Special Education at the ISC

February 2009

2008-2009 End of Year Clinical Procedures

For the IEP Team

Presented by

Maxine Checchi, Ellen Fleishman, Jeffrey

Kirsh, Beth Krieger, Aminah Lucio, Joel

Seltzer

Supervisors of Psychologists

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Agenda• Annual Reviews

• End of Year IEP issues

• a) Promotional Criteria

• b) Special Education Transportation

• c) Deferred Program Recommendation

• Transfer of Records

• Summer School

• Summer Per session Case Packaging

• Appendix

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Annual Review Checkup•If there is no DOE provider (e.g., contract provider) than the psychologist must conduct the annual review

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Promotion PolicyJanuary 31st is the cut off date for setting promotional criteria for the current school year.

Example for a student in 4th grade:

For June 2009 student will achieve 50% of the 4th grade ELA criteria and 60% of the 4th grade Math criteria. For June 2010 student will achieve 50% of the 5th grade ELA and 60% of the 5th grade Math.

Of note: You would use the Performance Indicators to determine the percent to be met.

> In other words, for IEPs completed as of February 1st, there needs to be two sets of promotional criteria:

> One is taken from the previous IEP.> The second is developed for the following school year.

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Special Education Transportation: True or False?

•All Special Education students are entitled to Special Education transportation.

•At an Annual Review, Special Education Teachers can initiate the kind of bus a student rides in, on the IEP.

•Teachers must have current medical documentation in order to maintain the level of transportation from the student’s previous IEP.

•Special Education students articulating to middle school automatically get special education transportation, if they had it in elementary school.

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Special Education Transportation•At an annual, reevaluation or three-year mandated review (especially for those students articulating), we should not continue transportation services just because the student had received it in the past.

•LRE doesn't end at program recommendation but also includes transportation.  SE transportation is more restrictive than GE transportation. 

•If the individual child's handicapping condition (not classification or program recommendation) does not warrant additional support for transportation purposes, the service should not be continued on the child's IEP.  This should be determined with the Office of Pupil Transportation (OPT), on a case by case basis and clearly reflected on the IEP. 

Just as a reminder…

Students through 6th grade will still be eligible for yellow bus service if the new school is a mile or more from the home (but the "box" should not be checked if it isn't disability related).

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Special Education Transportation, cont.d

More reminders:

•Initiating special education transportation services can occur at a sub-committee review with a psychologist present

•At this level, no medical documentation is required

•Specialized Transportation Accommodations-- requires medical documentation, e.g., limited time travel, a/c, lift bus, etc.

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Students with IEPs who have been held over should be monitored:

•Did we set promotional criteria too high?

•Did we not provide adequate, quality service(s)?

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Standard Promotional CriteriaStudent must attain 2 of these 3 criteria:

•90% attendance

•Score at level 2 on ELA and Math citywide tests

•Satisfactory completion of classwork

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ArticulationThere is a placement procedure for all self-contained 12:1, 12:1:1, and CTT (sometimes referred to as ICoTS) students articulating to the next level (PS to MS, MS to HS). The placement for these articulating students is determined by the Office of Student Enrollment (OSE), to ensure appropriateness of the placement, class balance and to adhere to specific mandates.

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Deferred Recommendations

Students who are articulating from elementary to middle, or middle to high school, must receive IEPs that account for their programs through the end of June 2009 and beginning in September 2009.

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Deferred Recommendations

•For complete data entry directions, see attachments

•For further information contact your Data Entry Liaison

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Sample: IEP Deferred Placements Example 1

Page 1 of IEP:  

(Student in self-contained middle school class {12:1} going to self-contained high school class {15:1})

SUMMARY OF RECOMMENDATIONS           

Special Class in a Community School, ratio, 12:1 continuous through 6/26/09

DEFERRED Special Class in a Community High School, ratio 15:1 beginning  9/8/09

Page 2 of IEP   

(Student in self-contained middle school class {12:1} going to self-contained high school class {15:1})

Conference Result:  

Initiate Service____ Modify Service _X__ Change in Recommended Service___ No Change____

Special Class in a Community School, ratio, 12:1 continuous through 6/26/09

DEFERRED Special Class in a Community High School, ratio 15:1 beginning  9/8/09

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Sample: IEP Deferred Placements Example 1 (continued)

Area of Instruction

Language of Instruction

Periods per week

Special Class

Staffing Ratio

Supports

12:1through 6/26/09

15:1 begin 9/8/09 (Defer)

Special Class Environment*

* Use ONLY for Self-Contained Class Students

Page 7 of the IEP:

(Student in self-contained middle school class {12:1} going to self-contained high school class {15:1})

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Sample: IEP Deferred Placements Example 1 (continued)

Page 8 of IEP

(Student in self-contained middle school class {12:1} going to self-contained high school class {15:1})

For the present, continuous through June 26, 2009, General Education with supports and services was first considered but was rejected because Bobby requires significant in-class support in order to access the general education curriculum.  Collaborative Team Teaching was considered but rejected, because Bobby’s needs cannot be met in that setting.  A 12:1 self-contained program (current setting) was considered and accepted as the optimal setting for Bobby, as he continues to make steady academic progress in this program. A 12:1:1 self-contained program was considered but rejected as being too restrictive at this time.

For the period of time beginning September 8, 2009, General Education with supports and services was first considered but was rejected because Bobby requires significant in-class support in order to access the general curriculum.  Collaborative Team Teaching was considered but rejected, because Bobby’s needs cannot be met in that setting.   A 15:1 self-contained program was considered and accepted as the optimal setting for Bobby, as he is expected to continue to make academic progress in this program. A 12:1:1 self-contained program was considered but rejected as being too restrictive at this time.

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Sample: IEP Deferred Placements Example 2

Page 1 of IEP:  

(Student remaining in current program but articulating from elementary to middle school)

SUMMARY OF RECOMMENDATIONS           

(Current program remains the same) with Related Services

Page 2 of IEP   

(Student remaining in current program but articulating from elementary to middle school)

Conference Result:  

Initiate Service____ Modify Service _X__ Change in Recommended Service___ No Change____

Change duration of Related Service session from 30 to 40 minutes as of 9/8/09.

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Sample: IEP Deferred Placements Example 2 (continued) *

Page 9 of IEP

(Student remaining in current program but articulating from elementary to middle school.)

Status Related Services

Language of Service 

Location  Sessions Duration Group

Per week Size

C Speech English Separate location 2 30min 5  

through 6/26/09

M Speech English Separate location 2 40 min   5

begin 9/8/09

RELATED SERVICE RECOMMENDATIONS**

* Use only for articulation from elementary to middle school.  Middle school to high school is usually already a 40 minute period.

** Please remember that these are only a few examples of how deferment appears on an IEP in certain situations. Call the IEP Specialist assigned to your school for assistance if you need help!

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Transfer of Records

IEPs

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Transfer of RecordsThe Confidential Folder is bound with THE CUMULATIVE RECORD so that it automatically goes to the receiving school. School Assessment Team (SAT) Clericals will give your Pupil Accounting Secretary all folders of articulating IEP students with IEPs. The Pupil Accounting Secretary will forward the cumulative records and special educaion files to the receiving school. This occurs whenever a student transfers.

CONFIDENTIAL

FOLDER

(SPECIAL ED)

CUMULATIVE

RECORD

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Transfer of Records, continuedHave you included the Transition portfolio for the Special Education Middle and HS Student?

•Vocational Assessment (beginning at age 12)

•Student or Family Interviews

•Transition Planning Inventory

•Interest or Aptitude Testing (e.g., IDEAS)

•Exit Interviews (High School)

•Options for Over-Aged, Under-Credited Students (High School)

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Ensuring Presence of Documents•After the Transfer of Records Date, the school will review the records to ensure that the necessary documents for students coming to the building are present.

•Contact the sending school if the records are not present.

•The Family Worker will retrieve records from the CSE if they are not at the sending school.

Last Resort …

•Contact your ISC or CFN!

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Summer Case Packaging

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Summer School•The Summer School Accommodation Plan must be completed and in place at the summer school site.

•This should include ANY medical alerts, test/instructional accommodations, etc.

•Applies to SETSS, ICoTS and Related Service Only students.

•The school psychologist may be asked to write the plan.

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FYIs for September•Reminder: All service providers must have copies of the students’ current IEPs (Chapter 408) prior to the first day of school.

•In the first week of school align the Mandated-3-Year-Reviews (Triennials) and Annual Review compliance dates.

> Collapse the two processes into the earlier date.

•If you provide mandated (SBST) counseling follow your ISC procedures for first attend date reporting.

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Preparing for End of Year Meeting with Supervisor

•Prepare coversheet for each folder

•Verify Parent Contact Information and if parent can bring student to summer per-session testing site

•Request Teacher summer phone number

•Collect Teacher Reports and provider Progress Reports

•Check off what evaluations are needed and include all evaluation reports

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End of Term, cont’d.•Social Workers should continue to obtain consent and complete Social Histories and classroom observations through June

•Initial cases will be closed if student misses two consecutive appointments during the summer

•Complete CA1 forms for Speech evaluations and request form for OT, PT evaluations

•Make photocopies of report card, attendance card and health information from student cumulative file (and for reevaluations also: last IEP and evaluations)

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Transparent Data•CAP and Special Education Component (SEC) enables schools to view their compliance data.

•This list includes, but is not limited to:> Annual Review compliance dates> Students who appear to not be receiving

Related Services, main program, ESL, etc.> Open cases managed by the IEP team > Make sure to have CSE ID for access

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Appendix: Key Responsibilities

•School Psychologist

•Social Worker

•IEP Teacher

•Family Worker

•Pupil Accounting Secretary

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Key Responsibilities of the School Psychologist

•Includes but not limited to:

•Providing timely psycho-educational assessments

•Appropriate participation in IEP meetings

•Conducting classroom observations

•Determining the need for psychological evaluation

•Providing consultative and support services to school staff, parents, and students to assist them in managing the student in groups

•Serving on school-level committees

•Other related duties, e.g. Manifestation Determination Reviews, Functional Behavior Assessments/Behavior Intervention Plans

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Key Responsibilities of the Social Worker

•Providing social histories

•Participating in IEP meetings as appropriate

•Conducting classroom observations

•Obtaining parental consent for evaluation, explaining due process rights to parents, determining guardianship and obtaining surrogates if needed

•Providing consultative & support services to students, parents, and school personnel

•Serving on school-level committees

•Providing ERSSA services, including counseling

•Other related duties, e.g. Manifestation Determination Reviews, Functional Behavior Assessments/Behavior Intervention Plans

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Key Responsibilities of the IEP Teacher

•For a minimum of 5 periods per week:

•Preparing and attending IEP meetings of students initially referred to special education

•Covering other special education teachers’ classes as they attend IEP meetings for their students for requested reevals & mandated three-year reviews

•The balance of the schedule will be programmed at the discretion of the Principal for the following:

•Instructing students with disabilities (SETSS, ICoTS, Part-time self-contained classes)

•Instructing identified SE and GE students at risk of academic failure

•Administering curriculum-based assessments for at-risk GE students

•Participating in Pupil Personnel Committee/Instructional Support Committee

•Other related duties

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Key Responsibilities of IEP Team Family Worker

•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

•SAT files for articulating student must be given to Pupil Accounting Secretary

•Other related duties

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Key Responsibilities of Pupil Accounting Secretary

•Data entering Child Assistance Program (CAP) “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

•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

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FOR MORE INFORMATION

Contact name here

Phone number here

e-mail

www.nyc.gov/schools