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Chapter 408 Adapted from the January 4, 2012 memo to princi

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on 3 September 2013

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Transcript of Chapter 408 Adapted from the January 4, 2012 memo to princi

Chapter 408

Chapter 408
September 3, 2013
PS 42
presented by Ms. Verdiner
As per, Chapter 408 NYS Education Law Implementation

Requires that all general education and special education teachers and related service providers
receive a copy or electronic access
to the most recent IEP of each student to whom they provide service
- NYSED, 2011

SESIS
SESIS is a computerized application, aligned with the current guidelines of Special Education New York State policy, that serves as a medium to ensure that all informing school personnel have access to gain knowledge of their IEP implementation responsibilities.

https://sesis.nycenet.edu/

Objective:
The purpose of this presentation is to inform schools of their obligation to ensure that those responsible for implementing IEPs are provided with copies of all IEPs prior to implementation of the IEP, in compliance with Section 4402(7) of the Education Law, as amended by Chapter 408 of the Laws of 2002 (“Chapter 408”).

Must maintain Confidentiality of IEPs
Designates a person knowledgeable about students disability

Each paraprofessional responsible for assisting in the implementation of a student’s IEP must review and have ongoing access to a copy of the IEP.
Who is in Charge of the Individualized Education Program (IEP)?
General Education student with Related Services—Related Service Provider
Special Education Teacher Support Services (SETSS) – SETTS Provider
Collaborative Team Teaching - Special Education Teacher
Special Class Services- Special Education Teacher

Collaboration
The identified provider /teacher is responsible to implement services,
collaborate
with all parties involved with the student, update and maintain the IEP, initiate annual reviews and provide Triennial reports.

Bottomline
The IEP describes the school’s obligation to provide specially designed instruction, related and other support services to students with disabilities. In order for students to achieve the full benefit of the IEP planning process, school personnel with responsibility for implementing the IEP’s of students with disabilities must understand their responsibilities and have students’ IEP’s readily available to them.
References
New York City Department of Education. Website (2011). Special Education. Retrieved fromhttp://schools.nyc.gov/Academics/SpecialEducation/default.htm

New York State Department of Education Website (2010). Chapter 408 Memo. Retrieved from http://www.p12.nysed.gov/specialed/publications/policy/chap408memo.htmcover.htm
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