2. * WELCOME FROM YOUR IEP MANAGERS:
Janet Blit IEP Manager Staten Island Integrated Service Center
Office: Nicholas Chavarria IEP Manager Brooklyn Integrated Service Center
Office:
Madeline Rochelle IEP Manager Manhattan Integrated Service Center
Office:
Tanya Smith IEP Manager Queens Integrated Service Center
Office:
MaryAnn Vance IEP Manager Bronx Integrated Service Center
Office:

3. Ready, Set, Flow!
ISC-IEP Managers

4. Ready, Set, Flow Topics Special Education Files
Special Education Class Organization
SEC, ATS and CAP
First Attends and IVR
No ISP
Amending the IEP
Chapter 408
IEP Compliance Management
District Representative
IEP Meeting Agenda
Educational Benefit
SOPM
Transition
Progress Reports
Promotion Criteria
IEP Students Repeating a Grade
LTA Students
Special Education Resources

5. 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.

6. 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)

7. 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
IEP

8. 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)

9. CSE Record Rooms

10. 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, Please pay particular attention to correctly coding new students.

11. 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.

12. ATS Grade Codes for CAP Class Codes
Community School Districts / High Schools
Grade Code
Staffing Ratio
Monolingual
Bilingual
SAR
Program
Service Category
951-Elementary
12:1
E01-E15
E81-E89
E91-E99 SE lR
961-Secondary
962-High Schools
15:1
E16-E30 2R
953-Elementary
12:1:1
E31-E40 3R
963-Secondary
954-Elementary
8:1:1
E41-E50 4R
964-Secondary
955-Elementary
6:1:1
E51-E60 5R
965-Secondary
956-Elementary
12:1:4
E61-E70 6R
966-Secondary
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

13. Reconcile the SEC Projected Register Report (PRR) with ATS and CAP
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)

14. 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
Detailed professional development in the use of SEC, ATS and CAP applications is available continuously in PROTRAXX.

16. 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.
TIP: Click the title cell to change the order of Annual Review dates.
Smith
Mike
JONES,
MARY

17. 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: , to resolve any concerns.

18. 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.
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)
ISP

19. 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)

20. 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)

21. 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?

22. 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.

23. Amending IEPs for Students Who Have Articulated to High School
with IEPs that Do Not Reflect High School Settings
(Continued)
Example 2:
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.

24. 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.

25. 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.

26. 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 IEPs.
Chapter 408!
It’s the law!

27. SAMPLE Chapter 408 Summary: IEP Distribution and Review
School Year
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
Teacher/Provider’s Signature: _____________________________________

28. 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

29. 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.
Annual
Reviews

30. 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.

31. 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

32. 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.

33. 1) Member Introduction: title and role at the IEP Meeting
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.

34. 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)

35. 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)

36. 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.

37. 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

38. 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

39. 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

40. 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

41. “Quality” Indicators for “Quality” IEP Transition Planning
Students actively participate in planning their educational programs leading toward achievement of post-secondary 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 post- secondary 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.

43. 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.

44. # 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.

45. 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= ___%

46. 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 ( ). 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

47. FOR IEPS WRITTEN BEFORE JANUARY 31ST*
Modified Promotion Criteria (IEP- Page 9) (Standard Promotion Criteria should always be the first consideration)
Sample:
FOR IEPS WRITTEN BEFORE JANUARY 31ST*
During the 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.
Facilitator’s Notes
Projecting the percentage of indicators that a student can reasonably be expected to master by a specified date is not an exact science. Factors to consider include the indicators already master by the student, the student’s level of cognitive functioning, and the teacher’s estimate of the student’s rate of learning.
When developing modified promotion criteria the IEP Team must not automatically assume that a student receiving special education services will be unable to succeed at high academic levels. The IEP Team must also consider:
student’s progress in the general education curriculum
student evaluation reports
current grades
current and past progress toward IEP goals
present level of performance and instructional level
past level of performance, if any, on State and district wide assessments
attendance
Source: “Creating a Quality IEP”, p.53-65
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.

48. FOR IEPS WRITTEN AFTER JANUARY 31ST*
Modified Promotion Criteria (IEP- Page 9) (Standard Promotion Criteria should always be the first consideration)
Sample:
FOR IEPS WRITTEN AFTER JANUARY 31ST*
During the 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 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: )
Facilitator’s Notes
Projecting the percentage of indicators that a student can reasonably be expected to master by a specified date is not an exact science. Factors to consider include the indicators already master by the student, the student’s level of cognitive functioning, and the teacher’s estimate of the student’s rate of learning.
When developing modified promotion criteria the IEP Team must not automatically assume that a student receiving special education services will be unable to succeed at high academic levels. The IEP Team must also consider:
student’s progress in the general education curriculum
student evaluation reports
current grades
current and past progress toward IEP goals
present level of performance and instructional level
past level of performance, if any, on State and district wide assessments
attendance
Source: “Creating a Quality IEP”, p.53-65
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.

49. How Measured (Optional)
GRADE-SPECIFIC PERFORMANCE INDICATORS
English/Language Arts Performance Indicator SAMPLE
Grade 6 Reading
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: __________
GRADE-SPECIFIC
performance indicators
Progress
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)

50. 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?

51. 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.

52. 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
FBA/BIP: A Team Approach
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)
Contact your ISC IEP Specialist

53. Registered users, please use your user name and password to login.
HOW to Access PROTRAXX
To Start up the application; please use Internet Explorer and type in 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 when you have been approved!"
You should receive a confirmation/decline 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

54. WEBSITE RESOURCES Special Educator’s Resources - NYCDOE
Special Education - Standard Operating Procedures Manual (SOPM)
Special Education - FORMS & LETTERS-Standard Operating Procedures Manual (SOPM)
Practitioner’s Guide with Primary Emphasis on Assessing Achievement as Part of an
Evaluation for Special Education – fall
Special Education as Part of a Unified Service Delivery System (The Continuum)
Creating A Quality IEP (IEP Manual)
Chapter 408 Policy Regarding Copies of IEPs (See pages 8 & 9)
Procedural Safeguards Notice-Rights for Parents of Children with Disabilities, Ages 3-21
Test Access and Accommodations for Students with Disabilities:
Policy and Tools to Guide Decision-Making and Implementation;
New York State Education Department; May
Performance Indicators Grades K-8
PROTRAXX: Learning Times-Webcasts & Professional Development Opportunities
(Webcasts)
(Professional Development)

55. 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

56. MaryAnn Vance IEP Manager Bronx Integrated Service Center
Janet Blit IEP Manager Staten Island Integrated Service Center
Office: Nicholas Chavarria IEP Manager Brooklyn Integrated Service Center
Office:
Madeline Rochelle IEP Manager Manhattan Integrated Service Center Office:
Tanya Smith IEP Manager Queens Integrated Service Center
Office:
MaryAnn Vance IEP Manager Bronx Integrated Service Center
Office:
…the One Place to turn to
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