Empowering Futures: The Academics, Career, and Essential Skills (ACES) Program in NYC Public Schools

The New York City Department of Education (NYC DOE) is committed to providing diverse and inclusive learning environments tailored to meet the unique needs of every student. Among its comprehensive suite of special education programs, the Academics, Career, and Essential Skills (ACES) program stands out as a vital pathway for students to develop crucial academic, vocational, and independent living skills. Operating within community schools across Districts 1-32, ACES programs ensure students benefit from the standard public school academic framework while receiving personalized modifications to curriculum and instructional settings. These adaptations are meticulously tailored to address individual student needs, fostering an environment where every learner can thrive.

Understanding the ACES Program: Who is it For?

The ACES program is designed for students who require specialized support to achieve their full potential. Eligibility for ACES is determined by a specific student profile, ensuring that the program effectively serves those who will benefit most from its unique structure and resources.

Key Eligibility Criteria for ACES

To be considered for the ACES program, students must meet the following criteria:

Educational Classification

Students must have an educational classification of either Intellectual Disability (ID) or Multiple Disabilities (MD). This classification ensures that students within the ACES program are those who require specific academic and adaptive skill development support.

Alternate Assessment Participation

ACES program students participate in alternate assessments, primarily the New York State Alternate Assessment (NYSAA). The NYSAA is designed for students with significant cognitive disabilities, providing a platform to demonstrate their progress towards the New York State learning standards in core subjects like English Language Arts, Mathematics, and Science. This assessment method acknowledges and values the incremental progress these students make. (For further details, refer to the NY State Alternate Assessment (nyc.gov) resource.)

Cognitive Abilities

Students typically present with mild to moderate intellectual disability. The program is structured to accommodate varying levels of cognitive abilities within this range, providing differentiated instruction to maximize learning for each student.

Academic Achievement Levels

A defining characteristic of ACES students is that their academic abilities and skills are significantly below grade level. They often require additional support to engage effectively in both independent and group learning activities. To facilitate their learning and interaction, ACES programs strategically integrate assistive technology devices and supplementary aids and services.

Behavioral Considerations

Some students may exhibit behavior challenges that can impact their learning and social interactions. While ACES programs are equipped to manage a range of behavioral needs, it’s important to note that students with significant behavior challenges may require more intensive support than the ACES program is designed to provide. For in-depth discussions regarding a student’s behavior support needs, consulting the school’s IEP team is recommended to ensure the most appropriate program placement.

Independent Living Skills (Adaptive Behaviors)

A crucial aspect of the ACES program is its focus on independent living skills. Students considered for ACES often demonstrate adaptive behaviors – the ability to perform functional life skills such as grooming, dressing, eating, personal safety, and socialization – that are considerably below age-expected levels. These skills are also known as activities of daily living (ADL) or adaptive skills. Recognizing the importance of these skills, ACES programs actively utilize both the school and the wider local community to provide practical learning experiences. This includes fostering interpersonal relationships, practicing grocery shopping, and gaining familiarity with banking processes, among other essential life skills.

Key Features of the ACES Program

The ACES program is distinguished by several key features designed to create a supportive and effective learning environment:

Specialized Class Structure

Instruction in ACES programs is primarily delivered within a special class setting. These smaller classes are intentionally located within District 1-32 community schools, promoting integration within the broader school community. Class sizes are carefully managed, generally increasing as students progress from middle school to high school. Furthermore, ACES programs prioritize integrated settings whenever appropriate, ensuring students have opportunities to learn alongside their peers in more inclusive environments.

Highly Trained Staff

The success of ACES programs hinges on the expertise of its staff. Teachers and support personnel are rigorously trained in specialized instructional strategies and assessments. This training equips them to effectively support students in acquiring and applying essential work and independent living skills across various settings – at home, in school, and within the community.

Modified Curriculum and Instruction

The curriculum within ACES programs is firmly grounded in the New York State Learning Standards. However, it is thoughtfully adapted and modified to suit the unique learning profiles of ACES students. The program integrates the principles of Universal Design for Learning (UDL) to ensure curriculum accessibility and fosters essential skill building throughout all learning activities.

For students participating in NYSAA, the Dynamic Learning Maps (DLM) alternate assessment system is utilized. This computer-based adaptive assessment tool measures student achievement against ELA, mathematics, and science standards, adjusted for reduced depth, breadth, and complexity, ensuring appropriate evaluation of progress.

While curriculum is adapted, all ACES students receive instruction that is aligned with the general education curriculum. To further enhance their learning experience, ACES programs incorporate supplemental curricula that directly connect to essential life skills, thereby reinforcing academic progress across all domains. A significant component of the ACES program is career exploration. Students engage in activities such as career surveys, work-based learning opportunities, community service, internships, and job shadowing to identify and investigate areas of personal interest, preparing them for future pathways.

Applying to the ACES Program: A Step-by-Step Guide

Determining if the ACES program is the right fit for your child involves a clear and straightforward application process. Here are the necessary steps:

Initiate the Application

The first step is to complete an application. This process is designed to gather essential information about your child’s needs and profile to assess program suitability.

(Unfortunately, the original article does not provide a direct link to the ACES program application form. For application details, it is recommended to contact your child’s school or the NYC DOE directly.)

For further information regarding the ACES program or the application process, please reach out to your child’s school IEP team or the NYC DOE’s specialized programs department.

Exploring Other NYC Public Schools Special Education Programs

While the ACES program addresses specific needs, NYC Public Schools offer a broader spectrum of specialized programs to support diverse learners. Here’s an overview of other notable programs:

NYC Public Schools Autism Programs: Nest, Horizon, and AIMS

The NYC DOE provides specialized autism programs – Nest, Horizon, and AIMS – across Districts 1-32 and District 75 schools. These programs are designed to strengthen academic, communication, and social skills for autistic learners within varied classroom settings. They share a common framework characterized by:

Comprehensive Staff Training: Pre-service and ongoing training, coaching, and consultation for all staff.
Collaborative School Structures: Ensuring consistent interventions throughout the school day, including in all classes and during non-instructional times.
Parent and Caregiver Partnership: Emphasizing the crucial role of home-school collaboration.

For families interested in these programs, the initial step is to consult with your child’s current school and IEP team. All necessary evaluations and assessments can be facilitated through your school’s IEP team.

Important Update Regarding Autism Program Applications: Please note that paper applications for Autism Programs are no longer accepted after June 30, 2024. As of July 1, 2024, applications are exclusively accepted through a NEW ONLINE APPLICATION system.

AIMS Program: Applied Behavior Analysis for Early Learners

The AIMS (Applied Integrated Method of Support) program is an early childhood special education program available in Districts 15, 29, and 75, with ongoing expansion. Designed for kindergarten to second grade, AIMS offers a small class setting of just 6 autistic learners who require intensive support in learner readiness, language, communication, daily living skills, and behavior.

Student Profile for AIMS:

Classification: Autism spectrum disorder educational classification.
Cognition: Designed for students with developmental delays in communication, behavior, daily living skills, and social skills.
Achievement: Students typically exhibit moderate-to-severe delays in academic skills, working memory, reasoning abilities, speech, language, attention, and engagement.
Social Functioning: Students may struggle with group interactions and prefer solitary engagement, with moderate to severe delays in social play and interaction.
Behavior: Demonstrates autism-related behaviors such as repetitive movements, object use, or vocalizations.

AIMS Program Features:

Intensive Staffing: Each class is supported by a special education teacher, speech teacher, and paraprofessional.
ABA and Verbal Behavior Focus: Utilizes Applied Behavior Analysis (ABA) and Verbal Behavior (VB) principles for instruction and therapy.
Board-Certified Behavior Analyst (BCBA) Support: Each school has a BCBA to provide ongoing professional development and parent training.

Application Process for AIMS:

Families interested in AIMS should discuss the program with their child’s school. Applications can be submitted at any time, with all necessary assessments conducted through the IEP process at the school or CSE.

AIMS Program Application Link

Nest Program: Integrated Co-teaching for Autistic Students

The Nest Program, a collaboration between the DOE and NYU’s Autism Nest Support Project, offers an integrated co-teaching (ICT) model for autistic students.

Nest Student Profile:

Classification: Autism spectrum disorder educational classification.
Intelligence: Average to above-average intelligence with consistent development across cognitive domains.
Achievement: Academic skills at or above grade level.
Language/Communication: Receptive and expressive language skills near age level, with challenges primarily in social language.
Social Functioning: Challenges navigating social situations, routines, and emotional regulation.
Behavior: May exhibit behaviors like task refusal or escape behaviors, responding positively to Nest program support strategies.

Nest Program Features:

Integrated Class Structure: Small ICT classes with general education students, co-taught by special education and general education teachers.
Specialized Curriculum: Follows NYS Learning Standards with a specialized social curriculum, Social Development Intervention (SDI), developed by NYU.
Social-Emotional Support: SDI, led by speech therapists, focuses on building social awareness and communication skills.

Application Process for Nest:

Applications are submitted through the NEW ONLINE APPLICATION system for Autism Programs.

Horizon Program: Structured Support and Skill Development

The Horizon Program is designed to provide structured support for autistic students who benefit from Applied Behavior Analysis (ABA) principles.

Horizon Student Profile:

Classification: Autism spectrum disorder educational classification.
Intelligence: Below average to average intelligence with varying strengths and weaknesses.
Achievement: Academic skills on or near grade level.
Language/Communication: Mild to moderate language difficulties, particularly in social communication.
Social Functioning: Mild to moderate delays in social interaction, often preferring solitary activities.
Behavior: May exhibit behaviors such as task refusal or emotional responses, responding well to positive and proactive support strategies within the Horizon program.

Horizon Program Features:

Special Class Structure: Small special classes of eight autistic students, taught by a special education teacher and paraprofessional.
ABA-Based Curriculum: Utilizes Rethink Ed Platform Solutions for ABA-based instructional materials, focusing on academic and social-emotional development.
Social-Emotional Supports: Horizon Social Curriculum led by speech therapists emphasizes authentic social communication and self-advocacy skills.

Application Process for Horizon:

Applications are submitted through the Autism Program Application form, available online.

Autism Program Application Form

Autism Programs Admissions Process: Nest and Horizon (Online Application)

The admissions process for Nest and Horizon programs is now streamlined with a NEW ONLINE APPLICATION.

For Children Entering Kindergarten:

Discuss autism programs with your child’s school IEP team during their preschool year.
Complete the Autism Program Application form.
Complete the general kindergarten admissions process. Kindergarten admissions process.

For Children in Grades K – 12:

Fill out the Autism Program Application form.
Applications are accepted anytime.

Key Steps in the Admissions Process:

Application Submission: Submit the online application.
Confirmation: Receive email confirmation upon receipt.
Initial Review: Central Autism Program Team reviews the child’s special education records.
Observation: If deemed a potential candidate, an observation is scheduled.
Admissions Determination: Based on evaluations, assessments, and observations.
Program Visit: Accepted students and families can visit the assigned school.
Registration: Complete registration upon receiving the School Location Letter (SLL).

Contact Information: For application inquiries, email [email protected].

Autism Summer Programs

Nest and Horizon programs follow the standard 10-month school calendar, but offer optional summer programs for K-8 students to maintain related services and social development. The AIMS program is a 12-month program with continuous summer support.

Bilingual Special Education (BSE)

Bilingual Special Education (BSE) programs cater to English Language Learners (ELLs) requiring ICT or Special Class settings with instruction in a language other than English. BSE programs facilitate success through bilingual instruction, utilizing the student’s home language to support English and content learning.

BSE Student Profile:

Classification: Must meet criteria for one of the 13 disability classifications defined by NYS Education Department.
IEP Recommendation: IEP must recommend a language other than English for special education programs/services.

BSE Program Features:

Dual Language (DL): For ELLs and English-proficient students, fostering bilingualism in both home language and English.
Transitional Bilingual Education (TBE): Exclusively for ELLs, focused on developing English language skills over time, with a transition from home language to English instruction.

BSE Inquiry Process:

Contact your school’s IEP team or CSE for BSE program inquiries.

Inquiry and Placement Process:

Inquiry Submission: Contact the Central BSE Programs Team at [email protected].
Initial Review: BSE Programs Team reviews IEP and address for program availability.
School Placement: If placement is available, an SLL or SAF is issued.
Program Visit: Visit the BSE program school.
Registration: Register at the BSE program school.

I READ Program: Intensive Reading Education and Development

The I READ (Intensive Reading Education and Development) Program is a reduced class-size ICT program for students showing early reading struggles and potential dyslexia risk. It provides structured reading interventions in elementary schools.

I READ Instructional Model:

Structured literacy practices with explicit, systematic instruction.
Focus on foundational skills like phonics and phonological processing.
Differentiated instruction based on student data.

I READ Student Profile:

Designed for students struggling with early literacy skills, not requiring a dyslexia diagnosis.
Common classifications include Speech and Language Impairment or Learning Disabled.

I READ Admissions Process:

Application: Complete an application form (link not provided in original text, contact school for details).

Admissions Steps:

Application Submission: Email application to [email protected].
Confirmation: Receive email confirmation.
Initial Review: I READ team reviews records.
Additional Assessments: Potential candidates undergo assessments by a DOE school psychologist.
Program Visit: Accepted students can visit the program school.
Registration: Complete registration upon receiving SLL.

Path Program: Social, Emotional, and Behavioral Support

The Path program offers intensive social, emotional, and behavioral support within District 1-32 schools, integrating these supports into inclusive learning environments.

Path Program Overview:

Partnership between NYC Public Schools and NYU’s Institute of Human Development and Social Change.
Based on inclusive education principles from the Nest model.

Path Program Features:

Inclusive Class Structure: Reduced class size ICT with general and special education teachers, plus social worker and occupational therapist support.
Trauma-Informed Environment: Focus on strengths-based, culturally responsive, and trauma-informed practices.
Social Emotional Behavior Supports: Trained staff in culturally responsive and cognitive behavioral approaches, therapeutic counseling interventions, and social-emotional learning curriculum.
Collaboration and Family Engagement: Strong emphasis on team collaboration and home-school connection.

Path Program Student Profile:

Classification: Primarily for students with emotional disability classification, but also open to others needing behavioral support due to stress or trauma.
Cognition/Intelligence: Average intelligence with academic skills on or approaching grade level.
Achievement: Participates in standard NYS assessments with necessary support.
Behavior: Mild to moderate behavior challenges, responsive to interventions without paraprofessional aid.
Social Functioning: Difficulty trusting adults and forming relationships, potential social withdrawal or reactive behaviors.

Path Program Admissions Process:

Inquiry: Contact school team or [email protected].
Review: Central Path programs team reviews records with school IEP team.
Admissions Determination: Based on evaluations, social history, IEP, and school team input.
Program Visit: Visit to the program school after acceptance.
Registration: Complete registration upon receiving SLL.

South Bronx Literacy Academy (SBLA)

SBLA is a stand-alone school in the Bronx specializing in structured literacy for students with reading challenges and dyslexia risk.

SBLA Instructional Model:

Structured literacy approach using Preventing Academic Failure (PAF).
90 minutes daily of small group foundational reading skills instruction.
Integrated Co-Teaching classes with two full-time teachers and no more than 18 students.
Social-emotional learning and executive functioning skill development embedded school-wide.

SBLA Enrollment and Admissions Process:

Open to current 1st and 2nd graders for the 2023-24 school year, expanding grades yearly.
Application via www.MySchools.nyc, Family Welcome Centers, or 311.
Eligibility determined by dyslexia diagnosis or reading assessments (Acadience Benchmark and potential additional assessments).
Admissions lottery for eligible applicants.

Inquiries: [email protected] or webpage.

District 75 Inclusion

District 75 Inclusion supports students with more significant needs within District 1-32 general education classrooms, alongside peers with and without IEPs, with support from District 75 special education staff and paraprofessionals.

District 75 Inclusion Model:

General education classroom setting in District 1-32 schools.
Shared instruction register between District 75 and District 1-32 schools.
Access to full school community and extracurricular activities.

Instructional Model:

IEP team recommendation for students benefiting from learning alongside general education peers.
Collaboration between school teams and specialized programs team for appropriate placement.

Inquiries: [email protected] or school IEP team.

This comprehensive overview highlights the commitment of NYC Public Schools to providing a wide array of specialized programs, including the Academics, Career, and Essential Skills (ACES) program, ensuring that students with diverse learning needs receive the tailored support necessary to achieve academic success and personal growth. By understanding these programs, families and educators can work together to identify the most effective educational pathways for each student.