Assessment Agency Kick Off 2025-2026

Division of Inclusive and Accessible Learning

Friday, October 24, 2025

/nycschools

schools.nyc.gov

Agenda

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Today's Agenda

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• Introductions
• Welcome to Marie!!!
• General overview
• Contract Agency responsibilities
• Report preparation
• Overview of Cascade of Services
• Scope of Assessments and Quality Indicators
• Interpretations
• Approvals
• Navigating SESIS
• New Upload features!
• Payment Process

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Director of School-Based Evaluations, Compliance, and School Support 

Office of Supervisors of School Psychologists�Frank Tamayo

FTamayo@schools.nyc.gov

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AOT LIAISONS (on next slide)

OFFICE OF RELATED SERVICES

Chief of Special Education�Suzanne Sanchez�SSanchez8@schools.nyc.gov � 

Director of Finance and Strategy

Susan Bilicki

SBilicki2@schools.nyc.gov

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Executive Director of Operations, ORS

Shona Gibson

SGibson4@schools.nyc.gov

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Director of Strategic Initiatives

Idalia Peele

IPeele@schools.nyc.gov

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Director of Compliance and Contract Management�Susan Epstein�SEpstein5@schools.nyc.gov  

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Director of OT Services

TBD

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Director of PT Services�Alison Karty�AKarty@schools.nyc.gov   

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Director of Speech Services�Melanie Leong�MLeong@schools.nyc.gov

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Directors of Assistive Technology

Colleen Warn CWarn@schools.nyc.gov

David Carroca DCarroca@schools.nyc.gov

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Director of Assessments �Maria DeSimone

MDesimone@schools.nyc.gov

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ASSESSMENT OPERATIONS TEAM

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AOT by District

Important NYCPS Acronyms

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Central Based Office Flow Chart

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Director

of

Speech

Director of

Occupational Therapy

Director

of

Physical Therapy

Speech Managers

Occupational Therapy Supervisor

Physical Therapy

Supervisor

Physical Therapist

Occupational Therapist

Supervisor of Speech

Speech Therapist

Director of ORS

Supervisor of Assistive Technology

Physical Therapy Manager

CSET Team

Directors of

Assistive Technology

Occupational Therapy Managers

CAT Team

Central Eval

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Committee on Special Education (CSE) �All Assessments- Private & Charter Schools

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**Speech not handled by AOTs. Reach out to the CSEs

PETS

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All evaluators must be PETS cleared prior to providing any service to NYC students.

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For more information about this process, please contact:

Sue Epstein SEpstein5@schools.nyc.gov

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Evelyn Abreu EAbreu12@schools.nyc.gov

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Hermes Dastas HDastas@schools.nyc.gov 

Agency Responsibilities

• Have an active agency supervisor
• Have consistent email address for agency coordinator (we will be reaching out via email)
• All evaluators must be active and eligible in PETS under the Assessment contract
• You have 5 days to accept and 15 days to complete the assessment
• Accept and decline assessments in a timely manner
• No more than 2 evaluations per day per evaluator unless otherwise approved by a DOE team member (Director, Supervisor, or AOT)
• Monitor SESIS messages and EVENT tagging the appropriate AOT / the Sup of Psych/Sup of Related Services
• Conduct assessments in the school unless given permission in writing
• Conduct assessments as stated Language of Assessment in the Student’s profile page in SESIS
• Comply with the DOE policy regarding revision requests – 15 days to Revise

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Summary of:  Contractor Staffing, Coordination, Supervision, and Administrative Obligations and Requirements�(from RFB B3275 Section 3)

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• 3.3.5 The clinician assigned by the Contractor must be able to conduct Assessments at sites other than DOE buildings as requested by, and at the sole discretion of, the Director of Assessments (e.g., hospitals, students' homes, etc.). At its sole discretion, the DOE may determine that it is necessary to request that Contractors assign a clinician to provide an assessment at the Contractor's facility. 

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• 3.3.7 The Contractor must employ a minimum of one full-time coordinator to administer the contract(s) awarded (i.e., Monday through Friday, 9:00 AM to 5:00 PM). The Contractor must maintain direct telephone access to the coordinator, who must be consistently available at these times to respond to telephone/cell phone inquiries at the Contractor's main office.

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• 3.3.8 The Contractor must employ one or more clinical supervisors for each discipline in which they receive an award pursuant to this RFB who possesses a permanent New York State Registration Certificate in the appropriate discipline to effectively manage the Services pursuant to their Contract.  The supervisor(s) shall be responsible for ensuring that Assessments are provided in a timely and high quality fashion, consistent with requirements

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Summary of:  Contractor Staffing, Coordination, Supervision, and Administrative Obligations and Requirements�(from RFB B3275 Section 3)

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• 3.10.12: Assessment Providers employed by the Contractor pursuant to this agreement are prohibited from conducting more than two (2) Assessments on any individual day inclusive of all assessments performed by that Provider on that day regardless of whether they are assigned by the same Contractor, unless a waiver in writing is granted by the Borough/Citywide Office, CSE, CPSE, Citywide/District 75, or other Responsibility Center’s Responsible Party.

Summary: meetings� (from RFB B3275 Section 3)

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• At the request of the Responsibility Center Contractors shall assign any or all members of their staff to annual Medicaid compliance training, attend in-service training in such areas as due process procedures, service delivery, report writing, record-keeping, etc., at no charge to the DOE

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• At the request of the Responsibility Center, Contractors shall assign any or all members of their staff to communicate with and attend school meetings, Borough/Citywide Office (BCO) meetings, CSE reviews, Impartial Hearings, and other DOE conferences, meetings or training sessions, and participate in the preparation of an IEP for a student they have assessed, at no charge to the DOE.

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Summary: Report Preparation �(from RFB B3275 Section 3)

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• 3.12.7.2 Student reports shall be entered in SESIS on templates designated by the DOE at its sole discretion. * TO BE DISCUSSED TODAY

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• 3.12.7.3 All requests by the Responsibility Center for revised reports, including those that are incomplete or otherwise missing required information, must be entered into SESIS as soon as possible, and not later than fifteen (15) school days of receipt of the request by the Contractor

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• 3.12.7.8 The Contractor shall submit, in a form and manner deemed acceptable by the Responsibility Center, electronic reports for students …All reports must contain appropriate short and long-term goals to be included on the student's IEP. 

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• 3.12.7.9 Reports for students assessed bilingually must include the following: (a) evidence that both languages are used; (b) statement of the examiner's finding on the language of instruction; and (c) goals for instruction in both languages.

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Cascade of Services

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Licensed Clinical DOE Employee

Including: School Psychologists, OT/PT and CSET Evaluators

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Per Session

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Contracted Agencies

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Independent Agencies

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Independent Evaluators

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Cascade of Services

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• Rolling through cascade with dependencies on:
• Agency capacity in type of evaluation
• Agency cost for type of evaluation

Contracted Agencies

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• Adhere to RFB B3275 Contractual Agreement
• Submit online capacity form with realistic numbers at the end of each month; you must have capacity to conduct the evaluations assigned
• Accept assessment and assign evaluator in SESIS 
• Agency is responsible for the completion of revisions to a report in SESIS as requested

Scope of Assessments

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�General Guidelines for all Assessments

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•Grammar and Writing Style: Writing should be clear and easy to understand providing an accurate picture of the student. Spelling and grammar must be free of errors. Gender pronouns must be accurate. Quotes should be used intermittently. Paragraphs should be utilized correctly.

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•Quality of Information: Appropriate information should be included, addressing the specific concerns about the student. Enough specifics should be provided to paint a portrait while avoiding unnecessary elaboration/repetition. Clinical terms should be defined. Primary concerns should be identified.

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•Column Ratings: Columns selected should accurately reflect student function and be consistent with other information within the report. When difficulties are indicated, they should be discussed in the narrative portion within each section. Column ratings should match discussion points in the section.

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•Assessment: Assessments should be clearly described and results should be easy to interpret. Assessment findings should be discussed in relation to student’s areas of concern. Scores should not be used to determine recommendations. Scores and test results should be incorporated within the overall context of student function.

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•Point of View: Information should be presented using neutral language. Discrepancies between teacher, parent, and evaluator perspectives should be included in a neutral manner. Decisions about service recommendations should not be implied when reporting evaluation results. The assessor should limit reference to him or herself.

School-Based vs. Medical Model Assessments

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GUIDING PHILOSOPHY

•  Related services are provided to advance the achievement of a student with a disability in connection with his or her educational program. Related services should:
•  Most fundamentally, help maximize each student's ability to achieve his or her educational goals.
• Be delivered in the least restrictive environment, and to the extent appropriate, integrated into the classroom.
• Be closely coordinated with the student's teachers, other instructional personnel, and parents/guardians in support of instructional goals. 
• Be re-assessed annually in conjunction with the review of the student's IEP.
• Rely on the student's Present Level of Performance (PLOP) as the basis for determining the need for appropriate supports. 

                                                                                    (Principal's Weekly, 3/20/12)

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The Individualized Education Plan

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• Present Level of Performance: Identifies strengths and needs of the student

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• Goals that address the needs of the student as indicated in the PLOP

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• Services that address the goals 

Session notes are documentation of progress made during service provision

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• Service delivery model(s)

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• Re-assessment of progress

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• Review of IEP

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(NYCDOE Office of Special Education SOPM)

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Determining Need for Services

The IEP team must determine if a student meets the eligibility requirements for special education before services are recommended on the student's IEP. 

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Eligibility for Special Education Services

Recommending OT, PT or ST Services 

Students Need Related Services if:

• Student’s performance adversely affects and/or interferes with the student’s ability to perform his/her roles and responsibilities in instructional and non-academic school activities.

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• Student’s participation and performance in school can be enhanced by specifically designed related service focus on changing the student, task and/or environment.

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• The goal can only be addressed by the support and intervention of a related service provider (not a teacher, paraprofessional or other school staff).

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• Other special education supports, related services or other school staff (e.g., teacher, paraprofessional, nurse) are unable to adequately address the area of concern, and it can only be addressed suitably by a related service provider.

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Purpose of Evaluation:

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Identification of children with hearing loss; Determination of the range, nature and degree of hearing loss, including referral for medical or other professional attention for the habilitation of hearing;

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One of the most critical responsibilities for school-based audiology services involves the use of FM systems and other hearing assistive technologies. As described in the IDEA regulations [34 CFR300.5 -. 6] the requirement includes not only providing the device at no charge to the child/family but also the services that assure the device is used appropriately. Furthermore, the evaluation for assistive technology must include a functional evaluation of the child in his/her classroom (customary environment).

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Who can conduct Evaluation?

An audiological assessment must be performed by a licensed and certified Audiologist.

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Audiological Assessments​

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Quality Indicators of Evaluation:

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The IEP team must consider the communication needs of the child as well as the need for assistive technology devices and services. The audiologist should ensure that these considerations are part of every IEP for a child with hearing loss and that the considerations are a productive discussion with the parents and the school staff so that each component is addressed and recommendations are derived from them.

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There are several places within the IEP where audiology information is presented. Though many states now use an electronic IEP form, it is important to obtain a copy of the correct form with the school district or cooperative as IEPS can vary greatly. There may also be slightly different forms for preschool (3-5) school aged (K-8, grade/13 years) and transition (14 year of age and over).

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Audiology should also be included under the Specialized Instruction and Related Services section indicating the service provider, whether the service is direct or indirect, frequency and duration. Examples include monitoring of student performance such as quarterly monitoring of student academic performance and class participation, and consultation to teachers and staff such as yearly in-services regarding the student’s hearing and use of care of hearing aids.

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General guidance for completion include:

• A statement of the assessment results (or audiology report) that includes implications of the hearing impairment for communication and learning should be included with the reporting of Present Levels of Functioning. Some IEPs may also have a section on health information where the audiology report can be attached to the IEP or embedded.

• Direct services with the student such as self-advocacy training, listening skill development, FM or assistive technology orientation and training, understanding accommodations, and transition skills should be included under the Annual Goals and Objectives.

• FM systems and other assistive technology should also be listed under the Assistive Technology devices and services section.

• Recommendations should be included in the Modification and Accommodation section for items such as full time use of personal hearing aids and FM hearing assistive technology systems daily, strategic seating in the classroom, reduction of noise or reverberation, etc. Note of caution: make sure the statement about hearing aids does not obligate a school to provide personal hearing aids under assistive technology. Also include a statement related to monitoring the function of the student’s personal and assistive hearing devices that includes who will conduct the monitoring, the frequency, the procedure used, the location of where the monitoring occurs, and what happens when there is a malfunction.

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Additional considerations to include that relation to the actual audio logical testing include but are not limited to the following:

• We require pure tone audiometry – to include air conduction and bone conduction.

• Speech perception (including speech perception in noise if possible)

• Speech Reception Thresholds (speech awareness)

• Tympanometry including acoustic reflexes

• Information that supports the work of the school-based audiologist. (This would include the HES audiologists and CSE audiologists)

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Purpose of Evaluation:

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Central auditory processing is the perceptual processing of auditory information in the central auditory nervous system and the neurobiological activity that underlies that processing and gives rise to electro physiologic auditory potential (ASHA, 2005). The purpose of a CAPD evaluation is to determine if a deficit lies in the neural processing of auditory information as opposed to deficits in higher order language skills. Differential diagnosis is necessary to ensure appropriate recommendations and strategies in team decision making.

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Who can conduct Evaluation?

A comprehensive audiological evaluation conducted by a New York State Education Department certified and licensed audiologist must be completed to provide a diagnosis.

CAPD assessments are completed as a team approach including a certified and licensed audiologist speech-language pathologist. The tests must comply with standards established at the sole discretion of the DOE. Since CAPD is an auditory deficit, it is diagnosed by a licensed audiologist. However, a comprehensive evaluation would include a speech-language evaluation to rule out any competing etiologies.

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Central Auditory Processing Disorder (CAPD) Assessments​

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Quality Indicators of Evaluation:

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CAPD Assessments should include behavior and electrophysiologic tests. There are four categories of behavior tests for CAPD: low redundancy monaural speech, dichotic speech, temporal processing, and binaural interaction. Test selection depends on the child’s age, auditory difficulties noted, child’s native language. However, children under the age of 7 are not candidates for this testing and CAPD assessments may not be appropriate for children with cognitive deficits.

The audiologist is responsible for evaluating and diagnosing problems in the reception and or transference of auditory signals in the peripheral auditory system and the central auditory nervous system.

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The speech-language evaluation should include assessments of spoken and written language; phonemic awareness; phonological working memory and phonological retrieval and social communication.

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General guidance for completion include:

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An audiologist completes the following assessments:

• Electrophysiological Tests: Electrophysiological tests are measures of the brain's response to sounds. For these tests, electrodes are placed on the earlobes and head of the child for the purpose of measuring electrical potentials that arise from the central nervous system in response to an auditory stimulus. An auditory stimulus, often a clicking sound, is delivered to the child's ear and the electrical responses are recorded.

• Behavioral or Low-redundancy Monaural Speech Tests: These tests, presented to each ear separately, modify the acoustic stimulus to reduce the signal's redundancy through low-pass filtering, added noise, etc., in order to test auditory closure ability, the ability to fill in missing components (e.g., phonemes, syllables, and words).

• Dichotic Speech Tests: Dichotic tests present a different stimulus to each ear simultaneously in order to assess binaural integration (repeat everything heard in both ears) or binaural separation (ignore what is heard in one ear and repeat what is heard in the other ear). Use of linguistically/non-linguistically loaded tests preferred.

• Temporal Processing Tests: Tests using tonal stimuli, require the listener to discriminate sound based on a sequence of auditory stimuli or temporal order in order to assess pattern perception and temporal functioning abilities.

• Binaural Interaction: These tests present similar stimuli to each ear in a non-simultaneous or sequential

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Purpose of Evaluation:

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A clinical evaluation of swallowing and feeding is the first step in determining the presence or absence of a feeding and/or swallowing disorder. The evaluation addresses a range of eating activities that may impact the student in the school environment. The evaluation should include assessment of swallowing-based activities of eating, drinking, and secretion management.

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The Individuals with Disabilities Education Improvement Act (“IDEA”) 2004 supports providing feeding services in the school setting when it impacts the student’s ability to access the curriculum and the feeding issue “adversely affects a child’s educational performance.” (IDEA, 34 CFR 34 CFR §300.8 (c) (9)). ASHA clarifies the role of speech services in schools and need for services when the student may not be safe while eating in school, adequately nourished and is not able to access the curriculum, or feeding concerns are impacting the student’s attendance.

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Who can conduct Evaluations?

A Feeding evaluation must be performed by a Speech Language Pathologist licensed by New York State. They must comply with New York State Department of Health Clinical Guidelines.

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Feeding Assessments​

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Quality Indicators of Evaluations:

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A Feeding evaluation should include a screening and direct observation.

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The evaluator should include information regarding the reason for referral, interviews with the family member or guardian and the student’s teacher during the screening. A feeding intake form should be shared with parent prior to the evaluation.

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The evaluation should include any relevant information from other evaluations completed, educational artifacts, medical information/documentation. The speech language pathologist (specializing in feeding) conducts a comprehensive observation and clinical evaluation of the student during snack or mealtimes at school.

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When students with feeding and swallowing concerns attend our schools, it is important that we continue to remain focused on what is educationally relevant and the impact that it may have on the student’s ability to fully benefit from the educational program.

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Modifications and/or strategies are part of the diagnostic process. The information from this evaluation may be used to draft a swallowing and feeding plan, develop goals or make recommendations for management needs—which may be temporary, depending on the need for further diagnostics. If student is recommended for services, management of feeding needs in the school setting may be required utilizing a multidisciplinary team approach. Members of the multidisciplinary team may include: speech therapist, physical therapist, occupational therapist, primary care physician, nutritionist, parent, teacher, paraprofessional, and school nurse.

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• The following documents may be required to make meaningful decisions:

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• • A progress report from a prior feeding therapist (Speech or OT) and/or a comprehensive feeding assessment conducted by an outside facility
• • A copy of an instrumental assessment of swallowing functions (i.e. Modified Barium Swallow, FEES) completed within the past two years
• • Medical information available on the student with specific information about the student's nutrition, which could include a prior nutritional evaluation completed within the past two years

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• When assessing feeding and swallowing disorders in the pediatric population, clinicians consider the following factors that may contribute to feeding issues including congenital abnormalities and/or chronic conditions can affect feeding and swallowing function. The evaluation should include medical documentation, review of foods in the student’s diet, positioning limitations and abilities (e.g., children who are wheelchair dependent) which may affect intake and respiration. When assessing students with reduced communication skills, clinicians must rely on a thorough case history; interviews with family and teachers; and observations during the feeding assessment, including nonverbal forms of communication (e.g., behavioral cues signaling feeding or swallowing problems).

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General guidance for completion:

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A feeding evaluation should include all relevant student data and background information, including any pertinent past and current medical information including neurologic history, cardiac history, respiratory history, gastrointestinal history, craniofacial history, hemolytic history, allergy history, swallowing and feeding history. It should provide information regarding developmental history and student’s functioning skills in terms of developmental milestones, gross motor skills, reflexes. If feeding therapy is recommended, information regarding recommendation should include rationale, accommodations, and implementation plan. The summary should include a clear concise statement of finding, recommendation, impression, feeding status, risk of aspiration, and prognosis for safe oral intake.

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When students with feeding and swallowing concerns attend our schools, it is important that we continue to remain focused on what is educationally relevant and the impact that it may have on the student’s ability to fully benefit from the educational program

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Purpose of Evaluation:

To determine why a student engages in certain behaviors, what function the behavior serves, and how the student’s behavior relates to the environment. A Functional Behavioral Assessments (“FBA”) addresses behaviors that impede the student’s learning or that of others or that place the student or others at risk of harm or injury

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Who can conduct Evaluation?

Functional Behavioral Assessments must be performed by a New York State Education Department licensed and current registration as a clinical psychologist.

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Functional Behavioral Assessments​

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General guidelines for Completion:

The FBA must provide a baseline of the student’s problem behaviors, across activities, settings, people and times of the day, with regard to:

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• Frequency (how often a behavior occurs);

• Duration (the length of time the behavior lasts);

• Intensity (how severe the behavior is); and

• Latency (how long it takes for a behavior to begin after a specific verbal demand or event has occurred)

• Include a hypothesis on why the student engages in behaviors that impede learning and how the student’s behavior relates to the environment in sufficient detail to form the basis for a behavioral intervention plan for the student that addresses:

▪ Antecedents / triggers;

▪ Reinforcing consequences of the behavior;

▪ Recommendations for teaching alternative skills or behaviors; and

▪ Assessment of student preferences for reinforcement.

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Quality Indicators of Evaluation:

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An FBA includes, but is not limited to, the identification of problem behavior, the description of the behavior in concrete terms, the identification of contextual factors that contribute to the behavior (including cognitive and affective factors) and the formulation of a hypothesis regarding the general condition under which a behavior usually occurs, the setting events, antecedents (triggers) for the behavior, and probable consequences that serve to maintain it.

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The FBA must be based on multiple sources of data including, but not limited to, information obtained from direct observation of the student across various setting and times in the classroom and school during instructional and non-instructional time, and when the behavior occurs and does not occur; information from the student, the student’s teacher(s), parent, related service provider(s) and others with whom the student interacts; and a review of available data and information from the student’s record and other sources including any relevant information provided by the student’s parent.

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Purpose of Evaluation:

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A physical examination is a required component of the initial evaluation

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Who can conduct Evaluation?

Medical evaluations must be performed by one of the following medical professionals:

• Family Physician

• School Physician

• Nurse Practitioner, or

• Physician’s Assistant

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Medical Assessments​

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The Physical Examination form must include:

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• A signed statement containing a summary of the results of the examination and, if a disease or medical condition is found, recommendations for treatment of the student and/or for separation during instruction or other activities (e.g., lunch, transitions, transportation);

• Results of hearing and vision screenings;

• Any necessary modification to the student’s activities; and

• Any need for health supervision of the student.

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At the social history meeting, the school social worker should give the parent the Request for Physical Examination Form and ask that it be completed by the student’s physician and returned to the school social worker. If the parent is unable to obtain a physical examination, the school social worker must request a copy of the student’s medical record from the school nurse to determine whether there is a recent (conducted in the past year) physical examination (a copy of Form CH-205 may be used) on file.

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General guidance for Completion:

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The Physical Examination form must be completed in its entirety, including all information in the hearing and vision screening sections. If a section of the form is omitted or illegible, the school social worker must follow up with the physician to obtain the information. 

Neurological Assessments​

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Purpose of Evaluation

A neurological assessment may be warranted when there is a suspected neurological disorder that may present through problems in daily functioning. A neurological disorder can manifest in a range of symptoms. These symptoms include muscle weakness, poor coordination, blurry vision, loss of sensation, seizures, confusion, and paralysis. An evaluation will review a child’s medical history so that all important and potentially relevant background factors are known and considered.

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Who can conduct the Evaluation?

A neurological evaluation must be conducted by a licensed neurologist (a physician).

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Quality Indicators of Evaluation:

Researchers and physicians use a variety of diagnostic imaging techniques and chemical and metabolic analyses to detect, manage, and treat neurological disease. Some procedures are performed in specialized settings, conducted to determine the presence of a particular disorder or abnormality. Many tests that were previously conducted in a hospital are now performed in a physician’s office or at an outpatient testing facility, with little if any risk to the patient. Depending on the type of procedure, results are either immediate or may take several hours to process. The major areas of the exam, covering the most testable components of the neurological system, include:

• Mental status testing

Cranial Nerves

• Muscle strength, tone and bulk

• Reflexes

• Coordination

• Sensory Function

• Gait

Psychiatric Evaluations

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Purpose of the Evaluation:

A psychiatric assessment may be appropriate for a child or adolescent experiencing severe emotional and/or behavioral problems when these difficulties may be impacting success in school.

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Who can conduct Evaluation?

This type of assessment is conducted by a licensed child and adolescent psychiatrist (a physician).

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Quality Indicator of Evaluation:

According to The American Academy of Child and Adolescent Psychiatry, a comprehensive psychiatric evaluation frequently includes the following:

• Description of present problems

• Information about health, illness and treatment (both physical and psychiatric), including current medications

• Parent and family health and psychiatric histories

• Information about the child’s development

• Information about school and friends

• Information about family relationships

• Interview of the child or adolescent

• Interview of parents/guardians

• If needed, laboratory studies such as blood tests, x-rays, or special assessments (for example, psychological, educational, speech and language evaluation)

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The psychiatrist will develop a formulation based upon the results, combining biological, psychological and social parts of the problem. The synthesis of information will also consider the child’s history, family history, developmental needs, and strengths of the child. The results will assist a school in understanding the underlying problem that will enable the appropriate support to be offered to the student.

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General Guidance for Completion:

The evaluation should include all relevant identifying information regarding the student, relevant background information, and reason for the evaluation that the reason for referral and the referral source.

Psychoeducational Assessments

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Purpose of the Evaluation:

The purpose of a psychoeducational assessment is to explore and systematically study the student’s academic skill development, intellectual functioning, strengths and weaknesses in cognitive/learning processes and social, emotional, behavioral, and adaptive functioning. Included in this assessment are the student’s aptitudes for learning (“IQ”), academic functioning, social skills, self-help skills, physical and motor development, behavior, personality, and emotional functioning.

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Who can conduct Evaluation?

A Psychoeducational Evaluation can only be provided by a New York State Licensed Psychologist. A bilingual Psychoeducational Evaluation can only be conducted by New York State Licensed Psychologist meeting the Bilingual Proficiency Requirements.

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Quality Indicators of the Evaluation:

Psychoeducational assessment responsibilities of Psychologists include implementing strategies to evaluate:

• Reasoning

• Motor Skills

• Language

• Executive Functions

• Visual-spatial skills

• Social/emotional and behavioral functioning

• Memory

• Academic achievement in reading, mathematics, written expression, and oral communication

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The psychologist works with the student and his/her family, with a particular focus on performance in school. The aim of the psychoeducational assessment is to discover and describe how best to help the student progress in school.

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General Guidelines for Completion:

This aim is accomplished by systematically gathering data through a variety of sources and methods, including: a review of student records; current classroom-based assessments; observations of behavior across classroom and testing settings; interviews with the student and school staff, including the student’s general education teacher(s), regarding the student’s functioning and progress in mastering the curriculum; consultation with the parent; and the use of individual tests and assessment instruments, which provide important information through scores and the content and quality of responses. The results of this data-gathering process must be analyzed and integrated into a report that presents a comprehensive and meaningful description of the student’s way of thinking, feeling, acting, and learning.

The psychoeducational assessment contributes information about processes that affect learning, thinking, and behavior, and thereby provides a basis for designing an educational program that builds on the student’s individual strengths and helps to support, overcome or compensate for the student’s individual weaknesses. The psychoeducational assessment is also important in the prevention of educational, behavioral, and social/emotional difficulties for the student through the timely recognition of the student’s needs.

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Test scores must not be reported for ELL students and other students for whom the norms are unrepresentative. In these cases, only descriptive information about student performance on the tasks included in the test may be reported. The results of this data gathering process must be analyzed and integrated into a report which presents a comprehensive, meaningful description of the student’s way of thinking, feeling and acting, in a format and presentation that can be used by instructional staff. A classroom observation may be required as part of the Psychoeducational Evaluation.

Social History Assessments

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Purpose of Evaluation:

Social History means a report of information gathered and prepared by qualified school district personnel pertaining to the interpersonal, familial, and environmental variables which influence a student's general adaptation to school, including but not limited to data on family composition, family history, developmental history of the student, health of the student, family interaction and school adjustment of the student

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Who can conduct Evaluation?

A Social History must be performed by a New York State Licensed Clinical Social Worker. A bilingual Social History Evaluation must be conducted by a New York State Licensed Clinical Social Worker who meets the Bilingual Proficiency Requirements.

Quality Indicators of Evaluation:

The social history provides a long-term perspective of the student’s development, changes in skill level, family circumstances, and prior intervention strategies. Conditions in the student’s home or community can often have a substantial impact on the student’s performance in school.

Through the social history, valuable information can be obtained about the student’s home and community environment and what kinds of strategies have been successful in the past. When necessary, the school social worker should refer the family to appropriate community resources.

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General Guidelines for Completion:

For students from diverse linguistic or cultural backgrounds, the social history should also provide information regarding: the family’s pattern of contact with the native country or home community; the family’s and the student’s adjustment and assimilation in the United States, New York City, and the school environment; and patterns of language usage at home. In addition, at the social history meeting, the school social worker must do the following:

• Review the Home Language Identification Survey (HLIS) to verify the language spoken at home. For a student who does not attend a public school and does not have an HLIS, one must be completed with the parent.

• Confirm the parent’s preferred language and mode of communication.

• Confirm that the parent has received a copy of the Procedural Safeguards Notice and inform the parent of his/her due process rights.

• Ensure that the parent has access in the parent’s preferred language to the Family Guide to Special Education Services for School-Age Children (available in English, Arabic, Bengali, Chinese, French, Haitian Creole, Korean, Russian, Spanish and Urdu).

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Purpose of Evaluation:

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Neuropsychological assessments are most often needed to examine more closely students who are not making expected progress even after many different special education supports have been attempted; have certain learning disabilities (e.g., dyslexia); and/or have a traumatic brain injury. A neuropsychological assessment is not typically part of the standard battery used to evaluate a student’s level of cognitive and academic functioning.

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Who can conduct Evaluation?

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A Neuropsychological Evaluation can only be provided by an individual with:

• A doctorate in clinical or counseling psychology or in neuropsychology from a school whose program is approved by the American Psychological Association; and

• Licensed as a psychologist in New York State; and

• One year of supervised professional post-doctoral experience in the administration and interpretation of neuropsychological evaluations.

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Neuropsychological Assessments​

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The neuropsychological evaluation should be used by to:

• Provide a diagnosis and information to assist in establishing eligibility for vocational rehabilitation services.

• Define the degree of cognitive functioning and physical impairment to the brain.

• Provide a baseline against which future progress in vocational rehabilitation may be measured.

• Determine suitability for various types of intervention and compensatory strategies related to the vocational goal.

• Provide information that will facilitate participation in educational, vocational or specialized programs.

• Help determine any rehabilitation of functions from neurological injury or disease.

• Help estimate the role of behavioral factors involved in a patient's functioning levels.

General guidance for Completion:

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There are a variety of tests available to neuropsychologists for assessment. The specific types of tests that are used by neuropsychologists should be determined by the nature of the person's injury and the context of the testing. Reports received from neuropsychological evaluations should include:

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Consumer background, including family situation, medical and pre trauma history, history since injury, and current status;

Interview summary;

List of tests administered; Test results; Behavioral assessment;

Summary including strengths and weaknesses, suggested compensatory strategies and recommendations regarding vocational rehabilitation; Guidelines for reassessment; 

Recommendations for cognitive rehabilitation necessary to achieve vocational goals.

Optometric Assessments

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Purpose of Evaluation:

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The purpose of a Functional Vision Assessment (“FVA”) is to determine how a student uses his or her vision and/or compensatory skills in order to access the curricula and educational materials within the school environment. The FVA may include the determination of recommended font, size, contrast, and focal distance of learning media, as well as suggested accommodations and testing modifications. If services are recommended, the FVA will include IEP goals and objectives with suggested frequency and duration of services. The FVA also serves as a guide for the family and other team members to better understand the specific needs of a student with a visual impairment or who is blind.

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Quality Indicators of Evaluation:

Essential Components of the FVA include but are not limited to the following:

• General background of student.

• Description of evaluation setting including student’s positioning, room lighting and any observation of the setting which may have impacted on the student’s reactions.

• Eye condition and acuity including describing medical terms in layperson words as well as citing any medical condition with the name of the hospital or doctor’s office and the date of the examination.

• Observations of eye structures in detail including whether child is wearing glasses or contacts.

• Observations of how the student is using his or her eyes functionally.

• Observations of compensatory skills for students with total blindness (auditory or tactual methods of exploration and understanding).

• Classroom observation if possible.

• Parent interview if possible.

• Classroom Teacher interview if possible.

• Assessments used (normative and/or criterion based).

• Suggested accommodations (for classroom or school that are not technology recommendations).

• Recommendations for additional assessments such as Orientation and Mobility and LMA.

• Student Goals that are based on the S.M.A.R.T. goal model.

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Who can conduct Evaluation?

FVA may only be conducted by a New York State Education Department certified Teacher of the Visually Impaired (“TVI”.) All TVIsmust have a current NY State Teaching Certification/License in Blindness & Visual Impairments.

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General guidance for Completion:

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The Teacher of the Visually Impaired must:

• Be at expert level of knowing Braille including UEB (literary) and Nemeth (Math)

• Understand relevant medical information specifically regarding eye conditions such as Cortical Visual Impairment, ROP and Optic Nerve anomalies

• Understand and incorporate the Expanded Core Curriculum (used as the foundation to teaching a student with a severe visual impairment)

• Plan and conduct an FVA and Learning Media Assessment (for learning media such as large print or Braille)

• Make visual accommodations or recommendations for the classroom and school environment

• Execute the best vision program

• Know psycho-social implications of blindness and visual impairment

• Train the team regarding implications and interventions for students with visual impairments

• Keep updated on policy and legal aspects of blindness

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Purpose of the Evaluation:

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Students who are blind and visually impaired may require specialized related services in Orientation and Mobility (“O&M”) for safe and independent travel for school activities. A decision to recommend services in O&M is based on the results of an evaluation conducted by a qualified O&M evaluator. Parental consent must be obtained and forwarded to the EVS supervisor prior to conducting the evaluation.

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O&M teachers help students to improve their grasp of spatial and environmental concepts and use of information received by the senses for negotiating safe and purposeful travel. Low vision aids and/or the long cane are used to supplement visual travel skills for navigating the environment. Mobility teachers may also recommend through the evaluation of a student, a 1:1 mobility paraprofessional. If the Mobility Teacher does not recommend the mobility para, that service cannot be added to the IEP. Orientation and Mobility instruction is a sequential process in which visually impaired individuals are taught to utilize their remaining senses to determine their position within their environment and to negotiate safe movement from one place to another. They work on a one to one basis in the school, community and home. The O&M Instructor teaches independent travel which helps build self-esteem and self-confidence as the student learns to move about freely.

Orientation and Mobility Assessments​

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Who can conduct Evaluation?

O&M assessments must be conducted by an Orientation and Mobility Teacher professionally certified through ACVREP and holding a Teaching Certificate in Blind & Visual Impairments or General Special Education issued by the New York State Education Department.

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Quality indicators of the Evaluation:

The evaluation should include, but not be limited to, consideration of the following skills:

• Concept development, which includes body image, spatial, temporal, positional, directional and environmental concepts.

• Motor development including motor skills need for balance, posture, gait as well as use of adaptive devices and techniques to assist clients with multiple disabilities.

• Sensory development, which includes visual, auditory, vestibular, kinesthetic, tactile and olfactory and proprioceptive sense and inter-relationships of these systems.

• Human guide techniques

• Following directions

• Utilizing Landmarks

• Compass directions

• Route planning

• Analysis and identification of intersections and traffic patterns

• Techniques for crossing streets

• Instruction in the use of low vision devices.

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For Indoor Evaluation:

• Student’s best mobility tool (i.e. cane) Positioning and posture while traveling

• Ability to identify areas of the school such as classrooms and hallways

• Use of steps and stairs

• Travel routes from locations within the school

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For Outdoor Evaluation:

• Travel along sidewalks

Negotiating outside stairs, steps, ramps and escalators

• Negotiating intersections

Travel on busses and subways

General Guidelines for Completion:

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The O&M Specialist performing the evaluation must:

• Understand relevant medical information – specifically eye conditions and how they impact on physical development

• Understand and apply learning theories to O&M

• Understand how to plan and implement the O&M Program

• Understand how to teach O&M related concepts, strategies and skills

• Understand how to teach the use of senses

• Understand how to analyze and modify the environment within reason

• Know psycho-social implications of blindness and visual impairment

• Maintain current professional development in the area of blindness and orientation and mobility

Assistive Technology Assessment

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��AT Assessment�Purpose and Key Components�

The purpose is to: 

• Identify assistive technology that is appropriate to enable the student’s performance, participation, independence and access to the curriculum. 
• A student should be considered for AT if he/she has challenges in handwriting, spelling, reading, math, written expression, organization, and communication that prevent or limit the student’s access to or progress in their educational program and curriculum.

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Equipment and materials that provide major adaptations to the learning environment are unique to the student’s needs, and without which the student would be unable to benefit from the recommended educational program as specified on the Individualized Education Program (IEP) and 504 Plan.  

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AT Devices can be: 

• commercially off the shelf
• modified or customized to increase, maintain, or improve the functional capabilities of children with disabilities (34-CFR 300.5 and 300.6 of the Code of Federal Regulations)

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���Definition of AT Devices

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• New York State licensed Occupational Therapist, Physical Therapist, Speech Therapist, Audiologist* (*for FM Units only) with training and experience in Assistive Technology and/or a provider/teacher with ATP certification. 

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• The evaluator also provides training in the use of the Assistive Technology device to student, school personnel, parent, etc. (inclusive of trial period).  

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Who Provides an AT Evaluation?

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AT assessments

• Are conducted by the evaluator, inclusive of the student’s team

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• Include a functional assessment in the student’s customary environments, such as the classroom, lunchroom, therapy room and/or playground, etc.

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• Based on data about the student, environment and tasks.

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��Quality Indicators

Best Practice for AT: Using the: SETT Framework

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Reference: The SETT Framework: Straight from the Horse’s Mouth by Joy Zabala 2010 

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��� SETT Framework

SETT Framework Link

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Link to Document: Agency_Assistive Technology Evaluation Template with Checklist 

Occupational Therapy Evaluations

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Who can conduct an Occupational Therapy Evaluation?

Occupational Therapy assessments must be conducted by a New York State Education Department licensed Occupational Therapist.

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Purpose of an Occupational Therapy Evaluation

• Provide a comprehensive picture of the student’s performance
• Address concerns as they relate to school function, including:
• Activities of daily living
• Functional sensorimotor skills
• Pre-vocational skills
• Movement/accessibility
• Visual motor skills
• Management of classroom materials/tools (e.g., writing implements)
• Use a participation-based approach focused on:
• The student’s role
• Access and participation in school routines
• Identify whether functional challenges are impacting school participation
• OT services are considered only when participation restrictions are identified and discussed collaboratively by the IEP team.

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Note:  Service recommendations are to be determined by the IEP Team based on student's eligibility for Special Education services.

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Quality indicators of an Occupational Therapy Evaluation:

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• Key Components of the OT Evaluation
• Assess overall function, school participation, and underlying components
• Highlight student strengths; elaborate on concerns
• Use multiple data sources:
• Parent
• Teacher
• Classroom observation
• 1:1 student assessment
• Clearly describe and explain standardized assessments
• Interpret results in the context of school function
• Apply clinical reasoning to determine OT service needs

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General Guidelines for Completion:

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• Use parent-friendly, impartial language
• Include:
• Relevant background information
• Primary concerns prompting referral
• Parent-reported concerns
• Summarize current school functioning using:
• Teacher input
• Classroom observation
• Student interview (if possible)
• Address areas related to school function, including:
• Activities of daily living
• Functional sensorimotor skills
• Pre-vocational skills
• Movement/accessibility
• Visual motor skills
• Management of classroom materials/tools

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General Guidelines for Completion:

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• Discuss how skill levels affect school function
• Summary should include:
• Strengths and challenges across skill areas
• Impact on participation in school
• Use clinical reasoning to support conclusions

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Inclusive Language

The Inclusive and Interdependent Language Initiative Glossary (cdn-blob-prd.azureedge.net) created by a varied group of stakeholders, including those with lived experiences being a person with a disability, and reflects the language and terms we must all use moving forward.

Communication and document review is the key to success!

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• School Psychologist and/or Social Worker
• Psychoeducational, Social History, Classroom observation, etc.
• Teacher(s)
• Teacher reports, academic records (ex. I-READY assessments), etc.
• Importance of Teacher outreach
• Parent/Guardian
• Event all Outreach in SESIS 
• What is your experience with Parent/Guardian outreach?
• How do you follow up on Parent/Guardian outreach attempts?
• Share your experiences

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Strength Based Approach

• Focuses on student's strengths abilities and successes
• Highlights what is going well 
• Encourages and empowers parent and student engagement
• Incorporates students interests and preferences 
• Emphasizes possibilities and opportunities. Weaves strengths into IEP  goals to set high expectations

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Does the student have a voice in the IEP? How do they identify their strengths? How do you help them identify strengths?�

Breakdown of the OT Evaluation

• BACKGROUND INFORMATION (Pregnancy and birth history, developmental milestones, diagnoses, allergies, hospitalizations, surgeries, parent concerns and other relevant background. Reason for referral and overall impression of student.)

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• Report provides a concise history of the student, including how their background connects to current school function.
• Sensitive information is not included in OT report; reader is advised to refer to Social History.

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PRIMARY CONCERNS (based on OT Teacher Report or concerns of school or parent)

Primary Concern #1:

Primary Concern #2:

Primary Concern #3:

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Behavior during OT evaluation and/or therapy:

• Behaviors are described neutrally, without judgment.
• Capacities are discussed prior to discussion of weaknesses.
• Difficulties that affect the student’s function are discussed in detail when needed for clarification.
• Difficulties are described, not labeled.

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Classroom observation and overall classroom function:

• Discussion of classroom function emphasizes student’s abilities, while elaborating concerns.
• Includes information from “Classroom Behaviors” section of the teacher report, as well as observation in class.

OT Assessment Template

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���OCCUPATIONAL THERAPY EVALUATION OF SCHOOL FUNCTION AND PARTICIPATION �

Key Components used to conduct each evaluation: 

• 1. Parent Checklist 
• 2. OT Teacher Report 
• 3. Classroom Observation
• 4. OT Evaluation Report looking at student’s function and participation in school activities, along with the underlying components of function.

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Communication is key to conducting a successful evaluation!  

• School Psychologist
• Teacher(s)
• Parent/Guardian
• Event all Outreach in SESIS 
• What is your experience with Parent Outreach?
• How do you follow up on Parent Outreach attempts?
• Share your Experiences

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• Column selected accurately reflects student function and is consistent with other information within the report. Column ratings should match discussion points in the section.
• When difficulties are indicated, these are discussed in the narrative portion within each section.
• Difficulty Noted: “Does Not Significantly Impede Function” is selected when the student’s function is limited due to weakness or lack of skills, but this does not limit participation in academic or non-academic activities.
• Difficulty Noted: “Significantly Impedes Function” is selected when students function is limited due to weakness or lack of skills, and this limits participation in academic or non-academic activities.

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Updated Recommendation Guidance to ensure most Inclusive Recommendations.  

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Instead of specifying mandate recommendations, please use the following language.

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Based on the evaluation results, [student name] demonstrates challenges in the following areas/domains _____. These areas identified may warrant additional support. These findings will be considered within the total decision-making context of the IEP meeting, where service recommendations are made.

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Save the Date! 

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Occupational Therapy Evaluation

Clinical Training for Agencies and Independent Providers  

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Monday, November 17th, 2025

Time: 9am-11am

Location – Virtual Teams Meeting

Invite is forthcoming!

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Physical Therapy Assessments

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Who Can Conduct a �Physical Therapy Evaluation?�

Purpose of a School-Based �Physical Therapy Evaluation�

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• The Physical Therapy School Function Evaluation is a report of the student’s school-based function. �
• The evaluation should be conducted in the student's actual school setting (unless not attending). 

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• The report should emphasize the student’s participation in the educational environment and highlight the student’s functional strengths and limitations.�
• Findings should be presented clearly and objectively, using language that is easy for parents to understand. 

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Part I. Background Information:

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Parent and Teacher Checklists 

*Available on ORS website

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Part II. School Participation Assessment

Evaluator observation of the student's participation in the areas of classroom, playground/recess, transportation, toileting, school mobility, 

mealtime, and physical education, should be clearly stated to provide information regarding the student’s present level of physical performance and participation in school activities.

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�Part II. School Participation Assessment: 

Therapist should:

• Observe the student and describe how the student participates, and where the student requires assistance or adaptations, including Adaptive Devices being used.
• Refer to Appendices for specific areas to observe when assessing school participation.
• Each section should be scored using the School Function Assessment, indicating if any low scores are due to a gross motor limitation.

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Part III. Individual Assessment:

1. Task Behavior describes the student’s cooperation, ability to follow directions, and attention during tasks. 

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• The Gross Motor Assessment addresses the reason(s) for referral and any concerns noted during part II.
• Discuss observations and perform appropriate tests to determine the factors that contribute to any participation difficulties.

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General Guidelines for Completion- Individual Assessment

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NYCPS Suggested Tests & Measures

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*Available on ORS website

Please note this list is not exhaustive

Guide to Determining Need for SBPT

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Decision �Making �Guide

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*Available on ORS website​

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Part IV, Summary and Recommendations:

• Therapist summarizes the student’s school-based gross motor function, outlining participation, strengths, limitations, and recommendations.
• If physical therapy is not recommended, check appropriate box(es).
• If physical therapy is recommended, the therapist must provide an explanation of how SBPT will improve the student’s ability to participate in the educational environment. The specific school-based functions that PT will address must be outlined.
• Additional suggestions may also be included, such as observation by other school personnel, non-mandated classroom adaptations/interventions, community recreational activities, and others.

Appendices to the PT School Function Evaluation

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• Available as a guide to the therapist in collecting data during the assessment process.
• The therapist should utilize only those appendices that are appropriate for the student being evaluated.
• Please note:
• Any additional observations or results of standardized tests that are appropriate for the individual student must be integrated into the final report.
• Age equivalents are not to be reported.
• Standard deviation can be used along with description of how these results relate to school function and support the therapist’s recommendations.

*Available on ORS website​

Quality Indicators of a SBPT Evaluation

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Resources

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https://tinyurl.com/nycpsORS

Speech & Language Assessments

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Purpose of A Speech and Language Evaluation

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Evaluation means the "procedures used by qualified personnel to determine a child's initial and continuing eligibility..." IDEA (2004), Part B requires that an evaluation be comprehensive and assess all areas of suspected disability. 

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It is important for the clinician to involve other evaluation staff as part of the multidisciplinary evaluation team to address educational and/or behavioral concerns for students who are not meeting the grade-level expectations (IDEA, 2004, Section 34 CFR 300.304). 

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Purpose of A Speech and Language Evaluation

According to ASHA, student qualifies for speech if delay/deficit  in overall speech and language skills adversely affects student’s ability to

•  Access curriculum
•  Perform in the school environment
•  Understand, express, and exchange information
•  Interact with others across environments

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3.15.16 states that the evaluation should provide supporting evidence documenting skills and deficits though interpretation, qualitative and quantitative data gathered from multiple sources including educational artifacts, observations, interviews, and assessments

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Who Can Complete Evaluations

Speech language evaluations must be performed by a New York State licensed Speech Teacher.  If a student is recommended for a bilingual evaluation, the evaluator must be a certified bilingual SLP.  An interpreter/translator would only be used for languages where no evaluator is available who speaks that language and only in rare occasions.

      Evaluators are required to:

• Understand scope of practice
• Abide by ASHA's code of ethics
• Stay abreast of new research
• Maintain certification and continuing education hours
• Provide culturally responsive and competent evaluation

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Formal Assessment As Part of a Whole 

Formal Assessment is only one element of a comprehensive assessment.  

The evaluation should use multiple sources and use formal, informal, authentic assessment to provide: 

• Qualitative and quantitative synopsis of features of receptive and expressive language skills assessed based on developmental norms.
• Information about the delayed skill and how the student responds.  
• The student's learning potential.

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Use of a CRSE and Trauma Informed Lens

• Consider how using a Culturally Responsive Sustaining Education (CR-SE) lens and Trauma Informed Framework lens impacts:
• Evaluator responsibilities in being trained and understanding CRSE as well as Trauma Informed Care.
• This includes understanding impact of second language acquisition and exposure for "monolingual" students
• Evaluation process including how we conduct:
• Ethnographic interviews
• Record Review
• Assessment process
• Report writing

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Use of a CRSE and Trauma Informed Lens

• Self-determination, Empowerment, and Choice:
• Allow the student choices and make them an active participant in the evaluation process
• Create a safe welcoming environment
• Give enough space to conduct the assessment
• Explain what you are doing
• Take breaks when needed
• Adapt to their needs
• Transition time
• Use of a strength-based perspective
• Observe and listen
• Evaluations should be objective, sensitive and parent friendly

**Mandated Reporters

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Considering Trauma in Special Education Evaluations and IEP Development

Aspects of a Quality Report

The evaluation must assess, describe, interpret and synthesize the student’s speech-language skills and requires integration of varied information gathered in the evaluation process (ASHA) and should provide a cohesive interpretation of relevant and critical information about communicative competence that distinguishes a speech and language delay or disorder from “something else” such as cultural or linguistic differences, second language and/or dialect acquisition.  

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The evaluation should provide supporting evidence documenting skills and deficits through interpretation of qualitative and quantitative data gathered from various sources, including educational artifacts, interviews, observation, and assessment.  

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 Submission of Quality Reports

• Agency Supervisors and/or evaluators will be required to use the NYCPS Speech & Language Template.

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• The template is required to be uploaded in SESIS

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• All sections are in alignment with IDEA, NYSED, SOPM and NYCPS Guidance "Speech and Language Evaluation in Schools"

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Speech-Language Evaluation Template

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Speech-Language Evaluation Template

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Speech-Language Evaluation Template

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Speech-Language Evaluation Template

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Speech-Language Evaluation Template

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Speech-Language Evaluation Template

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Speech-Language Evaluation Template

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Developing a Quality Evaluation

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• Invitations for individualized support will be sent as needed and is mandatory.

Assessment Interpretation Services In Conjunction With Bilingual Assessments

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SERVICE DESCRIPTION

Contractor will be required to provide simultaneous and consecutive interpretation, when necessary, for Evaluations. However, most of the services will be for consecutive interpretation. On-site qualified interpreters are required.

INTERPERTER EXPERIENCE REQUIREMENTS

Proposer(s) must provide evidence of a minimum of two (2) years’ experience providing on-site interpretation services, both simultaneous and consecutive interpretation, at a mass scale (i.e., multiple locations simultaneously) to government agencies, corporations, institutions, organizations or any other form of association that has a large LEP constituency. Interpreters must also fully comply with Section 1.49 (Security Clearance/Confidentiality) and all other applicable sections of this RFB.

LANGUAGES

The majority of interpretation requests will be between English and the DOE’s nine (9) Covered Languages: Arabic, Bengali, Chinese (Traditional and Simplified; and Mandarin and Cantonese), French, Haitian Creole, Korean, Russian, Spanish and Urdu. However, on occasions, additional languages will be required. These languages include, but are not limited to: Punjabi, Uzbek, Fulani, Tajik, Albanian, Polish, Hindi, Yiddish, Pashto, Hebrew, and Ewe. For this component, proposers should also provide, as a supplemental item, a list of all languages for which they provide interpretation services.

Vendors must ensure that qualified interpreters are properly recruited, screened, on boarded and trained, and that established code of ethics and professionalism are adhered to at all times.

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TIMES REQUIRED

Interpretation services must be provided in conjunction with the assessment provided by the vendor, for the full duration of the time period(s) required by the evaluator to complete the assessment in accordance with the terms of this RFP, the SOPM, and any other policies or guidelines issued in this regard by the DOE.

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LOCATION

Interpretation services must be provided in conjunction with the assessment provided by the vendor, in the location specified by the DOE consistent with the terms of this RFB, the SOPM, and any other policies or guidelines issued in this regard by the DOE.

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LEAD TIME

On occasions, the DOE may require the services of qualified interpreters and interpretation equipment/on-site technician on short notice. Proposing vendors for interpretation related line item(s) must have the capacity to provide these services with short notice lead times

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Minimum Requirements

**Minimum Requirements for Interpreters Used for Evaluations: The interpreter must have one or more of the following qualifications to ensure the interpreter’s proficiency in English as well as in the second language: **

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• NY State Bilingual Education Assessment (BEA) 

• NY State Education Department Bilingual Extension Certificate (BEC) 

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NY State Court Certified Interpreter Bilingual Cascade:

• A diploma (minimum high school) from country of origin

• Proof of language proficiency through the following tests: 

The Speaking and Listening Assessment

 The Interpretation Assessment 

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When a student is in need of a bilingual assessment and there is no qualified clinician at the school/CSE, the school social worker, school psychologist, or clerical/family worker requests assistance in obtaining a qualified clinician from the supervisor of school psychologists. The school/ CSE maintains responsibility for the case. 

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Interpretations for Assessments �

Bilingual Assessments will follow the order of the Bilingual Cascade.

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1. Certified Bilingual Evaluator in the Student’s Native Language.                                                                                                                      

 In instances where this is not doable, a Certified Bilingual Evaluator in another Language with an Interpreter will be accepted

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2.  Awarded agency with Bilingual Evaluator (not in target language)  using agency provided interpreter (in target language).

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3.  Awarded agency with Bilingual Evaluator (not in target language)  using DOE interpretation services. 

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• Our offices will facilitate requests in collaboration with the DOE contracted Interpretation Agency.
• Please fill out the Interpretation Request Form

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Approval process

• All Assessments must be approved by DOE in order to receive payment
• The AOT team members review each report and look for approvals, once approved it is then routed to our payment office

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3.13.2 Payment is due only after: (a) Mandated Assessment has been provided; (b) classroom observation (where requested) has been performed; (c) report has been submitted to and accepted as CLINICALLY APPROVED by the DOE in SESIS or other system determined by the DOE at its sole discretion; (d) the Provider who conducted the Assessment prepares or participates in the preparation of an IEP for the student evaluated (if requested); and (e) the Provider who conducted the Assessment participates in any required meeting(s) held in connection with the Assessment.

Report Disapprovals and Revisions �

• When a report is disapproved, you will receive an alert via SESIS and/or email. 
• If revision request is not clear, the agency/evaluator is to communicate with the SUPERVISOR to obtain clarification.
• ALL revisions are to be completed within 15 days of being notified.

• Agency/Evaluator will only be allowed one opportunity to revise a report. If the revision submitted does not address the original revision specifications, the report will be processed as NON-PAYMENT.

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Responsible Parties

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Supervisor of Psychology

Supervisor of Speech

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• Social History
• Psycho Ed
• CAPD
• Audiological
• Neurological

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Speech Reports

Occupational Therapy

Reports

Physical Therapy Reports

And all other assessments except: Speech, OT & PT.

Supervisor of Occupational Therapy

Supervisor of Physical Therapy

NAVIGATING SESIS

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SESIS FUNCTIONS

• Electronic filing system for all student’s documents (e.g. consent, family information, evaluations etc.)
• Avenue to accept assessments 
• Mode of communication

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Please refer to this document linked below:

• *You will need to log in with your SESIS ID

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SESIS RFA: Contract Agency Supervisor Manual

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Creating Report Document

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Evaluator must select the appropriate report type to open the template.

***Use the Generic Template for CAPD, Psychiatric, Neuropsychological, and any other assessment without a pre-populated template dropdown.

Uploading PDF (NOT WORD) to SESIS

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Creating Revisions in SESIS

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When a report is disapproved, agencies should create a revision of the disapproved report directly in SESIS

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If the agency is unable to follow the step below, they MUST submit the revision using DOCUMENTS RELATED TO ASSESSMENT and label it as REVISION.

EVENTS and Tagging!

Agencies must use Events in SESIS for the following:

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• Case Assignment (both accepting & declining of cases)
• Case scheduled
• Evaluation conducted as scheduled
• Any follow up comments that would serve useful to the school and/or the Supervisor(s)
• Make sure to tag your AOT in all milestones

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Evaluator Checklist

• I opened and labelled the SESIS template
• I uploaded my report
• I included any required ancillary report documents into Documents Related to Assessment (ex. OT/PT checklist, AT purchase orders etc.)
• I reviewed the OPEN IEP and entered the PLOP and GOALS for my discipline
• I digitally signed the report by checking the attestation
• I notified my agency so they could finalize the report
• Milestones were added to events

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Reminders:

1. Tag the proper DOE Supervisor or AOT during the finalization of your completed assessment.
2. Update EVENTS and tag your AOT at each and every milestone to ensure there is clear communication among everyone involved, including but not limited to scheduled assessment dates. 
3. Forward any requests for extensions or accommodations to the appropriate AOT and/or Supervisor.
4. Label your assessments with the Agency name in SESIS.
•  If it’s a “Documents Related to Assessment,” please include type of assessment as well.

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PAYMENT PROCESS��

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Payment for Services

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• 3.13.1 For provision of services described herein on a requirements basis, the Contractor shall submit an invoice using an electronic invoicing system or other means as prescribed by the DOE requesting payment solely for Assessments actually performed and completed. Contractors will not be paid in cases where students are absent, even though contract personnel may be present for the provision of the mandated Assessment. An electronic invoice must be submitted for each assessment, including, but not limited to, the Agency’s name, the name and OSIS number of the student assessed, the type of Assessment provided, the date of Assessment the fee for such Assessment as stated in the Rate Schedule, and the language in which the Assessment was performed.

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Payment for Services

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3.13.3 Invoices shall be submitted in a form and manner deemed acceptable by the Director of Assessments or his/her designee. Any invoice that fails to so conform shall be subject to rejection. Contractors are entitled to payment only in accordance with the Contractor's Rate Schedule and the DOE shall pay only for those Assessments accepted by the appropriate Borough/Citywide Office (BCO), CSE, Citywide/District 75 or other Responsibility Center.

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CRITERIA FOR PAYMENT AND RESPONSIBILITIES - OVERVIEW

Agency/Independent Provider

• Report and IEP PLOP and Goals (if applicable) must be uploaded in SESIS and set to FINAL
• Submit Online Billing Form 

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DOE Supervisor

• Confirms clinical report approval in SESIS

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AOT Billing Liaison

• Confirms that all the above criteria is met and proceeds to process payment
• Follow up with DOE Responsible Parties for approvals not yet received
• Monitors payment progress
• ONE INVOICE PER STUDENT AND EVALUATION TYPE

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Billing Instructions

Prior To Billing:

• Report must be Uploaded to SESIS and set to FINAL
• Fill Out Online Billing Form Specific to referral type (contract or AA)
• Once all of the above is received from you, and clinical approval of your report from the District Supervisor is confirmed by our office, we will forward your bill for payment. 

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New billing form requirements: Date of Finalization & Recommended Services

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• How to Log in to the Billing Forms:
• When accessing the billing forms, you will be prompted to log in. You will need to log in using the same information as your SESIS account with @schools.nyc.gov added to the end of it.
• For example; if your SESIS username is JSMITH22 then you enter JSMITH22@schools.nyc.gov as your username and your password is the same as it is in SESIS.
• Please note, the new form is a Microsoft Form which means that if you are already signed in to other Microsoft online applications like Outlook, you will need to sign out of that account in order to switch accounts and log in to the new form with your SESIS account.
• If you are having issues switching your logged in account to your SESIS account, try opening the form in a private/incognito window (ctrl+shift+N in Google Chrome) to clear your browser's saved logins.
• If you are continuing to experience issues logging in or do not have a SESIS account with which to log in, contact ylora3@schools.nyc.gov and  for assistance.

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Contract Assessment Billing Form

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Contract Billing Form Link

Invoice Receipt Confirmation

COMMON BILLING ISSUES

• Company Name
• Tax ID
• Billing under correct category/link
• Language of Assessment
• Date of Assessment
• Completing all required information

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Please be especially mindful of accuracy regarding:

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APPLYING PAYMENTS�PAYEE INFORMATION PORTAL OF THE CITY OF NEW YORK�

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Vendor portal look up directions

Takeaways and Highlights

• NEW:
• Updated list of AOT liaisons (please see website)
• Updated Speech and Language template *
• New Uploading permissions granted in SESIS
• New fields required for billing

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• REMINDERS:
• Expectations do not differ based on location of student or school
• 2 evaluators per day at the school site unless otherwise agreed upon in writing
• 5 days to accept and 15 days to complete each assessment
• Approval is required for payment, no assessments will be processed without proper approval
• Communication is KEY
• For status updates, please check & update SESIS EVENTS.

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Inquiries/Supports

• For Payment:
• All payment inquiries should be addressed to Yanill Lora:

  Ylora3@schools.nyc.gov

• Check the Payee Information Portal for updates.

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• For Assessments:
• Public School Speech (& OT) Only – AOT Liaisons
• Non-Public, Charter – CSE Contacts
• For status updates, please check & update SESIS EVENTS.

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Continued partnership with DIAL and agencies via trainings, roundtables and other supports as needed

Important:��Please bookmark this link

https://tinyurl.com/nycpsORS

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Today's Presenters & Clinical Supports

Assistive Technology – Colleen Warn 

CWarn@schools.nyc.gov

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Occupational Therapy – Daniel Holbrook & Heba Henein

DHolbrook2@schools.nyc.gov

HHenein@schools.nyc.gov

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Physical Therapy – Michelle Frohlich

MFrohlich@schools.nyc.gov

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Speech & Language – Jerry Perez

JPerez42@schools.nyc.gov

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Psychology – Frank Tamayo

FTamayo@schools.nyc.gov

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Thank you for attending this orientation & thank you especially for helping us serve the children of the City of New York!

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