Ready, Set,
Flow...
Presented by:
ISC-IEP Managers
Integrated Service Center
2009-2010
WELCOME FROM YOUR IEP MANAGERS:
*
Janet Blit
IEP Manager
Staten Island Integrated Service Center
JBlit@schools.nyc.gov
Office: 718-390-1569
Nicholas Chavarria
IEP Manager
Brooklyn Integrated Service Center
NChavar@schools.nyc.gov
Office: 718 935-3676
Madeline Rochelle
IEP Manager
Manhattan Integrated Service Center
MRochel@schools.nyc.gov
Office: 212-356-3763
Tanya Smith
IEP Manager
Queens Integrated Service Center
TSmith18@schools.nyc.gov
Office: 718-391-8175
MaryAnn Vance
IEP Manager
Bronx Integrated Service Center
OMVance@school.nyc.gov.
Office: 718-741-5692
2
Ready, Set, Flow!
ISC-IEP Managers
2009-2010
3
Ready, Set, Flow Topics
• Special Education Files
• IEP Meeting Agenda
• Special Education Class Organization
• Educational Benefit
• SEC, ATS and CAP
• SOPM
• First Attends and IVR
• Transition
• No ISP
• Progress Reports
• Amending the IEP
• Promotion Criteria
• Chapter 408
• IEP Students Repeating a Grade
• IEP Compliance Management
• LTA Students
• District Representative
• Special Education Resources
4
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 school’s
Projected Register Report (PRR) located in SEC. Compare it to the
student names and the current IEPs in your school’s central file.
Keep in mind that new/incoming students with IEPs will need to have a
file created in your school’s 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.
5
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 student’s 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 worker’s
travel)
6
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
7
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 #__________________
Materials 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)
8
CSE Record Rooms
District
Address
Room #
Records Room Manager
Phone #
Email
1,2,4
333 7th Avenue
New York NY 10001
12th Fl
3,5,6
388 West 125th Street
New York, NY 10017
7th Fl
Victor Sawyer(District
3&6) Millie
Gilliard(District 5)
212-342-8309
vsawyer@schools.nyc.gov
mgillia@schools.nyc.gov
3450 East Tremont Avenue Bronx, NY 10458
2nd Fl
Mandy Smith-Jackson
718-794-7440
mjackson5@schools.nyc.gov
718-401-4305
7, 9 & 10
1 Fordham Plaza
7th Fl
Marcia Harris
718-329-8076
mharris9@schools.nyc.gov
718-741-7928
11 & 12
1230 Zerega Avenue
13&14
131 Livingston Street Brooklyn, NY 11201
3rd Fl
Anjre Berrios(District 11)
Nally Cruz(District 12)
Andrew Trotter
718-828-2440 718828-2440
718-935-4421
aberrios@schools.nyc.gov
ncruz@schools.nyc.gov
atrotte@schools.nyc.gov
718-828-6939
718-828-6250
781-935-4916
15&16
131 Livingston Street Brooklyn, NY 11201
3rd Fl
Persha Richardson
718-935-4378
prichard2@schools.nyc.gov
718-935-4865
5619 Flatlands Ave.
Brooklyn, N.Y. 11234
Lower
Level
Ceciley Baptiste
718-968-6302
cbaptis@schools.nyc.gov
718-968-6157
1665 St. Marks Ave. Brooklyn, NY 11223
Room 108
Anita Coleman
718-240-3500
Acoleman@schools.nyc.gov
718-240-3525
415 89th Street
Brooklyn, New York 11209
2nd Fl
Nelly Khantsif((District 20)
Sam Weissman(District 21)
718-759-4860
718-759-4855
nkhants@schools.nyc.gov
None to date
718-630-1640
23
1665 St. Marks Ave. Brooklyn, NY 11223
Room 108
Anita Coleman
718-240-3500
Acoleman@schools.nyc.gov
718-240-3525
24
28-11 Queens Plaza North, Long Island City, NY 11101
5th Fl
Vera Glenn
718-391-8406
vglenn@schools.nyc.gov
718-391-8437
25
30-48 Linden Place, Flushing, NY 11354
5th Fl
Glenda Frazier
718-281-7679
gfrazier@schools.nyc.gov
718-281-3491
26
30-48 Linden Place, Flushing, NY 11354
412, 4th Fl
Glenda Frazier
718-281-7679
gfrazier@schools.nyc.gov
718-281-3491
27
82-01 Rockaway Blvd, Queens, NY 11216
3rd Fl
David Caicedo
718-642-5755
dcaideo@schools.nyc.gov
718-642-5875
90-27 Sutphin Blvd,
8
17, 18 & 22
19
20& 21
28 & 29
30
31
32
Bronx,NY 10458
Bronx, NY 10469
Jamaica, NY 11435
1st Fl
917-339-1721 917339-1724 917-3391723
roron@schools.nyc.gov
vcucuzz@schools.nyc.gov
mdelane@schools.nyc.gov
Fax #
Ruth Oron(District 1)
Vita Cucuzzo(District 2)
Milja Delaney(District 4)
917-339-1474
212-342-8427
212-342-8433
Room 139
Carol Bell
718-557-2767
cbell2@schools.nyc.gov
718-557-2757
28-11 Queens Plaza North, Long Island City, NY 11101
715 Ocean Terrace
Staten Island, New York
5th Fl
Jeanette Joseph
718-391-8473
jjoseph4@schools.nyc.gov
718-391-8557
2nd Fl
Sirgia Cordero
718-420-5732
scorder@schools.nyc.gov
718-390-1493
1665 St. Marks Ave. Brooklyn, NY 11223
Room 108
Anita Coleman
718-240-3500
Acoleman@schools.nyc.gov
718-240-3525
9
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.
10
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.
11
ATS Grade Codes for CAP Class Codes
Community School Districts / High Schools
Staffing Ratio
Monolingual
Bilingual
SAR
Program
Service
Category
951-Elementary
12:1
E01-E15
E81-E89
E91-E99
SE
lR
961-Secondary
12:1
E01-E15
E81-E89
E91-E99
SE
lR
962-High Schools
15:1
E16-E30
E81-E89
E91-E99
SE
2R
953-Elementary
12:1:1
E31-E40
E81-E89
E91-E99
SE
3R
963-Secondary
12:1:1
E31-E40
E81-E89
E91-E99
SE
3R
954-Elementary
8:1:1
E41-E50
E81-E89
E91-E99
SE
4R
964-Secondary
8:1:1
E41-E50
E81-E89
E91-E99
SE
4R
955-Elementary
6:1:1
E51-E60
E81-E89
E91-E99
SE
5R
965-Secondary
6:1:1
E51-E60
E81-E89
E91-E99
SE
5R
956-Elementary
12:1:4
E61-E70
E81-E89
E91-E99
SE
6R
966-Secondary
12:1:4
E61-E70
E81-E89
E91-E99
SE
6R
Grade Code
Special Education Collaborative Team Teaching (CTT) Grade Codes
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.).
ATS Manual ONLINE:
Go to http://www.nycboe.net/adminorg/Divisions/diit/ats
12
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)
13
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.
14
15
TIP: Click the title
cell to change the
order of Annual
Review dates.
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.
Smith
Mike
JONES,
MARY
16
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
school’s 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.
17
No ISP is Developed
Please Note: It is inappropriate to change a student’s 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.
ISP
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)
18
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)
19
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)
20
Amendment Best Practice for
Related Services
When reviewing an IEP for Educational Benefit, consider
whether or not it is in the student’s 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?
21
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 12:1 Change to: High School Ratio = 15:1
PAGE 1: Special Class 12:1 change to Special Class 15:1
PAGE 7: Under “Special Class Environment-Supports:
•”Special Class: 12:1 change to Special Class 15:1
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.
22
Amending IEPs for Students
Who Have Articulated to High School
with IEPs that Do Not Reflect High School Settings
Example 2:
(Continued)
If Current Placement is 12:1:1 (for BASIC II students) Change to: High School
Ratio = 15:1
Page 1: Special class 12:1:1 change to Special class 15:1
Page 7: Under “Special Class Environment-Supports:
•”Special Class: 12:1:1 change to Special Class 15:1
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.
23
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 12:1:1 High School Ratio = 12:1:1
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.
24
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 12:1 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.
25
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
student’s IEP, must be provided the opportunity to review a copy of the
student’s 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
Chapter 408!
IEPs.
It’s the law!
26
SAMPLE
Chapter 408 Summary: IEP Distribution and Review
School Year 2009-2010
School: _______
Teacher/Provider’s 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 student’s 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 district’s
policy for ensuring confidentiality of student records. IEPs must be kept in a secure locked location.
Student Name
Student Name
Teacher/Provider’s Signature: _____________________________________
27
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
28
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 Principal’s 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
student’s 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.
29
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.
30
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 student’s education
•Be knowledgeable about the general education curriculum
•Provide information regarding the continuum of services, including supports
and services available in the student’s 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
31
District Representative (IEP)
(Continued)
•Build consensus among team members on all issues before the team
•Ensure that the student’s 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.
32
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 student’s file.
33
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 student’s progress?
 (HAS THE IEP BEEN WRITTEN/MODIFIED TO MEET THE STUDENT’S CURRENT NEEDS?)
>
Information on the student’s 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 STUDENT’S 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 student’s present levels of performance,
goals, supports & maximum access, participation & progress in the general education curriculum .
Staten Island Integrated Service Center (ISC)
34
Present
Levels of Performance
Needs &
Concerns
Goals &
Objectives
Accommodations
&
Modifications
Services
&
Placement
Transition
Progress
Toward
Goals
Was the student’s program reasonably calculated to result in educational benefit?
YES or NO?
Staten Island Integrated Service Center (ISC)
35
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.
36
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 Department’s 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
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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
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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
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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
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“Quality” Indicators for “Quality” IEP Transition Planning
Students actively participate in planning their educational programs leading toward achievement of postsecondary 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 postsecondary 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.
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Citation
Issue
8 NYCRR
§200.4(d)
(4)(i)(c)
When the CSE met to consider transition service needs, the school district invited the student. If the student did not attend,
the district ensured that the student's preferences and interests were considered.
8 NYCRR
§200.4(d)
(2)(ix)(a)
Under the student’s present levels of performance, the IEP includes a statement of the student’s needs, taking into account
the student’s strengths, preferences and interests, as they relate to transition from school to post-school activities.
8 NYCRR
§200.4(d)
(2)(ix)(b)
The IEP includes appropriate measurable post-secondary goals based upon age appropriate transition assessments relatin
to training, education, employment and, where appropriate, independent living skills.
8 NYCRR
§200.4(d)
(2)(iii)
Each IEP includes measurable annual goals consistent with the student’s needs and abilities, including (if applicable)
benchmarks or short-term objectives.
8 NYCRR
§200.4(d)
(2)(ix)(c)
The IEP includes a statement of the transition service needs of the student that focuses on the student’s courses of study.
8 NYCRR
§200.4(d)
(2)(v)
The IEP indicates the recommended special education program and services to advance appropriately toward meeting the
annual goals relating to transition needs.
8 NYCRR
§200.4(d)
(2)(ix)(d)
The IEP includes needed activities to facilitate the student’s movement from school to post-school activities, including:
 instruction,
 related services,
 community experiences,
 the development of employment and other post-school adult living objectives, and
 when appropriate, acquisition of daily living skills and functional vocational evaluation.





8 NYCRR
§200.4(d)
(2)(ix)(e)
The IEP includes a statement of the responsibilities of the school district and, when applicable, participating agencies for the
provision of such services and activities that promote movement from school to post school opportunities, or both, before th
student leaves the school setting.
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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 student’s progress toward meeting
their annual review goals.
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# 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
FYI:A minimum of 4 progress reports need to be provided each year.
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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 student’s 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= ___%
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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 (20092010). 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
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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.
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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.
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English/Language Arts
Grade 6 Reading
Performance Indicator SAMPLE
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: __________
Progress
GRADE-SPECIFIC
performance indicators
How Measured (Optional)
Met
Not Met
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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IEP Students Repeating a Grade
When a student has been held over, it is in the best interest
of the student that the school:
Request a Full Committee Review/reevaluation of the latest
IEP by September 30 (conducted by your school’s IEP Team).
This is intended to ensure that the student’s IEP is truly aligned with the student’s
current needs. (*Educational Benefit Review Process)
Good Instructional Rule of Thumb:
Address individual needs of IEP students who have been held over.
If it didn’t 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?
What’s in YOUR toolbox?
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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.
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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
Contact your ISC
•FBA/BIP: A Team Approach
IEP Specialist
•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 FYI’s
•Systems to Assist in IEP Maintenance/Administrative Overview
•SEC Reports, ATS & CAP Report Assistance
•Promotion Policy: Performance Indicators
•The IEP Meeting: Model, Assist & Guide
(The IEP Specialists are available to model, assist & guide IEP meetings, offer recommendations
or suggestions and / or serve as the District Representative. Arrangements must be made in advance
to permit time for the IEP Specialist to review all pertinent information prior to the meeting)
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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
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WEBSITE RESOURCES
Special Educator’s Resources - NYCDOE
http://schools.nyc.gov/Academics/SpecialEducation/EducatorResources/default.htm
Special Education - Standard Operating Procedures Manual (SOPM)
http://schools.nyc.gov/NR/rdonlyres/5F3A5562-563C-4870-871F-BB9156EEE60B/0/03062009SOPM.pdf
Special Education - FORMS & LETTERS-Standard Operating Procedures Manual (SOPM)
http://intranet.nycboe.net/TeachingLearning/SpecialEducation/SOPMLetters/default.htm
Practitioner’s Guide with Primary Emphasis on Assessing Achievement as Part of an
Evaluation for Special Education – fall 2007
http://schools.nycenet.edu/offices/teachlearn/speced/NYC_DOE_Practitioners_Guide.pdf
Special Education as Part of a Unified Service Delivery System (The Continuum)
http://schools.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-E8E8-41D9-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-94472EBFAA3D41FB/0/ProceduralSafeguardsParentsRightsLetterEnglish.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/specialed/publications/policy/testaccess/policyguide.htm
Performance Indicators Grades K-8
http://intranet.nycboe.net/TeachingLearning/SpecialEducation/default.htm
PROTRAXX: Learning Times-Webcasts & Professional Development Opportunities
http://www.learningtimes.net/iscwebcasts (Webcasts)
http://www.pd.nycoit.org/ (Professional Development)
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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
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Janet Blit
IEP Manager
Staten Island Integrated Service Center
JBlit@schools.nyc.gov
Office:
718-390-1569
…the One Place to turn to
Nicholas Chavarria
IEP Manager
Brooklyn Integrated Service Center
NChavar@schools.nyc.gov
Office:
718 935-3676
We are here to serve you.
Madeline Rochelle
IEP Manager
Manhattan Integrated Service Center
MRochel@schools.nyc.gov
Office:
212-356-3763
Tanya Smith
IEP Manager
Queens Integrated Service Center
TSmith18@schools.nyc.gov
Office:
718-391-8175
MaryAnn Vance
IEP Manager
Bronx Integrated Service Center
MVance@schools.nyc.gov
Office:
718-741-5692
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