Best Practices for Special Education 2008-2009

2. Best Practices for Special Education 2008-2009 IEP Managers Janet Blit Nicholas Chavarria Madeline Rochelle Tanya Smith MaryAnn Vance

3. Opening School-Best Practices • TOPICS • Special Education Files • Special Education Class Organization • Special Education Transportation • IEP Team Start-Up Meeting • District Representative • Annual Review Management • Chapter 408 • First Attends: IVR System • Long Term Absence (LTA) • IEP Students Repeating a Grade • IEP Specialists “On Site”

4. 1. Special Education Files Before School Begins… • 1.1 Ensure that you have all IEPs in the building before students arrive. • Check through IEPs to make sure that all mandated support staff & materials are in place for the first day of school.

5. 1.2 Examine the Special Education Records • Ensure that all incoming IEP students have a Confidential Folder and a Cumulative Record. They should have been delivered to you by the sending school. CONFIDENTIAL FOLDER (SPECIAL EDUCATION) CUMULATIVE RECORD

6. 1.3 Missing IEPs? Be Proactive! • If a student articulates to your school without an IEP: • Principal’s designee contacts sending school • Ask for special alerts (if any) • Ask the sending school to fax at least page one of the IEP • Ask the school to send the student’s IEP • If IEP is not at sending school • Send Family Worker to CSE Record Room to copy the confidential file • If IEP is not at Record Room • Contact parent (who may have a copy that could be used pending arrival of the file • The school has 30 days to convene an IEP meeting to develop a new IEP (Schools can look up the student in SEC so they can immediately determine what services the student requires) • In the event that none of this provides the desired results: • Contact your IEP Specialist!

7. SAMPLE: RECORD ROOM REQUEST FOR IEP MATERIALS Date of Request: _________ Requested By: Name: ______________________ Title: __________________ (Name) 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)

9. 1.4 Ensure that Teachers/Providers Update IEP Page 6 Progress Reports BEST PRACTICE: 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. When a new IEP is written a method of measurement should be filled in on the IEP page 6 progress report at the IEP meeting. Progress report updates should be completed and sent home with the next report card (see next slide).

10. # 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 Staten Island Integrated Service Center (ISC)

11. 2. Special Education Class Organization • Your Pupil Accounting Secretary must be diligent about making sure that special education students are properly coded, in their assigned classes, in ATS and CAP. (see responsibilities of Pupil Accounting Secretary, next slide). • CAP codes must correspond to list of projected classes. • Student grade codes must match with their IEP recommendations. • If possible, cluster SETSS students to efficiently facilitate push-in delivery. • No more than 40 percent 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. • Schools must maintain the required general education side of the register to ensure the 60/40 ratio is met. • 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 class ratios are adhered to. • NOTE: CTT can have no more than 40 percent of the class be students with IEPs with a maximum of 12 students with IEPs (for ALL grade levels).

12. Key Responsibilities of Pupil Accounting Secretary • Enter student data into Child Assistance Program (CAP). Add “Class Code” to the Special Education student record in ATS. • Notify clerical/family worker when a student has been discharged or transferred • Forward transferring student’s special education and cumulative record to new school within NYC • Year-end functions in ATS include: • List notice all students in self-contained and team teaching classes • Grade bump students in self-contained and team teaching classes • Forward student special education and cumulative records to the new school • Other related duties

13. 3. Special Education Transportation When School begins… Troubleshoot “Specialized” Transportation issues, if necessary. • 3.1 Transportation & the IEP • At an Annual Review conference (especially for those students who articulated to your school), transportation services should not be continued just because the student had received it in the past. • LRE doesn't end at program recommendation but also includes transportation.  Special education transportation is more restrictive than general education transportation.  • If the individual student's handicapping condition (not classification or program recommendation) does not warrant additional support for transportation purposes, the service should not be initiated or continued on the student's IEP.  This is determined on a case by case basis, by the Transportation Liaison, and clearly reflected on the IEP.

14. 3.2 Just as a reminder… Students through 6th grade will still be eligible for yellow bus service depending on the distance from the school as per Chancellor’s Regulations (but the "box" should not be checked if it isn't disability related). Note : Prior to an Annual Review, parents of students requiring medical documentation to initiate specialized transportation must submit medical documentation to the student’s teacher for transmittal to the Transportation Liaison for approval.

15. Transportation Liaisons: Bronx ISC: • Mildred Ortiz: 718-329-8120 (MOrtiz2@schools.nyc.gov) Districts 7, 8, 9, 10, 11 & 12 Brooklyn: • Alysia Moore: 718-272-6483 (AMoore4@schools.nyc.gov) Districts 13, 14, 15 & 16 • Sharon Maynard: 718-391-8420 (SMaynar@schools.nyc.gov) Districts19, 23 & 32 Manhattan: • Howard Clarke: 917-339-1692 (HClarke7@schools.nyc.gov) – Districts 1, 2, 3, 4, 5 & 6 Queens: • Angela Williams:718-391-8418(AWillia6@schools.nyc.gov) - Districts 25, 26, 28 & 29 • Sharon Maynard: 718-391-8420(SMaynar@schools.nyc.gov) - Districts 24, 27 & 30 Staten Island: • Alysia Moore: 718-272-6483 (AMoore4@schools.nyc.gov) – Districts 17, 18 & 22 • Shawn McClain: 718-420-5749 (SMcclai@schools.nyc.gov) – Districts 20, 21 & 31

16. 4. IEP Team Start-Up Meeting • 4.1 Review 214 Report • Direct Psychologist to coordinate Mandated Three-Year Reviews (Triennials) with Annual Reviews. Within the first two weeks of school, align the Mandated Three-Year Reviews (Triennials) and Annual Review compliance dates. • Collapse the two processes into the earlier date.

17. Detailed professional development in the enhanced role of the District Representative is available in PROTRAXX • 4.2 Review 201 Report with your IEP Team • Initial Referrals • Requested Reevaluations • Mandated Three-Year Reviews (Triennials) • Direct the Psychologist to frontload Mandated Three-Year Reviews (Triennials). They can be conducted at any time prior to the Annual Review due date. This should be the focus as soon as school opens. • The Mandated Three-Year Review (Triennials) must be conducted by the date of either the Annual Review date or the Mandated three year review date, whichever comes first. The two are then collapsed into one review. • Best Practice -meet weekly with your Psychologist to review projected cases so that you will know when you may need to ask a specific District Representative to attend meetings. • You may contact the Supervisor of Psychologists at your ISC regarding any case management concerns at your school.

18. 4.3 Review Duties of Clerical Family Worker • (see Duties of Clerical Family Worker, next page) • Consider who will review IEPs before they are given to the Family Worker for data entry • Establish school-wide policy for method of transmittal of all completed IEPs to Family Worker for data entry • The IEP process should be completed and data enteredpriorto the compliance date Ongoing training and support of the IEP Team Clerical Family Worker is available at each borough’s ISC via the Office of the Special Education Administration and Operations Manager.

19. Key Responsibilities of Clerical Support Staff • Browsing & data entering student-specific information • Processing all case files & reports, including: manual/computer forms; mailing to parents; duplicating records & reports; filing; duplicating & transferring records; scheduling of assessments & IEP meetings; and responding to inquiries • Preparing all forms, tracking case completion & assisting in case management • Reconciling computerized reports • Conducting typical office functions • Creating & maintaining confidential student files • Contacting parents • Retrieving & transmitting students records & files • Filing all assessment reports, due process notices & letters in student’s files • Other related duties

20. 5. District IEP Representative • The Principal appoints a District IEP Representative to chair IEP conferences and facilitate consensus, as appropriate. Detailed professional development in the enhanced role of the District Representative is available in PROTRAXX.

21. 5.1 District IEP Representative • The District IEP Representative is a representative of the school district who is: • qualified to provide/supervise the provision of Special Education; AND • is knowledgeable about the General Education Curriculum; • AND • is knowledgeable about the availability of District resources. • Important! The principal will designate the individual who will serve as the District Representative for IEP meetings at the school. The person serving as the District Representative may also fulfill the role of another person on the IEP team.

22. 5.2 Role of the District IEP 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 child’s education • Be knowledgeable about the general education curriculum • Provide information regarding the continuum of services, including supports and services available in the child’s current school and those which are available in other schools in the district

23. 5.2 Role of the District IEP Representative, continued • 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 and make the final recommendation.

24. 6. Annual Review Management (SEC PRR and/or ATS-R326) • 6.1 IEP Scheduling • Appoint a designee to ensure that teachers complete Annual Reviews on schedule and submit them for data entry, prior to compliance date. • IEP writing is an obligation for Teachers of Special Education. • Appoint a designee to arrange coverages for both the student’s Special Education Teachers and General Education Teachers for a timely IEP Conference. • Consider this when planning your budget. You may use tax levy special needs funding for this purpose. (NOTE: the General Education Teacher & Special Education Teacher must be present for the duration of the conference.) Detailed Professional Development on how to organize and plan a fully coordinated and integrated Annual Review process is available in PROTRAXX- “School-wide IEP Management”

25. If Annual Reviews were not completed: Annual Review Process Annual Reviews through September 15, 2008 should have been completed and entered prior to the last day of school, June 2008. • Meet with available Special Education Staff. • Develop a plan for completing overdue Annual Reviews by the end of September • Include data entry process

26. Educational BenefitReflects 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? • DOES IT ALL CONNECT? • Determining if there is a clearrelationship between: the identified needs/current levels of performance, annual goals/short term objectives, accommodations/modifications & services/placement HAS THE IEP BEEN WRITTEN/MODIFIED TO MEET THE STUDENT’S CURRENT NEEDS? • Have changes to annual goals, services/placement been made based on the results of the student’s progress? DOES THE IEP GIVE A CLEAR PICTURE OF THE STUDENT’S PROGRESS THROUGH THE YEARS? • Information on the student’s IEP: strengths, needs, annual goals, accommodations & modifications, services/placement & progress compared – looking for patternsover the past 3 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 . Take advantage of free ISC Professional Development opportunities for your staff members to learn to create IEPs with Educational Benefit (see #11, IEP Specialists “On Site”.)

27. Educational Benefit Outcome Improving Performance & Academic Achievement • Progress toward goals • Improved scores on district/statewide assessments/alternative assessment • Advancement from grade to grade • Progress in the General Education curriculum • Transition connection • OVERALL: Increased movement toward LRE Staten Island Integrated Service Center (ISC)

28. Was the student’s program reasonably calculated to result in educational benefit? YES or NO? Staten Island Integrated Service Center (ISC)

29. 3-Year Educational Benefit Review Sample:

30. Related Services • When reviewing 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 (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 - Advisory, CBO, AIS, etc.?

31. 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 on-site. 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. One SEC Report is the PRR. • The Projected Register Report (PRR) lists every IEP student in your school and their services • Annual review information/compliance dates are on this report • Enter through SIS or https://ats.nycboe.net.sec/reports Detailed professional development in the use of SEC, ATS and CAP applications is available continuously in PROTRAXX.

33. 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 “0” to the end of the “50” that appears there. Finally, press ENTER. 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. Let’s lasso just this portion and go in for a closer look Smith Mike JONES, MARY

34. A “Close-up” View How to Consolidate Your PRR • Projected Register Report - As Of 8/22/2007 10:21:18 AMSchool: 03M075 • Select the number of students on a page.10203050 • Click Here for Excel Report Click here

35. How to Consolidate Your PRR https://ats.nycboe.net/Sec/reports/register/report.aspx?dbn=03M075&PageSize=50 Change to https://ats.nycboe.net/Sec/reports/register/report.aspx?dbn=03M075&PageSize=500 Then Press “Enter” You’ll save a lot of time and trouble by consolidating your document!

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

37. Reconcile the SEC Principal’s 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 fixed.

38. 7. Chapter 408 • Ensure that all of your students’ current IEPs are in your school and distributed to teachers & 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). • Teachers must review IEPs with paraprofessionals since paraprofessionals should only have access and do not receive a copy of the IEP. • The principal must let staff know the designee responsible for reviewing with them their responsibilities in implementing IEPs. Chapter 408! It’s the law! (See Chapter 408 handout.)

39. SAMPLEChapter 408 Summary: IEP Distribution and Review • School Year 2008-2009 • 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. Teacher/Provider’s Signature: _____________________________________

40. First Attends: IVR System(Interactive Voice Recognition) • Establish First Attends for: • Related Services • SETSS • ESL • Paraprofessionals (individual, not classroom paraprofessionals) • All service providers must call in first attend dates to IVR as soon as they first see a student! • Inform providers that unreported first attend dates will appear on your school’s compliance report as not receiving service. • 8.1 IVR Instructions – See hand-out

41. 8.2 High Priority: First Attends Must Be “Cleaned Up” • There may be students who appear to be unserved for mandated IEP recommendations….due to “awaiting first attend” status in CAP. • Since these dates are important to establish compliance and justify services within your budget allocations, please ensure that the first attend process has been completed through IVR/SourceCorp. • CAP correction may be needed if IVR does not accept the data. Contact your school-based data entry person. A confirmation number is not a guarantee that IVR has accepted the information. • IVR must be updated (new call-in) whenever there is a change in service as a result of an IEP conference.

42. Some Possible Reasons for IVR Discrepancies • Incorrect NYC ID number • Provider language discrepancy • Incorrect mandate (IEP & CAP do not match) • 30 minutes reported for 40 minute mandate • IEP Review not entered into CAP at time of call • IVR does not understand caller’s accent or dialect • Misunderstanding of call procedures • Didn’t wait for confirmation number • New conference entered into CAP- Provider did not call in • Wrong code for 1:1 paraprofessional. (Health? Crisis? etc.) • Call the IVR Help Desk at: 718-758-7702, to resolve any concerns.

43. 9. Long Term Absence (LTA) • Account for IEP students who are "no-shows”, as you do for general education students. • 9.1 407 Process • 9.2 Long Term Absence (LTA) • While a student is still assigned to your school, but not attending, the IEP process continues. IEPs for LTA students are to be written by the school’s IEP Team.

44. Address individual needs of IEP students who have been held over. 10. IEP Students Repeating a Grade • September Question • What is the best practice concerning students who have been held over? a. Conduct an Annual Review b. Request a Full Committee Review/reevaluation of the latest IEP c. Continue to use previous year’s IEP d. None of the above

45. Answer: When a student has been held over, it is in the best interest of the student that the school:(a)Conduct an Annual Review by September 30or(b) Request a Full Committee Review/reevaluation of the latest IEP by September 30 (done by your school’s IEP Team). This is intended to ensure that the student’s IEP is truly aligned with current needs.Good Instructional Rule of Thumb: 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? • The answer depends upon these questions: • Did we set promotional criteria too high? • Did we not provide adequate, service(s) to ensure educational benefit?

46. 11. IEP Specialists “On-Site” (At your school) • 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. Workshops include, but are not limited to: • Developing the IEP for Educational Benefit • IEP Writing Clinic (Participants write IEPs with assistance) • Navigating the New IEP (TBD) • Functional Behavioral Assessment/Behavior Intervention Plan • Promotion Policy for Students with IEPs, Grades 3-8 • School-Wide Management • District Representative • An IEP Specialist, by special pre-arrangement, can attend a school’s IEP Conference in order to Model, Assist and Guide (MAG) the role of the District Representative. • Transition • FYI: Current transition information must be evident throughout the IEP for students age 14 and older (Level I Vocational Assessment must be completed for students aged 12 and over) Contact your IEP Specialist

47. 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

48. Integrated Service Center (ISC)

49. Questions? Let Us Assist You! • Any specific questions or concerns can be addressed at your Integrated Service Center by your: • Administrator of Special Education (ASE) • IEP Specialist • The IEP Manager