Northport-East Northport SEPTA

Our objectives are to support, strengthen and promote a greater awareness and understanding of special education and the student with any exceptional needs. We also strive to support parents and caregivers of children with special needs, including sharing information and knowledge of special education regulations.

RESOURCE LIST 

• Our district website: http://web.northport.k12.ny.us/
• What is an IEP? This website has answers: www.spannj.org/basicrights/what_is_iep.htm
• Accessible Learning Technology Alternatives: Contact Lorianne Hoenninger, accessiblelearning@verizon.net or (631) 399-5750. We are a small agency providing Assistive Technology evaluations, staff development and related follow-up services for all students ages 5-21, and Special Education and related therapy services for medically fragile students.
  
• The Advocacy Institute: www.advocacyinstitute.org
• Asperger's and High Functioning Autism Association: www.ahany.org
• Info on Asperger's Syndrome:    www.med.yale.edu/chldstdy/autis/astreatments.html
• Child Safety & Internet, Suffolk County Police Dept Computer Crimes Section: 631-852-6277
• Exceptional Children Consultants: Expert advisors to parents. Will answer any question, big or small. Contact Dr. Michael Grimaldi at 631-759-7661 or e-mail him at info@exceptionalchildrenconsultants.com. Or, for more info, visit the website at www.exceptionalchildrenconsultants.com 
• Feel Better Kids: www.feelbetterkids.org or  866-257-KIDS
• US Dept of Education: www.idea.ed.gov 
• Learning Disabilities and ADHD: www.ldonline.org 
• Long Island Advocacy Center: www.theliac.org, 631-234-0467 x10, office@theliac.org
• National Dissemination Center for Children with Disabilities: www.nichcy.org 
• New York State Department of Education: www.nysed.gov, Dr. Rebecca H. Cort, Associate Commissioner
  New York State Education Department
  Office of Special Education
  55 Hanson Place, Room 514
  Brooklyn, NY 11217
  Phone: (718)722-4558
  Fax: (718)722-4793
  
• National Institute of Mental Health: www.nimh.nih.gov 
• New York Access Pass: 518-474-2324
• OPWDD (Office for People With Developmental Disabilities, formerly OMRDD): 631-434-6100, www.omr.state.ny.us
• Parent to Parent: www.parenttoparent.org  
• Special Ed Moms: www.specialeducationmoms.com 
  
• Special Needs Consultant and Financial Planner: Craig Marcott, 631-286-1061 or www.craigmarcott.com. Services offered: Special Needs Planning, Guardianship Services, SSI and Medicaid Applications,  

  Hourly Consultations, Insurance (Life, Disability and Long-Term Care), Special Needs Workshops  

• VESID: http://www.emsc.nysed.gov/specialed/

• Woodbine House: www.woodbinehouse.com -- Books on disabilities for parents, children, teachers and professionals

Office of Special Education

158 Laurel Avenue

Northport, NY  11768

Director of Special Education:

Christina Pulaski

631-262-6616

cpulaski@northport.k12.ny.us

Chairperson for Special Education (Secondary):

Allyson Giaimo

631-262-6622

agiaimo@northport.k12.ny.us

Chairperson for Special Education (Elementary):

Karrie Kruger

631-262-6622

kkruger@northport.k12.ny.us

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Understanding the New IEP Form: Information for Families

The updated New York State Individualized Education Program (IEP) form plays a critical role in ensuring that every student with a disability gets the specific supports and services he or she needs to learn and achieve. Scroll down for answers to common questions. 

Why has the state developed a new IEP form?
The state developed a new form to help IEP teams focus on services that are most important for your child and to reduce variation of IEP forms across the state. The expectation is that IEPs will be more individualized to each student while at the same time held to the same standards across New York State.

What do the changes in the new IEP promote?

• Meaningful opportunities for parents/families to participate in the development, review and revision of the IEP, including specific questions aimed at parental input.  Parents remain vital members of the IEP team; 
• Seeing special education as a service, rather than a place where students are sent, by focusing on services and accommodations that will enable a student to be successful in their least restrictive environment; 
• The appropriate preparation of students for their transition to further education, employment, and independent adult living, by focusing on the development of meaningful postsecondary measurable goals and a coordinated set of transition activities.

What are some differences between the previous form and the new one?

• The new IEP form contains the same basic information as the previously used NYC IEP form; however, there are some differences. 
• The sequence of the information is designed to guide the IEP team through the proper IEP development process. This means that the new IEP should flow more logically beginning with levels of student performance, then the identification of goals, followed by recommendations on how to assist the student in achieving these goals, and finally the identification of the least restrictive environment where the student will achieve success. 
• The IEP is now electronic (created using a secure web-based case management system) and the pages will flow, leaving as much room as needed to fill out each section. As a result, sections will no longer correspond to specific pages.

All IEPs have the same basic components:

• Identifying Information
• Present Levels of Performance and Individual Needs
• Measurable Annual  Postsecondary Goals/Transition Needs
• Measurable Annual Goals, including Short-Term Objectives and Benchmarks (when appropriate)
• Reporting Progress to Parents
• Recommended Special Education Programs and Services
• Coordinated Set of Transition Activities
• Participation in State and District-Wide Assessments
• Participation with Students without Disabilities
• Special Transportation
• Placement Recommendations

What is the Special Education Student Information System (SESIS)?

A secure web-based case management system for students with IEPs.  All new IEP documents will be created and maintained in this system.  As has always been the case, all team members, including parents, will continue to be actively involved throughout the IEP development process.