1. Welcome Individualized Education Program Institute Day 2

2. Agenda – Day 2 Discuss Goals for Today Introduction to SESIS
Manage Jennifer’s Case in SESIS
Top 10 FAQs about SESIS
Q&A
SESIS Resource Scavenger Hunt
Evaluate the Training
Dedicated timeslots for question, thus hold your questions until then or post them to the parking lot (mini QA after Referral (Notice of Social History), after Evaluation and after IEP

3. Review of Goals - Day 1
To learn about NYC’s special education initiative and its implications to show how we deliver special education services
To introduce systems that can support the implementation of the guiding principles of the special education initiative
To create Individualized Education Program (IEPs) that provide Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE)

4. Goals for Today
To learn the SESIS case management tool while applying special education content knowledge gained from day one of the workshop
Manage an initial case by working with the following documents in SESIS:
Request for Initial Referral
Notice of Social History
Social History Package
Assessment Planning
Classroom Observation
Psychoeducational Evaluation
Level 1 Voc Assessment – Student
Notice of IEP
Individualized Education Program (IEP)
Expectation for today is that you will feel comfortable with the SESIS but not to be a SESIS expert. It is unrealistic to become a SESIS expert with one day of training. Therefore there are many resources available to you as your working and learning the system.

5. How Do These Trainings Relate?
Day 1 is learning special education concepts and policy much like learning the rules of driving
Day 2 is learning the SESIS tool much like learning how to operate a car
SESIS training is like learning to drive. You'll have to first learn the rules of the road before you get behind the wheel. On Day 1 you learned about special education concepts and policy. Think of that portion of the training as the driving manual. (use past tense) On Day 2 (or Today), you'll learn how to use SESIS while applying the knowledge you gained yesterday. In other words today we'll actually put the car on the road and get behind the wheel. Remember…..SESIS is only a tool to help us manage cases, it is not going to automatically produce technically sound IEPs.

6. What Is SESIS? Current Release
Special Education Student Information System
SESIS
Referral
Evaluation
IEP
Current Release
Secure, web-based case management system
Follows the guidelines outlined in the NYCDOE Standard Operating Procedures Manual (SOPM)

7. What Are Its Key Features?
ATS is for demographic student data
CAP is for special education data and will remain functioning until SESIS is used throughout the city (needed bc of transfer students non-SESIS school to SESIS school and vice versa)

8. How Will SESIS Change The Way Work Is Performed?
SESIS helps to standardize current practice
Staff members must follow the Special Education workflow
Examples:
Notice of IEP is created, finalized and mailed before the IEP is finalized
Referral documents are finalized before the Assessment Planning document is created
Faxing documents is an integral part of SESIS workflow
Documents need to be faxed to SESIS in order to move forward in the workflow
Example: IEP cannot be finalized until the Attendance Sheet is faxed in
Compliance timelines are generated by the date work is completed in SESIS
Example: The parent consent date will drive timelines

9. Before We Begin in SESIS….
The training sandbox is a copy of the real SESIS application
Contains fictitious staff and student data
Follow the trainer and do not move ahead
Begin by logging into SESIS with your assigned user ID
Wait at your homepage after logging in
Please only access the student name assigned to you on your login sheet
Before we begin, let's point out some helpful tips that will keep our course moving along smoothly. -Work at the Instructor's pace - Be careful not to navigate ahead of the instruction - think of me as a driver’s ed teacher I will set the pace and keep us on schedule by showing you what is important and keep you out of areas that may not be vital for you to know right now. We’ve built in plenty of time for your to explore. -As reminder, we will pre-planned pit stops to ask questions but if we don’t get to your question or perhaps your question is not relevant to our current exercise, please jot them down and put them in the parking lot. Your questions will assist us with updating the SESIS FAQs as well as uncover potential issues.

10. Navigating in SESIS – Activity
Access the Help menu – open SESIS Webpage, state IEP FAQ
Open report – Status of Annual Reviews

11. Assessment Planning - Activity
Open the draft Assessment Planning document
Add Level 1 Voc Assessment - Student and choose “school staff” as the evaluator
Save Assessment Planning document
Complete and finalize the Level 1 Voc Interview – Student
Finalize the Assessment Planning document

12. New IEP Procedure with SESIS
Finalize the Notice of IEP Meeting
Begin developing an IEP draft
Conduct IEP meeting and continue to develop IEP
Take attendance in SESIS and print IEP Attendance page
5a. If possible fax in IEP Attendance page during the meeting:
Complete the IEP
Finalize the IEP
Provide parent with copy of IEP
5b. If not possible to fax IEP Attendance page during meeting:
Conclude the IEP meeting
Fax in attendance page

13. IEP Team – Day 1 Connection
The parents of the child;
Not less than one regular education teacher of the child (if the child is, or may be, participating in the regular education environment);
Not less than one special education teacher of the child, or where appropriate, not less then one special education provider of the child;
A representative of the public agency who--
(i) Is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities;
(ii) Is knowledgeable about the general education curriculum; and
(iii) Is knowledgeable about the availability of resources of the public agency.
An individual who can interpret the instructional implications of evaluation results, who may be a member of the team described in paragraphs (a)(2) through (a)(6) of this section;
At the discretion of the parent or the agency, other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and
Whenever appropriate, the child with a disability. 13

14. Notice of IEP - Activity
Create a Notice of IEP
Schedule meeting for tomorrow
3. Finalize & notify invited participants

15. Jennifer – Case Study
Jennifer is a ninth grade student with LD attending a high school. She has a fourth grade reading level when reading independently with comprehension on a timed test, but reads at approximately a seventh grade level in untimed situations. Her spelling level is approximately fifth grade and her math level is seventh grade. Her parents are highly involved in her education and expect Jennifer to go onto college, and want her to take challenging college prep courses in high school. Jennifer is a tense student who is highly anxious about her high school career. In a recent discussion with you she expressed her fears that she did not know how she would ever be able to do all the work that her courses require. She said, “I could stay up all night and I still would not be able to get all the work done.” 15

16. IEP - Activity Present Levels of Performance Cover Page
Recommended Special Education Programs & Services
Stop and wait.
Measurable Annual Goals
Transition
Attendance Page

17. FAQs Why didn’t CAP reflect data from SESIS?
Why don’t I see any menus when I log into SESIS?
I completed an IEP on paper prior to my school’s deployment date and never entered it into CAP and now I’m locked out of CAP, what do I do with my IEP?
How do I update my location in SESIS because it shows me belonging to an incorrect school?
Why are there students that appear on my SESIS reports but do not belong to my school?
Which document do I create for a parent referral and which document do I create to create a staff request for referral?
How do I move on with the assessment process when I obtain verbal consent for reevaluations?
Do I have to use SESIS to create my parent notices?
How do I delete documents because I accidentally created duplicates?

18. Training Resources Computer Based Training (CBT) modules
Self-Paced Training for all users
Computer Based Training (CBT) modules
Role-based webcasts and documents individually tailored for various staff
Printable Instructional Training Guide for staff members who prefer printed materials
FAQ’s 18

19. Where Can You Go For Help?
If you or your staff members have questions
First, go to the SESIS website and review
available training materials
If you still need help, your Special
Education Liaison can assist you in accessing
training and support resources
For issues with the SESIS application,
contact the SESIS Help Desk
For login, equipment, network and
internet connectivity issues, contact the SESIS
Technical Help Desk 19

20. SESIS Resources Scavenger Hunt
Where can the SOPM be accessed?
How many role-based guides are available?
How many CBT modules are available?
The transition guide discusses _ _ _ and _ _ _ _ deployment.
Where can the SMART Goals tutorial be accessed?
T/F: There is a printable step-by-step SESIS user guide.
Who should be contacted if you faxed a document to the incorrect student’s online record?
What is the help desk number for log-on related issues?
T/F: I am able to do a word search within the CBT modules.
T/F: The SESIS webpage provides updates when new functionality is released. 20

21. Questions & Answers…..

22. Evaluate the Training….