Opening Clinical
Procedures for the
IEP Team
Presented by:
Ellen Fleishman, Manhattan
Esther Gutwein, Staten Island
Jeff Kirsh, Brooklyn
Beth Krieger, Queens
Aminah Lucio, Bronx
Alysia Moore, Brooklyn
Joel Seltzer, Manhattan
2009-2010
OPENING CLINICAL PROCEDURES
FOR THE IEP TEAM
Best Practices for a Strategic Beginning
2009-2010
“PRACTITIONERS GUIDE TO EVALUATION FOR
SPECIAL EDUCATION FOR PSYCHOLOGISTS & SOCIAL
WORKERS”
2
Children First Reforms in Special Education
> Pre-referral intervention
Personal Intervention Plan (PIP), PPT, AIS
> Response to Intervention (RTI)
 Academic Intervention
 Functional Behavior Assessment (FBA)
• i.e. Token System, Contingency Plan
 Behavior Intervention Plan (BIP)
> Referral for evaluation and eligibility for special education
services
> Criteria for Students With Disabilities in an educational setting
Special Education is a “Service” NOT a Place
3
4
The Three-Tiered System of Support
What would an effective RtI model look like?
Tier 1: To present coursework in alignment with the curriculum such
that every student benefits from high quality core instruction
• Scientifically Research-Based Instruction in the General
Education Bilingual or Monolingual Classroom
• Culturally and linguistically responsive instruction in general
education Bilingual or Monolingual classroom
• Takes place in the bilingual or monolingual classroom and is
provided by the classroom teacher
• Target population: all entitled ELLs (newly arrived students,
Students with Interrupted Formal Education, Long Term ELLs)
• Universal systemic screening of critical skills several times a
year
5
The Three-Tiered System of Support
Tier 2: The PPT/ AIS team monitors and documents
measurable interventions used in delivering high quality,
targeted supplemental instruction
• Intensive Assistance as part of the General Education
Support System
• ERSSA (At-Risk) Counseling
• At-Risk Resource Room
• Is provided in the Least Restrictive Environment, as a
push-in or pull-out service by a specialist in the
intervention area( i.e., a reading, math, or bilingual /ESL
intervention specialist)
6
Tier 3: Special Education Services
Typical Aspects of Tier 3:
•
•
•
•
•
Formal assessment of student’s needs
IEP development
Intensive, individualized interventions
Ongoing monitoring of progress and modification as needed
Request for Initial Referral Form (SOPM pg. 166)*
*see handout
7
RtI in NYCDOE Schools
•Tier I includes high quality, differentiated instruction within the general education
environment—a whole classroom approach
•If the student does not appear to respond, the child is referred to the intervention team
for discussion and possible referral to Tier 2 services
•Typically, Tier 2 treatment goes for the number of weeks recommended by the school
team (i.e. AIS, PPT…) in the classroom
• The PPT/AIS team makes recommendations for assessment and, subsequently, for
treatment. Additional support is provided on a push in/pull out basis during Tier 2
• Typically, these come in 10-week cycles, but can be more or less frequent depending
on the type of intervention
• Some interventions work more quickly than others; some students respond more
quickly than others
Source: 2006- Presentation by: Dr. Esther Klein Friedman, NYCDOE
8
U N IF IE D S E R V IC E D E L IV E R Y S Y S T E M
T h is c h a rt rep re s e n ts th e p ro p o s e d
in c lu d ed in th e n e w C o n tin u u m .
typ e s
of
s p e c ial
ed u c a tio n
s e rv ic e s
S T R A T E G I E S T O M A I N T A IN S T U D E N T S
IN G E N E R A L E D U C A T IO N A N D TO S U P P O R T
A C H IE V E M E N T O F S T A N D A R D S
( E x a m p le s o f s e r v ice s w h ic h m a y b e p r o v id e d a r e :
E d u c a tio n a lly R e la te d S u p p o r t S e r v ice s , R e a d in g
I n te r v e n tio n / R e m e d ia l I n s tr u c tio n a n d B e h a v io r a l
S u p p o r t/ S o cia l S k ills P r o g r a m )
- D E C L A SS IFIC A T IO N S U P P O RT S E R V IC E S
R EF ER R A L F O R S P EC IA L ED U C A TIO N
- G E N E R A L E D U C A T IO N W IT H R E L A TE D SE R V IC E S
R e la t e d
S e r v ic e s
p r o v id e d a s
a su ppo rt
th ro u gh o u t
th e
C o n t in u u m
- G E N E R A L E D U C A T IO N W IT H SP E C IA L E D U C A T IO N
T E A C H E R S U PP O R T S E R V IC E S
( F o rm e r ly C o n s u lt a n t T e a c h e r & R e s o u r c e R o o m )
- C O LL A B O R A T IV E T E A M T E A C H IN G
S P EC IA L C LA S S S ER V IC ES
- G E N E R A L E D U C A T I O N P A R T -T I M E & S P E C I A L C L A S S
S U P PO R T P A R T-T IM E
- S P E C I A L C L A S S F U L L -T I M E IN C O M M U N IT Y S C H O O L
D IS T R IC T S / H IG H S C H O O L S
- S P E C I A L C L A S S F U L L -T I M E IN S P E C I A L I Z E D S C H O O L ( D . 7 5 )
- STATE SUPPO R TED / O PER ATED SCH O O LS AN D SED APPR O V ED
N O N -P U B L IC S C H O O L S
- H O M E / H O SP IT A L / IN ST R U C T IO N (TE M PO R A R Y )
9
Best practices in the evaluation process
>
Appropriate assessments based on the referral question

Gathering information from appropriate sources:
•
•
•

Dynamic Assessment
Specialized assessments
Collaboration & input from:
» Parents, student, teachers, providers & school-wide
support staff
FYI - Bilingual assessment concerns
•
Plan ahead for interpretive services & bilingual team member

Social History Report

Psycho-Educational Evaluation and Report
•
”JARGON-FREE”
10
Disproportionate Representation of
ELLs/CLD’s in Special Education
• Is the Curriculum and Instruction addressing the linguistic and
academic needs of all ELLs/CLD and English-only students?
• Are teachers utilizing Differentiated Instruction in their
classrooms?
• Is there a school-wide positive behavioral intervention support
system in place that addresses the needs of all students (incl.
ELLs/CLDs)?
• Are there separate programs or specific instructional approaches
used for students with strong educational backgrounds from
native countries, and ELLs/CLD students with true disabilities?
• Is there ELLs/CLD student disproportionate representation in
special education? Over-representation?
11
Socio-Cultural Considerations
for ELLs/CLD Students
• Acculturation pattern
• Family background/dynamics (Separation from
parents)
• Educational support at home
• Previous educational experiences
• Home country political/economic reality
• Behavior at home and prior to coming to U.S.
12
Analyzing Student Related Data
in Both Languages
• Current cultural home setting
• Time spent in United States
• Social maturity
• Level of language proficiency in English and other language
• Amount and type of language input received in the home
environment
• Speech and language abilities in both languages
• Presence of multiple handicaps
• Ambulation or mobility
• Success in past and present placements
• Wishes of students and parents
13
What Is the Difference Between
Social and Academic English?
Social Language
Academic Language
Social English is the language of
everyday communication in oral and
written forms.
Academic Language is the language
used in the classroom for formal
academic learning
(Basic Interpersonal Communication
Skills-BICS)
(Cognitive Academic Language
Proficiency-CALP)
14
Cummins’ Quadrants
NON–ACADEMIC
C
A
O
B
N
S
C
T
R
R
E
A
T
C
E
T
Source:
http://www.azusausd.k12.ca.us/bilingual/pdf/Cummins2.pdf
ACADEMIC
15
Plan and Complete Multiple Assessment
Procedures
• Determine assessment domains
• Plan for language use:
- Language dominance
- L1 and L2 proficiency
• Arrange for bilingual personnel
• First assess in native language; then assess in English
• Assess content in language of instruction
16
Bilingual Cascade
Step
Resource
1
1. Bilingual Assessment Personnel (who speak the student’s native language)
a) Department of Education (DOE) bilingual assessment personnel (daytime, or per session)
b) Contract Agency bilingual personnel
c) Independent Non-DOE Bilingual Assessment Personnel identified through the
Assessment Authorization process
2
Department of Education bilingual teacher serving as a trained interpreter (per session only)
3
Trained Interpreter (College Graduate)
Department of Education paraprofessional trained interpreter
Contract agency trained interpreter
4
Trained Interpreter (Non-College Graduate)
Department of Education paraprofessional trained interpreter
Contract agency trained interpreter
5
*Bilingual Community Volunteer serving as an interpreter
An interpreter may not be used for Spanish Assessments*
17
Indicators of Language Difference
• It is normal for ELLs/CLD students to demonstrate a lower
level of English proficiency than their monolingual peers
• Second language acquisition follows a developmental
course similar to first language acquisition
• Primary language loss is a normal phenomenon when
opportunities to hear and use English are maximized
• Shifting from one language to another within utterances is
not necessarily an indicator of language confusion (code
switching)
• It is normal for second language learners to experience
difficulties associated with lack of vocabulary, word
retrieval and/or anxiety
18
Considerations for Determining
Language Disability
• Student's current age and age at which disability occurred
• Type and degree of impairment or disability as per State RegulationPart 200
• Level of language involvement because of the disability
• Level of academic achievement
• Entry level language skills (upon entering school)
• Measured intellectual ability
• Method and language used in measuring academic achievement and
intellectual ability
• Level of adaptive behavior
19
Learning Difference
Hoover (2008) explains:
“A learning difference represents unique way that
individuals successfully acquire information,
process learning, integrate knowledge and
generalize skills, which deviate from what is
typically accepted or preferred in schools or
individual classrooms.”
Source: Hoover, J., et. al.(2008) Methods for
Teaching Culturally and Linguistically diverse
Exceptional Learners. Upper Saddle River, N.J.:
Pearson: Merrill/Prentice Hall.
20
Learning Disability or Disorder
Hoover (2008) explains:
“A learning disability or disorder represents a
condition within the learner that interferes with the
acquisition, processing, integration, and/or
generalization of knowledge and skills.”
21
Distinction between Difference and Disability
Hoover (2008) clarifies:
“ A clear differentiation between difference and disability
is that although accommodations may be made, a
disability is represented by characteristics that often
limit or interfere with one’s progress or learning,
whereas cultural and linguistic diversity or differences
are represented by characteristics that advance and
support one’s learning, relative to cultural/linguistic
background.”
22
Scoring and Interpretation
•
Follow standardized procedures
•
Report scores, if test is valid for ELLs/CLD students
•
If you have used an assessment not standardized for the
ELLs/CLD student tested, report range or estimate
•
Allow variations in responding
 Verbal or nonverbal; bilingual evaluation; time limits; use of
bilingual dictionaries
 Label function rather than object
•
Allow for language, dialect, or experience differences
•
Compare to ELLs/CLD peers instead of norms
•
Analyze data for patterns related to culture or background
experiences
23
Relationship between Assessment and
Intervention/Instruction
Engagement of the parent, teacher, and other relevant
persons in the Assessment Process:
Contextualization*
Dynamic Assessment*
Ecological Assessment*
*See Practitioner's Guide
24
Children First Reforms in Special Education

13 Classifications*
•
•
•
•
•
•
•
•
•
•
•
•
•
Autism
Deaf
Deaf-Blindness
Emotional Disturbance
Hearing Impairment
Learning Disabilities
Mental Retardation
Multiple Disabilities
Orthopedic Impairment
Other Health Impairment
Speech Impairment
Traumatic Brain Injury
Visual Impairment
25
Indicators of Learning Disability
• Difficulty in learning language at a normal rate compared to
learners from similar backgrounds, even with special assistance in
both languages
• Short length of utterances (in both languages)
• Auditory processing problems (e.g. poor memory, poor
comprehension)
• Poor sequencing skills (communication is disorganized,
incoherent and leaves listener confused in the native language)
• Communication difficulties when interacting with peers from a
similar background
• Lack of organization, structure and sequence in spoken and
written language; difficulty conveying thoughts
26
SUBCOMMITTEE ON SPECIAL EDUCATION
Annual Review
Attendees
Initials
Requested
Reviews/Mandated
Three-Year Review
Full Committee
Special Education
Teacher/Related Service Provider
√
√
√
√
General Education Teacher
√
√
√
√
Parent
√
√
√
√
Student
√
√
√
√
District Representative
√
√
√
√
School Psychologist
Not Required
√
√
√
School Social Worker
Not Required
*See memo
*See memo
*See memo
Parent Member
Not Required
Not Required
Not Required
*See memo
Physician
Not Required
Not Required
Not Required
*See memo
•Memorandum: Children First Reforms in Special Education, July 1, 2007, Linda
Wernikoff, Executive Director, Office of Special Education.
27
IEP Team Meeting Participants
Collaboration of mandated & non-mandated team members
√ A Special Education Teacher or special education provider must participate as a member of the IEP team.
If the student is receiving special education services, it must be the student’s special education teacher or
special education provider. When the student’s only special education services is a related service, the related
service provider participates as the student’s special education provider.
√ At least one General Education Teacher must be a member of the IEP Team if the student is, or may be
participating in the general education environment.
√ The Parent must be invited to participate and efforts must be made to select a mutually agreeable date for
the IEP meeting; however, the meeting may proceed without the parent provided that documented appropriate
outreach was conducted and attempts were made to arrange a mutually agreed upon date and time for the
meeting. If the parents indicate that they will be unable to attend and cannot reschedule, they will be informed
that they may participate via telephone conference.
√ The Student may participate when appropriate. Students 14 or older must be invited to participate in IEP
meetings where transition planning is or will be part of the IEP.
√ The District Representative is a representative of the school district who is: qualified to provide or
supervise the provision of special education; knowledgeable about the general education curriculum; and
knowledgeable about the availability of district resources. The principal will designate the individual who will
serve as the district representative for IEP meetings held at the school.
√ The School Psychologist must participate in subcommittee meetings whenever a new psychological
evaluation is reviewed, or a change to a service option with more intensive staff/student ratio is considered. The
School Psychologist must participate in all Full Committee reviews.
Staten Island Integrated Service Center (ISC)
28
District Representative
The Principal appoints a District
Representative to chair IEP conferences
and facilitate consensus, as appropriate.
29
District IEP Representative
The District IEP Representative is a representative of the school district
who is:
qualified to provide/supervise the provision of Special Education;
AND
is knowledgeable about the General Education Curriculum;
AND
is knowledgeable about the availability of District resources.
Important! The principal will designate the individual who will serve as the
District Representative for IEP meetings at the school. The person serving
as the District Representative may also fulfill the role of another person on
the IEP team.
30
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 child’s education
> Be knowledgeable about the general education curriculum
> Provide information regarding the continuum of services,
including supports and services available in the child’s
current school and those which are available in other
schools in the district
31
Role of the District Representative-continued
> 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 and
make the final recommendation.
32
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 if the IEP reflects on the student’s present levels of performance, goals, supports &
maximize access, participation & progress in the general education curriculum
Staten Island Integrated Service Center (ISC)
33
Present
Levels of Performance
Christopher is a 7th
grade student and is
reading at a 4.0 level
Needs &
Concerns
Struggles
with grade
level
decoding &
vocabulary
Goals &
Objectives
Christopher
will decode
multi-syllabic
words using
6 syllable
types
Accommodations
&
Modifications
Use of syllable chart
and prompts (P.3)
Time and a half (P.9)
Services
&
Placement
CTT
Transition
Level 1
vocational
assessment
Progress
Toward
Goals
More time needed
Was the student’s program reasonably calculated to result in educational benefit?
YES or NO?
Staten Island Integrated Service Center (ISC)
34
Related Services
When reviewing 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 (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.?
35
IEP Process
 Draft Goals
 IEP Meeting
•
•
•
•
Linking assessment to instruction-”Testing to Teaching”
Present Levels of Performance - ”JARGON-FREE”
Goals are developed from needs indicated in the present level of performance
Progress Reports must be initiated at all IEP conferences
 IEP Recommendation & Placement
 Due Process
• Resolution Meeting
• Special Education Mediation
• Impartial Hearings
36
Present Levels of Performance Samples
(See SOPM Pages 105-107)
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 pages 6 & 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)
Mandated Three-Year Review
(See SOPM Pages 31, 73 & 175)
(See SOPM Pages 81, 105 & 107)
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?
37
IEP Page 6 Progress Reports
Make sure the IEP page 6 progress report is
initiated/completed for each annual goal.
New IEPs created since the last marking period will have
only a method of evaluation marked, with no progress
noted.
38
# 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
Staten Island Integrated Service Center (ISC)
39
Modified Promotion Criteria - Page 9 of the IEP
(Sample-If applicable)
FOR IEPS WRITTEN AFTER JANUARY 31ST*
During the 2009-2010 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 2010-2011 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)
Staten Island Integrated Service Center (ISC)
40
IEP – REMINDERS & FYIs

Jargon-free IEPs

Transportation Policy (Note: IEP page 1 & next slides)
Educational Benefit Review Process
•
•
•
•
•
•
•
Related Service review
Provider updates
Goals-measurable, evaluative & standards based – based on Present Levels of Performance
Transition must be evident throughout the IEP
Test Accommodations
http://www.vesid.nysed.gov/specialed/publications/policy/testaccess/policyguide.htm
Alternate Assessment (NYSAA)
Promotion Policy
» Performance Indicators (PI) -grades K-8 (or another measurable set of indicative criteria e.g.
NYS Standards)
•
•
» Formulating Modified Promotion Criteria (PI Met + PI Projected ÷ Total PI) x 100 = %)
Level I Vocational Assessment for students ages 12+
Transition for students ages 14+ (Indicator #13-throughout the IEP)
41
Activity: True or False?
All Special Education Students are entitled to Special Education
Transportation.
Special Education Teachers can indicate the kind of bus a student
rides in on the IEP.
Teachers must have current medical documentation in order to
maintain the level of transportation from the student’s previous IEP.
Special Education Students articulating to middle school
automatically get special education transportation if they had it in
elementary school.
42
Special Education Transportation
At an IEP conferences (especially for those students who articulated to your
school), transportation services should not be continued just because the
student had received it in the past except for certain D75 programs.
LRE doesn't end at program recommendation but also includes
transportation. Special education transportation is more restrictive than
general education transportation.
If the individual student's handicapping condition (not classification or program
recommendation) does not warrant additional support for transportation
purposes, the service should not be initiated or continued on the student's
IEP. This is determined on a case by case basis, by the Transportation Liaison,
and clearly reflected on the IEP.
Just as a reminder…
Students through 6th grade will still be eligible for yellow bus service depending on the distance
from the school as per Chancellor’s Regulations (but the "box" should not be checked if it isn't
disability related).
Note : Prior to an IEP conference, parents of students requiring medical documentation to
initiate or continue specialized transportation must submit medical documentation to the IEP
Team for transmittal to the Transportation Liaison for approval.
43
Transition FYI
Have you incorporated transition information into the student’s IEP (Present
Levels of Performance, Goals & IEP Page 10)?
Have you included the Transition information for your Special Education
Students in their clinical files? Including the following:
>
>
>
>
Vocational Assessment (beginning at age 12)
Student or Family Interviews
Transition Planning Inventory
Interest or Aptitude Testing (IDEAS) (Optional)
NOTE:
•IEP Page 10 needs to be included with IEPs for students aged 14 and older
•INDICATOR 13: Transition must be integrated throughout the IEP
44
Citation
Issue
8 NYCRR
§200.4(d)
(4)(i)(c)
When the CSE met to consider transition service needs, the school district invited the student. If the student did not attend,
the district ensured that the student's preferences and interests were considered.
8 NYCRR
§200.4(d)
(2)(ix)(a)
Under the student’s present levels of performance, the IEP includes a statement of the student’s needs, taking into account
the student’s strengths, preferences and interests, as they relate to transition from school to post-school activities.
8 NYCRR
§200.4(d)
(2)(ix)(b)
The IEP includes appropriate measurable post-secondary goals based upon age appropriate transition assessments relatin
to training, education, employment and, where appropriate, independent living skills.
8 NYCRR
§200.4(d)
(2)(iii)
Each IEP includes measurable annual goals consistent with the student’s needs and abilities, including (if applicable)
benchmarks or short-term objectives.
8 NYCRR
§200.4(d)
(2)(ix)(c)
The IEP includes a statement of the transition service needs of the student that focuses on the student’s courses of study.
8 NYCRR
§200.4(d)
(2)(v)
The IEP indicates the recommended special education program and services to advance appropriately toward meeting the
annual goals relating to transition needs.
8 NYCRR
§200.4(d)
(2)(ix)(d)
The IEP includes needed activities to facilitate the student’s movement from school to post-school activities, including:
 instruction,
 related services,
 community experiences,
 the development of employment and other post-school adult living objectives, and
 when appropriate, acquisition of daily living skills and functional vocational evaluation.





8 NYCRR
§200.4(d)
(2)(ix)(e)
The IEP includes a statement of the responsibilities of the school district and, when applicable, participating agencies for the
provision of such services and activities that promote movement from school to post school opportunities, or both, before th
student leaves the school setting.
45
Long Term Absence (LTA)
407 Process (attendance outreach)
Long Term Absence (LTA) - While a
student is still assigned to your school,
but not attending, the IEP process
continues. IEPs for LTA students are to
be written by the school’s IEP Team.
46
Case Management Techniques
> Developing sound case management techniques

School-wide Communication

Review of 201 and 214 reports
•
•
•
•
Collapse mandated 3 year review and Annuals (R326 or SEC)
into the earliest date
In limited circumstances, consider waivers for the 3 year review
cases
Strategically open overdue cases that may appear on the 214
Long Term Absence (LTA) students to LTA classes and complete LTA
IEPs
» Communicate with: Supervisors of Psychologists, Pupil
Accounting Secretary, Attendance Teacher & School
Administration
47
Case Management Strategies
>
Data Entry and Case Packaging
>
CBST, D.75, Agency, Hospital & Home Instruction
>
Interim Service Plan (ISP)
>
Per Session
>
Contracting-out; Translation Services
>
School Team Placement / OSE Placement
>
Facilitating Team Functioning

Best Practices – “Common Sense”
 TEAMWORK!!!!!
48
PROTRAXX
To Start up the application; please use Internet Explorer and type in http://www.pd.nycoit.org/
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 email when you have been approved!"
You should be receiving a confirmation/decline email 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
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