways on how parents can justify enhanced provider rates when school districts refuse to fund them.

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Filing IDEA Claims in NYC: What Parents Need to Know About the Statute of Limitations

Introduction

For parents of children with disabilities in New York City, the Individuals with Disabilities Education Act (IDEA) provides protections to ensure their child receives a free and appropriate public education (FAPE). If the New York City Department of Education (NYC DOE) fails to provide necessary services, parents have the right to challenge its decisions through a due process complaint and an impartial hearing. However, parents must file their due process complaint within a specific timeline, referred to as the statute of limitations.

Failing to file within the required timeframe can mean that your case may be dismissed and you will not be able to get the relief that you seek. In this post, we’ll explain the statute of limitations for IDEA claims, when the clock starts ticking, and exceptions to the rule.

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How to Secure Funding from the NYC DOE for an Independent Educational Evaluation (IEE)

If you’re a parent in New York City navigating the special education system, you may find yourself in need of an Independent Educational Evaluation (IEE) to ensure your child receives the services and support they need. The New York City Department of Education (NYC DOE) may be required to fund an independent evaluation under specific circumstances. Here’s a guide to help you understand the process and increase your chances of success.

What Is an IEE?

An Independent Educational Evaluation is defined under New York State regulation as “an individual evaluation of a student with a disability or a student thought to have a disability, conducted by a qualified examiner who is not employed by the public agency responsible for the education of the student” (8 NYCRR 200.1[z]; see 34 CFR 300.502[a][3][i]). These evaluations provide an independent assessment of your child’s needs, offering insights and recommendations that may not be addressed in the NYC DOE’s evaluation. The goal is to read the evaluation and have a comprehensive understanding of your child’s needs and what is required for them to make progress in the classroom.

Often, NYC DOE evaluations include statements like, “Final recommendations for services will be discussed and determined at the IEP meeting along with other reports and consultation with the student’s parents.” This leaves parents without comprehensive information to support their child, and unsure of what steps to take after the evaluation is complete. Additionally, the evaluators themselves are rarely present at IEP meetings. Instead, parents usually end up discussing the evaluation findings with a CSE representative who may not be familiar with their child.

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