Transcript Document

Clinical
Components
of The IEP:
From Testing
to Teaching
Presented by: IEP Managers
Integrated Service Center
2008-2009
WELCOME FROM YOUR IEP MANAGERS:
Janet Blit
IEP Manager
Staten Island Integrated Service Center
[email protected]
Office: 718-390-1569
Nicholas Chavarria
IEP Manager
Brooklyn Integrated Service Center
[email protected]
Office: 718 935-3676
Madeline Rochelle
IEP Manager
Manhattan Integrated Service Center
[email protected]
Office: 212-356-3763
Tanya Smith
IEP Manager
Queens Integrated Service Center
[email protected]
Office: 718-391-8175
MaryAnn Vance
IEP Manager
Bronx Integrated Service Center
[email protected].
Office: 718-741-5692
2
Audience Poll
Who is in the Audience?
3
Presentation Objectives
This presentation will improve participants’ abilities to:
• Create quality IEPs
• Write descriptions of student performance in clear,
understandable language (avoid professional jargon)
• Utilize the data acquired from assessing, and observing
students to implement effective teaching strategies
4
Clinical Procedures of The IEP:
From Testing to Teaching
1. Before the Referral
2. Evaluation Components
3. Assessment Process
4. Educational Benefit Process
5. Functional Behavioral Assessments (FBA) & Behavioral
Intervention Plan (BIP)
6. Best Practices & Reminders
7. Resources
5
Before the Referral
Before considering a referral for special education
evaluations, Academic Intervention Services (AIS) in
general education should be implemented and monitored
for a reasonable amount of time
(Response to Intervention-RTI)
• If a referral is warranted, information gathered during the
delivery of AIS is vital to the process of assessment
• Students should first be referred to the school PPT
• For students with behavioral difficulties, a FBA and BIP
should be prepared while in general education before
initiating the referral.
6
Before the Referral
AIS considerations for culturally and linguistically diverse
(CLD) students:
• Academic strengths and gaps in native language and English
• Cultural considerations
• Ability (and/or preference) to work in varied grouping formats, and
ability to work independently
• Amount of formal education
• Time in the U.S. school system
• General fund of academic knowledge
7
Evaluation Components
•Social History
•Clinical Test Results
•School Assessments
•Observations
•Teacher Reports
•Parental Input
•Student Input
•Medical Information
•Planning Conference
8
Audience Poll
The Assessment Process
A school psychologist must implement strategies to evaluate:
9
The Assessment Process
The purpose of psychoeducational assessments in the
schools is to explore and systematically study aspects
of the students’ academic skill development, intellectual
functioning, strengths and weaknesses in
cognitive/learning processes and social/adaptive
functioning.
10
The Assessment Process
The psychologist must implement strategies to evaluate:
• Reasoning
• Motor Skills
• Language
• Executive Functions
• Visio-spatial skills
• Social/emotional and behavioral functioning
• Memory
• Academic achievement in reading, written expression,
math, and oral communication
11
The Assessment Process
Culturally & Linguistically Diverse (CLD) students
Is the student an immigrant?
What are the educational practices in the native country?
 Lecture with no opportunity to question (chalk and talk)?
 Active learning with group activities?
Students with Interrupted Formal Education (SIFE)
 Little or no experience with academic terms in native language
 May not perform well on academic and cognitive assessments in their
native language.
How does this impact test results?
Is it a real disability or is it skill deficiency?
Has the student received remedial services (AIS)?
12
Educational Benefit
Educational Benefit Review Process is a process that will
assist in examining & reflecting on the quality of IEP
development to increase student access to, participation and
progress in the general education curriculum by providing an
appropriate education.
Clarification:
A properly written IEP provides the blueprint for teaching. It
focuses upon the factors that tend to interfere with student
achievement and utilizes students’ strengths to enhance
learning. In order to bring this about, the IEP must link the
assessment results to effective teaching strategies.
13
Audience Poll
Present Levels of Performance
Which one of these does not belong in the Present Levels of
Performance?
14
Educational Benefit:
Present Levels of Performance
Test Scores
•
•
•
This information is recorded within the grid located in the
middle of page three of the IEP
Standardized and/or informal testing completed within the
last year
Scores must indicate instructional level or range
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Student’s STRENGTHS & needs should be described in this section.
Describe the instructional implications of the testing results listed below
(What does the testing results listed below look like in classroom instruction?).
IMPORTANT: All student’s academic needs described in this section should be addressed on
IEP page 6-annual goals.
Include present levels of performance from related service providers (if applicable).
Transition statements in the present levels of performance on this page must be used to develop transition plan goals on IEP page 10
_____
_____
Results of the assessments in
this section should be
described above
Results of the assessments in
this section should be
described above
(Scores recorded should be current –
within 1 year)
(Scores recorded should be current –
within 1 year)
Indicate the instructional modifications and resources to enable the student to succeed (e.g. learning styles,
visual aids, books on tape, manipulatives, etc.). What will the student need immediately for access to gradelevel curriculum what modifications, if any) while remediation related to Annual Goals is taking place?
16
Educational Benefit:
Present Levels of Performance
Results of evaluations, as expressed in an IEP, must be interpreted
and described in language that is understandable by
teachers and parents. Do NOT use clinical language on the
IEP.
•
•
•
•
Describe the tasks performed
Describe the level of performance obtained
Describe any relevant specific behaviors observed during testing
Project a description of how weaknesses may affect classroom
performance; e.g. Student’s weakness in auditory processing
interferes with her ability to take useful notes. This projection
makes it much easier to select pivotal skills goals!
*For a partial list of applicable reading assessment measures see the
“Practitioner’s Guide”, Fall 2007, P. 52-53.
17
Educational Benefit:
Present Levels of Performance
Example 1: (Gary is an eighth grader.)
On the calculation subtest, Gary demonstrated mastery of
addition and subtraction of four digit numbers, with
regrouping. He has mastered the 2, 3, 5 and 10
multiplication tables for single digits. He struggles with
long division, which affects his ability to solve algebraic
equations. Test results show that Gary has trouble with
sequential memory. This affects his ability to easily recall
basic math facts, and slows down his completion of
assignments.
18
Educational Benefit:
Present Levels of Performance
Example 2:
On the reading comprehension subtest, on which he was
required to provide correct answers to questions related to
a passage read silently, Gary demonstrated the ability to
comprehend reading material on the fifth grade level. His
weakness in organizing information appears to affect
comprehension. His teacher reports that Gary struggles
to understand content area reading assignments, and he
takes a long time to complete tests.
19
Educational Benefit:
Present Levels of Performance
Example 3:
Gary’s frustration with his difficulties in reading
comprehension interferes with his ability to stay engaged
during silent reading assignments in the classroom, and
when his peers are responding to teacher questions
related to reading material. He often attempts to distract
his peers by making jokes, tries to initiate conversation,
and looks for reasons to leave his desk. His behaviors
escalate when rebuffed by his peers.
20
Educational Benefit:
Present Levels of Performance
Parental and student input helps to identify student strengths,
interests and preferences.
Example 4:
Gary’s parents report that he enjoys building models and
helping his father with home maintenance. Gary stated that he
likes playing action video games. He says that he learns best
when doing things with his hands. Gary says that he wants to
learn how to build and fix computers as a possible career.*
* This is an example of a transition statement, required on IEPs for students 14
and older. Gary will turn 15 during this school year.
21
Educational Benefit:
Present Levels of Performance
It is important to include information about which teaching and
learning strategies have been successful with Gary and which
ones have not.
Example 5:
Teachers report that Gary does not respond well to independent
class activities. He does not like to work alone. He operates
best during small group activities in which he has opportunities
to share information with and learn from his peers.
22
Educational Benefit:
Academic Management Needs
This section appears on the bottom of page three of the IEP, and is critical
for cohesively linking assessment results to effective teaching practices
on a daily basis.
Indicate the instructional modifications and resources to
enable the student to succeed, e.g.
•
•
•
•
•
•
•
visual aids
learning styles (visual, audio, etc.)
graphic organizers / lesson outlines
books on tape/peer reader
manipulatives
calculator
(frequent) breaks
• checklists
• content area picklists
• simplify task directions
• multi-sensory approach
• hands-on activities
• preferential seating
23
Educational Benefit:
Academic Management Needs
While remedial programs are underway, a student must have
immediate access to curriculum via accommodations and
modifications.
Example:
•
Gary will be permitted to use a calculator in class when required to solve
algebraic equations.
•
He will use a teacher-designed graphic organizer when reading content
area text.
•
Gary needs to be located near the teacher during content area reading
activities, for prompts and reminders to stay on task.
•
Whenever possible, Gary should have the option to present his completed
assignments in alternate modes, agreed upon with the teacher, e.g.
models (including digital) and posters.
•
Whenever possible, Gary should participate in a small group for
classroom activities.
•
Reduction of task size or extra time allocated to accommodate slow
processing in reading comprehension and math.
24
Instructional Strategy
Whenever possible, Gary should participate in
a small group for classroom activities.
I like working with a
partner to improve my
reading comprehension
skills.
Click HERE to listen to Gary’s feedback
25
Educational Benefit:
Matching Present Levels of Performance to
Annual Goals
All areas of student needs on the IEP page 3,
Present Levels of Performance, MUST be
addressed on the IEP page 6 Annual Goals.
26
Audience Poll
Annual Goals
Which statement is false?
27
Educational Benefit:
Annual Goals
Goals
 Address the needs of the student, as stated in the Present Levels of
Performance
 Are written in measurable terms that focus on one year of instruction
and must be formulated to be achievable by the student
 Must be relevant to class activities, and improve classroom performance
 Should focus on foundation skills, based on student’s individual needs
described in the present levels of performance.
 Include clear and specific methods of measurement
28
Educational Benefit:
Annual Goals
Annual Goals need to be SMART!
S – Specific
M – Measurable
A – Achievable
R – Relevant
T – Time related
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Educational Benefit:
Annual Goals:
SMART!
Specific:
Describe what the student will do one year from now that
s/he cannot do today.
Example:
In one year, using a sequential reading
comprehension improvement program, and given a
three-paragraph passage written on a sixth grade
level, Gary will answer comprehension questions, as
measured by five consecutive weekly comprehension
tests with 90% accuracy.
30
Educational Benefit:
Annual Goals:
SMART!
Measurable:
Describe the criteria to be used to measure successful
achievement of the goal.
Example:
In one year, using a sequential reading comprehension
improvement program, and given a three-paragraph
passage written on a sixth grade level, Gary will answer
comprehension questions as measured by five
consecutive weekly comprehension tests with 90%
accuracy.
31
Educational Benefit:
Annual Goals:
Achievable:
SMART!
Looking at the student’s present levels of
performance, project a goal that is attainable by the
student in one year.
Example:
In one year, using a sequential reading
comprehension improvement program, and given a
three-paragraph passage written on a sixth grade
level, Gary will answer comprehension questions as
measured by five consecutive weekly comprehension
tests with 90% accuracy.
32
Educational Benefit:
Annual Goals:
SMART!
Relevant:
The goal must be related to class activities and improve
classroom performance.
Example:
In one year, using a sequential reading
comprehension improvement program, and given a
three-paragraph passage written on a sixth grade
level, Gary will answer comprehension questions as
measured by five consecutive weekly comprehension
tests with 90% accuracy.
33
Educational Benefit:
Annual Goals:
SMART!
Time Related:
Describe how long the goal will take to achieve, and, when
possible, embed the schedule for assessment.
Example:
In one year, using a sequential reading comprehension
improvement program, and given a three-paragraph
passage written on a sixth grade level, Gary will answer
comprehension questions as measured by five
consecutive weekly comprehension tests with 90%
accuracy.
34
Educational Benefit:
Annual Goals:
Transition
•
•
Transition should be addressed in the page 3 Present Levels of
Performance, on page 6 Annual Goals, and on page 10
Transition for students 14 and older
Indicate the student’s needs, preferences and interests, relating to
the transition (14 and older) from school to post-secondary
outcomes.
Example:
In one year, Gary will read twenty articles from computer trade
magazines, as measured by a poster chart that he will create,
referencing the publications and articles, with a brief topic
summary relating to each publication. Progress will be assessed
quarterly by the teacher’s review of the chart.
35
Testing Accommodations
Testing accommodations are changes made in the
administration of the test in order to remove obstacles that are
presented by the disability without changing the construct of
the test. Not all students with IEPs require test
accommodations. The rationale must appear in the Present
Levels of Performance.
Example:
Gary will participate in State and City-wide tests with accommodations:
Time and one-half will be permitted on all assessments.*
* This aligns with information found in Gary’s Present Levels of Performance (page 3).
36
Educational Benefit
Now let’s see how all of this is linked together,
resulting in “Educational Benefit” for Gary, and
providing a blueprint for instruction.
37
Present
Levels of Performance
Gary is an 8th grader
Reading comprehension 5th
grade level, slows reading
tasks
Decoding 8th grade
Mastery of addition and
subtraction with regrouping
to 4 digits
Sequential memory deficits
affect recall of math facts for
multiplication and division,
slows processing of algebraic
equations
8th grade math reasoning
Likes working with his hands
Wants to be a computer
builder/technician
Gary works best during
small group activities in
which he has opportunities to
share information with and
learn from his peers.
Gary tends to attempt to
distract classmates when he
is facing tasks that he
perceives as difficult
Needs &
Concerns
Reading
comprehension 5th
grade level, slows
reading tasks
Sequential memory
deficits affect recall of
math facts for
multiplication and
division, slows
processing of
algebraic equations
Gary tends to attempt
to distract classmates
when he is facing
tasks that he
perceives as difficult
Gary tends to attempt
to distract classmates
when he is facing
tasks that he
perceives as difficult
Annual Goals
In one year, using a
sequential reading
comprehension improvement
program, and given a threeparagraph passage written on
a sixth grade level, Gary will
answer comprehension
questions as measured by five
consecutive weekly
comprehension tests with 90%
accuracy.
In one year, given specific
memory-increasing strategies
and frequent practice with
application of the skills, Gary
will write all multiplication
tables in three consecutive
timed weekly quizzes with
100% accuracy.
In one year, Gary will read
twenty articles from computer
trade magazines, as
measured by a poster chart
that he will create, referencing
the publications and articles,
with a brief topic summary
relating to each publication.
Progress will be assessed
quarterly by the teacher’s
review of the chart.
Accommodations
&
Modifications
Gary will be permitted to use a
calculator in class when required to
solve algebraic equations.
He will use a teacher-designed
graphic organizer when reading
content area text.
Services
&
Placement
Progress
Toward
Goals
SETSS
Will be
noted on
page 6
Push-in 5x1
8:1
Whenever possible, Gary can have
the option to present his completed
assignments in alternate modes,
agreed upon by the teacher, e.g.
models (including digital) and posters.
Whenever possible, should
participate in a small group for
classroom activities. Reduction of
task size, or extra time allocated, to
accommodate slow processing in
reading comprehension and math.
Testing: Time and one-half
Gary needs to be located near the
teacher during content area reading
activities, for prompts and reminders
to stay on task.
Given implementation of BIP
strategies, Gary will remain on
task during reading
comprehension class activities
as measured by 15
consecutive daily behavior
chart recordings of 100%
compliance with class rules of
conduct.
Gary’s behavioral issue is
further addressed in the
attached FBA
38
Present
Levels of Performance
Gary is an 8th grader
Reading comprehension 5th
grade level, slows reading
tasks
Decoding 8th grade
Mastery of addition and
subtraction with regrouping
to 4 digits
Sequential memory deficits
affect recall of math facts for
multiplication and division,
slows processing of algebraic
equations
8th grade math reasoning
Likes working with his hands
Wants to be a computer
builder/technician
Gary works best during
small group activities in
which he has opportunities to
share information with and
learn from his peers.
Gary tends to attempt to
distract classmates when he
is facing tasks that he
perceives as difficult
Needs &
Concerns
Reading
comprehension 5th
grade level, slows
reading tasks
Sequential memory
deficits affect recall of
math facts for
multiplication and
division, slows
processing of
algebraic equations
Gary tends to attempt
to distract classmates
when he is facing
tasks that he
perceives as difficult
Annual Goals
In one year, using a
sequential reading
comprehension improvement
program, and given a threeparagraph passage written on
a sixth grade level, Gary will
answer comprehension
questions as measured by five
consecutive weekly
comprehension tests with 90%
accuracy.
In one year, given specific
memory-increasing strategies
and frequent practice with
application of the skills, Gary
will write all multiplication
tables in three consecutive
timed weekly quizzes with
100% accuracy.
In one year, Gary will read
twenty articles from computer
trade magazines, as
measured by a poster chart
that he will create, referencing
the publications and articles,
with a brief topic summary
relating to each publication.
Progress will be assessed
quarterly by the teacher’s
review of the chart.
Given implementation of BIP
strategies, Gary will remain on
task during reading
comprehension class activities
as measured by 15
consecutive daily behavior
chart recordings of 100%
compliance with class rules of
conduct.
Accommodations
&
Modifications
Gary will be permitted to use a
calculator in class when required to
solve algebraic equations.
He will use a teacher-designed
graphic organizer when reading
content area text.
Services
&
Placement
Progress
Toward
Goals
SETSS
Will be
noted on
page 6
Push-in 5x1
8:1
Whenever possible, Gary can have
the option to present his completed
assignments in alternate modes,
agreed upon by the teacher, e.g.
models (including digital) and posters.
Whenever possible, should
participate in a small group for
classroom activities. Reduction of
task size, or extra time allocated, to
accommodate slow processing in
reading comprehension and math.
Testing: Time and one-half
Gary needs to be located near the
teacher during content area reading
activities, for prompts and reminders
to stay on task.
Course of study will include interview
skills, resume writing and application
completion online.
Gary’s behavioral issue is
further addressed in the
attached FBA
39
Present
Levels of Performance
Gary is an 8th grader
Reading
comprehension on
the 5th grade level,
slows grade level
reading tasks
Needs &
Concerns
Annual Goals
Reading
comprehension
on the 5th grade
level, slows
grade level
reading tasks
In one year, using a
sequential reading
comprehension
improvement
program, and given
a three-paragraph
passage written on a
sixth grade level,
Gary will answer
comprehension
questions as
measured by five
consecutive weekly
comprehension tests
with 90% accuracy.
Accommodations
&
Modifications
•He will use a teacherdesigned graphic organizer
when reading content area
text.
Services
&
Placement
Progress
Toward
Goals
SETSS
Will be
noted
on
page 6
Push-in 5x1
8:1
•Whenever possible, Gary
can have the option to
present his completed
assignments in alternate
modes, agreed upon by the
teacher, e.g. models
(including digital) and
posters.
• Whenever possible, should
participate in a small group
for classroom activities.
Reduction of task size, or
extra time allocated, to
accommodate slow
processing in reading
comprehension and math.
•Testing: Time and one-half
(Detailed View-Literacy)
40
Present
Levels of Performance
Gary is an 8th
grader
Gary tends to
attempt to distract
classmates when
he is facing tasks
that he perceives
as difficult
Needs &
Concerns
Gary tends to
attempt to
distract
classmates
when he is
facing tasks
that he
perceives as
difficult
Annual Goals
Accommodations
&
Modifications
Services
&
Placement
Progress
Toward
Goals
Given
implementation
of BIP strategies,
Gary will remain
on task during
reading
comprehension
class activities as
measured by 15
consecutive daily
behavior chart
recordings of
100%
compliance with
class rules of
conduct.
Gary needs to be
located near the teacher
during content area
reading activities, for
prompts and reminders
to stay on task.
SETSS
Will
be
noted
on
page
6
Push-in
5x1
8:1
(See BIP for additional
accommodations)
(Gary’s
behavioral issue
is further
addressed in the
attached BIP)
(Detailed View-Behavior)
41
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)
42
Educational Benefit: Related Services
When reviewing Educational Benefit, consider whether or not it is in the
student’s best interest to continue the current mandated 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.?
• Can the student’s need be addressed in the classroom environment without
the related service?
43
Audience Poll
FBA/BIP
Which statement is not true?
44
Functional Behavioral Assessments &
Behavior Intervention Plans
COMPONENTS of an FBA
The Functional Behavioral Assessment
provides information to develop a hypothesis as to:
What the behavior is
When/Where the student is most likely to
demonstrate the behavior
Situations in which the behavior is most likely to
occur
Why the student engages in the behavior
45
Functional Behavioral Assessments &
Behavior Intervention Plans
FBA, continued
Target Behavior: What
Gary often attempts to distract his peers by making jokes, trying to initiate
conversation and looking for reasons to leave his desk. His behaviors
escalate when rebuffed by peers.
When/Where/Situation:
Gary was observed by his ELA teacher, his social studies teacher and his
science teacher for two consecutive weeks. They gathered data by charting
occurrence of the target behavior. Gary is 14 years old and his reading
comprehension is at a 5th grade level. Each teacher noted that the
disruptive behavior always begins during silent reading, and when students
were required to answer comprehension questions orally. He never
volunteers to answer comprehension questions.
46
Functional Behavioral Assessments &
Behavior Intervention Plans
FBA, continued
Why: (The Hypothesis)
A short list of possible reasons for the target behavior:
•
Gain the attention of his teacher, parents and peers
•
Avoid task
•
Avoid embarrassment
•
Leave room (boredom, restlessness)
•
Fulfill a physical need? (Restroom, Food, Room Temperature, Crowding?)
•
Avoid situation (hostile or fearful)
•
No other exit is an option
47
Functional Behavioral Assessments &
Behavior Intervention Plans
FBA, continued
Example: When the FBA/BIP team met, they
formulated the following hypothesis:
As a result of his frustration and embarrassment
during reading assignments and oral
comprehension questioning, Gary seeks to distract
his peers in order to conceal his academic
weaknesses.
48
Functional Behavioral Assessments &
Behavior Intervention Plans
When the data has been gathered, the FBA/BIP team
must design and implement a
BEHAVIOR INTERVENTION PLAN (BIP)
49
Functional Behavioral Assessments &
Behavior Intervention Plans
BIP: A Behavior Intervention Plan seeks to answer four elements.
• DESCRIBE THE BEHAVIORS THAT INTERFERE WITH
LEARNING.
• WHAT BEHAVIOR CHANGES ARE EXPECTED?
• WHAT STRATEGIES ARE GOING TO BE TRIED TO
CHANGE THE BEHAVIOR?
• WHAT SUPPORTS WILL BE EMPLOYED TO HELP THE
STUDENT CHANGE THE BEHAVIOR?
50
Functional Behavioral Assessments &
Behavior Intervention Plans
BIP
WHAT BEHAVIOR CHANGES ARE EXPECTED?
Gary will participate appropriately during reading activities,
without attempting to distract his peers.
51
Functional Behavioral Assessments &
Behavior Intervention Plans
BIP, continued
WHAT STRATEGIES ARE GOING TO BE TRIED TO
CHANGE THE BEHAVIOR?
• Provide Gary with reading passages and questions in
advance.
• Highlight important information in reading passages.
• Allow Gary the opportunity to answer questions in private.
• Verbal prompts and reminders with teacher located close
to Gary during activities involving reading comprehension.
52
Functional Behavioral Assessments &
Behavioral Intervention Plans
BIP, continued
WHAT SUPPORTS WILL BE EMPLOYED TO HELP THE
STUDENT CHANGE THE BEHAVIOR?
• ELA, science and social studies teachers will chart Gary’s
response to strategies daily.
• Teachers will confer with Gary weekly to share and
discuss progress.
• Behavior Intervention Plan Team will meet in three weeks
to examine the data, to measure progress, and to modify
Gary’s plan, as needed.
Remember that this BIP is attached to the IEP, but it is not
an actual IEP page.
53
Best Practices & Reminders
Review 214 Report
•
Psychologists should coordinate Mandated Three-Year
Reviews (Triennials) with Annual Review compliance dates.
•
Merge the two processes into the earlier date.
•
You may contact the Supervisor of Psychologists at
your ISC regarding any case management concerns at
your school.
54
Family Worker/Clerical Duties
•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
55
Hyperlink Resources
Special Education Standard Operating Procedure Manual (SOPM) – 2008
http://schools.nyc.gov/NR/rdonlyres/589E0EFF-6899-4435-995A-680976539CF2/0/SOPM.pdf
Creating A Quality IEP (IEP Manual)
http://schools.nyc.gov/NR/rdonlyres/916F2D1C-8D46-4635-A988-45D9CC13F561/0/CreatingaQualityIEP.pdf
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
Testing
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
To access Archived Webcasts at LEARNING TIMES click the link below.
http://www.learningtimes.net/iscrecordings
Or, click the following link to participate in live webcasts:
http://www.learningtimes.net/iscwebcasts
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Suggested Reading
• How To Differentiate Instruction In Mixed-Ability Classrooms,
Carol Ann Tomlinson
• Pre-referral Intervention Manual,Stephen B. McCarney
• Learning Intervention Manual, Stephen B. McCarney
• Behavior Intervention Manual, Stephen B. McCarney
• Functional Assessments & Behavioral Intervention Planning,
Sharon Lohrmann, Ph.D.
• Better IEPs, Barbara Bateman
• From Gobbledygook to Clearly-Written Annual Goals, Barbara
Bateman
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Janet Blit
IEP Manager
Staten Island Integrated Service Center
[email protected]
Office:
718-390-1569
…the One Place to turn to
Nicholas Chavarria
IEP Manager
Brooklyn Integrated Service Center
[email protected]
Office:
718 935-3676
We are here to serve you.
Madeline Rochelle
IEP Manager
Manhattan Integrated Service Center
[email protected]
Office:
212-356-3763
Tanya Smith
IEP Manager
Queens Integrated Service Center
[email protected]
Office:
718-391-8175
MaryAnn Vance
IEP Manager
Bronx Integrated Service Center
[email protected]
Office:
718-741-5692
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