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SEIT MANUAL

Mama Program LLC118-21 Queens Blvd, Suite #415Forest Hills, NY 11375

Tel: (718) 310-3656Fax: (718) 989-3829

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INTRODUCTION

This handbook has been especially prepared for the use of the Special Education Itinerant Teacher (thereafter to be referred as S.E.I.T) employed by MAMA Program, LLC. It provides relevant guidance and information that conforms to various guidelines served by New York State Department of Education (Education Laws and Regulations governing the provision of services for children with disabilities by the S.E.I.T.)

It is updated to incorporate changes called for by the memorandum dated October 2015 from the Office of Special Education Assistant Commissioner.

The S.E.I.T needs and is expected to read and be thoroughly familiar with aforementioned state laws and regulations by checking www.vesid.nysed.gov/specialed/publications/ laws and -regs/200contents with occasional updates on them at www.vesid.nysed.gov/ specialed/ publications.

To all MAMA Program, LLC S.E.I.T.s welcome and feel free to peruse this manual provided with different helpful information and resources to facilitate the discharge of your critical role of insuring excellent

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education for assigned special preschoolers to make them kindergarten ready to the best of your ability.

MANAGEMENT

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TABLE OF CONTENTSI. INTRODUCTION P. i-iiiII. SPECIAL EDUCATION ITINERANT TEACHER PP. 1 - 6

JOB DUTIES AND RESPONSIBILITIES SERVICE DELIVERY

III. CURRICULUM GUIDELINES AND ESSENTIALS PP. 4 - 11 SCHOOL CALENDAR GUIDELINES CURRICULUM MAP SESSION NOTES CHILD’S PORTFOLIO COMMUNICATION WITH CHILD’S PARENTS

IV. BEHAVIOR MANAGEMENT PP. 11 - 14

V. ABSENCES PP. 14- 15VI. EDUCATIONAL DIRECTOR SUPERVISION P. 16 - 17VII. RULES AND REGULATIONS GOVERNING THE

S.E.I.T.’S CONDUCT PP. 17- 19 IX. SEIT PERSONNEL FILE PP. 19

IX. IMPORTANT PHONE NUMBERS AND CONTACT

INFORMATION P. 20

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X. APPENDIX A INFORMATION FOR THE S.E.I.T. PP. 21 -29

I.E.P IMPLEMENTATION

SEIT AS RELATED SERVICE COORDINATOR

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INTRODUCTION LETTER OF SEIT (SCHOOL SETTING)

DATA ON THE STUDENT PROGRESS

XI. APPENDIX B INFORMATION FOR PARENTS PP. 29 - 31

STRICT CONFIDENTIALITY OF CHILD'S RECORDS

SUPPORT FOR PARENTS

XII. APPENDIX C SAMPLE FORMS PP. 31 - 44

SESSION NOTES

QUARTERLY PROGRESS REPORT

ANNUAL EDUCATIONAL PROGRESS REPORT

AGED-OUT REPORT

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SPECIAL EDUCATION ITINERANT TEACHER

JOB DUTIES AND RESPONSIBILITIES

Agency Policy:

All SEITs of MAMA PROGRAM, LLC upon hire with no exception shall be provided orientation as a group or individually or on scheduled professional development about their duties and responsibilities during the beginning of the school year aligned with the Agency philosophy and mission to provide quality service and education consistently to all CPSE students assigned to them and in accordance to existing NYS DOE guidelines.

Relevant updates on guidelines provided to the Agency by NYS DOE would be provided from time to time to all SEITs through written communications.

JOB SUMMARY:

As defined in section 4410 (1) k of Education Law and Section 200.16 a SEIT is a certified Special Education Teacher providing an alternative educational service to a child with disability aged 3.0 to 5 years at home or in a variety of mainstream setting 1:1 or with a group of children. The group setting can be in a private or public early childhood learning centers and programs, public schools, hospitals. In the latter setting the S.E.I.T.

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provides service directly or indirectly in collaboration with different early childhood professionals to meet the special child’s I.E.P. goals/objectives in a natural or least restricted environment.

RESPONSIBILITIES(Relevant details will be provided on the following pages for each noted

responsibility)

1. SERVICE DELIVERY : For each assigned casea) Upon receipt of the assignment – Have the child’s I.E.P. package on hand.

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in the Agency office, read carefully the entire package paying special

attention on the child’s evaluation, his/her strengths, needs and targeted

I.E.P. goals and objectives, mandated services as to frequency, location and duration. Make sure that all mandated services have the pertinent goals and objectives – call the attention of the Educational Director for appropriate action should there be anything missing especially pertaining to goals and objectives, as well as to verify if there are assigned providers ; if yes, call him/her/them to introduce self as the related service coordinator including her job responsibility as such.

b) Call the child’s parents (within 3 business days) or the school to inform about the assignment and arrange an appointment for the first session.

c) First Session/Visit: Must provide an orientation to the parent (if it is a home setting) or to the Principal/director and the class teacher (if it is a school setting) with regards to the following: Background introduction (SEIT's educational credentials and the

sending employer, letter of introduction, etc) to concerned parent or to the school Director/Supervisor/Principal

Service schedule to be mutually arranged with concerned parent or classroom teacher observing the mandated frequency, duration and intensity of service to be provided

Hand in School Year calendar of the Agency noting the days open for sessions, observed holidays, etc.

How missed session/s (by SEIT or student) and make-ups within the month are handled

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Description of what transpires during a session (if at home, require parent’s presence during the session; securing authorized signature at the end of the session)

Teaching strategies, tools, Behavior management techniques Parent Teacher conference to provide feedback on the child’s progress

and other concerns on scheduled dates based on the Agency school calendar

Providing recommended practical ideas that would reinforce skill being worked on (for home setting ( DOE requires parent support/partnership to reinforce emerging or acquired skill

Request for a space conducive to learning during 1:1 teaching Observation visit of the SEIT by the Agency’s Educational Director

(announced and/or unannounced) Meeting and getting acquainted with the assigned case, making

him/her feel comfortable

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2. Coordination of Related Services (See attached form #2) – If related service/s is noted as a mandated service aside from special

education, contact the Agency's Educational Director to find out if mandated related service/s is/are currently being provided; if "yes" secure the name/s of the service provider/s, phone numbers and emails;

Contact concerned service provider/s to introduce self as the service coordinator and briefly discuss responsibilities as such; schedule monthly contact to discuss the common student’s progress and concern, needed coordination to insure that required services are effectively provided towards the attainment of the formulated specific student/s I.E.P. goals; securing in a timely manner the updated annual report and IEP for as long as the child is still a CPSE child qualified to receive provided related service .

Contact the Educational Director promptly at all times for advice or appropriate action for problems encountered with service coordination role

2. Paper works as follows must be submitted to the Agency according to following specific deadlines: a) Immediately after the first session submit in person or by fax

First attend date/case (Monday, Tuesday or Wednesday but cannot be Thursday or Friday)

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Parent introduction letter Emergency home contact form Service assignment form

b) For monthly billing (5th of each month) Original copy of session notes Original copy of monthly invoice (each individual case) Original copy of monthly summary invoice Copy of white card (no erasures or white out) Calendar Provider’s Schedule CPSE Schedule ( Monthly Service Coordination Report - Contact with related service

providers of another Agency; SEIT is responsible for monitoring related service/s provision of same case assignment) See attached form for required contents of the report.

Only as needed: SEIT make-up session note/s, student absence note Monthly Curriculum maps (this serve as the lesson plan to be followed

during each provided session c) Quarterly Progress Report: (November, February, May and August (for

cases with a 12 months service)

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d) Annual and/or Age-out Reports due first week of January e) As Needed: Request to Amend I.E.P. (Change of location/Increase or

Decrease Hours of Service/Termination of Service/ Change from 10 months to 12 months/Additional Evaluation

3. Participation and attendance to CPSE meetings when asked4. Professional commitment to maintain confidentiality of all

information of all assigned cases.

SERVICE DELIVERY

Policy: MAMA Program, LLC ensures that the Agency SEIT observes at all times provided Agency guidelines involving the delivery of service to assigned students through active supervision and monitoring whether in the school or home setting

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SCHOOL SETTING (DAY CARE, EARLY LEARNING CENTERS, PRESCHOOLS, HEADSTART)

At present the preferred setting for a CPSE child is a school setting as the least restricted environment. This location can be an approved or licensed prekindergarten or Head Start program, a hospital, a State facility or a child care location. (However, if due to documented medical or special needs the child cannot travel to another site, he/she may receive the service in his/her home setting).

During the first day of service provided in this setting the SEIT hands in the Agency's Letter of Introduction and her assignment paper as she/he presents himself/herself to the Principal/Director/Supervisor. The Letter of Introduction lists down basic information on how the SEIT would carry on his/her work (see attached form # 1). When she/he would be directed to proceed to the classroom of her/his assigned

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student, she/he would provide the classroom teacher a copy of same letter she/he handed to the Principal/Director. She/He would arrange with him/her the regular weekly schedule and with the child's parent permission hand her a copy of the child's IEP to insure obtaining required cooperation/support from the class teacher about targeted goals/objectives.

There are varied ways in which the SEIT provides support to the CPSE child enrolled in Headstart, day care, preschool, or early learning center. She/He needs to be flexible and adjust/adapt his/her plan to the classroom teacher's plan being implemented in her/his student’s classroom. In this kind of arrangement, the SEIT’s role is primarily to provide modeling, verbal or physical assistance or support to the child as he/she participates or join classmates doing routine or scheduled activities which involve all the students doing varied activities such as: singing greetings/calendar/weather listening to storytelling, doing active play, music and movement, etc. Likewise, the SEIT facilitates his/her special child's engagement

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with chosen materials and equipment during choice time or center time but at all times working creatively or consciously to connect the classroom activity with his/her targeted objectives during the session. Sometimes, she/he can volunteer to do a class activity that partly supports the attainment of his/her child’s I.E.P. which at the same time gives practical ideas that enhance or add to what the regular teaching staff to the learning experience said teacher is trying to implement.

There are certain objectives in the child’s I.E.P. however, whereby the S.E.I.T. needs to pull out his/her special student to a quieter space (hallway, cubby area) for individualized teaching. In this kind of structured setting, it is highly important that from Day 1when the SEIT comes for the first time in the school setting and she/he introduced himself/herself to the Director/Supervisor/Principal to include among the miscellaneous matters she/he discussed would be to allow him/her to work with his/her student in a quiet space, explaining tactfully the need and importance of a 1:1 setting vis-à-vis certain specific targeted I.E.P. goals or objectives which cannot be realized in a group structured setting.

HOME

When a case is not enrolled in a preschool, SEIT's sessions would usually be provided at the child’s home. Be sure to bring adequate assorted and developmentally appropriate educational materials or tools relevant for the different targeted objectives for the duration

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of the session. The session provided at home should be the same as if the student was receiving the service in school. The session should consist of activities done by the S.E.I.T 1:1 with the student as well as discussion with the parent to suggest practical learning strategies and activities that would reinforce skills being taught.

The SEIT may lend materials to the family but if the family has available materials it is preferable to use these home materials so that when the S.E.I.T. is not there his/her parents can provide help in using the toys appropriately.

During the first session and whenever needed, remind the child’s parent/s that all throughout the session one of the parents or a guardian must be present; that the SEIT is not allowed to be left alone with the student. The same guideline applies to

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bringing the child outside to the library, a park or a yard, the guardian or parent has to be present. In addition, the S.E.I.T. is mandated to report any situation or concern in the home about unsafe condition/s such as uncovered outlets, peeling paint, windows without screens, etc. Inform the Agency's Executive Director or the Educational Director for any problem in this regard..

CURRICULUM GUIDELINES AND ESSENTIALS

Policy: The Agency insures that quality service and education is provided to all assigned children of the Agency by its SEITs through the educational curriculum guidelines and essentials which are aligned with NYS Learning Standards.

SCHOOL YEAR CALENDAR

MAMA Program, LLC has its own approved school calendar that its employed S.E.I.Ts must observe in the performance of their work. The calendar provides 180 school days for the regular school year (September to June) and six weeks for the summer program. Services for each child are scheduled according to the frequency, duration and setting as determined as to needed special education and/or related services during the convened CPSE meeting.

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Schedule of sessions can be done only during the Agency's approved official teaching hours of SEITs, that is to say, 8:00 a.m. to 6:00 p.m. No teaching sessions can be scheduled outside these hours, during weekends, legal holidays, scheduled staff conference/s and recess. For the ten month program, children must be seen on the actual first and last day of service.

For the twelve months program the child must be seen during the first and last day of the summer program. If the school calendar for the summer

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session begins on July 1st and the child is not seen until July 7th, the child will only be eligible to receive five (5) weeks of service.

If the special child attends a group setting, and that is where the SEIT provides service, the beginning and all service dates would likewise take in consideration the calendar of the preschool setting that the special child attends.

If the Department of Education announces closure of classes due to inclement weather conditions or other emergency situations, the S.E.I.T. should contact the Executive Director or the Educational Director of the Agency whether or not to provide service that day and if possible, when to schedule the make-up for the missed session.

CURRICULUM GUIDELINES

MAMA PROGRAM, LLC uses an eclectic curriculum whereby the S.E.I.T. is allowed to apply an individually preferred methodology such as the High Scope Curriculum, Creative Curriculum, Applied Behavioral Analysis (A.B.A.), floor time, etc. combined with some other approaches that he/she finds effective from her acquired graduate education degree, his/her personal teaching experience and or information obtained from attended conferences and reading of field researches contained in professional journals.

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As he/she teaches an assigned student with whatever methodology he/she uses he/she must abide at all times by the following early childhood principles and effective practices:

Children are active learners and they learn best through purposeful play and exploration

All children are capable of learning, achieving and making developmental progress

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Every child is different. No two children are exactly the same in any way. Each child passes through the different phases of learning at different rates

as affected by environmental and hereditary factors The growth of various domains of a child (physical, social-emotional,

intelligence, etc.) do not occur at the same time Educational activities/tools used must be developmentally appropriate and

interesting to the child being served Punishment is not allowed at anytime in dealing with a child’s misbehavior Children respond well to positive reinforcement and/or token tangible

rewards for a completed activity The S.E.I.T to be effective must know developmental characteristics of

children and be aware of his/her assigned student’s developmental level, strengths and weaknesses.

The S.E.I.T. should be in regular communication with his/her student’s parents and other service providers about his/her student’s progress, concerns and need for collaboration (personally or through writing text messages /email/notebook. The use of a notebook is strongly encouraged especially if the special child is being provided related service/s.

CURRICULUM MAP

The curriculum map like the travel direction map or the lesson plan of a teacher in a school setting is an educational tool to be used by the S.E.I.T. to enable her to responsibly and carefully plan and track the attainment of educational goals/objectives with relevant educational activities for every assigned case. In preparing a special child's curriculum map, the S.E.I.T. must see to it that it is written using the future verb tense and consciously aligns the targeted goals/objectives with NYS Preschool Core Standard of Learning and/or the NYS Prekindergarten Learning Standards. Both educational tools aim to have the special child to be kindergarten ready in the least restrictive environment joining the typical child. Thus, when the S.E.I.T. prepares the curriculum map of assigned case/s he/she would consciously use activities and teaching strategies for the targeted goals/objectives from the

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child's I.E.P. that would allow opportunity/ties not only for integration of his/her special child with typical children as well as integration of academic learning for the

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various domains, periodic review and assessment. Likewise, the S.E.I.T. insures that his/her plan provides a balance of teacher-directed and student initiated activities to avoid redundant teaching. Finally, it should include recommendation of family involvement (activities or tools to help achieve or reinforce targeted goals/ objectives).

The S.E.I.T is required to write the curriculum map on the form provided by this Agency. This must be submitted together with other billing papers to the office by the 5 th of the month of which it is to be implemented. Since it serves as a guide, it follows that whatever unrealized goals/objective from the curriculum map of the ending month should be transferred to the curriculum map of the following month. The session notes for the same month as that of the curriculum map should reflect as done the educational goals/objectives/activities/strategies/assessment tools written on the curriculum map.

SESSION NOTES

Policy: The sessions as provided must follow strictly the mandated frequency, duration and location or setting where it should take place. It would be the responsibility of the Educational Director through review of submitted monthly session notes for the month as well as unannounced observations, quarterly fielded Agency questionnaire on service/parents feedback to insure compliance with mandated extent and duration of service described in the student's IEP.

The session notes must reflect clearly and legibly what transpired during a given session. It should contain information about: 1) the goals/objectives targeted to achieve during the session, 2) the activities provided and the child’s responses to said activities and lastly, 3) the progress he/she has achieved for the targeted I.E.P. goals/objectives. The targeted goals objectives are copied directly to the session note form as written on the I.E.P and reflected likewise in the written curriculum map for the same month.

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Each targeted goal/objective must be taught applying a relevant and developmentally appropriate activity. If an unfamiliar activity is used as a teaching tool/material it should be provided with a brief description of what it is; then, opposite it would be written the child’s “response” to this given activity. The child’s response should be noted using words that measure (ex. 3 out of 5 correct response, 85 % done with no prompt, done with more than 75 % mastery, correct responses of 10/26 items, 100 % hand over his hand verbal and physical support).

Distinction is being made about “response” and “progress”. Response is what the child does to a given activity during the session noted in measurable term such as an activity of storytelling Mommy Loves Me and the noted case’s response is " 80 % with no prompt to “what” questions asked' during the interactive reading. Progress, on the other hand, refers to a change from a previous stage/state to the present session as far as the work with regards to the child’s particular I.E.P. goal/objective. The child’s “Progress” is described in cumulative word/term that enables clearer visualization of how far the student is towards attaining a particular targeted goal or objective looking back from some previous sessions (when you have started to work on said same goal/objective) to the present session against the required mastery. This facilitates making the decision of how much time and teaching effort yet is needed by the SEIT to advance his/her student to obtain the required mastery required in his/her I.E.P. The numerical or quantifiable time frame or starting point enables visualizing how far/near the case is in attaining the targeted goal.

The following is an example of a progress description provided with a timeframe - the goal/objective of “To identify familiar objects with 80 % mastery”, you can write “Compared to four sessions back to the present session (this is the time frame) Student A is observed as now capable of identifying familiar objects with 50%-60 % accuracy/mastery/without verbal or physical prompts. Student A is just 20 % behind the required mastery.

Session notes done for the month should be dated progressively according to the official S.E.I.T. schedule submitted to the office. It is highly important that handwriting should be legible and follow faithfully updated guidelines on needed written contents. Missed sessions of scheduled session dates must be entered on the form used with the reason for the absence such as “family emergency”, child’s medical appointment”, “SEIT sick” etc.

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At all times, session wherever the child is seen whether in a school setting or home, the session note for that particular session must be signed by the authorized signatory either the teacher or Director/Principal or the parent.

CHILD’S PORTFOLIO

A Portfolio is a collection of samples of a child’s work. It can be a scrapbook, folder or any other work of the SEIT''s student that enables the teacher to take note of the developmental progress he/she has attained about the goals/objectives being worked on based on the NYS learning standards for preschoolers to have him/her get ready for kindergarten. Most of the works that go into a preschool child’s portfolio would be from hands on activity (finger paint, collage, drawing, scribbling, worksheets, etc.), captured photos of activities that the child is a participant, tape recorded oral recount responding to a question for a storytelling, or his/her experience about an activity and the teacher writes down what the student said. Every work should have the date of the activity, name or label of the activity, targeted skill/objective of the activity and either one of the following notations: A for achieved, E for emerging and D for developing. The cumulative contents of a portfolio should be shown to: the Parent( but not to take home), MAMA Agency Educational Director during her observation of the SEIT, as well as to the Department of Education Consultant or Auditor when asked for proofs of activities done with a child.

COMMUNICATION WITH CHILD’S PARENT/S

It is highly important and healthy to maintain regular active communication with the parents of the serviced special child about his/her progress and issues about the child's learning. Much more so, because the Department of Education requires the parent/s' support or cooperation or collaboration with regards to the teaching provided to the child.

This Agency requires the SEIT to use a communication notebook of which she/he can write on a weekly basis noted progress as well as, recommended practical ideas to reinforce present goals

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or objectives that the SEIT is currently working on. The information contained in the notebook can also be read and used by the class teacher if the child is serviced in the school setting.

The regular communication provided by the SEIT enhances his/her professional image to both the home and school and facilitate securing needed cooperation on educational matters from the parent or the class teacher.

Moreover, it manifests respect, genuine interest and recognition for the family’s input in promoting the educational well-being of the special child. Overall, it serves as a proof of the commitment of MAMA Agency to provide quality service to all special children assigned to it.

BEHAVIOR MANAGEMENT

Policy:

The Agency adheres solely to the use of supportive actions, positive interventions and disciplinary responses appropriate for the three to five years old special children served.

Varied behavior management techniques are important part of the job orientation provided to all hired Agency SEITs which they are required to diligently apply and observe at all times.

Update on effective behavior management techniques would be provided during the scheduled annual professional development as well as through email.

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The uses of punishment, verbal or physical to control out of control behavior of assigned cases are strictly prohibited.

Teachers are encouraged/expected to secure the support of the Educational Director if and as needed to contain unusual inappropriate behavior of an assigned special child.

It is a given part of the S.E.I.T.’s role to assist his/her student to develop initiative to control himself/herself and take responsibility for his/her own behavior.

Behavior management is a strategy for managing inappropriate behavior. The SEIT as he/she does her/his session would most likely experience occasional problematic behavior from assigned case/s. It can be one or a combination of the following: non-compliance, destructiveness or physical or verbal aggression to the SEIT, to the child himself , or to others (children or adult if the service is in a group setting). The troublesome behavior can be short-lived or occurring at intervals briefly or prolonged. The behavior problem manifested can be either minor or serious. In whatever way, the troublesome behavior needs to be addressed - if not totally eliminated, at least ,to prevent or minimize this. To ignore it or be indifferent about it, can escalate or would give the wrong message that the misbehavior is all right or allowed. Consequently, teaching would be negatively affected. Even if the misbehavior is beyond the control of the student, there are ways to contain the problem.

No matter how challenging the behavior problem confronting the SEIT , during his/her session with a student ; the corrective action however, is limited to the application of positive behavior management techniques. Punishment and other traditional forms of controlling the child’s misbehavior negative are definitely not allowed . Managing the preschooler’s misbehavior involves teaching him/her to act in more socially acceptable ways to communicate his/her need/s or express himself/herself to handle particular situation/s without resorting to crying, biting, screaming or making tantrums. At all times, the SEIT has to look at the message behind the inappropriate behavior in

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deciding for a possible solution. If her/his student is verbally able, it is important for him/her to know to use words, phrase or sentence to express his/her need, feelings of anger, sadness or disappointment with appropriate words and tone of voice.

The following list of behavior modification techniques can be used:

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Modify materials Modify instructions/breakdown tasks Provide reinforcement Follow least preferred activity with most preferred activity Provide visual support

If challenging behavior is motivated by need of attention Provide praise/token or material reward Offer toys w/ choice Offer a desired reward for completing a given activity Provide choice of activity (2-3) Provide offers of assistance Schedule time with SEIT Use timer to make known provision of reinforcement

If challenging behavior is caused by transitioning difficulty Provide verbal warning (“5 more minutes. . .”, etc.) Provide countdown (count 1-20, etc.) State the ending activity and the activity to follow (“5 more minutes, then

clean-up) Use visuals, photo to show the next activity

When you use tangible rewards make this meaningful and of value to him/her like sticker, bubbles, hug, etc. accompanied with verbal praise. Always show excitement and enthusiasm when the child does the desirable behavior. Gradually, phase out the tangible reward with only the verbal praise remaining. To be effective the verbal praise and enthusiasm must be given sincerely.

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Other possible causes of a child’s misbehavior that the SEIT can consider are the following:

Ecological events - triggered by food such glutein, casein, chocolate and other sweet food; physiological – hunger, allergy, ear or eye problem, illness

Activity not developmentally- appropriate Environment – noisy, messy, too stimulating SEIT’s lack of preparedness for the session

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For more serious behavior problem the SEIT must gather data from different sources about what triggers the behavior problem shown by the child: the child’s record, interview with the student’s family, and if the child goes to a preschool, interview of the school teacher and lastly his/her own encounter and experience with him/her.

Once the SEIT has gathered enough data he/she can look thoughtfully look and decide for possible solutions to the behavior problem which can be any of the following:

Child needs glutein-casein free diet Sensory integration (weighted vests, balls) Auditory Integration Hyperbaric oxygen therapy Vision therapy (visual schedule in picture) Problem solving Medication

Lastly, the S.E.I.T. can contact the Educational Director of the Agency for advice so appropriate steps prior to a behavior management plan can be undertaken.

ABSENCES

All forms of absences must be documented on the session note, white card and monthly calendar.

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On the session note form, the absence must be written on the date that it occurred including the reason for it and how the information was transmitted (telephone, text message, personally, etc.).

On the white card, mark the date when the absence occurred as" PA" if it is the SEIT who was absent and "A" if it is the child who was absent

Make-up for student absences may be provided but not required. Make-ups done should be written on separate make-up session notes. Fill in after the date for the make-up session the date of the missed session being made up. On the consecutive dating for the regular sessions first three forms, the absence must be written on the date that

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it occurred including the reason for it and how the information was transmitted (telephone, text message, personally, etc.).

Make-ups for missed sessions whether due to the student or by the S.E.I.T. must be provided not later than the same month they occurred.

1. Due to Student: The child’s parent or guardian must inform the S.E.I.T. in advance about the reason that would happen in the future such as a medical appointment; if it is an emergency and/or urgent matter call must be made as soon as possible.

Excused Absence/s: Missed session on the part of the child due to the following are considered excused and may or may not be made-up: personal illness /hospital- ization, illness of a family member that prevents the child to be brought to the location of the service, death in the family, religious observances, unusually severe weather, stoppage of transportation (due to strike), etc.

2. Due to S.E.I.T. (prolonged absence due to jury duty/vacation urgent or unavoidable emergency): The S.E.I.T. must call MAMA Program, LLC as well as the child’s family in a timely manner. For prolonged absence by the S.E.I.T. the Agency may offer a substitute teacher but the parent has the right to refuse the offered substitute and opt instead for the regular S.E.I.T. to make-up for the missed session

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Make-up for missed session: If missed session is because the S.E.I.T. was absent or unavailable, make-up is allowed and encouraged. Make-up for missed sessions during the regular school year (September to June) can be made up only within a month of the missed session.

Missed sessions during summer can only be made up within the six week summer program. Note however, that make-up sessions cannot be performed in advance of the missed session date. Also, accrued missed sessions cannot be made-up outside the specified timeframes.

Make-up sessions require separate session notes even if it is done on the same day as the regular session.

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EDUCATIONAL DIRECTOR SUPERVISION OF THE SEIT

Policy: The Educational Director would be responsible for the guidance and oversight of the SEITs quality delivery of the educational service to the CPSE children assigned to the Agency. In addition, she has to provide the different counseling and support on problems encountered as well the needed internal and external training and professional development to insure the Agency's SEITs continuing competence.

1. Observation is provided to insure that the SEIT provides quality educational service

The SEIT is observed, which can be announced or unannounced at different times during the school year of two to four times while doing his/her session/s with an assigned case. The frequency of observation provided to each SEIT would depend on the number of assignments, case hours, experience and observed competence during an observation done on a SEIT..

Every observation done would be documented on the Agency form with feedback immediately provided to the SEIT after the observation.

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Observation would be focusing on the ff: educational competence of the SEIT, flow of the session involving effectiveness of teaching and learning geared towards the child's I.E.P goals/objectives.as well as the Preschool Performance Standard; S.E.I.T.'s teaching methodology, his/her rapport with his/her case, applied behavior management techniques as needed, recommended activities to the child's parent to reinforce SEIT teaching

Feedback would be provided to the SEIT with regards to the observation as well as recommended changes or enhancement of how she/he conducts his/her sessions relative to the attainment of the targeted goals/objectives during the session observed.

Feedback from parent or classroom teacher - They would be asked about their impression/s concerning the SEIT's performance

2. Conduct of on-site conferences and professional developments for SEITs to update their skills and competence in providing quality service for the students assigned to them.

3. Review of Various Educational Documents (SEIT Monitoring of Related Services, Monthly Session Logs, Curriculum Maps, Quarterly Progress Reports, Annual Progress Report and

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accompanying updated I.E.P., aged –out Reports and providing relevant comments on the quality and professionalism of the written works of the SEITs.

Various documentation of educational service provided mentioned above are reviewed and comments are given whether or not these conform with Agency provided guidelines.

Comments are emailed for needed corrective actions or affirmation of having done the documents satisfactorily.

4. Newly hired SEITs are given orientation on their teaching role and responsibilities

5. Documented communication done with NYC DOE to insure that mandated related service providers of an assigned case is/are assigned in a timely manner.

6. Anytime accessible support outside of on- site supervision – the SEIT can call/text or email for advice/support for educational problems encountered for an assigned case.

Revised May 1, 2017

7. Annual formal evaluation of the SEIT – the SEIT''s job performance is annually evaluated based on certain factors relevant to the provision of high quality educational service for the CPSE child.

RULES AND REGULATIONS GOVERNING THE S.E.I.T.’s CONDUCTPolicy: All SEITs must observe at all times the formulated rules and regulations governing required professional conduct by the Agency:

MAMA Program, LLC. requires commitment to providing the highest possible quality services to assigned children and their families. It mandates all employed S.E.I.Ts. to exude utmost professionalism at all times. They must adhere to established guidelines as contained in this manual. They must perform their job duties and responsibilities fairly, honestly and legally.

The Agency expects question/s or doubts regarding the legality of anything done in behalf of this Agency to be referred to either the Educational Director or to the Executive Director.

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SERVICE DELIVERY DOs and DONTs:

1. DOs: Introduce yourself to the parents and Director/Principal of the

preschool and class teacher of your student on the first day of your work with your student. Discuss various matters that were noted on page 1 of this handbook.

Be punctual and regularly observe prearranged session schedule. Inform MAMA agency/parents/concerned preschool personnel

whenever you are not able to provide service because of sickness or emergency

You are required to observe the confidentiality policy about an assigned case

Revised May 1, 2017

Communicate professionally at all times using appropriate language and observing boundaries to all concerned in the conduct of yourself as SEIT

Turn off your cell phone during sessions and meetings Call 911 when you come to provide service at the child’s home and

find a child unattended.

2. DONTs: Accept, solicit or offer anything of value from anyone doing

business with MAMA Program, LLC if the gift or gratuity results from your employment connection with the Agency

Make false or misleading statement to anyone in behalf of or as MAMA Program employee

Be left or stay alone with your student. There should be at all times at home a family member or in the preschool or group setting a responsible caregiver/teacher where you provide service.

Close the door or go into another area of the house without family permission.

Bring someone (your child/ren, family members, friends or other non-professional) when you do your work.

Take picture of the child or any member of the child’s family without written permission from the parent/guardian.

Drive your students in your personal vehicle. Bring food or drink into the classroom or home for your personal

consumption

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Discuss with the student’s teacher/s and/or parents in front of him/her or in public places.

S.E.I.T. PERSONNEL FILE:

Policy: To be actively considered to receive CPSE cases, S.E.I.T personnel records must be up complete and up to date at all times with regards to educational credentials, health record, references and other required documentations :

Revised May 1, 2017

All S.E.I.T.s are responsible to have the following personnel records complete:

Application for employment Resume/professional references (3) Employment agreement/Job Description Medical form (annually) Hepatitis B (Consent/Decline form I-9 form Social security card Passport Driver’s license W-4 NYS Special Education certificate License Graduate degree diploma Fingerprint authorization waiver Fingerprint receipt Statewide Central Register Clearance Provider information form Orientation checklist Corporate compliance receipt Confidentiality agreement Signed notice and acknowledgment of pay rate (under section

195.1 of the NY State Labor Law) (annually)

*Please check www.mamaprogram.com for updated list of required forms

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Important Phone Numbers and Contact Information

Anatoliy Benyaminov, CEO

Efigenia A. Ubaldo, Educational Director, M.A. Sp. Educ., S.A.S.

Revised May 1, 2017

Office Address: 118-21 Queens Blvd

Suite #415, Forest Hills. NY 11375

Phone: 718 310-3656

Fax: 1 (718) 989-3829

E-mail: mamaprogramllc@gmail.com

www.mamaprogram.com

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APPENDIX A

MISCELLANEOUS INFORMATION FOR THE S.E.I.T.

Revised May 1, 2017

PROCEDURES RELATING TO PROVIDING COPIES OF THE IEP AND INFORMING CONCERNED PERSONNEL OF THEIR

RESPONSIBILITIES FOR IMPLEMENTATION

Policy: MAMA Program, LLC complies with relevant provisions of 8 NYCRR with regards to the implementation of IEPs for preschool student with disabilities assigned to it.

Relevant information on the IEP implementation is included in the orientation given to newly hired SEITs whether on 1:1 or as a group about their job duties and responsibilities for the job.

The Agency insures that an officially approved new case assignment is given to a hired SEIT without delay.

The following procedures are in place governing the IEP of an assigned case to an Agency SEIT:

a) The Educational Director reviews the contents of the IEP package; convenes with the Executive Director informing him the result of her review of the package as to: completeness of contents and/or missing item or discrepancy in the IEP document together with appropriate actions to be taken as well as providing recommendation on the appropriate SEIT who can best handle the IEP implementation of the new case

b) The Executive Director would take into consideration the information received in assigning the case to an Agency SEIT

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c) Assigned SEIT would be given a copy of the official IEP package either by mail or with the SEIT coming to the office to pick this up. Upon receipt of the IEP package prior to implementation the SEIT is required to read carefully the entire package especially focusing on the child's profile as to his/her strengths and needs against the formulated goals and objectives to be worked on. If

Revised May 1, 2017

needed, he/she would discuss her findings with the Educational Director.

d) The assigned SEIT if there is a mandate of one (1) or more related services to an assigned case would automatically assume the responsibility of being the coordinator of such service/s (Section 200.16 (f) (2). This coordination task would consist of the following: 1) monthly team meeting for the related service provider which he/she can do it telephonically or in person – discuss progress attained by their common student; needed coordination of working on common or related IEP goals or objectives; securing the annual report by individual related service provider and accompanying updated IEP;

e) The S.E.IT. makes herself/himself available for convened CPSE/CSE meeting whether to attend in person or telephonically to provide her/his input for the subject CPSE student whether for annual/aging out.

f) The assigned SEIT shall provide the sessions for an assigned case at the site determined by the convening DOE CPSE Committee (Section 4410). This can be either a group setting such as (licensed day care early childhood center, pre k, Headstart, hospital, state facility) or the child's home). Whenever it is relevant to the implementation of an IEP provided in a school setting, required parental consent would be obtained to enable this arrangement.

As decided likewise by the convening CSPE Committee, an IEP implementation may be for a ten (10) or twelve (12) months

g) The SEIT would document the progress of the IEP implementation of an assigned CPSE student on a quarterly/ annual/aging out reports; discuss this with the child's parent as scheduled on the Agency's calendar for the school year marked as Parent Teacher Conference dates. Feedback from the parent about issues and partnership/collaboration contribution would be included in the documentation of the Parent Teacher Conference report to be submitted by the S.E.I.T. to the Agency.

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Revised May 1, 2017

SEIT AS RELATED SERVICE COORDINATOR

AGENCY POLICY:

The assigned SEIT to a given CPSE case which includes a mandate for one or several related services (OT, PT, SP, etc.) assumes the role of related service coordinator.

It would be the responsibility of the Educational Director to insure that the latter services are provided in a timely manner. She must provide relevant support to the SEIT and communications done with concerned personnel of NYC DOE to insure that issues or concerns that would affect its provision are resolved. All actions on this regard would be documented.

Procedures for SEIT as Service Coordinator (Related Services)

1. In whatever setting that the service is provided (home or school) verify from the child's parent if the mandated related service has been started:

If yes, secure the telephone number of the provider/s, introduce self and briefly summarize role as service coordinator of related services; take information about her email, telephone number, schedule and location of the service and arrange for a time by which you can communicate with her at the end of the month;

If no, contact the Educational Director who would verify the status of this service from the concerned CPSE Administrator

2. If the service is on-going, communicate at the end of the month (as prearranged) with the concerned related service provider/s to gather the following information: missed sessions if any and whether make-ups were provided, child's progress, common concerns and needed coordination on related skills being worked on.

3. Secure copy of her/his annual report and updated IEP – communicate through text or email with concerned provider a month before these documents are due to the Agency.

4. At all times, if and when problem/s arise with any of the related service provider/s communicate with the Educational Director who would try to help resolve the issue/problem.

Revised May 1, 2017

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Mama Program LLC

118-21 Queens Blvd, Suite 415 Forest Hills NY 11375

MONTHLY TEAM MEETING /COORDINATION NOTE

Names of Related Service Participants

Date Of the Meeting:_____________ SEIT :______________________________

PT: __________________________________ OT:

Student Name:________________________Student NYC ID # ___________

Parent's Name: ST First Attend Date ___________________________

PT First Attend Date___________________________ SP First Attend Date: ________________

OT First Attend Date____________________________

Purpose and outcome of this month's meeting:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Any non-provision or big gaps in related services? Yes___ No___

Specific reasons as to why related services are not being provided as mandated:

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Revised May 1, 2017

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____________________________________

Steps SEIT took to coordinate related services if not provided as mandated: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Please specify if District Administrator was contacted for assistance? Yes___ No___ If yes, specify the date: _______________

INTRODUCTION LETTER OF SEIT

(SCHOOL AS THE LOCATION OF THE CPSE SERVICE)

Date: _______________________

RE: INTRODUCTION LETTER FOR MS./MR. ____________________________

Dear ___________________________:

This is to introduce to you, Ms/Mr. _______________________________, the Special Education Teacher assigned by the above Agency to provide service to ______________________, a student enrolled in your preschool/school.

She/he would provide the service here on a regular schedule of ____ hours/week for ___ days, the time of which would be arranged with you.

Ms/Mr. _______________ teaching assignment primarily focuses on the attainment of the formulated goals and objectives of __________________consisting of the following:

Giving relevant support to ongoing routine classroom activities and structured weekly plan by the classroom teacher;

Provide him/her 1:1 teaching on specific targeted objectives in his/her present IEP package;

Revised May 1, 2017

If needed, provide advice or request support from your classroom staff that would reinforce skills being taught him/her

Before she/he leaves for the day she/he would be filling in the session note form which needs the signature of the classroom teacher

She is required to inform the class teacher of the CPSE child in advance if and when she would be missing a scheduled session or he/she would be on a prolonged absence; and if a substitute S.E.I.T. would be provided..

The undersigned would be observing how our assigned teacher conducts his/her teaching assignment on a pre-inform date with your permission. The Agency wants to make sure that he/she provides quality service to the child he/she is assigned to provide service.

The class teacher of ________________ with the consent of his/her parent would be provided a copy of _____________'s IEP document. Said document would familiarize your teacher would familiarize her with the developmental profile of _____________________, his special needs and IEP goals and objectives to remediate his identified needs.

Should you need the credentials of our assigned teacher for your file, please feel free to call the Agency to fax you these documents.

Thank you for your support and cooperation.

Sincerely,

Ms. EFIGENIA A. UBALDO/Ms. Sp. Education, S.A.S.

DATA ON THE STUDENT PROGRESS: SOURCES AND USES

1) Individual curriculum map which serves as a guide on what goals/cumulative activities/assessment tools to do with one special child with regards to specific targeted I.E.P. goal/objective 2) Session note logs which would carryover plans written on the curriculum map with the child’s response and progress within several session dates about targeted goals/objectives

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Revised May 1, 2017

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3) Monthly meeting with other service providers (if the child has related services 4) Active and continuing communication with the specific child’s parents and also or if the student is in a mainstream setting with the student’s teacher about the progress or child’s response to recommended carry-over or reinforcement activities.5) Quarterly Progress Report – this report discusses the progress made by a special student for the targeted goals during a three months period. This report forms the basis of the meeting between the parent and the SEIT during the scheduled Parent Teacher Meeting6) Annual Progress/Aged-out Report – this report contains information on the special child's progress for the year for the targeted goals/objectives for the ten months or twelve months for the various domains; it evaluates likewise using a standard instrument or tool where a child is developmentally

USESThe data from the cited tools above provide measurement/assessment of progress on how far an individual child is in attaining an I.E.P. goal/objective. Noted progress would indicate whether the case is ready to move to the next level or he/she needs additional activities to enrich his/her skill on the same. Also, how far is he/she towards attaining the targeted goal/objective. The progress or lack of progress on targeted behavior or skill can be used to discuss with other providers of services to this child as to what collaborated effort/s can be worked by all providers together, or as basis of doing a reevaluation of the child.

AGENCY GUIDELINE ON MAKE-UPS

Required make-ups for missed sessions can be done by the same provider or a designated substitute to be decided by the child's parent. Make-ups are done within one month of the missed session/s.

REPORT FORMAT OF CHILD’S PROGRESS GIVEN TO PARENTS

1. Formal report is provided to parents on a quarterly basis as entered in the Quarterly Progress form

Revised May 1, 2017

Contents of the report are discussed during the scheduled Parent Teacher Conference Day as provided in the Agency's school calendar: – The report lists the

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targeted objectives during the quarter, summary of progress attained by the child and conclusion/recommendation of the SEIT

2. Informal discussion is given from time to time as needed or as requested by parents directly or in writing in a communication notebook.

Action of S.E.I.T. when:

He/She believes his/her student has achieved his/her goals on the I.E.P. – He/She discusses this concern together with justification with the

Educational Director evaluates the justification and if appropriate would them make the S.E.I.T. fill in the proper form for the purpose

When the child is not receiving the appropriate services – Same procedure as above.

Communication With Other Service Providers

It is required that once a month the S.E.I.T. must be in contact with therapists of related services provided concurrently to a child being serviced to discuss the child’s progress, individual and common concerns about him/her, goals being worked on and strategies being used, etc. Information from the meeting is shared

with the child’s parents as well as documented on the form (Monthly Team Meeting Form) provided and required by the Agency. The written report is submitted to the Agency on the 5th of the month.

Supports in place addressing the behavioral needs of the student

1. Information from various subjects taken from the Special Education degree 2. Agency - provided workshop and hand-outs

Revised May 1, 2017

3. Different forms of support from the Agency’s Educational Director available at all times to by giving advice and observation of the problem child

4. External trainings and professional journals for special children5. Psychological evaluation of the child to enable him/her being given needed

support based on result of the evaluation .

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Level of supervision from the preschool program and how the employment relationship is structured:

A. Educational Director – exercises direct responsibility for the educational component of the program especially over the hired SEITs to insure delivery of high quality educational service to assigned cases to the Agency.

B. Executive Director responsible for the various administrative matters of the Agency's operation .

Basis of age-appropriate activities to use for an assigned special child

Various sources – Assessment administration using a standard instrument such as DAY C 2 to determine the developmental level of the special child. The result of test provided to a child is actually under a given child's IEP's p. 1 Present Levels of Performance and Individual Needs"Evaluation Results" including the information discussing the child’s developmental age, current performance of what he/she can do in the various domains, his/her weaknesses; knowledge and awareness of developmental characteristics of children at a given chronological age and unique characteristics of special children what works and does not work with them.

APPENDIX B

INFORMATION FOR PARENTS

Revised May 1, 2017

Agency Policy: MAMA Program, LLC conforms to the provision of FERPA (Federal Family Educational Rights and Privacy Act and 8 NYCRR sections 200.5(e) about the protection of personally identifiable information concerning educational records of CPSE

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cases assigned to it. Personally identifiable information means information that has:

the child's name, his/her parent/s name or the name of a family member; the child's address: a personally identifier, such as the child's social security number or

student number

The CEO of the Agency has the overall responsibility of insuring the security of all confidential records especially personally identifiable information records including electronic records.

All SEITs and administrative staff at the beginning of hire would be provided orientation and have to sign "Confidentiality Agreement". Everyone must observe strictly provided guidance about confidential records (personally identifiable information and other pertinent records of all assigned CPSE cases to the Agency):

Support from the Agency for Parents:

Revised May 1, 2017

1. Counseling and Training – this is done only if the school calendar can accommodate this.

2. Parents are entitled to a copy of the summary report on the evaluation done of their child

3. Solicited Parent Feedbacks during the school year

a questionnaire or telephonically fielded by the Educational Director as well as when she goes to observe the SEIT's teaching where the required documented observation includes obtaining the parent's feedback.

Mailed survey

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4. Progress Report/s on an Assigned Child

MAMA Agency, LLC ‘s S.E.I.T.s are required to make quarterly progress report/annual report/aged out report discussing how a given case is doing with regards to the goals/objectives in his I.E.P. The date when the quarterly and annual report is discussed with the student’s parent is included in the school calendar provided to the parent upon initiation of service. As for the aged out report, the parent is informed in advance by the convening CSE Committee

The SEIT communicates with the parents directly, by phone or a communication notebook. He/she informs the parent about his/her student’s progress and concerns. He/She actively encourages his/her participation by giving her practical recommendations/ activities or strategies on the skill being worked on or for handling an existing behavior problem. When he/she comes for the next session he/she follows up on this. The S.E.I.T should always sincerely praise the parent’s effort even if the result was not successful. He/she can give alternative recommendations to have the parent try so she can be encouraged to persist and be patient.

From the SEIT if ever there is a parent with a student needing support on handling inappropriate behavior of his/her child. The S.E.I.T. discusses personally or writes in the communication notebook practical help/advices/recommendations about certain activities on handling inappropriate behavior of their child. The SEIT does a

Revised May 1, 2017

follow-up with the parent about the applied activity or technique on his/her next visit.

APPENDIX CSAMPLE FORMS

SAMPLE SESSION NOTEGoals/Objectives: Activities & Responses

Progress

Identify basic shapes & primary colors with minimal prompting

Shape & Color Sorter – ____ was able to label the colors w/ 80% mastery

____ has improved by 10 % his identification of colors/shapes since the last five sessions

Identify upper case letters of the alphabet

Flashcards of upper case and lower case letters of the alphabet – xxxx did the actvy with 40% verbal & visual assistance

____ was able to complete simple tasks over the last 3 sessions w/ over 70 % accuracy

Find 2 objects that are the same & comment/put them together

Farm animals – SEIT modeled how to make a match or put 2 same pictures together. ______ was given 100 % assistance to find which picture out of 3 choices is the same as this SEIT was holding. He was able to say “same”about the matched pictures with verbal prompt.

To date after 6 sessions of the activity “match same picture” ____ still unable to do it (even with one set) without prompt.

Display communicative attending behavior by visually looking at the speaker and maintaining quiet behavior when listening

Hanukah as topic - ______ was able to answer questions while looking at SEIT about 50% of the time. SEIT encouraged eye contact during the discussion.

During the previous month ______ was inconsistent complying with the instruction to look at this SEIT when responding to question/talking; now he shows 5 % improvement doing eye contact.

Pretend Play - ______ played in the kitchen area with a peer with 60%

For about five sessions now, ______ went to play in the kitchen area and

Revised May 1, 2017

verbal prompt on what to say to his peer.

engaged himself with 50% limited dialogue with a peer playing there likewise.

Will identify 4 out of 5 emotions on flashcards, people and during other sit-down actvs.

Flashcards depicting common emotions - ________ identified correctly 2/10 emotions from the cards

Compared to last session, _______ showed 20 % progress recognizing depicted feelings/emotions

Count up to 10 objects w/ 1:1 correspondence 80 % of the time

Counting 10 tokens - ________ counted sequentially 10 tokens but provided correctly 1/3 1:1 correspondence on the flashcards depicting separately objects 1, 2 & 3

Over the course of 5 sessions _____ now counts with 80 % mastery and shows 5% progress doing 1:1 correspondence.

Identify the parts of a whole

26Identify basic body parts - ______ He was able to draw a person and identified by pointing when asked nose, eyes, mouth, arms & feet.

________ he made progress of 70 % identifying body parts compared with 8 sessions ago

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WRITTEN SAMPLE FORMS SESSION NOTE

MAMA PROGRAM, LLC. 118-21 Queens Blvd, Suite #415, Forest Hills, NY 11375

Student’s Name: John Doe___ D.O.B. 02-09-08 NYC ID #: 228-344-567

Provider’s Name: Mary Kay I.E.P. Mandate: 5 hrs/wk

* Only I.E.P goals can be printed. Dates/ time, titles, activities/ response and progress have to be to be hand written and cannot be printed

Revised May 1, 2017

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Date: 8/1/13 Time: 4:30 pm to 6pm Service Location: home

I.E.P. Goals/Objectives: Child will be able to write his first name with 80% accuracy; he will be able to sort objects by their color; he will be able to identify objects with 80 % accuracy

Actvs/Responses: Practice writing of first name - Child was provided hand over his hand prompt tracing 3x his first name and with no help wrote correctly letter J 70 % legibly; Sorting assorted color blocks – Child sorted correctly 3 basic colors with no prompt and 2 other colors with 50 % prompt; flashcards of familiar objects (animals and home objects) – child identified correctly 10/26.

Progress: Compared to 4 sessions ago Child shows 10 % progress writing his first name; emerging ability to sort simple objects; 10 % progress verbally identifying familiar objects

Provider’s Signature: _______________________________

Parent or verifying Witness( specify title) signature:__________________________________________ TitleDate: 8/1/13 Time: 4:30 pm to 6pm Service Location: home

I.E.P. Goals/Objectives: Child will be able to write his first name with 80% accuracy; he will be able to sort objects by their color; he will be able to identify objects with 80 % accuracy

Actvs/Responses: Practice writing of first name - Child was provided hand over his hand prompt tracing 3x his first name and with no help wrote correctly letter J 70 % legibly; Sorting assorted color blocks – Child sorted correctly 3 basic colors with no prompt and 2 other colors with 50 % prompt; flashcards of familiar objects (animals and home objects) – child identified correctly 10/26.

Progress: Compared to 4 sessions ago Child shows 10 % progress writing his first name; emerging ability to sort simple objects; 10 % progress verbally identifying familiar objects

Provider’s Signature: _______________________________

Parent or verifying Witness( specify title) signature:__________________________________________ TitleDate: 8/5/13 Time: 4:30 pm to 6 pm Service Location: home

Goals/Objectives: Child will be able to respond to “wh” questions, engage in appropriate conversation with a peer at playtime; stay focused during group activities.

Actvs/Responses: Child at circle time was out of focus 50 % of the time during story time, he needed reminder to mind his own body and not bother the classmates on his left and right side ; he was provided 70 % verbal prompt to

Revised May 1, 2017

question asked about today’s weather; at the housekeeping area was given 100 % verbal prompt to question asked by a peer as they were role playing working together as a family and he was the father “what food should he prepare for breakfast?”

Progress: Compared to last month, Child shows some progress responding to “wh” questions although he still needs 50 % verbal prompting; shows 1% progress staying focused during group activities and following instruction.

Provider Signature: ________________________________, M.S. Sp. Education

Parent or verifying Witness( specify title) signature:__________________________________________ TITLE

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QUARTERLY PROGRESS REPORT FORM/GUIDELINES

Student’s Name :________________________________________________________NYC ID #: _________________________________ Date of Birth:_______________________________Date of Report :____________________________Chronological Age of Student : _________________Provider’s Name : ________________________________________________________________________School District : _____________________: IEP Dates of Service :___________to_______________

(Write on the box above all required information)

I. Goal(s)/ Objective(s) : Write here the goals/objectives you as SEIT have targeted to work on during the inclusive date of the quarterly period.

II. Summary of Progress toward Goal(s) and Objective(s) : (Write here relevant information as follows:

Revised May 1, 2017

For the 1st, 2nd and 3rd Quarterly Progress Report – provide brief explanation pertaining to the progress regarding the short term objectives targeted during the quarter.

For the last quarterly progress report:

One paragraph brief background information about the child and the service being provided to him/her: # of hours, ,where, when and anything unusual occurring that affect the provision of service (e.g. frequent missed sessions, family circumstance such as lack of a quiet private space, etc.)

One paragraph summary of child’s attained progress by domain from 1st to 3rd quarter

One paragraph with reqards to progress attained for this last quarter

III. Conclusions and Recommendations : Based on the above information of the child’s progress and delays with regards to the attainment of the goals worked on for the whole school year write your summation of the child’s status

S.E.I.T Provider Signature: _______________________________________ Date :________________

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SAMPLE: SEIT SERVICE QUARTERLY PROGRESS REPORT

Student’s Name : _______________________________________ NYC ID #: 233-810-084________________________Date of Birth:__ ______________________Date of Report :_May 31, 2015________________Chronological Age of Student : _5 years 3 month __Provider’s Name : __ _________________________________________________________School District : __28__________________________: IEP Dates of Service : Mar 2 to May 31 2015

Goal(s)/ Objective(s) :

Given prompts, xxxx will be able to stay focused/ on task for 15 to 20 minutes

Revised May 1, 2017

xxxx will improve her understanding of spatial concepts with and without cues 80% accuracy

xxxx should be able to recall information from a story she hears with 80% accuracy

xxxx will be able to follow 2-3 step directions with 80% accuracy

xxxx will demonstrate the ability to request a desired item from a peer or adult (i.e., "Can I have the ____ ?"), using target sentences or modeling with and without prompt and 80% accuracy.

Xxxx shoud be able to stay focused throughout an entire book reading with 80% accuracy

Summary of Progress toward Goal(s) and Objective(s)

Xxxx Whitehead is a five year and three month old girl who attends a home-based Daycare. She is currently receiving ten hours of SEIT services. Xxxx is a student who presents with receptive and expressive language delays.She learns best through visual cues and repetition. This quarter, we worked on goals such as staying focused on task, produce simple sentence structure, reading comprehention, and improving descriptive concepts. Xxxx is a shy girl by nature and character. She is able to share objects/toys with others without distress.

Cognitive

Given prompts,xxxx was be able to stay focusedon task for 10-15 minutes 70% of the time,

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play games, complete work-sheets, color and follow directions during arts and crafts activities. Xxxx was able to recall characters from the story with 65% accuracy. If the book is of interest to xxxx ,she is able to sit, focus, and answear questions to the best of her ability. Xxxx has shown improvement in recalling 3/5 characters from a previous story read to her compared to a few months ago. She has shown great improvement in focused listening during storytelling time book and not get distracted playing with objects within her surroundings.

Xxxx was able to describe what she sees in a picture (setting, size, gender, season, feelings, shapes of objects)given positive reinforcement in 3/5 trials.

Communication

Revised May 1, 2017

Xxxx is able to produce simple sentences to convey wider variety of novel, specific, relevant and concrete ideas with and without cues with 70% accuracy. During our discussions regarding food, kitchen play, animals and answering WH questions after book reading, xxxx answered questions asked her producing proper sentences with correct pronouns. Xxxx showed

improvement responding to questions, stated in 4-5 words sentences and taking 2 to 3 speech turns. During play time with friends, xxxx shares, takes turns and is eager to help a peer in need of help.

Social-emotional Development

Xxxx verbally expresses her wants and needs and shows improvement in verbally expressing her emotions. She is able to engage in reciprocal play activities with 90% accuracy; focus in group activities and follow teachers directions with 70% accuracy. She is able to label variety of emotions and understands that her actions have consequences.

Self- Help Skills

Xxxx can put on/take off her jacket, zip her sweater and button her shirt. She is able to state if she is thirsty or hungry. Her self help skills are age appropriate.

Physical Development

Xxxx can walk down the stairs alternating her feet. She is aware of her surroundings. She can

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run, varying her pace and direction. She can cut on dotted line 90% acurrately and color with in lines of the sketch of the object 75% of the time.

Conclusions and Recommendations:

It appears from the above discussion that there has been significant progress attained by xxxx in the various domains: cognitive, social- emotional, communication, adaptive living skills and physical domain. Looking back to when this SEIT started working with her, she has grown so much.

It is this SEIT professional opinion that xxxx can be either in a regular education or in an inclusion class setting as her least restrictive environment. However, it is highly recommended

Revised May 1, 2017

that she be provided with someone who can give her exclusive assistance whenever she is out of focus or whenever she manifests out of control behavior. She needs a well-structured learning environment so as not to jeopardize her educational learning or mastery of skills, to enable her to engage in reciprocal conversations and to contain her self-directed behaviors.

Signature of SEIT Provider:____xxxx_________ _ Date: _xxxx__

SAMPLE

ANNUAL EDUCATIONAL PROGRESS REPORT Student’s Name :__xxxx xxxx ____________________________________________

NYC ID # : xxx-xxx-xxx_______________________ Date of Birth : ______x/xx/2012_________________

Date of Report : 4/25/16______________________Chronological Age of Student : _________4 yrs____________

Provider’s Name : xxxx

School District : ___25_________________________: IEP Dates of Service :___________to_______________

Language of Instruction: _English___________ SEIT__5 hrs/wk; Related Service: PT 2 x 30 1:1 mandated but not yet provided___

Method of Assessment: Observations, Parent / Teacher Interviews, The Developmental Assessment of Young Children (DAYC)

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Background Information/ Medical and Educational History:

Xxxx is a sweet and shy 4 years old girl. She has been receiving SEIT services of five hours a week since September 2015. She is likewise mandated to receive Physical therapy but unfortunately remains unable to get the service. Xxxx attends xxxx Day Care Center five days a week. Her level of functioning for the various domains was assessed using DAYC-2 assessment tool.

Revised May 1, 2017

Xxxx was diagnosed with Craniosynostosis, a birth defect in which one or more of the joints between the bones of the baby’s skull close prematurely, before the baby’s brain is fully formed. A baby's brain that has Craniosynostosis, would not be able to grow its natural shape and the head would be misshapen. At the age of two months, xxxx underwent brain surgery. She also wore a head helmet for one year. Her second operation was done in August of 2013.

 

Clinical Observation:

Xxxx is a shy, sweet little girl, who is very friendly once she gets to know and be comfortable with you. She appears average in weight and stature. She has been making good progress since she started to receive SEIT services. Xxxx has made progress adjusting to her classroom environment and peers. However, she presents with a short attention span, poor communication skills, and social play skills. Xxxx gets easily distracted and needs a lot of reinforcements to finish her work. Xxxx needs a lot of modeling and repetition in order to perform class activities. Xxxx often shows pride when the therapist or her homeroom teacher praises her. She responds to positive reinforcement when correcting her for inappropriate behavior.

Cognitive Development : Xxxx enjoys playing with dolls, play dough, paint and arts and craft. She is able to name shapes, colors, body parts, animals and common objects. She is good at matching objects by their color shape and size. Abigail is able to sort objects into different categories. Xxxx presents difficulties listening to stories for more than 5 minutes. She has difficulty staying focused during structured activities. Her attention span is limited and generally poor. Xxxx is able to rote count and identify numbers 1-10. Xxxx recognizes the upper letters of the English alphabet but not the lower case letters. She is able to follow 3 step commands with blocks. She is able to sustain her focus for a simple specific task for about a minute to two minutes without redirection. Xxxx is able to answer simple “wh” questions asked from story read 60% of the time. 

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According to DAYC-2 xxxx presents with mild to moderate delays in the cognitive domain.

Revised May 1, 2017

Social-Emotional

Xxxx presents as a very happy and shy child. She appears to enjoy working with her classmates and homeroom teacher. However, xxxx shows difficulty separating from her parents and she tends to cry, or asks to go home. She tends to give up very easily when working on a given activity and encounters a problem with it; she would stop her work completely. Xxxx is interested doing preferred activities with her peers. However, without adult supervision xxxx ignores others having their turn during play and would not share toys on her hands. Xxxx is unable to control her emotions and tantrums when frustrated. Xxxxx struggles with impulse control and self-regulation during structured activities.

According to DAYC-2 xxxx presents with mild to moderate delays in the social emotional domain.

Physical Development:

Xxxx can run, jump, and walk up /down the stairs via same step placement. She can throw and catch a ball. She shows interest doing fine motor activities (e.g. manipulative play, play dough, puzzles and tablet). Xxxx is able to hold scissors and cut paper without assistance. With writing tools, she uses a 3-point grasp with hand over hand assistance and color within the lines.

According to DAYC-2 xxxx presents with mild to moderate delays in her physical development domain

Adaptive:

Xxxx is learning and adapting to following classroom rules and the daily routine schedule. She is now able to request the use of bathroom when needed. She completes bathroom and hand washing routine with some redirection. She needs to be reminded to wash her hands after use of bathroom. She needs attention when dressing and undressing activities. She needs assistance unbuttoning front buttons or zipping and or unzipping his jacket.

According to DAYC-2 xxxx presents with mild to moderate delays in the adaptive domain

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Communication:

Revised May 1, 2017

xxxx is able to follow 2-3 step commands with blocks on top of another. She is able to answer simple ''wh'' questions from story with assistance. She is able to use verbs to describe pictured objects. She communicates with peers and teachers.

According to DAYC-2 xxxx presents with mild to moderate delays in the communication domain.

Summary and Recommendations:

Xxxx is a 4-year-old girl who currently receives 5 hours of SEIT services a week. She continues to make steady progress towards mastering her educational goals. She currently presents with mild to moderate delays in the cognitive, communication, and social-emotional domains.xxxx enjoys playing with dolls, play dough, paint and Arts and grafts. She is able to name shapes, colors, body parts, animals and common objects. She is good at matching objects by color shape and size. Xxxx is able to categorize objects into categories. Xxxx presents difficulties listening to stories more than 5 minutes. She cannot sustain focus during structured activities. Attention span is limited and generally poor. Her ability to rote counts and identifies numbers 1-10. Xxxx identity’s only upper letters she cannot recall lower case letters. She has showed ability to follow 3 step commands with blocks. She has shown improvement in sustaining and focusing on specific task given for about a minute to two minutes without redirection. xxxx is able to answer simple “wh” questions asked from story read 60% of the time. 

xxxx continues to show some difficulty staying on focus doing classroom routines. Her attention span although there has been some progress remains to be limited and generally poor. She has difficulty listening to stories for beyond 5minutes. She requires repetition on multi-step directions.

It is recommended that xxxx continues to receive SEIT services with the same setting, frequency and duration to enable her to attain her targeted goals and objectives relevant to her needs as defined in his IEP package within the projected timeframe. Furthermore, that the mandated physical therapy for her of 2 x 30 1:1 be provided.

X__________________________________ 

Name

Revised May 1, 2017

Special Education Teacher

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SAMPLE

AGED-OUT EDUCATIONAL REPORT

Student’s Name :__xxxx_____________________________

NYC ID #: ______xxxx_________________Date of Birth :_______7/10/12_________

Date of Report :______12/30/16______________Chronological Age of Student : ___4.5______________

Provider’s Name : __ _______________________

School District : _____28_____________________________________________________________________

Language of Instruction: __English__________Related Services : _______ST, OT, PT___________

Method of Assessment : Observations, Parent / Teacher Interviews, The Developmental Assessment of Young Children ( DAYC)

Background Information/ Medical and Educational History:

xxxx is a 4.5 month old child. He has been receiving SEIT services with this therapist since November 2016. xxxx attends Queens Gymnasia Day Care every day. Weekly, he receives 10 hours of SEIT services and related services of Speech (2x30) and OT (2x30). His level of functioning for the various functional domains was assessed using the DAYC-2 assessment tool.

xxxx does not appear to have medical diagnoses or problems. He does not present with vision or hearing problems. Gabriel resides with his parents and a younger sister.

Revised May 1, 2017

Clinical Observation:

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xxxx presents as a sweet and friendly child. He appears average in weight and stature. He has been making slight progress since he started to receive SEIT services. xxxx has difficulties staying on task and has a hard time during circle time and class work. xxxx presents with a short attention span and his comprehension is limited. He gets easily distracted and needs a lot of reinforcements to finish his work. xxxx needs a lot of modeling and repetition in order to perform class activities. xxxx often shows pride when this therapist praises him. He appears responsive to positive reinforcement in correcting his inappropriate behavior.

Cognitive Development:

 According to DAYC-2 Gabriel presents with mild to moderate delays in the cognitive domain

Xxxx presents as a sweet and friendly child. He appears average in weight and stature. He has been making slight progress since he started to receive SEIT services. xxxx has difficulties staying on task and has a hard time during circle time and class work. xxxx presents with a short attention span and his comprehension is limited. He gets easily distracted and needs a lot of reinforcements to finish his work. xxxx needs a lot of modeling and repetition in order to complete a given class activity. xxxx often shows pride when the therapist praises him for appropriate behavior or for completing a given task successfully.

Social Emotional:

 According to DAYC-2 Gabriel presents with mild to moderate delays in the cognitive domain

Revised May 1, 2017

xxxx presents as a very happy and friendly child. He appears to enjoy working with his SEIT teacher. xxxx separates from parents without crying, and sings familiar songs with adults. xxxx will show empathy by hugging his teachers and peers. He presents interest in activities with his peers. When it comes to group play, xxxx will be able to play cooperatively with peers. He needs support in turn taking and comprehension of game rules.

Physical Development:

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According to DAYC-2 xxxx functions within the average range in the physical development domain

xxxx ambulates and runs smoothly. He can jump and walk up/down the stairs. He can throw a ball. He shows interest doing fine motor activities (e.g. manipulative play, play dough, puzzles games and tablet. xxxx is able to hold scissors and cut with assistance. With writing tools, he uses a 3 point grasp..

Adaptive:

According to DAYC-2 Gabriel functions within the average range in the adaptive domain

xxxx is learning and adapting to following classroom rules and the daily routine schedule. He will request the use of bathroom when needed with assistance. He completes bathroom and hand washing routine with assistance. He is reminded to wash hands after use of bathroom. He needs minor assistance when dressing and undressing with more complex clothes. He needs assistance unbuttoning front buttons or zipping and or unzipping his jacket.

Communication:

According to DAYC-2 Gabriel presents with mild to moderate delays in the communication domain.

Revised May 1, 2017

xxxx is able to follow basic 1-2 step commands with blocks on top of another with assistance. He is able to answer simple ''who'' questions from story that was read multiple times to him. He shows issues when describing pictured objects. He communicates with peers and teachers bilingually a combined Russian/English mix. His teacher is bilingual and is able to understand what xxxx is trying to say.

Summary and Recommendations:

xxxx is a 4.5 year old boy who currently receives 10 hours of SEIT services a week. He continues putting effort in making daily progress towards mastering his educational goals. He currently presents with mild to moderate delays in the cognitive, social-emotional domains and communication domains.

xxxx is able to rote count 1-6 as well as identify letters A-G. He knows some of his colors, shapes and is able to name most animals shown. He's able to answer simple ''wh'' questions from story that was read multiple times to him. He has shown ability to follow simple 1-2 step command with blocks on top of another. He's not able to sustain himself without redirection on specific task given. He is able to separate from his parents without crying and is able to interact with his peers.

xxxx shows difficulties in focusing during classroom routines. He needs assistance with his comprehension and logical skills. He cannot sustain his focus on structured activities. xxxx has difficulty listening to stories beyond 3 minutes. He requires repetition following multi-step directions.

It is this teacher's clinical opinion that xxxx would benefit the most for the next school year in an Integrated setting as his least restricted environment. The final decision though for his placement would depend on the convening CSE Committee.

X__________________________________  Date: _______________

Name

Revised May 1, 2017

Special Education Teacher

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Revised May 1, 2017