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Title: Janet Blit IEP Manager Staten Island Integrated Service Center JBlit@schools.nyc.gov


1
(No Transcript)
2

WELCOME FROM YOUR IEP MANAGERS
Janet BlitIEP Manager Staten Island Integrated
Service CenterJBlit_at_schools.nyc.gov Office
718-390-1569Nicholas ChavarriaIEP
ManagerBrooklyn Integrated Service Center
NChavar_at_schools.nyc.gov Office 718
935-3676 Madeline RochelleIEP Manager
Manhattan Integrated Service CenterMRochel_at_schoo
ls.nyc.gov Office 212-356-3763 Tanya SmithIEP
Manager Queens Integrated Service Center
TSmith18_at_schools.nyc.gov Office
718-391-8175 MaryAnn VanceIEP Manager Bronx
Integrated Service Center OMVance_at_school.nyc.gov.
Office 718-741-5692
3
Ready, Set, Flow! ISC-IEP Managers 2009-2010
4
Ready, Set, Flow Topics
  • Special Education Files
  • Special Education Class Organization
  • SEC, ATS and CAP
  • First Attends and IVR
  • No ISP
  • Amending the IEP
  • Chapter 408
  • IEP Compliance Management
  • District Representative
  • IEP Meeting Agenda
  • Educational Benefit
  • SOPM
  • Transition
  • Progress Reports
  • Promotion Criteria
  • IEP Students Repeating a Grade
  • LTA Students
  • Special Education Resources

5
Special Education Files
  • Ensure that each student with an IEP has a
    current IEP and complete file in your school
    building
  • Check student names and IEP annual review due
    dates on your schools Projected Register Report
    (PRR) located in SEC. Compare it to the student
    names and the current IEPs in your schools
    central file.
    Keep in mind that new/incoming
    students with IEPs will need to have a file
    created in your schools central access file.
  • Review IEPs to make sure that all mandated
    support staff (e.g. paraprofessionals, related
    service providers, nursing, etc.) and materials
    (e.g. assistive technology, large print material,
    etc.) are provided for the students on their
    first day of attendance.

6
Missing IEPs? Be Proactive!
  • If a student enters your school without an IEP
  • (Schools can look up the student in SEC to
    determine what services the student requires)
  • Designee contacts sending school
  • Ask immediately for special alerts (found on
    page1) and request that the sending school fax
    the IEP
  • Ask the sending school to forward the students
    complete confidential file
  • If the IEP is not at sending school
  • Send the Family Worker to the CSE Record Room to
    copy the IEP file ASAP
  • (Note Metro Cards may be requested from the CSE
    for family workers travel)

7
Missing IEPs? Be Proactive! (continued)
  • If the confidential file and the IEP are not in
    the CSE Record Room
  • Contact the CSE Record Room from the district
    where the student previously attended
  • If no IEP file can be located.
  • Best Practice Your school has 30 days to convene
    an IEP meeting (Requested Reevaluation, with a
    psychologist) to develop a new IEP
  • In the event that you need additional assistance
  • Contact your ISC-IEP Specialist

IEP
8
SAMPLE RECORD ROOM REQUEST FOR IEP
MATERIALS Date of Request _________
Requested By Name ______________________
Title __________________ District _______
School __________ Contact Phone
___________ Student Information Last Name
___________________ First Name________________
ID Number ___________________ D.O.B.
_________________ CSE Case __________________ M
aterials Requested (Check all that apply) ______
Entire Package or ____Annual Review (most
current) _____Speech
Evaluation ____CSE IEP (most current)
_____Psych/Evaluation ____Social
History ____Specialized Assessment (O.T., P.T.,
etc.-specify below) ____Home Language
Survey ____Other (specify below)
9
CSE Record Rooms
10
Special Education Class Organization
  • Your Pupil Accounting Secretary should check in
    ATS, to ensure that all special education
    students are properly coded in their assigned
    classes.

Future Class Setup was due June 8th, 2009.
Please pay particular attention to correctly
coding new students.
11
Special Education Class Organization
  • CAP codes must correspond to ATS and class lists.
  • Student grade codes must match with their IEP
    recommendations.
  • If possible, cluster SETSS students to
    efficiently facilitate service delivery.
  • No more than 40 of the CTT class can be students
    with IEPs, therefore we would recommend that only
    students with IEPs recommending CTT should be
    placed in the class.
  • In high schools where individual classes may
    feature push-in providers, SETSS and CTT
    students may be co-enrolled in the same classes
    as long as the school adheres to class ratios.
  • NOTE

    CTT can have no more than 12
    students with IEPs (all grades K-12) and only 40
    of the class can be students with IEPs.

12
ATS Grade Codes for CAP Class Codes Community
School Districts / High Schools
Grade Code Staffing Ratio Monolingual Bilingual SAR Program Service Category
951-Elementary 121 E01-E15 E81-E89 E91-E99 SE lR
961-Secondary 121 E01-E15 E81-E89 E91-E99 SE lR
962-High Schools 151 E16-E30 E81-E89 E91-E99 SE 2R
953-Elementary 1211 E31-E40 E81-E89 E91-E99 SE 3R
963-Secondary 1211 E31-E40 E81-E89 E91-E99 SE 3R
954-Elementary 811 E41-E50 E81-E89 E91-E99 SE 4R
964-Secondary 811 E41-E50 E81-E89 E91-E99 SE 4R
955-Elementary 611 E51-E60 E81-E89 E91-E99 SE 5R
965-Secondary 611 E51-E60 E81-E89 E91-E99 SE 5R
956-Elementary 1214 E61-E70 E81-E89 E91-E99 SE 6R
966-Secondary 1214 E61-E70 E81-E89 E91-E99 SE 6R
Special Education Collaborative Team Teaching (CTT) Grade Codes Special Education Collaborative Team Teaching (CTT) Grade Codes Special Education Collaborative Team Teaching (CTT) Grade Codes Special Education Collaborative Team Teaching (CTT) Grade Codes
Use only for the special education students placed in this program. Use only for the special education students placed in this program. Use only for the special education students placed in this program. Use only for the special education students placed in this program.
Pre-kindergarten (half-day) AM 329 Grade 6 169
Pre-kindergarten (half-day) PM 339 Grade 7 179
Pre-kindergarten (full-day) 359 Grade 8 189
Kindergarten (full-day) 319 Grade 9 199
Grade 1 119 Grade 10 209
Grade 2 129 Grade 11 219
Grade 3 139 Grade 12 229
Grade 4 149
Grade 5 159
General education students in Collaborative Team Teaching programs use general education grade codes (110, 120, 130, etc.). General education students in Collaborative Team Teaching programs use general education grade codes (110, 120, 130, etc.). General education students in Collaborative Team Teaching programs use general education grade codes (110, 120, 130, etc.). General education students in Collaborative Team Teaching programs use general education grade codes (110, 120, 130, etc.).
ATS Manual ONLINE Go to
http//www.nycboe.net/adminorg/Divisions/diit/ats

13
Reconcile the SEC Projected Register Report
(PRR)with ATS and CAP https//ats.nycboe.net.sec/
reports
  • The PRR is your basis for reconciliation of
    registers. It lists all students in your
    building with IEPs and specifies programs and
    services.
  • Your actual CAP class lists MUST reflect programs
    listed on the PRR report or you will continue to
    show not served on your service receipt
    reports. (Compare with ATS -RACL)
  • Transfers? Discharges?
  • Incorrect grade codes?
  • Anything not up-to-date on the PRR must be
    corrected. (First,
    ensure that ATS CAP are correct)

14
On-line Resource SEC - PRR
  • The Special Education Component (SEC), which is a
    part of the Student Information System (SIS),
    enables schools to view their compliance data.
  • SEC has many available reports for tracking
    compliance
  • SEC is available to Principals and Assistant
    Principals on-line at your school.
  • The ISC staff is available to assist and support
    your school.
  • Projected Register Report (PRR)
  • The Projected Register Report (PRR) lists every
    IEP student in your school and their mandated
    services
  • Annual review information/compliance dates are on
    this report
  • https//ats.nycboe.net.sec/reports

Detailed professional development in the use of
SEC, ATS and CAP applications is available
continuously in PROTRAXX.
15
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16

Tip In order to print or view the report in one
piece instead of multiples of 50, click the 50.
Then go to the address bar and add a zero to the
end of the 50 that appears there. Finally, Press
ENTER.
TIP Click the title cell to change the order of
Annual Review dates.

Smith Mike
JONES, MARY
17
First Attends IVR System (Interactive Voice
Recognition)
  • Establish First Attends for
  • Related Services
  • SETSS
  • ESL (CTT Self-Contained Students Only)
  • Paraprofessionals (individual, not classroom
    paraprofessionals)
  • All service providers must call in first attend
    dates to IVR immediately following the first
    session with the student!
  • Inform providers that unreported first attend
    dates will appear on your schools compliance
    report as not receiving service.
  • IVR must be updated (new call-in) whenever there
    is a change in service as a result of an IEP
    conference.
  • Call the IVR Help Desk at 718-758-7702, to
    resolve any concerns.

18
No ISP is Developed
  • Please Note It is inappropriate to change a
    students IEP recommendation from bilingual to
    monolingual due to the absence or unavailability
    of a bilingual provider.
  • When an IEP Team recommends that interim
    Speech/Language Therapy in English be provided to
    a student recommended for bilingual
    Speech/Language Therapy, an IEP meeting must be
    held indicating the recommended service and
    noting that it will be provided on an interim
    basis.
  • In the related services section on page 9 of the
    IEP, the IEP Team will write

    Interim Monolingual Speech
    pending availability of a bilingual provider and
    include frequency, duration and group size.
  • (SOPM Page 92)

ISP
19
Amending the IEP After the Annual Review
  • An IEP can always be amended at an amendment
    meeting.
  • Amending the IEP without a meeting
  • Parent must sign the WAIVER OF IEP MEETING TO
    AMEND IEP Form which includes a clear description
    of all proposed changes.
  • IEP team designee must discuss with the parent
    any and all changes that are being considered
  • Once the parent has signed the WAIVER Form, the
    team may make the changes to the IEP, indicating
    next to every change the date on which the
    changes were made and agreed upon.
  • Parent and all staff members must be provided
    with a copy of the amended IEP (as per Chapter
    408).

NOTE An IEP may be amended only after an annual
review meeting.
(For detailed information, please refer to the
Special Education -Standard Operating Procedure
Manual (SOPM)-2008 Section-5)
20
Amending the IEP After the Annual Review
  • NOTE An IEP may be amended only after an annual
    review meeting.
  • The Requested Review or the Mandated Three-Year
    Review should be collapsed with the Annual
    Review as a general rule.
  • Therefore a Requested Review or Mandated
    Three-Year Review (formerly known as Triennial)
    can be subject to amendment.
  • Initial (first time) IEPs may not be amended.

Any change formerly known as a Type II change
to the IEP can be made as amendments e.g.
self-contained to CTT, or CTT to SETSS. Changes
to more restrictive settings (that require a
school psychologist) may not be made as an
amendment.
This will ensure that only one IEP is written
per student per year.
Standard Operating Procedure Manual (SOPM)-2009
Pages 72 and 187)
21
Amendment Best Practice forRelated Services
  • When reviewing an IEP for Educational Benefit,
    consider whether or not it is in the students
    best interest to continue the same related
    services.
  • Is there justification for removing the student
    from classroom instruction in order to receive
    related services?
  • How long (years, duration, frequency, group size,
    etc.) has the student been receiving the same
    related service?
  • Is there another option for the student to
    receive additional assistance/enrichment in place
    of the related service AIS, Advisory, CBO, etc?

22
Amending IEPs for Students Who Have Articulated
to High School with IEPs that Do Not Reflect High
School Settings
  • Example 1
  • If Current Placement is 121 Change to High
    School Ratio 151
  • PAGE 1 Special Class 121 change to Special
    Class 151
  • PAGE 7 Under Special Class Environment-Supports
  • Special Class 121 change to Special Class 151
  • PAGE 9 If the student was receiving modified
    promotional criteria in middle school, change to
    Standard Promotion Criteria
  • Page 10 Top section must be completed for all
    students the year they turn 14
  • You must indicate measurable post secondary goals
    in the section labeled Long-term Adult
    Outcomes, which will be determined by
    conferencing with the student

NOTE 8th grade students articulating to H.S.
SHOULD NOT HAVE MODIFIED PROMOTION CRITERIA on
IEP Page 9. Standard criteria should be
indicated. H.S. Promotion is based on credits
earned.
23
Amending IEPs for Students Who Have Articulated
to High School with IEPs that Do Not Reflect High
School Settings (Continued)
  • Example 2
  • If Current Placement is 1211 (for BASIC II
    students) Change to High School Ratio 151
  • Page 1 Special class 1211 change to Special
    class 151
  • Page 7 Under Special Class Environment-Supports
  • Special Class 1211 change to Special Class
    151
  • Page 9 Under participation in assessments The
    student will participate in Alternate Assessment
  • If the student is currently receiving modified
    promotional criteria change to Standard Promotion
    Criteria
  • Page 10 Top section must be completed for all
    grade 8 students the year they turn 14
  • You must indicate measurable post secondary goals
    in the section labeled Long-term Adult
    Outcomes, which will be determined by
    conferencing with the student

NOTE 8th grade students articulating to H.S.
SHOULD NOT HAVE MODIFIED PROMOTION CRITERIA on
IEP Page 9. Standard criteria should be
indicated. H.S. Promotion is based on credits
earned.
24
Amending IEPs for Students Who Have Articulated
to High School with IEPs that Do Not Reflect High
School Settings (Continued)
Example 3 If Current Placement is 1211 High
School Ratio 1211 Page 9 If the student is
currently receiving modified promotional criteria
change to Standard Promotion Criteria Page 10
Top section must be completed for all grade 8
students the year they turn 14 You must indicate
measurable post secondary goals in the section
labeled Long-term Adult Outcomes, which will be
determined by conferencing with the student
Less restrictive environments need to
be seriously explored for high school
students. Students need to have experiences
with highly qualified teachers.
NOTE 8th grade students articulating to H.S.
SHOULD NOT HAVE MODIFIED PROMOTION CRITERIA on
IEP Page 9. Standard criteria should be
indicated. H.S. Promotion is based on credits
earned.
25
Amending IEPs for Students Who Have Articulated
to High School with IEPs that Do Not Reflect High
School Settings (Continued)
  • Example 4
  • Collaborative Team Teaching (CTT) Students in HS
  • ALL CTT grades K-12 are 121 to meet with the
    State Regulations
  • Page 7 Ensure that the co-taught classes are
    specified in the Area of Instruction Column e.g.
    ELA, Math, Science, etc.
  • SETSS
  • Page 9 If the student is currently receiving
    modified promotional criteria change to Standard
    Promotion Criteria
  • Page 10 You must indicate measurable post
    secondary goals in the section labeled Long-term
    Adult Outcomes, which will be determined by
    conferencing with the student

NOTE 8th grade students articulating to H.S.
SHOULD NOT HAVE MODIFIED PROMOTION CRITERIA on
IEP Page 9. Standard criteria should be
indicated. H.S. Promotion is based on credits
earned.
26
Chapter 408
  • Ensure that all of your students current IEPs
    are in your school and distributed to teachers
    and providers (Chapter 408), prior to
    implementation, in paper or electronic form.
  • ALL providers must receive a copy of the IEP
    (special education teachers, general education
    teachers, related service providers, cluster
    teachers, phys ed teachers, etc.).
  • Each paraprofessional responsible for assisting
    in the implementation of a students IEP, must be
    provided the opportunity to review a copy of the
    students IEP prior to implementation.
  • The principal must inform their staff regarding
    who is to assume the role of the designee,
    responsible for reviewing staff procedures for
    implementing IEPs.

Chapter 408! Its the law!
27
  • SAMPLE Chapter 408 Summary IEP
    Distribution and Review
  • School Year 2009-2010
  • School _______
  • Teacher/Providers Name _________________________
    _
  • Class/Program _____________________
  • You are signing that you have received a copy of
    the IEP for each student listed below.
  • All teachers/related service providers, who are
    responsible for implementing the students IEP
    for an IEP mandated student, must be provided
    with a copy of the student's IEP.
  • Student IEPs must remain confidential and should
    not be disclosed to any other person(s)
    consistent with the school districts policy for
    ensuring confidentiality of student records. IEPs
    must be kept in a secure locked location.

Student Name Student Name






Teacher/Providers Signature ____________________
_________________
28
IEP Compliance Management
  • Consider who will review IEPs before they are
    given to the Family Worker for data entry
  • Establish a school-wide policy for method of
    transmittal of all completed IEPs to Family
    Worker for data entry
  • Allow extra-sufficient time for the IEP process
    to be completed and data entered prior to the IEP
    compliance date

29
IEP Compliance Management The Annual
Review Calendar
  • Appoint a designee to ensure that teachers
    complete Annual Reviews on schedule and submit
    them for data entry, prior to compliance date.
  • The Principals designee needs to develop an
    Annual Review calendar early in September.
  • Use the PRR to determine when Annual Reviews are
    due.
  • Synch the 214 Report (Mandated Three-Year
    Reviews) with the PRR (Annual Reviews) in order
    to collapse both into one meeting.
  • An administrator should appoint a designee to
    arrange coverages for both the students Special
    Education Teachers and General Education Teachers
    for timely IEP Conferences.

You may contact the Supervisor of Psychologists
at your ISC regarding any case management
concerns at your school.
Annual Reviews
30
District Representative (IEP) The District
Representative is a representative of the school
district who is qualified to provide/supervise
the provision of special education
AND knowledgeable about the general education
curriculum AND knowledgeable about the
availability of district resources. Important!
The principal will designate the individuals who
will serve as the district representative for IEP
meetings held at the school. The Committee on
Special Education Chairperson will designate who
will serve as the district representative for IEP
meetings held at the Committee on Special
Education Office. Note The person serving as
the district representative may also fulfill the
role of another person on the IEP Team.
31
  • District Representative (IEP)
  • (Continued)
  • Role of the District Representative
  • Chair the meeting
  • Facilitate open discussion among all participants
    regarding issues related to eligibility for
    services and development or revision of the IEP
  • Ensure parents are meaningful participants in the
    IEP process and encourage them to discuss their
    concerns about the students education
  • Be knowledgeable about the general education
    curriculum
  • Provide information regarding the continuum of
    services, including supports and services
    available in the students current school and
    those which are available in other schools in the
    district
  • Explain that the law requires students with
    disabilities to be educated with nondisabed
    students to the maximum extent appropriate and
    that the team must consider whether the child can
    make satisfactory progress in the general
    education setting with supplementary aids and
    services before recommending other programs

32
  • District Representative (IEP)
  • (Continued)
  • Build consensus among team members on all issues
    before the team
  • Ensure that the students IEP includes the
    supports, services and accommodations the student
    needs to meet IEP goals and to access
  • Ensure that all program and service options are
    considered
  • and progress in the grade level curriculum and on
    State and district assessments as appropriate
  • In the event consensus cannot be achieved
    regarding program and service recommendations
    for a student who is already receiving special
    education services, ensure that parents are fully
    informed of their due process rights.

33
Developing an Agenda for the IEP Meeting (SOPM
Page 76) It is helpful to prepare a brief Agenda
before the IEP Meeting. This way, all
participants will know what topics will be
covered, and the order in which they will be
discussed. The Agenda should be used as a tool to
provide the Team with focus so that all key areas
are covered, and that input from all participants
is addressed.
Sample IEP Meeting Agenda 1) Member Introduction title and role at the IEP Meeting 2) Purpose of IEP Meeting and summary of the IEP team obligations 3) Review of Procedural Safeguards with parent(s) 4) Identification of evaluations and other information for consideration to determine whether the student has an identified disability and whether the student requires special education services 5) IEP Development present levels of performance annual goals accommodations, if necessary promotion criteria diploma objectives/transition recommended services and level of service delivery 6) Summary of IEP determinations and opportunity for parent to ask questions 7) If the meeting is a subcommittee meeting, inform the parent of their right to request a Full Committee meeting if s/he disagree with the recommendation 8) Next Steps, as necessary (for example, the placement process outlined in SOPM-Section 7) 9) Finalized IEP to be distributed at the end of the meeting or immediately sent to parent. The date the IEP is provided to parent must be indicated on the Contact Sheet in the students file.
34
Best Practice Educational Benefit Reflects on
the quality of IEP development to increase
student access, participation, and progress in
the general education curriculum
  • The intent of a Free Appropriate Public
    Education (FAPE) for students with disabilities
    is to design individualized instruction with
    sufficient supports and services to enable the
    student to receive educational benefit.
  • What is Educational Benefit?
  • Determining if there is a clear relationship
    between the identified needs/current levels of
    performance, annual goals/short term objectives,
    accommodations/modifications services/placement
  • (DOES IT ALL CONNECT?)
  • Have changes to annual goals, services/placement
    been made based on the results of the students
    progress?
  • (HAS THE IEP BEEN WRITTEN/MODIFIED TO MEET THE
    STUDENTS CURRENT NEEDS?)
  • Information on the students IEP strengths,
    needs, annual goals, accommodations
    modifications, services/placement progress
    compared looking for patterns over the past 3
    years
  • (DOES THE IEP GIVE A CLEAR PICTURE OF THE
    STUDENTS PROGRESS THROUGH THE YEARS?)
  • The Purpose of the Educational Benefit Review
    Process is
  • to determine whether the design of the IEP was
    reasonably calculated for the student to
    receive educational benefit.
  • Reasonable Calculation evaluates whether or not
    the IEP reflects on the students present levels
    of performance, goals, supports maximum access,
    participation progress in the general education
    curriculum .

Staten Island Integrated Service Center (ISC)
35
Present Levels of Performance Needs Concerns Goals Objectives Accommodations Modifications Services Placement Transition Progress Toward Goals


Was the students program reasonably calculated
to result in educational benefit? YES or NO?
Staten Island Integrated Service Center (ISC)
36
FYI-Check Out the SOPM--
  • There must be a direct relationship between the
    present levels of performance and the other
    components of the IEP. For example, if a
    deficiency in reading skills is described, this
    learning difficulty should be addressed by
    identifying the measurable annual goals (and
    short-term instructional objectives/benchmarks
    only for students participating in alternate
    assessment) related to this area. The IEP should
    identify the type (e.g., special education
    teacher support services) and intensity (e.g.,
    one period daily of direct services) of special
    education and related services, program
    modifications or supports for school personnel
    necessary to carry out these objectives.

37
FYI-Check out the SOPM!!!!! Why reinvent the
wheel?
  • The following are sample statements to assist in
    writing present levels of performance adapted
    from the New York State Education Departments
    Training entitled Practical Strategies for the
    IEP.
  • SAMPLE PRESENT LEVEL STATEMENTS
  • What is it that the student can and cannot do?
  • Able to comprehend materials written at the
    third grade level
  • Able to comprehend main ideas and identify some
    supporting details
  • Has difficulty visualizing information that is
    presented only through text
  • Classroom performance is inconsistent
  • Intellectual functioning is within normal
    limits
  • Initiates communication only with familiar
    adults
  • Is easily distracted by other students
  • Refuses to attempt difficult work
  • Does not complete homework assignments
  • Fatigues easily puts his head on the desk to
    sleep at least once per period
  • When listening to information, focuses on
    details rather than the main idea
  • Memory for verbally-presented information is
    limited in all curricula areas
  • Becomes easily confused with multi-step
    directions

38
FYI-Check out the SOPM!!!!! Why reinvent the
wheel?
  • SAMPLE STRENGTH STATEMENTS
  • What strengths does the student have in these
    areas to build upon?
  • Is a strong visual learner
  • Seeks out extra help from teachers
  • Responds to positive suggestions
  • Takes good notes in classes and maintains
    well-organized notebooks.
  • Brings needed materials to classes
  • Usually focused and attentive in classes
  • Accepts constructive criticism
  • Memory is adequate if paired with visual
    information
  • Enjoys reading simple books with younger
    siblings
  • Shows compassion for others and makes friends
    easily

39
FYI-Check out the SOPM
  • SAMPLE PRIORITY EDUCATIONAL NEED STATEMENTS
  • What are the priority tasks/skills that this
    student must learn?
  • To generalize skills learned in the classroom
  • To organize detailed information from the main
    concepts of a reading passage
  • To use positive attention-getting behaviors
  • To apply already developed functional academic
    skills in employment settings
  • To convey desires and feelings more
    spontaneously
  • To more consistently initiate needs for
    personal care and increase independence in
    feeding and dressing
  • To interact with children and unfamiliar adults
  • To ask questions so as to understand
    information being presented
  • To use coping skills for dealing with teasing
    from peers

40
FYI-Check out the SOPM
  • MANAGEMENT NEEDS
  • What are the environmental/instructional
    modifications and human and/or material support
    needed to address priority needs in achievement,
    social and physical domains?
  • Frequent breaks and rest periods
  • Low stimulation environment to learn new skills
  • Adaptations in the way instruction is delivered
    (e.g. Using visual aids, hands on activities,
    focus on auditory learning)
  • Individual behavior plan
  • Adaptations in writing tasks
  • Opportunities for generalizing skills
  • Highlighted work and assignments sheets
  • Simplify task directions

41
Quality Indicators for Quality IEP Transition
Planning
  • Students actively participate in planning their
    educational programs leading toward achievement
    of post-secondary goals.
  • IEPs are individualized and are based on the
    assessment information about the students,
    including individual needs, preferences,
    interests and strengths of the student.
  • Transition needs identified in the students
    assessment information are included in the
    students present levels of performance IEP page
    3
  • Annual goals address students transition needs
    identified in the present levels of performance
    and are calculated to help each student progress
    incrementally toward the attainment of the
    post-secondary goals
  • The recommended special education programs and
    services will assist the students to meet their
    annual goals relating to transition.
  • Courses of study are linked to attainment of the
    students post-secondary goals.
  • The statements of needed transition services are
    developed in consideration of the students
    needs, preferences and interests, are directly
    related to the students goals beyond secondary
    education and will assist the students to reach
    their post-secondary goals.
  • The school as well as appropriate participating
    agencies coordinate their activities in support
    of the students attainment of post-secondary
    goals.
  • NEW Related Service Providers must write an
    additional Present Level of Performance page
    (pages 3, 4 or 5) for the service they are
    providing as well as Annual Goals and Short Term
    Objectives (page 6) and these must relate to
    transitional needs.

42
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43
Ensure that Teachers/Providers Update IEP Page 6
Progress Reports
  • The IEP page 6 Progress Reports are to be updated
    by teachers and providers.
  • Progress reports are sent home with every report
    card to inform the parents of the students
    progress toward meeting their annual review
    goals.

44
of Report cards
See Progress key below
Updated progress reports tell teachers where to
start. Progress reports are to be completed and
sent home every marking period for every annual
goal.
PROGRESS KEY
FYIA minimum of 4 progress reports need to be
provided each year.
45
Promotion Criteria
  • It is expected most IEP students will be held to
    Standard Promotion criteria. However, due to the
    nature or severity of their disability, there are
    students for whom it will be necessary to apply
    promotion criteria with modifications.
  • The students current grade level, not functional
    level, should be the first consideration, when
    formulating modified promotion criteria.
  • Promotional criteria should be based on the
    performance indicators of the grade the student
    is currently in, when appropriate.
  • Students in grades K-2 and 9-12 do not have
    modified promotion criteria. They must meet
    standard promotion criteria.
  • High school students with disabilities must
    attain the necessary number of credits in order
    to be promoted.

Determine performance indicators achieved by the
student at the time of the IEP meeting and
performance indicators you expect the student to
meet through June of the current school
year. Compute the percentage of the performance
indicators achieved expected to achieve by the
student using the formula below Total
Performance Indicators met projected Total
Performance Indicators x 100 ___
46
Modified Promotion Criteria
  • Former Grade 8 students who have articulated to
    high school Grade 9
  • Ensure that the IEPs of incoming students in
    grade 9 do not indicate modified promotion
    criteria for the upcoming school year
    (2009-2010). All high school students must meet
    standard promotion criteria. This is a very
    common error on IEPs of incoming high school
    students. Amendment is necessary if this problem
    exists. (SOPM page 72, page 189)
  • IEP PAGE 9
  • If the 8th grade student is currently receiving
    modified promotion criteria, the IEP should
    indicate
  • Standard Promotion Criteria

47
Modified Promotion Criteria (IEP- Page
9)(Standard Promotion Criteria should always be
the first consideration)
Sample FOR IEPS WRITTEN BEFORE JANUARY 31ST
During the 2009-2010 school year _____ will be
held to the standard criteria with the following
modifications ______ will meet ______ of the
_____grade ELA standards and _____ of the ____
grade MATH standards as evidenced by student
work, teacher observation, assessments/grades and
attendance.
NOTE Students in grades K-2 and 9-12 do not have
modified promotion criteria. They must meet
standard promotion criteria. High school
students with disabilities must attain the
necessary number of credits in order to be
promoted to the next grade.
48
Modified Promotion Criteria (IEP- Page
9)(Standard Promotion Criteria should always be
the first consideration)
Sample FOR IEPS WRITTEN AFTER JANUARY 31ST
During the 2009-2010 school year _____ will be
held to the standard criteria with the following
modifications ______ will meet ______ of the
_____grade ELA standards and _____ of the ____
grade MATH standards as evidenced by student
work, teacher observation, assessments/grades and
attendance. During the 2010-2011 school year
_____ will be held to the standard criteria with
the following modifications _______ will meet
______ of the _____grade ELA standards and
_____ of the ____ grade MATH standards as
evidenced by student work, teacher observation,
assessments/grades and attendance. (Including
2nd grade students 2010-2011)
NOTE Students in grades K-2 and 9-12 do not have
modified promotion criteria. They must meet
standard promotion criteria. High school students
with disabilities must attain the necessary
number of credits in order to be promoted to the
next grade.
49
GRADE-SPECIFIC PERFORMANCE INDICATORS
English/Language Arts Performance Indicator
SAMPLE Grade 6 Reading By the end of the school
year, students should have met the following
Student______________________________ DOB __________ CSE Case ___________ Service Category ___________________ Grade _____ OSIS _________________________ Completed By __________________________ Title ____________________ Date __________
GRADE-SPECIFIC performance indicators Progress Progress How Measured (Optional)
GRADE-SPECIFIC performance indicators Met Not Met How Measured (Optional)
Standard 1 Students will read, write, listen, and speak for information and understanding. Standard 1 Students will read, write, listen, and speak for information and understanding. Standard 1 Students will read, write, listen, and speak for information and understanding. Standard 1 Students will read, write, listen, and speak for information and understanding.
Locate and use school and public library resources, with some direction, to acquire information
Use the table of contents and indexes to locate information
Read to collect and interpret data, facts, and ideas from multiple sources
Read the steps of a procedure in order to accomplish a task such as completing a science experiment or installing software
Skim material to gain an overview of content or locate specific information
Use text features, such as headings, captions, and titles, to understand and interpret informational texts
Recognize organizational formats to assist in comprehension of informational texts
Identify missing, conflicting, unclear, and irrelevant information
Distinguish between fact and opinion
Identify information that is implied rather than stated
Compare and contrast information about one topic from multiple sources
Recognize how new information is related to prior knowledge or experience
English/Language Arts of ELA Performance
Indicators for Grade 6 121 ELA
Performance Indicators Met ____ ELA
Performance Indicators Met ____ (Number
Met/Total Number)
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When a student has been held over, it is in the
best interest of the student that the
schoolRequest a Full Committee
Review/reevaluation of the latest IEP by
September 30 (conducted by your schools IEP
Team).This is intended to ensure that the
students IEP is truly aligned with the students
current needs. (Educational Benefit Review
Process) Good Instructional Rule of Thumb
Address individual needs of IEP students who
have been held over. If it didnt work the first
time, it is not likely to work the second time
either. What will be different the second time
around for the student? Whats in YOUR toolbox?
  • IEP Students Repeating a Grade

51
High School Long Term Absence (LTA)
  • Account for IEP students who are LTAs, as you
    do for general education LTA students.
  • 407 process
  • Long Term Absence (LTA) - While a student is
    still assigned to your school, but not attending,
    the IEP process continues.
  • During the annual review of a student who has
    been an LTA for their Related Services but has
    been attending school, a determination should be
    made whether these services are still necessary
    or should be terminated.
  • If a student is a related service only student, a
    re-evaluation must be conducted to terminate the
    service.
  • IMPORTANT
  • Current IEPs must be written for all LTA
    students.

52
ISC - IEP Specialists On Site
  • Integrated Service Center
  • IEP Specialist Professional Development
    Opportunities
  • As a Principal, you can request that an IEP
    Specialist or team of Specialists visit your
    school to provide Professional Development
    surrounding the IEP Process. Workshops and
    clinics can be customized to meet the needs of
    your staff members (free of charge).
  • Workshops include, but are not limited to
  • Standard Operating Procedures Manual (SOPM)
  • The IEP Process
  • Educational Benefit Review Process
  • Infusing Transition Throughout the IEP
  • Transition Indicator 13 the IEP
  • District Representative Roles and
    Responsibilities
  • FBA/BIP A Team Approach
  • Developing a Quality IEP Page-by-Page
  • Writing Measurable, Clearly Defined, Observable
    Annual Goals (S.M.A.R.T.)
  • General Education Teachers the IEP
  • Clinical Components of the IEP From Testing to
    Teaching
  • Maintaining Compliance IEP FYIs
  • Systems to Assist in IEP Maintenance/Administrativ
    e Overview
  • SEC Reports, ATS CAP Report Assistance

Contact your ISC IEP Specialist
53
HOW to Access PROTRAXX To Start up the
application please use Internet Explorer and
type in http//www.pd.nycoit.org/ in the address
field. Registered users, please use your user
name and password to login. New users, please
create an account.   Once you login/register, a
welcome screen appears. At the top, under
department, Please select "Integrated Service
Center" and click SEARCH to view all courses. You
can also use the advanced search feature to
search for a specific course. If you want to
enroll in a class, click on "Enroll now" and
click "OK" when asked "Are you sure you want to
enroll for this class?" A confirmation screen
will open up with the following message, "Your
enrollment is PENDING you will receive a
confirmation email when you have been
approved!" You should receive a
confirmation/decline email within the next 1-3
business days. Please note that you must register
from a computer that has DOE Intranet
connections!  Please use the drop down menu for
the Integrated Service center! PLEASE CONTACT
YOUR IEP SPECIALIST IF YOU NEED ASSISTANCE WITH
YOUR ONLINE REGISTRATION
54
WEBSITE RESOURCES Special Educators Resources -
NYCDOE http//schools.nyc.gov/Academics/SpecialEdu
cation/EducatorResources/default.htm Special
Education - Standard Operating Procedures Manual
(SOPM) http//schools.nyc.gov/NR/rdonlyres/5F3A556
2-563C-4870-871F-BB9156EEE60B/0/03062009SOPM.pdf S
pecial Education - FORMS LETTERS-Standard
Operating Procedures Manual (SOPM)
http//intranet.nycboe.net/TeachingLearning/Speci
alEducation/SOPMLetters/default.htm Practitioners
Guide with Primary Emphasis on Assessing
Achievement as Part of an Evaluation for Special
Education fall 2007 http//schools.nycenet.edu/o
ffices/teachlearn/speced/NYC_DOE_Practitioners_Gui
de.pdf Special Education as Part of a Unified
Service Delivery System (The Continuum) http//sch
ools.nyc.gov/NR/rdonlyres/C7A58626-6637-42E7-AD00-
70440820661D/0/ContinuumofServices.pdf Creating A
Quality IEP (IEP Manual) http//schools.nyc.gov/NR
/rdonlyres/916F2D1C-8D46-4635-A988-45D9CC13F561/0/
CreatingaQualityIEP.pdf Chapter 408 Policy
Regarding Copies of IEPs (See pages 8
9) http//schools.nyc.gov/NR/rdonlyres/658D088E-E8
E8-41D9-AAA1-2ECEBD9BCB06/0/AnnualReviewMemo200405
.pdf Procedural Safeguards Notice-Rights for
Parents of Children with Disabilities, Ages
3-21 http//schools.nyc.gov/NR/rdonlyres/A360CFD8-
6B29-464F-9447-2EBFAA3D41FB/0/ProceduralSafeguards
ParentsRightsLetterEnglish.pdf Test Access and
Accommodations for Students with Disabilities
Policy and Tools to Guide Decision-Making and
Implementation New York State Education
Department May 2006 http//www.vesid.nysed.gov/sp
ecialed/publications/policy/testaccess/policyguide
.htm Performance Indicators Grades
K-8 http//intranet.nycboe.net/TeachingLearning/Sp
ecialEducation/default.htm PROTRAXX Learning
Times-Webcasts Professional Development
Opportunities http//www.learningtimes.net/iscwebc
asts (Webcasts) http//www.pd.nycoit.org/
(Professional Development)
55
Questions?Let Us Assist You!
  • Any specific questions or concerns can be
    addressed at your Integrated Service Center (ISC)
    by your
  • Administrator of Special Education (ASE)
  • IEP Specialist
  • The IEP Manager

56
Janet BlitIEP Manager Staten Island Integrated
Service CenterJBlit_at_schools.nyc.gov Office
718-390-1569Nicholas ChavarriaIEP
ManagerBrooklyn Integrated Service Center
NChavar_at_schools.nyc.gov Office 718
935-3676 Madeline RochelleIEP Manager
Manhattan Integrated Service CenterMRochel_at_schoo
ls.nyc.govOffice 212-356-3763 Tanya SmithIEP
Manager Queens Integrated Service Center
TSmith18_at_schools.nyc.gov Office 718-391-8175 Ma
ryAnn VanceIEP Manager Bronx Integrated Service
Center MVance_at_schools.nyc.gov Office 718-741-569
2
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