MAMA PROGRAM, LLC
1st STAFF CONFERENCE
SEPTEMBER 13, 2013
9 A.M. TO 2:00 P.M.
SCHOOL YEAR 2013-2014
MAMA PROGRAM LLC
FIRST STAFF CONFERENCE SY 2013-2014
9:00 am to 2:00 pm
SEPT. 13, 2013
I.
II.
WARM-UP EXERCISE
REVIEW OF SEIT RESPONSIBILITIES
A. JOB SUMMARY
B. SERVICE DELIVERY: INFORMATION DISCUSSED WITH PARENTS
- SEIT INTRODUCTION OF SELF AND AGENCY
- HOURS OF SERVICE/WEEK, MISSED SESSIONS
- SCHOOL CALENDAR, HOLIDAYS, CLASS DAYS
- SCHEDULE OF SESSIONS
- PERMANENT STUDY PLACE
- GOALS/OBJECTIVES DURING THE SESSION
- REQUIRED PRESENCE AND SIGNATURE OF PARENTS ON SESSION
NOTES
- AGENCY QUESTIONNAIRE ON PARENTS FEEDBACK RE: CAREGIVER
- PROGRESS REPORTS: QUARTERLY, ANNUAL, AGING OUT
- COMMUNICATION ON PROGRESS AND CONCERNS
- QUESTION AND ANSWER
C. PAPER WORKS
- BILLING
- OTHERS
D. COORDINATION
E. MEETINGS
- MONTHLY TEAM MEETING
- CPSE MEETING
F. SERVICE MODIFICATION: INCREASE OR DECREASE OF SERVICE HRS, ETC.
G. CONFIDENTIALITY
BREAKTIME
i
III.
DOCUMENTATIONS
A. SESSION NOTES: GUIDELINES AND SAMPLES
B. CURRICULUM MAP: MINI WORKSHOP
 WHAT IT IS
 HANDS-ON
C. CHILD’S PORTFOLIO: WORKSHEET, PICTURE, ETC.
D. OTHERS:
- WHITE CARDS
- CALENDAR
- CPSE SCHEDULE
- 1ST & LAST ATTEND DATE
- COMMUNICATION WITH PARENTS: NOTEBOOK (IF CHILD IS IN A DAY
CARE OR SCHOOL), VERBAL, PHONE
IV.
BEHAVIOR MANAGEMENT :
DEFINED
- POSSIBLE CAUSES
- WHAT WORKS/WHAT DON’T
- SHARING EXPERIENCES
- QUESTION AND ANSWER
V.
SEIT EDUCATIONAL DIRECTOR OBSERVATION
VI.
APPENDIX:
A. IMPORTANT INFORMATION FOR THE S.E.I.T.
B. IMPORTANT INFORMATION FOR THE PARENT
VII. QUESTION AND ANSWER
VIII. EVALUATION
IX.
DISTRIBUTION OF CERTIFICATES
THANK YOU FOR YOUR ATTENDANCE AND
PARTICIPATION
ii
INTRODUCTION
This handbook has been especially prepared for the use of the
Special Education Itinerant Teacher (thereafter to be referred as
S.E.I.T) employed by MAMA Program, LLC. It provides relevant
guidance and information that conforms to various guidelines
served by New York State Education Laws and Regulations
governing the provision of services for children with disabilities
by the S.E.I.T.
The S.E.I.T needs and is expected to read and to be thoroughly
familiar with aforementioned state laws and regulations by
checking www.vesid.nysed.gov/specialed/publications/ laws
and -regs/200contents with occasional updates on them at
www.vesid.nysed.gov/ specialed/ publications.
To all MAMA Program, LLC S.E.I.T.s welcome and feel free to
peruse this manual provided with different helpful information
and resources to facilitate the discharge of your critical role of
insuring excellent education for assigned special preschoolers to
make them kindergarten ready to the best of your ability.
MANAGEMENT
iii
TABLE OF CONTENTS
I.
II.
III.
INTRODUCTION
STAFF CONFERENCE AGENDA
SPECIAL EDUCATION ITINERANT TEACHER
 JOB DUTIES AND RESPONSIBILITIES
 SERVICE DELIVERY
IV. CURRICULUM GUIDELINES AND ESSENTIALS
 SCHOOL CALENDAR
 GUIDELINES
 CURRICULUM MAP
 SESSION NOTES
 CHILD’S PORTFOLIO
 COMMUNICATION WITH CHILD’S PARENTS
V.
BEHAVIOR MANAGEMENT
VI. ABSENCES
VII. EDUCATIONAL DIRECTOR OBSERVATION
VIII. RULES AND REGULATIONS GOVERNING THE
S.E.I.T.’S CONDUCT
IX.
P.
PP.
PP.
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ii - iii
1-4
PP. 4 - 8
PP. 8 - 10
PP. 10- 11
P. 12
PP. 12- 14
IMPORTANT PHONE NUMBERS AND CONTACT
INFORMATION
P.
14
X. APPENDIX A INFORMATION FOR THE S.E.I.T.
PP. 15- 17
XI. APPENDIX B INFORMATION FOR PARENTS
PP. 17-18
XII. APPENDIX C SAMPLE SESSION NOTES
PP. 19-20
XIV. APPENDIX D QUARTERLY PROGRESS REPORT/
GUIDELINES
P. 20
SPECIAL EDUCATION ITINERANT TEACHER
JOB DUTIES AND RESPONSIBILITIES
JOB SUMMARY:
As defined in section 4410 (1) K of Education Law and Section 200.16 a SEIT is a certified
Special Education Teacher providing an alternative educational service to a child with
disability aged 3.0 to 5 years at home or in a variety of mainstream setting 1:1 or with a
group of children. The group setting can be in a private or public early childhood learning
centers and programs, public schools, hospitals. In the latter setting the S.E.I.T. provides
service directly or indirectly in collaboration with different early childhood professionals to
meet the special child’s I.E.P. objectives in a natural or least restricted environment.
RESPONSIBILITIES
( Relevant details will be provided on the following pages for each noted responsibility)
1. SERVICE DELIVERY : For each assigned case
a) Upon receipt of the assignment – Have the child’s I.E.P. package on hand. Read
carefully the entire package focusing on the child’s evaluation, his/her strengths,
needs and targeted I.E.P. goals and objectives
b) Call the child’s parents (within 3 business days) to inform them about the
assignment and arrange an appointment for the first session.
c) First Session/Visit: Provide an orientation with regards to the following:
 Background introduction of SEIT to parent or to the mainstream agency
Director
 Service schedule (frequency, duration and intensity of service to be
provided)
 School calendar of sessions, holidays, etc.
 Missed session/s (by SEIT or student) and make-ups
 Description of what transpires during a session (requires parent’s
presence during the session and securing his/her signature at the end of
the session)
 Teaching strategies, tools,
 Behavior management techniques
 Feedback on the child’s progress and other concerns
 Needed support to reinforce emerging or acquired skill
Cont.
p. 2
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The need for a space conducive to learning
Observation visit by the Agency’s Educational Director (announced or
unannounced)
Meeting and getting acquainted with the case, making him/her feel
comfortable
2. Paper works as follows must be submitted to the Agency according to
following specific deadlines:
a) Immediately after the first session submit in person or by fax
 First attend date/case (Monday, Tuesday or Wednesday but cannot be
Thursday or Friday)
 Parent introduction letter
 Emergency home contact form
 Service assignment form
b) For monthly billing (5th of each month)
 Original copy of session notes
 Original copy of monthly invoice (each individual case)
 Original copy of monthly summary invoice
 Copy of white card (no erasures or white out)
 Calendar
 Provider’s Schedule
 CPSE Schedule (SEIT is responsible for monitoring related service/s provision
of a case assignment)
 Monthly Team Meeting (Contact with related service providers through
another Agency)
 Only as needed: SEIT make-up session note/s, student absence note
c) Quarterly: (November, February, May and August (for cases with a 12 months
service)
d) Age-out Reports (for children born in 2009): due first week of January
e) As Needed: Request to Amend I.E.P. (Change of location/Increase or Decrease
Hours of Service/Termination of Service/ Change from 10 months to 12
months/Additional Evaluation
3. Coordination of Related Services – at least once a month contact must be done
with related service providers to discuss the student’s progress and concern, needed
coordination to insure that required services are effective towards the attainment of
the I.E.P. goals.
4. Participation and attendance to CPSE meetings when asked
5. Upholds need to maintain confidentiality of all information about
assigned cases.
Cont.
p. 3
SERVICE DELIVERY
PRESCHOOL SETTING (DAY CARE, EARLY LEARNING CENTERS)
There are times when service for an assigned case is delivered in a school setting as
authorized by the school district. This happens when the child is enrolled in: Headstart, day
care, preschool, or early learning center. In this kind of arrangement, the SEIT’s role is
primarily to provide modeling, assistance or support to the child as he/she participates or
join classmates doing routine or scheduled activities such as the large group activity of
singing greetings, calendar, weather, storytelling, active play, music and movement, etc.
Or, to facilitate engagement with the materials and equipment available during choice or
center time. The S.E.I.T. needs to be flexible and adjust/adapt his/her plan to what is going
on in her student’s classroom. She can also at times volunteer to do a class activity that
partly supports the attainment of his child’s I.E.P. which at the same time gives practical
ideas that enhance or add to what the regular teaching staff know or implement. There are
objectives in the child’s I.E.P. however, when the S.E.I.T. needs to pull out his/her special
student to a quieter space (hallway, cubby area) for the planned activities during a given
session. Request the site Director to allow you to work with your student in that space,
explaining tactfully the need and importance of such a setting vis-à-vis certain specific
targeted I.E.P. goals or objectives.
HOME
When a case is not enrolled in a preschool, sessions would usually be provided at the child’s
home. Be sure to bring enough assorted and developmentally appropriate educational
materials or tools for the different planned activities supportive of targeted objectives
during a particular session. The session provided at home should be the same as if the
student was receiving the service in school. The session done should consist of activities
done by the S.E.I.T 1:1 with the student as well as discussion with the parent to suggest
indirect learning strategies and recommendations on how to reinforce skills being taught.
He/She can lend materials to the family but if the family has available materials use these
home materials so that when the S.E.I.T. is not there his/her parents can provide help in
using the toys appropriately.
Cont.
p. 4
During the first session and whenever needed, remind the child’s parent/s that all
throughout the session one of the parents or a guardian must be present that the SEIT is not
allowed to be left alone with the student. The same guideline applies to bringing the child
outside to the library, a park or a yard, the guardian or parent has to be present. In
addition, the S.E.I.T. is mandated to report any situation or concern in the home about unsafe
condition/s such as uncovered outlets, peeling paint, windows without screens, etc. Inform
the Executive Director or the Educational Director for any problem in this regard.
CURRICULUM GUIDELINES AND ESSENTIALS
SCHOOL YEAR CALENDAR
MAMA Program, LLC has its own approved school calendar that its employed S.E.I.Ts must
observe in the performance of their work. The calendar provides 180 school days for the
regular school year (September to June) and six weeks for the summer program. Services
for each child are scheduled according to the frequency and duration as determined during
the convened CPSE and written I.E.P. of a specific child. Sessions can be done only during
the approved official work hours, that is to say, 8:00 a.m. to 6:00 p.m. They cannot be
scheduled outside these hours, during weekends, legal holidays, scheduled staff
conference/s and recess. For the ten month program children must be seen on the first
and last day. For the twelve month program the child must be seen during the first
and last day of the summer program. If the school calendar for the summer session
begins on July 1st and the child is not seen until July 7th, the child will only be eligible
to receive five (5) weeks of service. If the Department of Education announces classes
closure due to inclement weather conditions or other emergency situations, the S.E.I.T.
should contact the Executive Director or the Educational Director whether or not to provide
service that day and when to schedule a make-up session instead.
GUIDELINES
MAMA PROGRAM, LLC uses an eclectic curriculum whereby the S.E.I.T. is allowed to apply
an individually preferred methodology such as the High Scope Curriculum, Creative
Cont.
p. 5
Curriculum, Applied Behavioral Analysis (A.B.A.), etc. combined with some other
approaches that he/she finds effective from her acquired graduate degree, his/her
personal teaching experience and or information obtained from attended conferences and
reading of field researches contained in professional journals.
As he/she teaches an assigned student with whatever methodology he/she uses he/she must
abide at all times by the following early childhood principles and effective practices:

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Children are active learners and they learn best through purposeful play and
exploration
All children are capable of learning, achieving and making developmental progress
Every child is different. No two children are exactly the same in any way.
Each child passes through the different phases of learning at different rates as
affected by environmental and hereditary factors.
The growth of various domains of a child (physical, social-emotional, intelligence,
etc.) do not occur at the same time
Educational activities/tools used must be developmentally appropriate and
interesting to the child being served
Punishment is not allowed at anytime in dealing with a child’s misbehavior
Children respond well to positive reinforcement and/or token tangible rewards for a
completed activity
The S.E.I.T to be effective must know developmental characteristics of children and
be aware of his/her student’s developmental level, strengths and weaknesses.
The S.E.I.T. should be open to regular communication with his/her student’s parents
and other service providers about his/her student’s progress, concerns and need for
collaboration.
CURRICULUM MAP
The curriculum map like the travel direction map is an educational tool to be used by the
S.E.I.T. to enable her to responsibly and carefully plan and track educational activities for
every assigned case. In preparing an individual curriculum map, the S.E.I.T. must see to it
that the written plan consciously aligns the achievement of targeted goals/objectives with
NYS Preschool Core Standard of Learning and/or the NYS Prekindergarten Learning
Standards which aim to have both the typical and the special child to be kindergarten ready.
Thus, the S.E.I.T. as he/she prepares every curriculum map for assigned case/s
Cont.
p. 6
he/she must use activities and teaching strategies that would allow opportunity/ties not only
for integration among disciplines but also periodic review and assessment. Likewise, the
S.E.I.T. should see to it that his/her plan provides a balance of teacher-directed and student
initiated activities thus avoiding redundant teaching. Finally, it should mention recommended family involvement (activities or tools to help achieve or reinforce targeted goals/
objectives).
The S.E.I.T prepares a curriculum map for every assigned case on the form provided by this
Agency. It must be submitted to the office by the 5th of the month of which it is to be
implemented. Since it serves as a guide, it follows that whatever unrealized objective and
activities of an ending month should be transferred to the curriculum map of the following
month. The session notes for the month should always reflect the activities and
assessment method /s written on the curriculum map.
SESSION NOTES
The session note contains information about the goals/objectives targeted to achieve during
the session, the activities provided and the child’s response to said activities and lastly, the
progress he/she has achieved for the targeted I.E.P. goals/objectives. The targeted goals
objectives are copied as written on the I.E.P. folder to the session note form. Then, whatever
noted targeted goals/objectives must be provided with a relevant and developmentally
appropriate activity. An unfamiliar activity should be provided with a brief description of
what it is, then opposite it would be written the child’s “response” to this given activity. The
child’s response should be written using words that measure (ex. 3 out of 5 correct
response, 85 % done with no prompt, done with more than 75 % mastery, correct responses
of 10/26 items, 100 % hand over his hand verbal and physical support).
Distinction should be made about “response” and “progress”. Response is what the child
does to a given activity during the session noted in measurable term such as an activity of
storytelling Mommy Loves Me and the case’s response of 80 % with no prompt to “what”
questions asked. Progress, on the other hand, refers to a change from a previous
stage/state to the present as far as your work with regards to the child’s particular I.E.P.
goal/objective. Describing the child’s “Progress” in cumulative word/term would facilitate
assessment of how far the student is in attaining a particular targeted goal or objective
looking back from some previous sessions (when you have started to work on said same
goal/objective) to the present session. This enables more efficient determination and
Cont.
p. 7
decision making of how much teaching effort yet is needed by the SEIT to advance his/her
student appropriately to obtain the required mastery stated in his I.E.P. The numerical or
quantifiable time frame or starting point enables visualizing how far/near the case is in
attaining the targeted goal.
The following is an example of a description provided with a timeframe - the goal/objective of
“To identify familiar objects with 80 % mastery”, you can write “Compared to four
sessions back to the present session (this is the time frame)
Student A is observed as now capable of identifying familiar objects with 50%60% accuracy/mastery/without verbal or physical prompts.”
Dates on the session notes should be continuous according to S.E.I.T. schedule submitted to the
office. Missed sessions must be entered with the explanation such as “family emergency”,
child’s medical appointment”, “SEIT sick” etc. All session notes wherever the child is seen must
be signed by an authorized signatory either the parent or the teacher.
CHILD’S PORTFOLIO
Portfolio is a means to collect samples of children’s work. It can be a scrapbook, folder or any
other form that allows the teacher to display the developmental progress attained by a child that
would show his readiness for kindergarten based on the NYS learning standards for preschoolers
as well as for viewing by the child, his/her parents, his/her teacher and other interested parties.
Most of the works that go into a preschool child’s portfolio would be hands on (finger paint,
collage, drawing, scribbling, etc.), captured photos of activities that the child is a participant,
worksheets, tape recorded oral recount responding to a question for a storytelling, or his/her
experience about an activity and the teacher writes down what the student said. Every work
should have the date of the activity, objective of the activity and either one of the following
notations: A for achieved, E for emerging and D for developing. The cumulative contents of a
portfolio should be shown to the Educational Director during her observation as well as to the
Department of Education Consultant or Auditor when asked as proofs of activities done with a
child.
Cont.
p. 8
COMMUNICATION WITH CHILD’S PARENT/S
It is highly important to maintain regular respectful communication with the parents of your
special child about his/her progress and issues that need to be discussed with them affecting
his/her learning or, whereby their support or cooperation is needed to strengthen or reinforce
their child’s newly acquired skill. This needs to be done no matter wherever the sessions are
being held – in school or in the home setting. If the sessions are done outside the home,
communication can be done through a communication notebook or by phone. The regular
communication supports quality service and indicates not only professionalism as SEIT but your
respect and recognition for the family’s input and genuine interest in promoting the educational
well-being of their child.
BEHAVIOR MANAGEMENT
It is a part of the S.E.I.T.’s role to assist his/her student develop initiative controlling
himself/herself and taking responsibility for his/her own behavior.
Behavior management is a strategy for managing undesirable behavior. You, as SEIT when
you do your session would most likely experience occasional problematic behavior from
assigned case/s. It can be one or a combination of the following: non-compliance,
destructiveness or physical or verbal aggression to himself or to others. The troublesome
behavior can be short-lived or occurring at intervals briefly or prolonged. The behavior
problem manifested can be either minor or serious. In whatever way, the troublesome
behavior need to be addressed - if not totally eliminated at least to prevent or minimize this.
Ignoring it or being indifferent about it, can escalate or would give the wrong message that
the misbehavior is alright or allowed. Consequently, teaching would then be negatively
affected. Even if the misbehavior is beyond the control of the student, there are ways to
contain the problem.
It is highly important that the S.E.I.T. knows that she is limited to the application of
positive behavior management techniques in dealing with behavior problem/s
occurring during a session. Punishment and other traditional forms of controlling the
child’s misbehavior negative are definitely not allowed . Managing the preschooler’s
misbehavior involves teaching him/her to act in more socially acceptable way to
communicate his/her need/s or express himself/herself in handling a particular situation
Cont.
p. 9
without resorting to crying, biting, screaming or making tantrums. He/She has to look at the
message behind the inappropriate behavior to arrive at a possible solution. If he/she has
language capability it is important for him/her to know that he/she has to use words or
sentences to verbalize his/her need, feelings of anger, sadness or disappointment but in an
appropriate manner.
The following are practical remedies worth considering:
1. If challenging behavior is escape motivated sample prevention strategies can
be:
 Modify given task’s length/expectations
 Modify materials
 Modify instructions/breakdown tasks
 Provide reinforcement
 Follow least preferred activity with most preferred activity
 Provide visual support
2. If challenging behavior is motivated by need of attention
 Provide praise/token or material reward
 Offer toys w/ choice
 Offer a desired reward for completing a given activity
 Provide choice of activity (2-3)
 Provide offers of assistance
 Schedule time with SEIT
 Use timer to make known provision of reinforcement
3. If challenging behavior is caused by transitioning difficulty
 Provide verbal warning (“5 more minutes. . .”, etc.)
 Provide countdown (count 1-20, etc.)
 State the ending activity and the activity to follow (“5 more minutes, then cleanup)
 Use visuals, photo to show the next activity
When you use tangible rewards make this meaningful and of value to him/her like sticker,
bubbles, hug, etc. accompanied with verbal praise. Always show excitement and
enthusiasm when the child does the desirable behavior. Gradually, phase out the tangible
reward with only the verbal praise remaining. To be effective the verbal praise and
enthusiasm must be given sincerely.
Cont.
p. 10
4. Other possible causes of a child’s misbehavior that the SEIT can consider are
the following:
 Ecological events - triggered by food such glutein, casein, chocolate and other sweet
food; physiological – hunger, allergy, ear or eye problem, illness
 Activity not developmentally- appropriate
 Environment – noisy, messy, too stimulating
 SEIT’s preparedness for the session
For more serious behavior problem the SEIT must gather data from different sources about
what triggers the behavior problem shown by the child: the child’s record, interview with
the student’s family, and if the child goes to a preschool, interview of the school teacher and
lastly his/her own encounter and experience with him/her.
Once he/she has gathered enough data he/she can look thoughtfully look into possible
solutions to the behavior problem which can be any of the following:
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Child needs glutein-casein free diet
Sensory integration (weighted vests, balls)
Auditory Integration
Hyperbaric oxygen therapy
Vision therapy (visual schedule in picture)
Problem solving
Medication
Lastly, the S.E.I.T. can contact the Executive Director or the Educational Director of the
Agency so appropriate steps prior to a behavior management plan can be undertaken.
ABSENCES
Missed sessions whether due to the student or by the S.E.I.T. must be documented on the
session note, white card and monthly calendar. On the first three forms, the absence must be
written on the date that it occurred including the reason for it and how the information was
transmitted (telephone, text message, personally, etc.).
1. Due to Student: The child’s parent or guardian must inform the S.E.I.T. in advance for
a valid reason that would happen in the future such as a medical appointment; if it is
Cont.
p. 11
an emergency and/or urgent matter call must be made as soon as possible.
2.
Due to S.E.I.T. (jury duty, urgent/unavoidable emergency): The S.E.I.T. must call
MAMA Program, LLC as well as the child’s family in a timely manner. For prolonged
absence by the S.E.I.T. the Agency may offer a substitute teacher but the parent has
the right to refuse the offered substitute and opt instead for the regular S.E.I.T. to
make-up for the missed session
3.
Make-up for missed session: If missed session is because the S.E.I.T. was absent or
unavailable make-up is allowed and encouraged. Make-up for missed sessions
during the regular school year (September to June) can be made up only within that
time frame. Missed sessions during summer can only be made up within the six week
summer program. Note however, that make-up sessions cannot be performed in
advance of the missed session date. Also, accrued missed sessions cannot be madeup outside the specified timeframes.
Make-up sessions require separate session notes even if it is done on the same day
as the regular session.
4.
Excused Absence/s: Missed session on the part of the child due to the following are
considered excused and may or may not be made-up: personal illness /hospitalization, illness of a family member that prevents the child to be brought to the
location of the service, death in the family, religious observances, unusually severe
weather, stoppage of transportation (due to strike), etc.
EDUCATIONAL DIRECTOR OBSERVATION
In your work as S.E.I.T. the Agency Educational Director will observe you two or three times
during the school year. The unannounced observations are done as required by the
Department of Education to insure that employed SEITs by the Agency provide continuing
quality teaching and service to assigned cases relevant to the attainment of stated goals and
objectives in the child’s I.E.P. packages as well as the Preschool Performance Standard set
by the government. During her observation, the Educational Director would look at the
S.E.I.T.’s student portfolio, affirm effective educational practices she has observed and
would offer needed changes she believes are needed to enhance attainment of the child’s
I.E.P. She would ask feedback from the student’s parents or classroom teacher. If
needed/requested, she will perform additional observations. Aside from her observation
work, she reviews your monthly session logs; assists you in aligning planned activities with
Cont.
p. 12
the preschool learning standards, in making your individual student’s curriculum map as
well as doing needed paperwork if your student would need a behavior management plan.
RULES AND REGULATIONS GOVERNING THE S.E.I.T.’s CONDUCT
A. Code of Conduct:
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MAMA Program, LLC. Requires commitment to providing the highest possible
quality services to assigned children and their families. It mandates all
employed S.E.I.Ts. to exude utmost professionalism at all times. They must
adhere to established guidelines as contained in this manual. They must
perform their job duties and responsibilities fairly, honestly and legally.
The Agency expects question or doubt regarding the legality of anything
done in behalf of this Agency to be referred to either the Educational Director
or to the Executive Director.
B. SERVICE DELIVERY DOs and DONTs:
1) DOs:
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Introduce yourself to the parents and Director/Principal of the preschool
and class teacher of your student on the first day of your work with your
student. Discuss various matters that were noted on page 1 of this
handbook.
Be punctual and regularly observe prearranged session schedule.
Inform parents/concerned preschool personnel whenever you are not
able to provide service because of sickness or emergency
You are required to observe the confidentiality policy
Communicate professionally at all times using appropriate language and
observing boundaries
Turn off your cell phone during sessions and meetings
Call 911 when you come to provide service at the child’s home and find a
child unattended.
Cont.
p. 13
2) DONTs:
 Accept, solicit or offer anything of value from anyone doing business with
MAMA Program, LLC if the gift or gratuity results from your employment
connection with the Agency
 Make false or misleading statement to anyone in behalf of or as MAMA
Program employee
 Be left or stay alone with your student. There should be at all times at
home a family member or in the preschool or group setting the
responsible caregiver/teacher where you provide service.
 Close the door or go into another area of the house without family
permission.
 Bring someone (your child/ren, family members, friends or other nonprofessional) when you do your work.
 Take picture of the child or any member of the child’s family without
written permission from the parent/guardian.
 Drive your students in your personal vehicle.
 Bring food or drink into the classroom or home for your personal
consumption
 Discuss with the student’s teacher/s and/or parents in front of him/her or
in public places.
C. S.E.I.T Personnel File* : To continue being assigned cases, S.E.I.T.s are
required and are responsible to keep their personnel records complete, valid and
up to date consisting of the following:
 Application for employment
 Resume/professional references (3)
 Employment agreement/Job Description
 Medical form (annually)
 Hepatitis B (Consent/Decline form
 I-9 form
 Social security card
 Passport
 Driver’s license
 W-4
 NYS Special Education certificate
 License
 Graduate degree diploma
Cont.
p. 14








Fingerprint authorization waiver
Fingerprint receipt
Statewide Central Register Clearance
Provider information form
Orientation checklist
Corporate compliance receipt
Confidentiality agreement
Signed notice and acknowledgment of pay rate (under section 195.1 of the NY
State Labor Law) (annually)
*Please check www.mamaprogram.com for updated list of required forms
Important Phone Numbers and Contact Information
Anatoliy Benyaminov, CEO
Efigenia A. Ubaldo, Educational Director, M.A. Sp. Educ., S.A.S.
118-21 Queens Blvd
Suite #415
Forest Hills. NY 11375
Phone: 718 310-3656
Fax: 1 (718) 989-3829
E-mail: mamaprogramllc@gmail.com
www.mamaprogram.com
Cont.
p. 15
APPENDIX A
INFORMATION FOR THE S.E.I.T.
DATA ON THE STUDENT PROGRESS: SOURCES AND USES
SOURCES
1) Individual curriculum map which serves as a guide on what goals/cumulative
activities/assessment tools to do with one special child with regards to specific
targeted I.E.P. goal/objective
2) Session note logs which would carryover plans written on the curriculum map
with the child’s response and progress within several session dates about targeted
goals/objectives
3) Monthly meeting with other service providers
4) Active and continuing communication with the specific child’s parents or if
the student is in a mainstream setting with the student’s teacher about the
progress or child’s response to recommended carry-over or reinforcement activities.
USES
The data from the cited tools above provide measurement/assessment of progress on
how far an individual child is in attaining an I.E.P. goal/objective. Noted progress
would indicate whether the case is ready to move to the next level or he/she needs
additional activities to enrich his/her skill on the same. Also, how far is he/she
towards attaining the targeted goal/objective. The progress or lack of progress on
targeted behavior or skill can be use to discuss with other providers of services to
this child as to what collaborated effort/s can be worked by all providers together.
AGENCY GUIDELINE ON MAKE-UPS
Make-up are done by the same SEIT at a future date within the school year calendar
for missed session/s; or if the parent consents MAMA Program LLC can provide a
substitute teacher.
Appendix A. cont.
p.16
REPORT FORMAT ON CHILD’S PROGRESS GIVEN TO PARENTS
1. Formal report is provided to parents on a quarterly basis as entered in the Quarterly
Progress form
Contents of the report are discussed on scheduled Parent Teacher Conference Day: –
targeted objectives during the quarter, summary of progress attained by the child
and conclusion/recommendation
2. Informal discussion is given from time to time as needed or requested by parents
directly or in writing in a communication notebook.
Action of S.E.I.T. when:


He/She believes his/her student has achieved his/her goals on the I.E.P.
– He/She discusses this concern together with justification. The Educational
Director evaluates the justification and if appropriate would them make the
S.E.I.T. fill in the proper form for the purpose
When the child is not receiving the appropriate services – Same
procedure as above.
Communication With Other Service Providers
It is required that once a month the S.E.I.T. must contact other service providers of
an assigned case to discuss the child’s progress, individual and common concerns
about him/her, goals being worked on and strategies being used, etc. Information
from the meeting is shared with the child’s parents as well as documented on the
form provided by the Agency. The written report is submitted to the Agency on the
5th of the month.
Supports in place addressing the behavioral needs of the student
1. Information from various subjects taken from the Special Education degree
2. Agency - provided workshop and hand-outs
3. Different forms of support from the Agency’s Educational Director available at all
times to by giving advice and observation of the problem child
4. Psychological evaluation of the child to enable him/her being given needed support
based on result of the evaluation .
Appendix A. cont.
p. 17
Level of supervision from the preschool program and how the employment
relationship is structured?
Direct supervision under the Educational Director for educational aspects of the
Program
Directly under the Executive Director for administrative matters.
Basis of age-appropriate activities to use for an assigned special child?
Various sources - evaluation record and I.E.P. package especially the information discussing
the child’s developmental age, and current performance of what he/she can do in the
various domains, his/her weaknesses; knowledge and awareness of developmental
characteristics of children at a given chronological age and unique characteristics of special
children what works and does not work with them.
APPENDIX B
INFORMATION FOR PARENTS
Your Child’s Evaluation Report
Parents are entitled to a copy of the summary report on the evaluation done of their
child
Progress Report on Child
1. MAMA Agency, LLC ‘s S.E.I.T.s are required to make quarterly progress report
discussing how a given case is doing with regards to the goals/objectives in his I.E.P.
The date when the quarterly report is discussed with the student’s parent is included
in the school calendar provided to the parent upon initiation of service.
2. Also from time to time telephonically or through a communication notebook
whereby the SE.I.T. notes down partial update of his student’s progress on specific
skills being worked on, his/her recommendations to reinforce/strengthen said skill,
and concerns I need needing the child’s parent’s cooperation.
Appendix B. cont.
p. 18
Support from the Agency for Parents Provided Counseling and Training
If ever the SEIT has such a parent – The S.E.I.T. discusses personally or write in the
communication notebook practical help/advices/recommendations about certain activities
on handling inappropriate behavior of their child. The SEIT does a follow-up with the parent
about the applied activity or technique on his/her next visit.
Encouraging Parent Participation and Involvement
The S.E.I.T is required by MAMA Program, LLC to maintain continuing interactive
communication with the parents directly, by phone or a communication notebook. He/she
informs the parent about his/her student’s progress and concerns. He/She actively
encourages his/her participation by giving her “homework” - activities or strategies on the
skill being worked on or handling an existing behavior problem. When he/she comes for
the next session he/she follows up on this. The S.E.I.T should always sincerely praise the
parent’s effort even if the result was not successful. He/she can give alternative
recommendations to have the parent try so she can be encouraged to persist and be patient.
p. 19
APPENDIX C
SAMPLE SESSION NOTE
Goals/Objectives:
Activities & Responses
Identify basic shapes &
primary colors with minimal
prompting
Shape & Color Sorter – ____
was able to label the colors w/
80% mastery
Engage in a task for short
periods w/ assistance 80 % of
the time w/ teacher/provider
assistance
Links - _____ was given a
pattern card and asked to
create the same pattern using
links. He did the activity with
40% verbal & visual
assistance
Farm animals – SEIT
modeled how to make a
match or put 2 same pictures
together. ______ was given
100 % assistance to find which
picture out of 3 choices is the
same as this SEIT was
holding. He was able to say
“same”about the matched
pictures with verbal prompt.
Hanukah as topic - ______ was
able to answer questions
while looking at SEIT about
50% of the time. SEIT
encouraged eye contact
during the discussion.
Find 2 objects that are the
same & comment/put them
together
Display communicative
attending behavior by
visually looking at the
speaker and maintaining
quiet behavior when listening
Attempt to play with some
assistance
Pretend Play - ______ played
in the kitchen area with a peer
with 60% verbal prompt on
what to say to his peer.
Will identify 4 out of 5
emotions on flashcards,
people and during other sitdown actvs.
Count up to 10 objects w/ 1:1
correspondence 80 % of the
time
Flashcards depicting
common emotions - ________
identified correctly 2/10
emotions from the cards
Counting 10 tokens - ________
counted sequentially 10
tokens but provided correctly
Progress
____ has improved his
identification of
colors/shapes since the last
five sessions
____ was able to complete
simple tasks over the last 3
sessions w/ over 70 %
accuracy
To date after 6 sessions of the
activity “match same
picture” ____ still unable to
do it (even with one set)
without prompt.
During the previous month
______ was inconsistent
complying with the
instruction to look at this SEIT
when responding to
question/talk-ing; now he
shows 5 % improvement
doing eye contact.
For about five sessions now,
______ went to play in the
kitchen area and engaged
himself with 50% limited
dialogue with a peer playing
there likewise.
Compared to last session,
_______ showed 20 % progress
recognizing depicted
feelings/emotions
Over the course of 5 sessions
_____
now counts with 80 % mastery
Identify the parts of a whole
Follow a two step command
1/3 1:1 correspondence on
the flashcards depicting
separately objects 1, 2 & 3
Identify basic body parts ______ He was able to draw a
person and identified by
pointing when asked nose,
eyes, mouth, arms & feet.
Verbal command - ______ he
was able to respond with zero
prompt to the command “
pick up the ball” and “throw
the ball”.
and shows 5% progress doing
1:1 correspondence.
________ he made progress of
70 % identifying body parts
compared with 8 sessions ago
_______ now able to follow 2step command 70 % progress
compared fr. 3 sessions ago
WRITTEN SAMPLE FORM
SESSION NOTE
MAMA PROGRAM, LLC. 118-21 Queens Blvd, suite #415, Forest Hills, NY 11375
SEIT SESSION NOTE
Student’s Name: John Doe___ D.O.B. 02-09-08
Provider’s Name: Mary Kay
NYC ID #: 228-344-567
I.E.P. Mandate: 5 hrs/wk
* Only I.E.P goals can be printed. Dates/ time, titles, activities/ response and progress
have to be to be hand written and cannot be printed
Date: 8/1/13
Time: 4:30 pm to 6pm
Service Location: home
I.E.P. Goals/Objectives: Child will be able to write his first name with 80% accuracy; he will
be able to sort objects by their color; he will be able to identify objects with 80 % accuracy
Actvs/Responses: Practice writing of first name - Child was provided hand over his hand
prompt tracing 3x his first name and with no help wrote correctly letter J 70 % legibly; Sorting
assorted color blocks – Child sorted correctly 3 basic colors with no prompt and 2 other colors
with 50 % prompt; flashcards of familiar objects (animals and home objects) – child identified
correctly 10/26.
Progress: Compared to 4 sessions ago Child shows 10 % progress writing his first name;
emerging ability to sort simple objects; 10 % progress verbally identifying familiar objects
Provider’s Signature: _______________________________
Parent or verifying Witness( specify title) signature:__________________________________________ Title
Date: 8/5/13
Time: 4:30 pm to 6 pm
Service Location: home
Goals/Objectives: Child will be able to respond to “wh” questions, engage in appropriate
conversation with a peer at playtime; stay focused during group activities.
Actvs/Responses:Child at circle time was out of focus 50 % of the time during storytime, he
needed reminder to mind his own body and not bother the classmates on his left and right side ;
he was provided 70 % verbal prompt to question asked about today’s weather; at the
housekeeping area was given 100 % verbal prompt to question asked by a peer as they were
role playing working together as a family and he was the father “what food should he prepare
for breakfast?”
Progress: Compared to last month, Child shows some progress responding to “wh” questions
although he still needs 50 % verbal prompting; shows 1% progress staying focused during
group activities and following instruction.
Provider Signature: ________________________________, M.S. Sp. Education
Parent or verifying Witness( specify title) signature:__________________________________________ TITLE
APPENDIX D
QUARTERLY PROGRESS REPORT FORM/GUIDELINES
Student’s Name :________________________________________________________
NYC ID #: _________________________________ Date of Birth:_______________________________
Date of Report :____________________________Chronological Age of Student : _________________
Provider’s Name :
________________________________________________________________________
School District : _____________________: IEP Dates of Service :___________to_______________
(Write on the box above all required information)
I.
Goal(s)/ Objective(s) : Write here the goals/objectives you as SEIT have targeted to work on
during the inclusive date of the quarterly period.
II.
Summary of Progress toward Goal(s) and Objective(s) : (Write here relevant information as
follows:
For the 1st, 2nd and 3rd Quarterly Progress Report – provide brief explanation pertaining to the
progress regarding the short term objectives targeted during the quarter.
For the last quarterly progress report:

One paragraph brief background information about the child and the service being provided
to him/her: # of hours, ,where, when and anything unusual occurring that affect the provision
of service (e.g. frequent missed sessions, family circumstance such as lack of a quiet private
space, etc.)

One paragraph summary of child’s attained progress from 1st to 3rd quarter

One paragraph with reqards to progress attained for this last quarter
III. Conclusions and Recommendations : Based on the above information of the child’s progress
and delays with regards to the attainment of the goals worked on for the whole school year write your
summation of the child’s status
S.E.I.T Provider Signature: _______________________________________
Date :________________
WRITTEN SAMPLE FORM
SESSION NOTE
MAMA PROGRAM, LLC. 118-21 Queens Blvd, suite #415, Forest Hills, NY 11375
SEIT SESSION NOTE
Student’s Name: John Doe___ D.O.B. 02-09-08
Provider’s Name: Mary Kay
Date: 8/1/13
NYC ID #: 228-344-567
I.E.P. Mandate: 5 hrs/wk
Time: 4:30 pm to 6pm
Service Location: home
I.E.P. Goals/Objectives: Child will be able to write his first name with 80% accuracy; he will
be able to sort objects by their color; he will be able to identify objects with 80 % accuracy
Actvs/Responses: Practice writing of first name - Child was provided hand over his hand
prompt tracing 3x his first name and with no help wrote correctly letter J 70 % legibly; Sorting
assorted color blocks – Child sorted correctly 3 basic colors with no prompt and 2 other colors
with 50 % prompt; flashcards of familiar objects (animals and home objects) – child identified
correctly 10/26.
Progress: Compared to 4 sessions ago Child shows 10 % progress writing his first name;
emerging ability to sort simple objects; 10 % progress verbally identifying familiar objects
Provider’s Signature: _______________________________
Parent or verifying Witness( specify title) signature:__________________________________________ Title
Date: 8/5/13
Time: 4:30 pm to 6 pm
Service Location: home
Goals/Objectives: Child will be able to respond to “wh” questions, engage in appropriate
conversation with a peer at playtime; stay focused during group activities.
Actvs/Responses:Child at circle time was out of focus 50 % of the time during storytime, he
needed reminder to mind his own body and not bother the classmates on his left and right side ;
he was provided 70 % verbal prompt to question asked about today’s weather; at the
housekeeping area was given 100 % verbal prompt to question asked by a peer as they were
role playing working together as a family and he was the father “what food should he prepare
for breakfast?”
Progress: Compared to last month, Child shows some progress responding to “wh” questions
although he still needs 50 % verbal prompting; shows 1% progress staying focused during
group activities and following instruction.
Provider Signature: ________________________________, M.S. Sp. Education
Parent or verifying Witness( specify title) signature:__________________________________________ Title
* Only I.E.P goals can be printed. Dates/ time, titles, activities/ response and progress
have to be to be hand written and cannot be printed