What is SESIS?
Roles & Responsibilities
The New IEP
Training Modules/Brown Bag Training
The Special Education Student Information System, or SESIS, is
a secure, web-based case management system that will manage
the entire special education process including Referral,
Evaluation, IEP, Placement and Related Services. Currently, we
are implementing the Referral, Evaluation and IEP modules.
Staff members will work in SESIS for these three processes and
will temporarily continue to work in CAP and SEC for
Placement and Related Services. Placement and Related
Services will be supported in a future SESIS release.
SESIS was developed referencing the guidelines outlined in the
NYCDOE Standard Operating Procedures Manual (SOPM). As
a result, while SESIS will change many of the ways in which
work is performed, policies and procedures have not changed.
To learn more about SESIS, please access the below links.
Below you will find link to useful training materials, guides
and log in information.
Section Responsible Party
Notice of IEP Case Manager
Cover Letter Case Manager
Student Information Populated via CAP
Meeting Participants Case Manger
Present Levels of Performance and Individual Need English and Math Teacher, Service Providers (if
applicable) and Case Managers
Measurable Post Secondary Goals Math Teacher
Measurable Annual Goals English and Math Teachers
Reporting Progress to Parents English and Math Teachers
Recommended Special Education Programs and Case Manager
Testing Accommodations Case Manager
Coordinated Set of Transition Activities Math Teacher
Participation in State and District-Wide Assessment Case Manager
Participation with Students Without Disabilities Case Manager/ General Education Teacher
Special Transportation Case Manager
All annual reviews for students must be completed
in SESIS. The “Status of Annual Review” report
will be populated with key dates from CAP which
will populate the report to prompt staff on
upcoming annual reviews.
To develop an annual review, staff members
would first create a Notice of IEP and then develop
an IEP and complete all applicable and required
information. The lesson on creating an IEP can be
found in the IEP Section within this module.
The case manager will be responsible for
organizing the time, date, location , participants
of the meeting and sending the notice of IEP
When creating the draft IEP, SESIS automatically opens to the “Present
Levels of Performance and Individual Needs” section as it is important to
state how the student is currently performing in school.
There must be a direct relationship between the Present Levels of
Performance and other components of the IEP. Dropdown menus and text
boxes have been provided to aid in this process.
The need for testing modifications must be addressed in the Present Levels
Present Level of Performance will be completed by the parties involved
in the conference.
Evaluation Results – Teacher Estimates, Portfolio Assessments, Teacher observations,
Ed Performance, Etc.
Academic Achievement, Functional Performance and Learning Characteristics – to be
completed by the Math Teacher, English Teacher and Speech Teacher ( if applicable)
Social Development – to be completed by the Counselor (if applicable) or the case
Physical Development – to be completed by the Physical /Occupational Therapist (if
applicable) otherwise it will be completed by the case manager.
Management Needs – All parties
Effect of Student Needs on Involvement and Process in the General Education
Curriculum – Will be completed by the General Education teacher the case manager has
selected for the annual review.
Student Needs Relating to Special Factors – To be completed by the case manager.
After completing the Present Levels of Performance section,
a Work Flow Prompt at the top of the screen will
automatically prompt you to complete the IEP Cover Page.
When printing the entire IEP, the Cover Page will come
after the Present Levels of Performance section so it will
need to be placed at the front of the IEP.
The Cover Page incorporates several “dynamic fields”
phrased as questions. This information will not appear on
the IEP, but is intended to assist staff members in thinking
through the process of the disability classification
Dynamic fields facilitate the process of only incorporating
information that is relevant to the student. The lesson on
Dynamic Fields can be found in the Navigation Basics
The cover sheet will be completed by the case manager.
These are the long term goals for living,
working and learning as an adult.
They must be completed once a student has
reached the age of 15.
Education/Training: Student will attend a culinary
Employment: Student will be competitively
employed in the field of culinary arts.
Independent Living: Student will live independently
once they have completed culinary arts school
• The measurable postsecondary goals will be
completed by the Math teachers based on the Level 1
The Measurable Annual Goals section has direct links
to the New York State Standards and SMART Goals to
assist staff members in crafting measurable goals.
Insert Statement banks can be created so that staff
members can create and utilize a compilation of goals,
known as a bank of statements that can be
individualized for each student when developing IEP's.
If you are writing annual goals for a student who will
participate in an alternate assessment, SESIS will
automatically prompt you to include short term
Measurable Annual Goals will be completed by
English and Math Teachers, as well as all service
providers servicing the student.
In this section, you will indicate the number of times per year that
progress will be reported and SESIS will automatically add the
number of progress reports that staff has selected to the goals
The Reporting Progress to Parents section is in addition to, not in
replace of regular report cards to parents. The number should
coincide with the number of report card distribution during the
time of the creation of the IEP and the next annual review.
This section must be completed by all that create goals for the
student. Progress Reports must be completed, printed and mailed
home to the parent each marking period.
SESIS will track out competition of progress reports and we must
log the communication with the parent.
Only to be completed by students who are
classified as alternative assessment.
If these goals are completed the progress report
must also sent to the parents each marking
This section of the state IEP addresses three major issues
focused on special education programs and services.
the type of special education services recommended
the intensity of the special education services required
the instructional environment (i.e. where services will be provided)
Completing this data in SESIS is done in a variety of ways
such as embedded tutorials and dynamic fields which are
designed to save time for staff members and eliminate time
spent completing information that is either not necessary or
not applicable for the student.
If a student has an ICT program, you must enter each class
Recommended Special Education Programs and Services
will be completed by the case manager.
If the student is 14 years or older, staff members will
automatically be prompted to complete the
Coordinated set of Transition Activities section of the
IEP. The automatic prompt is triggered by the
calculation of the student's age in the student's profile.
These are the short term objectives to assist the student
in completing their transitional activities
Coordinate Set of Transition Activities will be
completed by the Math teacher, based on the Level 1
Vocational Assessment completed by the English
Students with disabilities are expected to meet the same standards
set for all students and participate in state and district wide
Non-participation in state and District- Wide-wide assessments
with participation in the State Alternate Assessment or another
alternate assessment has significant consequences for a student
with a disability. Students who do not participate in the
standardized tests will not participate in the promotional policy
program and will not earn a high school diploma. The impact on
the ability to earn a high school diploma must be discussed with
the parent and student at the IEP meeting.
This section of the IEP includes dynamic fields based on the
information entered. If an alternate assessment is selected, you
will be required to identify the alternate assessment and provide a
statement on why the student cannot participate in the regular
This section must be completed by the Case Manager
Explain the extent, if any, to which the student
will not participate in appropriate activities
with age appropriate nondisabled peers
Participation with Student Without Disabilities
will be completed by the general education
teacher selected by the case manger to
participate in the conference.
The Special Transportation section of the IEP contains various
required dynamic fields that will lead staff members through a
series of questions aimed at determining whether the student
needs specialized transportation and/or accommodations.
For certain accommodations (such as air conditioning or limited
time travel) SESIS will require an approved OSH Physician
Review Form. If an approved form has not already been
completed and faxed into the system using the appropriate fax
coversheet, SESIS will provide a Work Flow Prompt that will
direct you to the appropriate form to complete.
Not all fields that you will view on the Special Transportation
section will be viewed once the section is saved and printed. To
view a sample of the completed, printed Special Transportation
page, click here.
SESIS will produce a "Medical Accommodations
Approved/Disapproved by Doctor" report, which will include the
students whom a recommendation for transportation has been
recommended and a doctor's note has been uploaded.
This section will be completed by the case manager.
The Placement Recommendation section of the IEP will provide a
dropdown list for the placement recommendation (i.e. community
school, specialized public school, specialized state approved,
charter school, day treatment).
When the IEP team recommends Day Treatment Center, the
following notification will appear: "The student must have a
Department of Health and Mental Hygiene acceptance letter in
order to receive a recommendation for Day Treatment Center."
Please note: The Placement Module of SESIS is scheduled for
release in July of 2010. It will improve the placement process by
providing real-time information such as seat availability and class
proximity to the student’s home. This enhanced visibility will
improve the quality of student services provided and,
consequently, improve student outcomes.
This section will be completed by the case manager after
conferencing with the General Education teacher.
The Summary Page of the IEP in SESIS will be
auto-populated with information that was
completed during the IEP meeting, such as the
summary of recommendations and promotion
The only sections of the Summary Page that are
editable are the "Parent Concerns" and "Other
Programs Considered" sections
This summary page will be complete by the
Names that were completed on the Notice of IEP will
automatically populate the Attendance Page.
Once the Attendance Page has been saved and printed,
signature lines will appear for the participants to sign.
The IEP cannot be finalized until the Attendance Page
has been signed and faxed into SESIS using the
appropriate fax coversheet in order for it to become
part of the student's online record.
If a member of the conference who was originally
invited is not able to attend, you will be able to edit the
The attendance page will be completed and faxed by
the case manager.
Printing an IEP follows a different process than
printing other documents in SESIS due to the
signed, faxed-in Attendance Page. First you
will print the entire IEP, which will contain a
blank Attendance Page. Then, you will
separately access and print the signed, faxed-in
Once the IEP has been finalize please submit a
copy to Kathleen Mullen and she will mail it