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Special Education Standard Operating Procedure Manual SOPM

2. Goals. To review the sections of the SOPMTo discuss the major new requirementsTo discuss the forms required for consistency. 3. New Terminology. Office of Student Enrollment (OSE)Formerly: OSEPOMandated Three-Year ReevaluationFormerly: TriennialCommittee on Special Education OfficeFormer

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Special Education Standard Operating Procedure Manual SOPM

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    1. 1 Special Education Standard Operating Procedure Manual (SOPM) AN OVERVIEW For detailed information, please refer to the Special Education Standard Operating Procedure Manual (SOPM) 2008 http://schools.nyc.gov/NR/rdonlyres/589E0EFF-6899-4435-995A-680976539CF2/0/SOPM.pdf

    2. 2 Goals To review the sections of the SOPM To discuss the major new requirements To discuss the forms required for consistency

    3. 3 New Terminology Office of Student Enrollment (OSE) Formerly: OSEPO Mandated Three-Year Reevaluation Formerly: Triennial Committee on Special Education Office Formerly: CSE

    4. 4 Section 1 Roles and Responsibilities Roles and Responsibilities Section 1 provides broad guidelines regarding staff roles and responsibilities. Chapter 408 Note that roles and responsibilities are also defined in the following Sections: Section 5: Preparing for the IEP Meeting, pages 63-67 Section 6: Expected Contribution of Participants During the IEP Meeting, pages 102-103

    5. 5 Sections 2 & 3 The Referral Process Consent to Evaluate and Pre-Assessment Planning These sections discuss: Initial referrals Request for referrals Timelines and consent Principals responsibilities Requests for reevaluation

    6. 6 An initial referral may be made by: A students parent A designee of the school district (i.e. principal or CSE Chairperson) The commissioner or designee of a public agency with responsibility for the education of the child A designee of an education program affiliated with a child care institution with CSE responsibility

    7. 7 A written request for an initial evaluation may be made by: A professional staff member of the school district in which the student resides, or the public or private school the student legally attends or is eligible to attend A licensed physician A judicial officer A professional staff member of a public agency with responsibility for the welfare, health or education of children A student who is 18 years of age or older, or an emancipated minor, who is eligible to attend the public school of the district The request for an initial evaluation must be submitted to the school principal (Initial Referral Form - SOPM PAGE 164-167) (For detailed information, please refer to the Special Education - Standard Operating Procedure Manual (SOPM)-2008: Section-2)

    8. 8 Reevaluations: A reevaluation must be conducted once every three years, except if upon review of existing data and the students individual needs, the school district and parent agree in writing that such reevaluation is unnecessary. Reevaluations will occur not more than once a year unless the parent and school agree otherwise

    9. 9 Section 4 Assessment Required Assessments Initials, Reevaluations Staff responsibilities, pages 48-53 Independent evaluations Whom to contact Process to follow

    10. 10 Assessment Timelines-Initials All necessary assessments and an IEP Meeting must be held within 60 calendar days from the receipt of parental consent to evaluate the student (Consent for Initial Evaluation Form - SOPM PAGE 181)

    11. 11 Assessment Timelines - Reevaluations When a reevaluation is requested the mandated timeframe for completing all necessary assessments, recommending appropriate services, and arranging for the services, and arranging for the provision of all services (including transportation) is within 60 school days of the receipt of referral for a review. (For detailed information, please refer to the Special Education -Standard Operating Procedure Manual (SOPM)-2008: Section-4)

    12. 12 Sections 5 & 6 Preparing for the IEP Meeting IEP Team Decision-Making IEP Team Attendance Full Committee and Subcommittee The District Representative Roles in preparation for the IEP Meeting - pages 73-75 Contribution of Participants During the IEP Meeting pages 102-103 Exceptions: Mandated member excusal Amending the IEP After Annual Review Parameters and considerations

    13. 13 Completing the IEP Meeting Prior to the completion of the IEP Meeting, a discussion regarding available programs at the students current public school (or if articulating, the school of articulation, if known) and whether the student can remain in their current school (or school of articulation, if known) and be appropriately served must take place. For Related Service and SETSS students, it is anticipated that students will be served in their current school. For CTT or self-contained students, if the student is not able to remain in their current school, (or school of articulation, if known) the SEC system must be utilized to identify other available sites. Regardless of whether the student will be remaining in their current school, or will be attending a new school, detailed information about possible classes should be conveyed to the parent. The District Representative will inform the Office of Student Enrollment of any preferences the parent expressed at the meeting regarding the school at which the student may be offered Special Class (SC) or CTT. The SC/CTT Preference Form must be used for this purpose, filled out by the District Representative and forwarded to the appropriate Office of Student Enrollment. (Placement Preference Form - PAGE 210)

    14. 14 Annual Goals and Short Term Objectives Annual Goals are required for all IEP students Short Term Objectives are required only for students participating in New York State Alternate Assessment (NYSAA). (SOPM Page 106 107)

    15. 15 Amending the IEP After the Annual Review Amending the IEP without an IEP Meeting (SOPM Page 71-72) Parent must sign the WAIVER OF IEP MEETING TO AMEND IEP Form which includes a clear description of all proposed changes. (Waiver of IEP Meeting to Amend IEP After Annual Review Form - SOPM PAGE 185) IEP team designee must discuss with the parent any and all changes that are being considered Once the parent has signed the WAIVER Form, the team may make the changes to the IEP, indicating next to every change the date on which the changes were agreed to Parent and all staff members must be provided with a copy of the amended IEP (as per Chapter 408).

    16. 16 IEP Team Mandated Member Excusal Guidelines Members curriculum area will be discussed Written consent is required (Notice of IEP Meeting/Member Excusal Form -SOPM PAGE 177-179) Excused member must provide written input 5 days prior to the meeting Members curriculum area will not be discussed Written consent required (Notice of IEP Meeting/Member Excusal Form -SOPM PAGE 177-179) Parameters and Considerations Not to be used routinely or unilaterally Must be based on students individual needs and issues to be addressed at the IEP Meeting

    17. 17 Recommending Home Instruction for Medical/Physical Conditions Request for home instruction for medical/physical conditions must include a fully completed Home Instruction Referral Form, Medical Request Form and a physician's request on official letterhead that includes the diagnosis and expected duration of the condition. These referrals should be submitted directly to the appropriate borough office of home instruction prior to recommending home instruction on the students IEP. (Home Instruction Referral Form - SOPM PAGE 255-257) No change or amendment are needed on the IEP for students with disabilities who are approved for temporary home instruction. Contacts: Manhattan Ramona Pizarro (646) 486-3557 rpizarr@schools.nyc.gov Brooklyn Gerri Langella (718) 499-0636 GLangella@schools.nyc.gov Queens Daniel Rayder (718) 529-0266 DRayder@schools.nyc.gov Staten Island Eileen Pryor (718) 447-4447 EPryor2@schools.nyc.gov Bronx Robert Walpole (718)742-0972 rwalpol2@schools.nyc.gov (For detailed information, please refer to the Special Education -Standard Operating Procedure Manual (SOPM)-2008: Section-6)

    18. 18 Recommending Home Instruction for Severe Psychiatric Conditions Request for home instruction for severe psychiatric conditions must include a fully completed Home Instruction Referral Form, Medical Request Form and a psychiatrists request on official letterhead that includes the diagnosis, the reason that the student cannot attend school and the projected date that the student can return to school. These referrals should be submitted directly to the Guidance Office of the Office of Home Instruction located at 3450 Tremont Avenue, Bronx, NY 10465 Home instruction for students who will be unable to attend school for a year or more, may require modifications on the IEP (See SOPM Page 101 for details on Home Instruction)

    19. 19 High School Exit Summary A Student Exit Summary must be completed for: All public school students and students who are attending non-public schools and For whom special education services will terminate in the current year because the student will receive a Regent, local or IEP diploma or will reach age 21. (Student Exit Summary - SOPM Page 218-223) The Exit Summary should: Provide a meaningful picture of the exiting students strengths, abilities, skills, functional and academic levels, needs, limitations, necessary accommodations and recommendations that will support the students goals after leaving the New York City School System. Assist the student in establishing eligibility for reasonable accommodations and supports in post-secondary education, the workplace and the community.

    20. 20 Sections 7 & 8 Placement Offer, Service Delivery & Implementing the IEP Service Delivery & Placement Processes Involving Special Circumstances The IEP Meeting and Placement Placement considerations/responsibilities Placement Timelines: Issuance of a Final Notice of Recommendation (FNR) 60 school days from receipt of consent for initials, 60 school days from date of referrals for reevaluations When the Parent Does Not Consent to Placement Arranging Services

    21. 21 Transition Procedures for Students Discharged from Office of Children & Family Services (OCFS) Placement Returning to a NYC Public School The releasing facility must forward the following information to the borough enrollment office at least 30 school days prior to the students release: Referral form All progress reports Classroom observations Current clinical materials & other evaluation information Most recent state developed IEP Any and all current school records (including, but not limited to, report cards, transcripts or other educational records) Full name, date of birth, current address of the parent as well as the students residence upon release and contact person if other than parent (e.g. parole officer, case worker, etc.)

    22. 22 Transition Procedures for Students Discharged from Office of Children & Family Services (OCFS) Placement Returning to a NYC Public School If the releasing facility does NOT forward information to the Department, the Committee on Special Education Office, together with the Borough Enrollment Office, will identify a school for the student to attend as a comparable service based on the students last NYC IEP as indicated in the Student Information System.

    23. 23 Section 9 Post-IEP Meeting Due Process: Impartial Hearings and Hearing Decisions When principals may request an impartial hearing: To require a parent to consent for any evaluation as part of an initial referral (when parent has not responded or refused) or reevaluation (when parent has refused) To defend a decision to deny a parents request for payment for an independent evaluation To defend the decision to effectuate a change in the students program recommendation and a placement as a result of a reevaluation or annual review ONLY (not as part of an initial case). To request placement in an Interim Alternative Education Setting (IAES) for a student who is substantially likely to injure him/herself or others if the student remains in the current placement.

    24. 24 Section 10 Students Subject to Discipline Manifestation Determination Reviews (MDR) The Manifestation Determination The Manifestation Team Development of the Suspension Plan

    25. 25 Disciplining Students with Disabilities Manifestation Determination Review (MDR) must be completed within 10 school days from the day the referral was made by the Suspension Hearing Office or by SOHO notification system.

    26. 26 All required forms are located in the SOPM starting on page 160

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