1. Clinical Components of The IEP: From Testing to Teaching 2008-2009 Integrated Service Center Presented by: IEP Managers

2. 2 Janet Blit IEP Manager Staten Island Integrated Service Center JBlit@schools.nyc.gov JBlit@schools.nyc.gov Office: 718-390-1569 Nicholas Chavarria IEP Manager Brooklyn Integrated Service Center NChavar@schools.nyc.gov NChavar@schools.nyc.gov Office: 718 935-3676 Madeline Rochelle IEP Manager Manhattan Integrated Service Center MRochel@schools.nyc.gov MRochel@schools.nyc.gov Office: 212-356-3763 Tanya Smith IEP Manager Queens Integrated Service Center TSmith18@schools.nyc.gov TSmith18@schools.nyc.gov Office: 718-391-8175 MaryAnn Vance IEP Manager Bronx Integrated Service Center OMVance@school.nyc.govOMVance@school.nyc.gov. Office: 718-741-5692 WELCOME FROM YOUR IEP MANAGERS:

3. 3 Audience Poll Who is in the Audience?

4. 4 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

5. 55 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

6. 6 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.

7. 7 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

8. 8 Evaluation Components Social History Clinical Test Results School Assessments Observations Teacher Reports Parental Input Student Input Medical Information Planning Conference

9. 9 Audience Poll The Assessment Process A school psychologist must implement strategies to evaluate:

10. 10 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.

11. 11 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

12. 12 The Assessment Process Culturally & 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)?

13. 13 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.

14. 14 Audience Poll Present Levels of Performance Which one of these does not belong in the Present Levels of Performance?

15. 15 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

16. 16 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 JARGON- FREE _____ Results of the assessments in this section should be described above (Scores recorded should be current – within 1 year)

17. 17 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.

18. 18 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.

19. 19 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.

20. 20 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.

21. 21 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.

22. 22 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.

23. 23 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

24. 24 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.

25. 25 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 feedbackHERE

26. 26 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.

27. 27 Audience Poll Annual Goals Which statement is false?

28. 28 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

29. 29 Educational Benefit: Annual Goals Annual Goals need to be SMART! S – Specific M – Measurable A – Achievable R – Relevant T – Time related

30. 30 Educational Benefit: Annual Goals : SMART! S pecific: 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.

31. 31 Educational Benefit: Annual Goals : SMART! M easurable: 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.

32. 32 Educational Benefit: Annual Goals : SMART! A chievable: 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.

33. 33 Educational Benefit: Annual Goals : SMART! R elevant: 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.

34. 34 Educational Benefit: Annual Goals : SMART! T ime 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.

35. 35 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.

36. 36 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).

37. 37 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.

38. 38 Present Levels of Performance Needs & Concerns Annual GoalsAccommodations & Modifications Services & Placement Progress Toward Goals Gary is an 8 th grader Reading comprehension 5 th grade level, slows reading tasks Decoding 8 th 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 5 th 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. SETSS Push-in 5x1 8:1 Will be noted on page 6

39. 39 Present Levels of Performance Needs & Concerns Annual GoalsAccommodations & Modifications Services & Placement Progress Toward Goals Gary is an 8 th grader Reading comprehension 5 th grade level, slows reading tasks Decoding 8 th 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 5 th 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

40. 40 Present Levels of Performance Needs & Concerns Annual GoalsAccommodations & Modifications Services & Placement Progress Toward Goals Gary is an 8 th grader Reading comprehension on the 5 th 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)

41. 41 Present Levels of Performance Needs & Concerns Annual GoalsAccommodations & Modifications Services & Placement Progress Toward Goals Gary is an 8 th grader 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)

42. 42 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)

43. 43 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

44. 44 Audience Poll FBA/BIP Which statement is not true?

45. 45 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

46. 46 When/Where/Situation: Gary was observed by his ELA teacher, his social studies teacher and his science teacher for two consecutive weeks. They gathered data by charting occurrence of the target behavior. Gary is 14 years old and his reading comprehension is at a 5th grade level.Each teacher noted that the disruptive behavior always begins during silent reading, and when students were required to answer comprehension questions orally. He never volunteers to answer comprehension questions. Gary was observed by his ELA teacher, his social studies teacher and his science teacher for two consecutive weeks. They gathered data by charting occurrence of the target behavior. Gary is 14 years old and his reading comprehension is at a 5th grade level. Each teacher noted that the disruptive behavior always begins during silent reading, and when students were required to answer comprehension questions orally. He never 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.

47. 47 Functional Behavioral Assessments & Behavior Intervention Plans FBA, continued Why: (The Hypothesis) 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

48. 48 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.

49. 49 Functional Behavioral Assessments & Behavior Intervention Plans When the data has been gathered, the FBA/BIP team must design and implement a BEHAVIOR INTERVENTION PLAN (BIP)

50. 50 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?

51. 51 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.

52. 52 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.

53. 53 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.

54. 54 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.

55. 55 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

56. 56 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.htm To 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

57. 57 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

58. 58 Janet Blit IEP Manager Staten Island Integrated Service Center JBlit@schools.nyc.gov Office: 718-390-1569 Nicholas Chavarria IEP Manager Brooklyn Integrated Service Center NChavar@schools.nyc.gov Office: 718 935-3676 Madeline Rochelle IEP Manager Manhattan Integrated Service Center MRochel@schools.nyc.gov Office:212-356-3763 Tanya Smith IEP Manager Queens Integrated Service Center TSmith18@schools.nyc.gov Office:718-391-8175 MaryAnn Vance IEP Manager Bronx Integrated Service Center MVance@schools.nyc.gov Office:718-741-5692 …the One Place to turn to We are here to serve you.