Welcome Individualized Education Program Institute Day 2

1. WelcomeIndividualized Education Program InstituteDay 2

2. Agenda – Day 2 • Discuss Goals for Today • Introduction to SESIS • Manage Jennifer’s Case in SESIS • Top 10 FAQs about SESIS • Q&A • SESIS Resource Scavenger Hunt • Evaluate the Training

3. Review of Goals - Day 1 • To learn about NYC’s special education initiative and its implications to show how we deliver special education services • To introduce systems that can support the implementation of the guiding principles of the special education initiative • To create Individualized Education Program (IEPs) that provide Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE)

4. Goals for Today • To learn the SESIS case management tool while applying special education content knowledge gained from day one of the workshop • Manage an initial case by working with the following documents in SESIS: • Request for Initial Referral • Notice of Social History • Social History Package • Assessment Planning • Classroom Observation • Psychoeducational Evaluation • Level 1 Voc Assessment – Student • Notice of IEP • Individualized Education Program (IEP)

5. How Do These Trainings Relate? • Day 1 is learning special education concepts and policy much like learning the rules of driving • Day 2 is learning the SESIS tool much like learning how to operate a car

6. SESIS What Is SESIS? Special Education Student Information System Referral Evaluation IEP Current Release • Secure, web-based case management system • Follows the guidelines outlined in the NYCDOE Standard Operating Procedures Manual (SOPM)

7. What Are Its Key Features?

8. How Will SESIS Change The Way Work Is Performed? • SESIS helps to standardize current practice • Staff members must follow the Special Education workflow • Examples: • Notice of IEP is created, finalized and mailed before the IEP is finalized • Referral documents are finalized before the Assessment Planning document is created • Faxing documents is an integral part of SESIS workflow • Documents need to be faxed to SESIS in order to move forward in the workflow • Example: IEP cannot be finalized until the Attendance Sheet is faxed in • Compliance timelines are generated by the date work is completed in SESIS • Example: The parent consent date will drive timelines

9. Before We Begin in SESIS…. • The training sandbox is a copy of the real SESIS application • Contains fictitious staff and student data • Follow the trainer and do not move ahead • Begin by logging into SESIS with your assigned user ID • Wait at your homepage after logging in • Please only access the student name assigned to you on your login sheet

10. Navigating in SESIS – Activity • Access the Help menu – open SESIS Webpage, state IEP FAQ • Open report – Status of Annual Reviews

11. Assessment Planning - Activity • Open the draft Assessment Planning document • Add Level 1 Voc Assessment - Student and choose “school staff” as the evaluator • Save Assessment Planning document • Complete and finalize the Level 1 Voc Interview – Student • Finalize the Assessment Planning document

12. New IEP Procedure with SESIS • Finalize the Notice of IEP Meeting • Begin developing an IEP draft • Conduct IEP meeting and continue to develop IEP • Take attendance in SESIS and print IEP Attendance page • 5a. If possible fax in IEP Attendance page during the meeting: • Complete the IEP • Finalize the IEP • Provide parent with copy of IEP • 5b. If not possible to fax IEP Attendance page during meeting: • Complete the IEP • Conclude the IEP meeting • Fax in attendance page • Finalize the IEP • Provide parent with copy of IEP

13. IEP Team – Day 1 Connection • The parents of the child; • Not less than one regular education teacher of the child (if the child is, or may be, participating in the regular education environment); • Not less than one special education teacher of the child, or where appropriate, not less then one special education provider of the child; • A representative of the public agency who-- • (i) Is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities; • (ii) Is knowledgeable about the general education curriculum; and • (iii) Is knowledgeable about the availability of resources of the public agency. • An individual who can interpret the instructional implications of evaluation results, who may be a member of the team described in paragraphs (a)(2) through (a)(6) of this section; • At the discretion of the parent or the agency, other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and • Whenever appropriate, the child with a disability. 13

14. Notice of IEP - Activity • Create a Notice of IEP • Schedule meeting for tomorrow • 3. Finalize & notify invited participants

15. Jennifer – Case Study • Jennifer is a ninth grade student with LD attending a 9-12 high school. She has a fourth grade reading level when reading independently with comprehension on a timed test, but reads at approximately a seventh grade level in untimed situations. Her spelling level is approximately fifth grade and her math level is seventh grade. • Her parents are highly involved in her education and expect Jennifer to go onto college, and want her to take challenging college prep courses in high school. Jennifer is a tense student who is highly anxious about her high school career. In a recent discussion with you she expressed her fears that she did not know how she would ever be able to do all the work that her courses require. She said, “I could stay up all night and I still would not be able to get all the work done.” 15

16. IEP - Activity • Present Levels of Performance • Cover Page • Recommended Special Education Programs & Services • Stop and wait. • Measurable Annual Goals • Transition • Attendance Page

17. Why didn’t CAP reflect data from SESIS? Why don’t I see any menus when I log into SESIS? I completed an IEP on paper prior to my school’s deployment date and never entered it into CAP and now I’m locked out of CAP, what do I do with my IEP? How do I update my location in SESIS because it shows me belonging to an incorrect school? Why are there students that appear on my SESIS reports but do not belong to my school? Which document do I create for a parent referral and which document do I create to create a staff request for referral? How do I move on with the assessment process when I obtain verbal consent for reevaluations? Do I have to use SESIS to create my parent notices? How do I delete documents because I accidentally created duplicates? FAQs

18. Training Resources Self-Paced Training for all users • Computer Based Training (CBT) modules • Role-based webcasts and documents individually tailored for various staff • Printable Instructional Training Guide for staff members who prefer printed materials • FAQ’s 18

19. Where Can You Go For Help? • If you or your staff members have questions • First, go to the SESIS website and review available training materials • If you still need help, your Special Education Liaison can assist you in accessing training and support resources For issues with the SESIS application, contact the SESIS Help Desk For login, equipment, network and internet connectivity issues, contact the SESIS Technical Help Desk 19

20. SESIS Resources Scavenger Hunt • Where can the SOPM be accessed? • How many role-based guides are available? • How many CBT modules are available? • The transition guide discusses _ _ _ and _ _ _ _ deployment. • Where can the SMART Goals tutorial be accessed? • T/F: There is a printable step-by-step SESIS user guide. • Who should be contacted if you faxed a document to the incorrect student’s online record? • What is the help desk number for log-on related issues? • T/F: I am able to do a word search within the CBT modules. • T/F: The SESIS webpage provides updates when new functionality is released. 20

21. Questions & Answers…..

22. Evaluate the Training….