Welcome Individualized Education Program Institute Day 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 Dedicated timeslots for question, thus hold your questions until then or post them to the parking lot (mini QA after Referral (Notice of Social History), after Evaluation and after IEP

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)

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) Expectation for today is that you will feel comfortable with the SESIS but not to be a SESIS expert. It is unrealistic to become a SESIS expert with one day of training. Therefore there are many resources available to you as your working and learning the system.

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 SESIS training is like learning to drive. You'll have to first learn the rules of the road before you get behind the wheel. On Day 1 you learned about special education concepts and policy. Think of that portion of the training as the driving manual. (use past tense) On Day 2 (or Today), you'll learn how to use SESIS while applying the knowledge you gained yesterday. In other words today we'll actually put the car on the road and get behind the wheel. Remember…..SESIS is only a tool to help us manage cases, it is not going to automatically produce technically sound IEPs.

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

What Are Its Key Features? ATS is for demographic student data CAP is for special education data and will remain functioning until SESIS is used throughout the city (needed bc of transfer students non-SESIS school to SESIS school and vice versa)

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

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 Before we begin, let's point out some helpful tips that will keep our course moving along smoothly. -Work at the Instructor's pace - Be careful not to navigate ahead of the instruction - think of me as a driver’s ed teacher I will set the pace and keep us on schedule by showing you what is important and keep you out of areas that may not be vital for you to know right now. We’ve built in plenty of time for your to explore. -As reminder, we will pre-planned pit stops to ask questions but if we don’t get to your question or perhaps your question is not relevant to our current exercise, please jot them down and put them in the parking lot. Your questions will assist us with updating the SESIS FAQs as well as uncover potential issues.

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

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

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: Conclude the IEP meeting Fax in attendance page

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

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

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

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

FAQs 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?

Training Resources Computer Based Training (CBT) modules 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

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

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

Questions & Answers…..

Evaluate the Training….