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The Special Education Student Information System - SESISResources

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The Special Education Student Information System - SESISResources Powered By Docstoc
					Agenda
    What is SESIS?
    Roles & Responsibilities
    The New IEP
    Training Modules/Brown Bag Training
    Q&A
   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
Services
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
    letter.
   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
    of Performance.
   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
           manager
          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
    determinations.
    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
    module.
   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
        arts school.
       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
Vocational Assessment.
   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
    objectives.
   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
    section.
   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
    period.
   This section of the state IEP addresses three major issues
    focused on special education programs and services.
    Specifically:
        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
    separately.
   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
    teacher.
   Students with disabilities are expected to meet the same standards
    set for all students and participate in state and district wide
    assessments.
   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
    assessment.
   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
    criteria.
   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
    case manager.
   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
    page.
   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
    Attendance Page.
   Once the IEP has been finalize please submit a
    copy to Kathleen Mullen and she will mail it
    home.

				
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