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Clinical Components of The IEP: From Testing to Teaching
2008-2009
Integrated Service Center
Presented by: IEP Managers
2
Janet BlitIEP Manager
Staten Island Integrated Service [email protected]: 718-390-1569
Nicholas ChavarriaIEP Manager
Brooklyn Integrated Service Center [email protected]
Office: 718 935-3676
Madeline RochelleIEP Manager
Manhattan Integrated Service [email protected]
Office: 212-356-3763
Tanya SmithIEP Manager
Queens Integrated Service Center [email protected]
Office: 718-391-8175
MaryAnn VanceIEP Manager
Bronx Integrated Service [email protected].
Office: 718-741-5692
WELCOME FROM YOUR IEP MANAGERS:
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Audience PollWho is in the Audience?
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Presentation Objectives
This presentation will improve participants’ abilities to:
• Create quality IEPs
• Write descriptions of student performance in clear, understandable language (avoid professional jargon)
• Utilize the data acquired from assessing, and observing students to implement effective teaching strategies
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Clinical Procedures of The IEP: From Testing to Teaching
1. Before the Referral
2. Evaluation Components
3. Assessment Process
4. Educational Benefit Process
5. Functional Behavioral Assessments (FBA) & Behavioral Intervention Plan (BIP)
6. Best Practices & Reminders
7. Resources
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Before the Referral
Before considering a referral for special education evaluations, Academic Intervention Services (AIS) in general education should be implemented and monitored for a reasonable amount of time (Response to Intervention-RTI)
• If a referral is warranted, information gathered during the delivery of AIS is vital to the process of assessment
• Students should first be referred to the school PPT
• For students with behavioral difficulties, a FBA and BIP should be prepared while in general education before initiating the referral.
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Before the Referral
AIS considerations for culturally and linguistically diverse (CLD) students:
• Academic strengths and gaps in native language and English
• Cultural considerations
• Ability (and/or preference) to work in varied grouping formats, and ability to work independently
• Amount of formal education
• Time in the U.S. school system
• General fund of academic knowledge
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Evaluation Components
•Social History•Clinical Test Results•School Assessments•Observations•Teacher Reports•Parental Input•Student Input•Medical Information•Planning Conference
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Audience PollThe Assessment Process
A school psychologist must implement strategies to evaluate:
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The Assessment Process
The purpose of psychoeducational assessments in the schools is to explore and systematically study aspects of the students’ academic skill development, intellectual functioning, strengths and weaknesses in cognitive/learning processes and social/adaptive functioning.
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The Assessment Process
The psychologist must implement strategies to evaluate:
• Reasoning
• Motor Skills
• Language
• Executive Functions
• Visio-spatial skills
• Social/emotional and behavioral functioning
• Memory
• Academic achievement in reading, written expression, math, and oral communication
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The Assessment ProcessCulturally & Linguistically Diverse (CLD) students
Is the student an immigrant?What are the educational practices in the native country? Lecture with no opportunity to question (chalk and talk)? Active learning with group activities?
Students with Interrupted Formal Education (SIFE) Little or no experience with academic terms in native language May not perform well on academic and cognitive assessments in their
native language.
How does this impact test results?Is it a real disability or is it skill deficiency?Has the student received remedial services (AIS)?
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Educational Benefit
Educational Benefit Review Process is a process that will assist in examining & reflecting on the quality of IEP development to increase student access to, participation and progress in the general education curriculum by providing an appropriate education.
Clarification:
A properly written IEP provides the blueprint for teaching. It focuses upon the factors that tend to interfere with student achievement and utilizes students’ strengths to enhance learning. In order to bring this about, the IEP must link the assessment results to effective teaching strategies.
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Audience PollPresent Levels of Performance
Which one of these does not belong in the Present Levels of Performance?
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Educational Benefit:Present Levels of Performance
Test Scores
• This information is recorded within the grid located in the middle of page three of the IEP
• Standardized and/or informal testing completed within the last year
• Scores must indicate instructional level or range
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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).
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?).
Results of the assessments in this section should be described above
(Scores recorded should be current –within 1 year)
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 grade-level curriculum what modifications, if any) while remediation related to Annual Goals is taking place?
Transition statements in the present levels of performance on this page must be used to develop transition plan goals on IEP page 10
JARG
ON-
FREE
__________Results of the
assessments in this section should be described above
(Scores recorded should be current –within 1 year)
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Educational Benefit:Present Levels of Performance
Results of evaluations, as expressed in an IEP, must be interpreted and described in language that is understandable by teachers and parents. Do NOT use clinical language on the IEP. • Describe the tasks performed• Describe the level of performance obtained• Describe any relevant specific behaviors observed during testing• Project a description of how weaknesses may affect classroom
performance; e.g. Student’s weakness in auditory processing interferes with her ability to take useful notes. This projection makes it much easier to select pivotal skills goals!
*For a partial list of applicable reading assessment measures see the “Practitioner’s Guide”, Fall 2007, P. 52-53.
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Educational Benefit:Present Levels of Performance
Example 1: (Gary is an eighth grader.)
On the calculation subtest, Gary demonstrated mastery of addition and subtraction of four digit numbers, with regrouping. He has mastered the 2, 3, 5 and 10 multiplication tables for single digits. He struggles with long division, which affects his ability to solve algebraic equations. Test results show that Gary has trouble with sequential memory. This affects his ability to easily recall basic math facts, and slows down his completion of assignments.
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Educational Benefit:Present Levels of Performance
Example 2:
On the reading comprehension subtest, on which he was required to provide correct answers to questions related to a passage read silently, Gary demonstrated the ability to comprehend reading material on the fifth grade level. His weakness in organizing information appears to affect comprehension. His teacher reports that Gary struggles to understand content area reading assignments, and he takes a long time to complete tests.
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Educational Benefit:Present Levels of Performance
Example 3:
Gary’s frustration with his difficulties in reading comprehension interferes with his ability to stay engaged during silent reading assignments in the classroom, and when his peers are responding to teacher questions related to reading material. He often attempts to distract his peers by making jokes, tries to initiate conversation, and looks for reasons to leave his desk. His behaviors escalate when rebuffed by his peers.
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Educational Benefit:Present Levels of Performance
Parental and student input helps to identify student strengths, interests and preferences.
Example 4:
Gary’s parents report that he enjoys building models and helping his father with home maintenance. Gary stated that he likes playing action video games. He says that he learns best when doing things with his hands. Gary says that he wants to learn how to build and fix computers as a possible career.*
* This is an example of a transition statement, required on IEPs for students 14 and older. Gary will turn 15 during this school year.
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Educational Benefit:Present Levels of Performance
It is important to include information about which teaching and learning strategies have been successful with Gary and which ones have not.
Example 5:
Teachers report that Gary does not respond well to independent class activities. He does not like to work alone. He operates best during small group activities in which he has opportunities to share information with and learn from his peers.
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Educational Benefit:Academic Management Needs
This section appears on the bottom of page three of the IEP, and is critical for cohesively linking assessment results to effective teaching practices on a daily basis.
Indicate the instructional modifications and resources to enable the student to succeed, e.g.• visual aids
• learning styles (visual, audio, etc.)
• graphic organizers / lesson outlines
• books on tape/peer reader
• manipulatives
• calculator
• (frequent) breaks
• checklists
• content area picklists
• simplify task directions
• multi-sensory approach
• hands-on activities
• preferential seating
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Educational Benefit:Academic Management Needs
While remedial programs are underway, a student must have immediate access to curriculum via accommodations and modifications.
Example:• Gary will be permitted to use a calculator in class when required to solve
algebraic equations.
• He will use a teacher-designed graphic organizer when reading content area text.
• Gary needs to be located near the teacher during content area reading activities, for prompts and reminders to stay on task.
• Whenever possible, Gary should have the option to present his completed assignments in alternate modes, agreed upon with the teacher, e.g. models (including digital) and posters.
• Whenever possible, Gary should participate in a small group for classroom activities.
• Reduction of task size or extra time allocated to accommodate slow processing in reading comprehension and math.
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Instructional Strategy
Whenever possible, Gary should participate in a small group for classroom activities.
I like working with a partner to improve my
reading comprehension skills.
Click HERE to listen to Gary’s feedback
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Educational Benefit:Matching Present Levels of Performance to
Annual Goals
All areas of student needs on the IEP page 3, Present Levels of Performance, MUST be addressed on the IEP page 6 Annual Goals.
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Audience PollAnnual Goals
Which statement is false?
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Educational Benefit:Annual Goals
Goals
Address the needs of the student, as stated in the Present Levels of Performance
Are written in measurable terms that focus on one year of instruction and must be formulated to be achievable by the student
Must be relevant to class activities, and improve classroom performance
Should focus on foundation skills, based on student’s individual needs described in the present levels of performance.
Include clear and specific methods of measurement
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Educational Benefit:Annual Goals
Annual Goals need to be SMART!
S – SpecificM – MeasurableA – AchievableR – RelevantT – Time related
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Educational Benefit:
Annual Goals: SMART!
Specific:
Describe what the student will do one year from now that s/he cannot do today.
Example:
In one year, using a sequential reading comprehension improvement program, and given a three-paragraph passage written on a sixth grade level, Gary will answer comprehension questions, as measured by five consecutive weekly comprehension tests with 90% accuracy.
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Educational Benefit:
Annual Goals:SMART!
Measurable:
Describe the criteria to be used to measure successful achievement of the goal.
Example:
In one year, using a sequential reading comprehension improvement program, and given a three-paragraph passage written on a sixth grade level, Gary will answer comprehension questions as measured by five consecutive weekly comprehension tests with 90% accuracy.
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Educational Benefit:
Annual Goals:SMART!
Achievable:
Looking at the student’s present levels of performance, project a goal that is attainable by the student in one year.
Example:
In one year, using a sequential reading comprehension improvement program, and given a three-paragraph passage written on a sixth grade level, Gary will answer comprehension questions as measured by five consecutive weekly comprehension tests with 90% accuracy.
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Educational Benefit:
Annual Goals:SMART!
Relevant:
The goal must be related to class activities and improve classroom performance.
Example:
In one year, using a sequential reading comprehension improvement program, and given a three-paragraph passage written on a sixth grade level, Gary will answer comprehension questions as measured by five consecutive weekly comprehension tests with 90% accuracy.
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Educational Benefit:
Annual Goals:SMART!
Time Related:
Describe how long the goal will take to achieve, and, when possible, embed the schedule for assessment.
Example:
In one year, using a sequential reading comprehension improvement program, and given a three-paragraph passage written on a sixth grade level, Gary will answer comprehension questions as measured by five consecutive weekly comprehension tests with 90% accuracy.
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Educational Benefit:Annual Goals:
Transition
• Transition should be addressed in the page 3 Present Levels of Performance, on page 6 Annual Goals, and on page 10 Transition for students 14 and older
• Indicate the student’s needs, preferences and interests, relating to the transition (14 and older) from school to post-secondary outcomes.
Example:
In one year, Gary will read twenty articles from computer trade magazines, as measured by a poster chart that he will create, referencing the publications and articles, with a brief topic summary relating to each publication. Progress will be assessed quarterly by the teacher’s review of the chart.
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Testing Accommodations
Testing accommodations are changes made in the administration of the test in order to remove obstacles that are presented by the disability without changing the construct of the test. Not all students with IEPs require test accommodations. The rationale must appear in the Present Levels of Performance.
Example:
Gary will participate in State and City-wide tests with accommodations: Time and one-half will be permitted on all assessments.*
* This aligns with information found in Gary’s Present Levels of Performance (page 3).
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Educational Benefit
Now let’s see how all of this is linked together, resulting in “Educational Benefit” for Gary, and
providing a blueprint for instruction.
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Present Levels of Performance
Needs &Concerns
Annual Goals Accommodations &
Modifications
Services&
Placement
ProgressTowardGoals
Gary is an 8th grader
Reading comprehension 5th grade level, slows reading tasks
Decoding 8th grade
Mastery of addition and subtraction with regrouping to 4 digits
Sequential memory deficits affect recall of math facts for multiplication and division, slows processing of algebraic equations
8th grade math reasoning
Likes working with his hands
Wants to be a computer builder/technician
Gary works best during small group activities in which he has opportunities to share information with and learn from his peers.
Gary tends to attempt to distract classmates when he is facing tasks that he perceives as difficult
Reading comprehension 5th grade level, slows reading tasks
Sequential memory deficits affect recall of math facts for multiplication and division, slows processing of algebraic equations
Gary tends to attempt to distract classmates when he is facing tasks that he perceives as difficult
Gary tends to attempt to distract classmates when he is facing tasks that he perceives as difficult
In one year, using a sequential reading comprehension improvement program, and given a three-paragraph passage written on a sixth grade level, Gary will answer comprehension questions as measured by five consecutive weekly comprehension tests with 90% accuracy.
In one year, given specific memory-increasing strategies and frequent practice with application of the skills, Gary will write all multiplication tables in three consecutive timed weekly quizzes with 100% accuracy.
In one year, Gary will read twenty articles from computer trade magazines, as measured by a poster chart that he will create, referencing the publications and articles, with a brief topic summary relating to each publication. Progress will be assessed quarterly by the teacher’s review of the chart.
Given implementation of BIP strategies, Gary will remain on task during reading comprehension class activities as measured by 15 consecutive daily behavior chart recordings of 100% compliance with class rules of conduct.
Gary’s behavioral issue is further addressed in the attached FBA
Gary will be permitted to use a calculator in class when required to solve algebraic equations.
He will use a teacher-designed graphic organizer when reading content area text.
Whenever possible, Gary can have the option to present his completed assignments in alternate modes, agreed upon by the teacher, e.g. models (including digital) and posters.
Whenever possible, should participate in a small group for classroom activities. Reduction of task size, or extra time allocated, to accommodate slow processing in reading comprehension and math.
Testing: Time and one-half
Gary needs to be located near the teacher during content area reading activities, for prompts and reminders to stay on task.
SETSS
Push-in 5x1
8:1
Will be noted on page 6
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Present Levels of Performance
Needs &Concerns
Annual Goals Accommodations &
Modifications
Services&
Placement
ProgressTowardGoals
Gary is an 8th grader
Reading comprehension 5th grade level, slows reading tasks
Decoding 8th grade
Mastery of addition and subtraction with regrouping to 4 digits
Sequential memory deficits affect recall of math facts for multiplication and division, slows processing of algebraic equations
8th grade math reasoning
Likes working with his hands
Wants to be a computer builder/technician
Gary works best during small group activities in which he has opportunities to share information with and learn from his peers.
Gary tends to attempt to distract classmates when he is facing tasks that he perceives as difficult
Reading comprehension 5th grade level, slows reading tasks
Sequential memory deficits affect recall of math facts for multiplication and division, slows processing of algebraic equations
Gary tends to attempt to distract classmates when he is facing tasks that he perceives as difficult
In one year, using a sequential reading comprehension improvement program, and given a three-paragraph passage written on a sixth grade level, Gary will answer comprehension questions as measured by five consecutive weekly comprehension tests with 90% accuracy.
In one year, given specific memory-increasing strategies and frequent practice with application of the skills, Gary will write all multiplication tables in three consecutive timed weekly quizzes with 100% accuracy.
In one year, Gary will read twenty articles from computer trade magazines, as measured by a poster chart that he will create, referencing the publications and articles, with a brief topic summary relating to each publication. Progress will be assessed quarterly by the teacher’s review of the chart.
Given implementation of BIP strategies, Gary will remain on task during reading comprehension class activities as measured by 15 consecutive daily behavior chart recordings of 100% compliance with class rules of conduct.
Gary’s behavioral issue is further addressed in the attached FBA
Gary will be permitted to use a calculator in class when required to solve algebraic equations.
He will use a teacher-designed graphic organizer when reading content area text.
Whenever possible, Gary can have the option to present his completed assignments in alternate modes, agreed upon by the teacher, e.g. models (including digital) and posters.
Whenever possible, should participate in a small group for classroom activities. Reduction of task size, or extra time allocated, to accommodate slow processing in reading comprehension and math.
Testing: Time and one-half
Gary needs to be located near the teacher during content area reading activities, for prompts and reminders to stay on task.
Course of study will include interview skills, resume writing and application completion online.
SETSS
Push-in 5x1
8:1
Will be noted on page 6
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Present Levels of Performance
Needs &Concerns
Annual Goals Accommodations &
Modifications
Services&
Placement
ProgressTowardGoals
Gary is an 8th grader
Reading comprehension on the 5th grade level, slows grade level reading tasks
Reading comprehension on the 5th grade level, slows grade level reading tasks
In one year, using a sequential reading comprehension improvement program, and given a three-paragraph passage written on a sixth grade level, Gary will answer comprehension questions as measured by five consecutive weekly comprehension tests with 90% accuracy.
•He will use a teacher-designed graphic organizer when reading content area text.
•Whenever possible, Gary can have the option to present his completed assignments in alternate modes, agreed upon by the teacher, e.g. models (including digital) and posters.
• Whenever possible, should participate in a small group for classroom activities. Reduction of task size, or extra time allocated, to accommodate slow processing in reading comprehension and math.
•Testing: Time and one-half
SETSS
Push-in 5x1
8:1
Will be noted on page 6
(Detailed View-Literacy)
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Present Levels of Performance
Needs &Concerns
Annual Goals Accommodations &
Modifications
Services&
Placement
ProgressTowardGoals
Gary is an 8th grader
Gary tends to attempt to distract classmates when he is facing tasks that he perceives as difficult
Gary tends to attempt to distract classmates when he is facing tasks that he perceives as difficult
Given implementation of BIP strategies, Gary will remain on task during reading comprehension class activities as measured by 15 consecutive daily behavior chart recordings of 100% compliance with class rules of conduct.
(Gary’s behavioral issue is further addressed in the attached BIP)
Gary needs to be located near the teacher during content area reading activities, for prompts and reminders to stay on task.
(See BIP for additional accommodations)
SETSS
Push-in 5x1
8:1
Will be noted on page 6
(Detailed View-Behavior)
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Educational Benefit: Outcome Improving Performance & Academic Achievement
• Progress toward goals
• Improved scores on district/statewide assessments/alternative assessment
• Advancement from grade to grade
• Progress in the General Education curriculum
• Transition connection
• OVERALL: Increased movement toward LRE
Staten Island Integrated Service Center (ISC)
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When reviewing Educational Benefit, consider whether or not it is in the student’s best interest to continue the current mandated 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.?
• Can the student’s need be addressed in the classroom environment without the related service?
Educational Benefit: Related Services
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Audience PollFBA/BIP
Which statement is not true?
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Functional Behavioral Assessments &
Behavior Intervention Plans
COMPONENTS of an FBA
The Functional Behavioral Assessment provides information to develop a hypothesis as to:
What the behavior is
When/Where the student is most likely to demonstrate the behavior
Situations in which the behavior is most likely to occur
Why the student engages in the behavior
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When/Where/Situation:When/Where/Situation:
Gary was observed by his ELA teacher, his social studies teacher and his Gary was observed by his ELA teacher, his social studies teacher and his science teacher for two consecutive weeks. They gathered data by charting science teacher for two consecutive weeks. They gathered data by charting occurrence of the target behavior. Gary is 14 years old and his reading occurrence of the target behavior. Gary is 14 years old and his reading comprehension is at a 5th grade level.comprehension is at a 5th grade level. Each teacher noted that the Each teacher noted that the disruptive behavior always begins during silent reading, and when students disruptive behavior always begins during silent reading, and when students were required to answer comprehension questions orally. He never were required to answer comprehension questions orally. He never volunteers to answer comprehension questions. volunteers to answer comprehension questions.
Functional Behavioral Assessments & Behavior Intervention Plans
FBA, continued
Target Behavior: What
Gary often attempts to distract his peers by making jokes, trying to initiate conversation and looking for reasons to leave his desk. His behaviors escalate when rebuffed by peers.
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Functional Behavioral Assessments & Behavior Intervention Plans
FBA, continued
Why: (The Hypothesis)
A short list of possible reasons for the target behavior:A short list of possible reasons for the target behavior:
• Gain the attention of his teacher, parents and peersGain the attention of his teacher, parents and peers
• Avoid taskAvoid task
• Avoid embarrassmentAvoid embarrassment
• Leave room (boredom, restlessness)Leave room (boredom, restlessness)
• Fulfill a physical need? (Restroom, Food, Room Temperature, Crowding?)Fulfill a physical need? (Restroom, Food, Room Temperature, Crowding?)
• Avoid situation (hostile or fearful)Avoid situation (hostile or fearful)
• No other exit is an optionNo other exit is an option
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Functional Behavioral Assessments & Behavior Intervention Plans
FBA, continued
Example: When the FBA/BIP team met, they formulated the following hypothesis:
As a result of his frustration and embarrassment during reading assignments and oral comprehension questioning, Gary seeks to distract his peers in order to conceal his academic weaknesses.
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Functional Behavioral Assessments & Behavior Intervention Plans
When the data has been gathered, the FBA/BIP team When the data has been gathered, the FBA/BIP team must design and implement amust design and implement a
BEHAVIOR INTERVENTION PLAN (BIP)BEHAVIOR INTERVENTION PLAN (BIP)
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Functional Behavioral Assessments & Behavior Intervention Plans
BIP: A Behavior Intervention Plan seeks to answer four elements.
• DESCRIBE THE BEHAVIORS THAT INTERFERE WITH LEARNING.
• WHAT BEHAVIOR CHANGES ARE EXPECTED?
• WHAT STRATEGIES ARE GOING TO BE TRIED TO CHANGE THE BEHAVIOR?
• WHAT SUPPORTS WILL BE EMPLOYED TO HELP THE STUDENT CHANGE THE BEHAVIOR?
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Functional Behavioral Assessments & Behavior Intervention Plans
BIP
WHAT BEHAVIOR CHANGES ARE EXPECTED?
Gary will participate appropriately during reading activities, without attempting to distract his peers.
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Functional Behavioral Assessments & Behavior Intervention Plans
BIP, continued
WHAT STRATEGIES ARE GOING TO BE TRIED TO CHANGE THE BEHAVIOR?
• Provide Gary with reading passages and questions in advance.
• Highlight important information in reading passages.
• Allow Gary the opportunity to answer questions in private.
• Verbal prompts and reminders with teacher located close to Gary during activities involving reading comprehension.
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Functional Behavioral Assessments & Behavioral Intervention Plans
BIP, continued
WHAT SUPPORTS WILL BE EMPLOYED TO HELP THE STUDENT CHANGE THE BEHAVIOR?
• ELA, science and social studies teachers will chart Gary’s response to strategies daily.
• Teachers will confer with Gary weekly to share and discuss progress.
• Behavior Intervention Plan Team will meet in three weeks to examine the data, to measure progress, and to modify Gary’s plan, as needed.
Remember that this BIP is attached to the IEP, but it is not an actual IEP page.
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Best Practices & Reminders
Review 214 Report
• Psychologists should coordinate Mandated Three-Year Reviews (Triennials) with Annual Review compliance dates.
• Merge the two processes into the earlier date.
• You may contact the Supervisor of Psychologists at your ISC regarding any case management concerns at your school.
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Family Worker/Clerical Duties
•Browsing & data entering student-specific information
•Processing all case files & reports, including: manual/computer forms; mailing to parents; duplicating records & reports; filing; duplicating & transferring records; scheduling of assessments & IEP meetings; and responding to inquiries
•Preparing all forms, tracking case completion & assisting in case management
•Reconciling computerized reports
•Conducting typical office functions
•Creating & maintaining confidential student files
•Contacting parents
•Retrieving & transmitting students records & files
•Filing all assessment reports, due process notices & letters in student’s files
•Other related duties
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Hyperlink Resources Special Education Standard Operating Procedure Manual (SOPM) – 2008
http://schools.nyc.gov/NR/rdonlyres/589E0EFF-6899-4435-995A-680976539CF2/0/SOPM.pdf
Creating A Quality IEP (IEP Manual)
http://schools.nyc.gov/NR/rdonlyres/916F2D1C-8D46-4635-A988-45D9CC13F561/0/CreatingaQualityIEP.pdf
Practitioner’s Guide with Primary Emphasis on Assessing Achievement as Part of an Evaluation for Special Education – fall 2007
http://schools.nycenet.edu/offices/teachlearn/speced/NYC_DOE_Practitioners_Guide.pdf
Testing
Test Access and Accommodations for Students with Disabilities: Policy and Tools to Guide Decision-Making and Implementation; New York State Education Department; May 2006
http://www.vesid.nysed.gov/specialed/publications/policy/testaccess/policyguide.htmTo access Archived Webcasts at LEARNING TIMES click the link below.
http://www.learningtimes.net/iscrecordings
Or, click the following link to participate in live webcasts:
http://www.learningtimes.net/iscwebcasts
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Suggested Reading• How To Differentiate Instruction In Mixed-Ability Classrooms,
Carol Ann Tomlinson
• Pre-referral Intervention Manual,Stephen B. McCarney
• Learning Intervention Manual, Stephen B. McCarney
• Behavior Intervention Manual, Stephen B. McCarney
• Functional Assessments & Behavioral Intervention Planning, Sharon Lohrmann, Ph.D.
• Better IEPs, Barbara Bateman
• From Gobbledygook to Clearly-Written Annual Goals, Barbara Bateman
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Janet BlitIEP Manager
Staten Island Integrated Service [email protected]
Office: 718-390-1569
Nicholas ChavarriaIEP Manager
Brooklyn Integrated Service Center [email protected]: 718 935-3676
Madeline RochelleIEP Manager
Manhattan Integrated Service [email protected]: 212-356-3763
Tanya SmithIEP Manager
Queens Integrated Service Center [email protected]: 718-391-8175
MaryAnn VanceIEP Manager
Bronx Integrated Service Center [email protected]: 718-741-5692
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