Exiting a Student in IEP Direct at any time of the Year

The following steps should be followed to exit a student who has left the district for any reason during

or at the end of the school year:

Send the CSE Secretary a Pink Exit Form and a copy of the DEMO Form/Student Withdrawal Form.

To print the Exit Form:

Click on any Student Click on Letters & Reports Select NC Form: Exiting Students

Click

Click to view Ctrl – P to print

No students should be exited by the schools.

The student’s PST file should remain at the school.

December, 2013

Special Alerts

Special Alerts –Please use this section only to describe a special condition pertaining to the student, i.e. a medical condition or diagnosis (Asthma, Seizure Disorder, etc.), an allergy to foods (nuts, etc.) or items (latex, etc.). It may also be used to report that a student takes a medication for a specific condition BUT should NOT identify the medication by name, describe a safety concern or behavior that may put the student in danger, i.e. student is a runner, puts items in mouth, etcetera. The “Special Alerts” section is NOT part of the new State mandated IEP; this section will only print on the IEP Summary Sheet.

December, 2013

Inputting Evaluations/Reports into the IEP This section should reflect why the current IEP is being written EACH time a draft is opened. Older evaluations/reports can be deleted as they are already stored in IEP Direct, and referred to on previous IEPs. However, the lastest cognitive, achievement and related services testing should remind on the IEP. The date of the evaluation/report must occur on or before the start date of the meeting. To input Evaluations/Reports: Step #1: Go to the Reports/Assessment Tab (at the top of the page) Click on the Evaluation Reports Tab

Click on Fill in the below fields:

Click on

December, 2013

Fill in only the following fields:

*Date

*Evaluation/Report

*Evaluator

*Credential (if applicable)

*Medicaid

*Comments

Step #2:

Go to the Evaluation/Reports section, of the document details screen and click on the button to open that section

Click on the button Click on the white boxes next to the entries you want to import to the IEP

.

Click the button

Click the button and the information will be populated into the IEP

EVALUATION/REPORTS

Evaluation/Report Default Description Adapted Physical Education Evaluation An assessment of a student's ability to participate

fully and safely in a general physical education class or activities.

Annual Review Reports Applied Behavioral Analysis Progress Summary Assistive Technology Evaluation An assessment of a student's ability to function in

the educational environment and to determine if technology tools are required to help a student access the general education curriculum and succeed in school.

Audiological Evaluation An assessment to determine the range, nature and

degree of a hearing loss including the ability to hear, tests relating to air and bone conduction, and tests for speech reception threshold and discrimination.

Behavior Intervention Plan Behavioral Checklist Behavioral Observations Classroom Observation An observation in the learning environment or

natural setting to gather information on factors that could be influencing a student's performance.

Counseling Evaluation Counseling Progress Summary Developmental Discipline Reports Educational Evaluation An assessment in basic academic subject areas

(reading, mathematics, writing) to assess a student's overall achievement and functional performance.

Extensive Remedial Intervention Functional Behavioral Assessment A process of gathering and analyzing information

about a student's behavior and accompanying circumstances in order to determine the purpose or intent of the actions.

Guidance Report Hearing Evaluation An assessment of a student's ability to hear sounds

and understand the spoken word and, in some cases, an assessment of a student's ability to understand sign language and/or lip reading.

Justification for Increase in Services Limited English Proficiency Evaluation For a student whose first language is other than

English, an assessment of a student's ability to understand and speak English.

Manifestation Determination Meeting Math Evaluation Medical Discharge Summary Medical Health Records Multidisciplinary Evaluation Music Therapy Evaluation December, 2013

Neurological Evaluation An assessment to evaluate any abnormalities within the central nervous system which may be related to learning difficulties.

Nursing Assessment/Evaluation Occupational Therapy Evaluation An assessment of primarily fine motor skills

involving balance, coordination, strength, visual motor control, speed and dexterity.

Occupational Therapy Progress Summary Occupational Therapy Screening Orientation and Mobility Assessment An assessment of a student's ability to travel safely,

efficiently and successfully in the school, home and/or community environments.

Orientation & Mobility Evaluation Parent & Student Conference Parent Conference Parent Report and Observations Physical Examination An assessment of any physical or medical factors

that may interfere with the learning process. Physical Therapy Evaluation An assessment of primarily gross motor skills

involving balance, coordination, strength, visual motor control, speed and dexterity

Physical Therapy Progress Summary Physical Therapy Screening Pragmatic Communication Skills Protocol Psychiatric Evaluation An assessment based on behavior in relation to

physical, genetic, environmental, social, cognitive (thinking), emotional, and educational components that may be related to learning difficulties.

Psychological Evaluation An assessment to evaluate verbal and nonverbal cognitive skills, and social-emotional development. It

may also include an assessment of basic achievement skills.

Psychological Evaluation and Social History Psychological Evaluation with Social History An assessment that will include any or all of the

following: Record review, behavioral observations, interviews (parent, teacher/staff, student), cognitive functioning, academic achievement, social/emotional/behavioral development, adaptive behavior functioning, motor skills, social history.

RDI Evaluation Reading Evaluation An assessment to evaluate abilities and weaknesses

for students who have difficulty reading continuous print, including but not limited to reading decoding, phonemic awareness, reading comprehension, fluency and vocabulary.

Report Card Review of Records School Attendance Record School Principal Report Social History A questionnaire or interview that gathers family and

student history in regards to early years of development and family environment.

Social-Emotional Assessment

Special Education Report Speech and Language Evaluation An assessment for the identification of

articulation, language and communication disorders or other tests that may be deemed appropriate during the diagnostic process.

Speech Sample Speech/Language Evaluation An assessment for the identification of articulation,

language and communication disorders. Speech/Language Progress Summary Speech/Language Screening Student Interview Stuttering Portfolio Supplemental Special Education Evaluation Teacher Observation Teacher Progress Summary Teacher Report Teacher/Staff Interview Vision Evaluation An assessment of a student's ability to visually

process information. Vision Progress Summary Vocational Assessment For students age 12 and over, an assessment of a

student's vocational skills, aptitudes and interests

that may include, but is not limited to, a review of school records, teacher assessments, parent and student interviews.

Writing Evaluation An assessment of a student's ability to understand written language and communicate with others through writing.

Entering Standardized Test Results To Input Standardized Test Results: Step #1: Go to the Reports/Assessment Tab (at the top of the page) Click on the Standardized Test Results Tab

Click on

Fill in the below fields:

Click on when finished entering in all standardized testing.

Step #2: Go to the Standardized Test Results section, in the document details screen, and click on the

button to open that section

Click on the button Click on the white boxes next to the entries you want to import to the IEP.

Click on the button again,

Click on the button and the information will be populated into the IEP. Remove outdated testing from the Standardized Test Results section as they have already been saved

on previous IEPs. The latest cognitive, achievement and related services testing should remind on the

IEP.

December, 2013

Fill in the information here, then click the

button to add in the subtest

information and the scores, if applicable.

Entering Statewide and District Assessments

To input Statewide and District Assessments: Step #1: Go to the Reports/Assessment Tab (at the top of the page) Click on the Statewide and Districtwide Assessments Tab Click on the Assessment you want

Click on the button. Fill in the below fields:

Click on and the information will be populated into the IEP. Step #2: Go to the Statewide and Districtwide Assessment section in the document details screen, and click on

the button to open that section.

Click on the white boxes next to the entries you want to import to the IEP.

December, 2013

Click on the button. Click on and the information will be populated into the IEP.

Entering Academic Achievement, Functional Performance and Learning Characteristics

To enter in Academic Achievement, Functional Performance and Learning Characteristics

Go to the Academic Achievement, Functional Performance and Learning Characteristics section of the

document details screen

Click on the button

Select and highlight which area you are going to enter:

Basic Cognitive/Daily Living Skills Career/Vocational Transition

Cognition Hearing

Mathematics Other

Reading Speech/Language

Study Skills Vision

Writing

Click on the or button in the Student Strengths, Preferences, Interests section.

Each dialog box must contain a description of the student’s performance.

Go to the next section,

REMEMBER TO SPELL CHECK AFTER

IMPUTTING/UPDATING INFORMATION

Spelling can be reviewed by clicking on the button to the right of each dialog box.

Suggested sentence prompts can be found by clicking on the button to the right of

each dialog box, underneath the spelling button.

December, 2013

Request for Documents

Any document pertaining to a student in special education is considered confidential, therefore any requests for student records from a third party, must have a signed release of records form signed by the parent before any documents are provided. Examples of a third party is any hospital, treatment center, private school, therapist’s office, psychologist, attorney’s office or any school outside of New York State, etc. North Colonie has a “Parent Authorization Form to Receive or Release Confidential Information”. This document can be found on IEP Direct. Directions for accessing the parent authorization form: From IEP Direct Click on any white box next to a student’s name Go to Letters/Reports Scroll down to “NC FORM: Parent Authorization Confidential Information”

Click on Ctrl-P to Print. Attached is a copy of the “Parent Authorization Form to Receive or Release Confidential Information”. (Release forms from other organizations can also be used as long as they are signed by the custodial parent/guardian of that child.)

December, 2013

NORTH COLONIE CENTRAL SCHOOLS LATHAM, NEW YORK

PUPIL PERSONNEL SERVICES

Parent Authorization Form to Receive or Release Confidential Information

I, hereby, authorize the North Colonie Central School District to receive or to release all medical, psychological, or educational records concerning:

______________________________ (Name of Child) It is my understanding that these records will be shared only with professionals who are directly concerned with helping my child. This release of information applies to the following professionals and/or agency: _______________________________________________. _________________________________ ____________________________ (Signature) (Relationship to Child) _________________________________ ____________________________ (Signature) (Relationship to Child) ________________________________ (Street Address) ________________________________ __________________________ (City) (State) (Date)

SHAKER HIGH SCHOOL (518) 785-5511 x3334 LATHAM, NEW YORK 12110 FAX: (518) 783-4507

Measurable Annual Goals

Measurable annual goals should enable the student to be involved in and progress in the general education curriculum or, in appropriate activities, address other educational needs that result from the student's disability. Measurable annual goals for school-age students, should help prepare the student to meet his/her post-secondary goals.

Objectives and/or Benchmarks are required for School Aged Students who are Alternately Assessed. All goals should be entered using Version 9. To verify which version you are using, look to the left top corner and it will read “Curriculum Guide: Version 9.” Version 9 includes additional goals which are aligned to the Common Core State Standards (CCSS) in English Language Arts and Mathematics. A student should have at least one goal for each program and related service and/or area that needs attention/improvement, such as mathematics or reading. Annual Goal: What the student will be expected to achieve by the end of the year in which the IEP is in effect.

Criteria: Measure to determine if goal has been achieved.

Criteria Period: Timeframe in which the criteria measurement is to occur.

Method: How progress will be measured.

Schedule: When progress will be measured.

The schedule is how often you are measuring each individual goal. For example a benchmark would be every 10 weeks or a running record could be every 2 weeks. It can be a marking period if you only measure progress based on grades, but in general goals should be measured more frequently. CRITERIA: 4 out of 5 trials CRITERIA PERIOD: over 3 weeks METHOD: Work Samples SCHEDULE: Weekly RESPONSIBILITY: Special Education Teacher There are thirteen categories for goals:

Study Skills Speech/Language Hearing

Reading Social/Emotional/Behavioral Vision

Writing Motor Other

Mathematics Daily Living Skills

Speaking/Listening Career/Vocational/Transition

Once a document in finalized, staff can enter in their progress report information regarding the student's completion of the goals. If the progress report information is inputted on a draft the comments will not roll over.

Elementary schools should be using three months for progress notes: DECEMBER, MARCH and JUNE. Junior High and High School will be using four months, NOVEMBER, JANUARY, APRIL and JUNE.

To enter Goals:

Go to the Measurable Annual Goal Section, click on the button.

Click on the appropriate curriculum area for your goal.

The teacher/therapist has a choice of using preexisting drop downs or creating a custom goal.

Creating Pre-existing Goals:

If using pre-existing goals, click the white box next to the goal(s) you are interested in.

Click on the button Fill in the following fields to the goal: Criteria Criteria Period Method Schedule Responsibility

Click on the button and complete the above fields if there are multiple goals.

Click when finished.

To add additional goals in a different curriculum area, click on the button

To Create a Custom Goal:

Go to the Measurable Annual Goal Section, click on the button.

Click on the appropriate curriculum area for your goal(s).

At the top of the screen, you will see a prompt, Click on the white box, “Custom Goal, how many?

1”

Enter in the drop down how many Custom Goals you would like to create for a particular curriculum

area.

Click on the button

Enter in the customized goal in the dialog box. Use the button to spell check your entry.

Fill in the following fields to the goal: Criteria Criteria Period Method Schedule Responsibility

Repeat the process for multiple goals.

Click or to add more goals in a different curriculum area.

Click to exit.

To delete an existing goal:

Click on the button and box will appear “Are you sure you want to delete this goal”

Click OKAY, and

To change the Progress Report Manner, number of months, or the actual months to reflect your school, do the following: Go to the Progress Reporting section, which is right underneath the goals section

Open this section with the button

Click on the drop downs to change the entries.

Click on the to return to the document details screen.

Progress Marks The Measurable Annual Goals section is where users enter information regarding a student’s progress toward successful completion of the goals and benchmarks/objectives listed on the IEP. Progress marks and comments should only be updated on a finalized document. If a teacher/therapist starts entering in progress marks/comments for a student, there is a 15 day time clock that starts for that particular section they are in. If the goals for that whole section are not logged in within the 15 days, it will time out the whole section. The sections that have not been touched will remain open. The only way to change/add text, will be to contact an Administrator or the CSE Secretary to make those changes. To enter progress marks: Click on the black box next to the students name to view the finalized document

Go to the Measurable Annual Goals section, click on the

A box will appear asking if you are sure you want to edit a finalized document. Three buttons will

appear:

Click Click on the drop down under the Edit Progress Marks for your desired goals. (If the Edit progress marks

screen does not default to the desired goal, click on the button to cycle through each goal until the desired goal is displayed.

There is a button in the top right hand corner. This button will display the choices for progress marks. Goal Progress Mark Legend: A – Achieved - The student has achieved the goal. PS – Progressing Satisfactorily – The student is making satisfactory progress and is expected to achieve the goal. PG – Progressing Gradually – The student is making less than anticipated progress but may still achieve the goal. PI – Progressing Inconsistently – The student is making inconsistent progress and may not achieve goal. NA – Not Achieved – The student has not achieved the goal. SC – See comments. Objective/Benchmark Progress Mark Legend: A – Achieved – The student has achieved the objective/benchmark. NI – Not Introduced – The objective/benchmark has not yet been introduced. NA – Not Achieved – The student has not achieved the objective/benchmark. SC – See Comments. December, 2013

Click on the drop down for the corresponding month your entering the progress marks for, and select a code from the legend.

At the end of each goal is a , click on the to add comments. Each comment section has a

button to check spelling, and a button to check for possible comments. Be watchful to make sure that you put your progress marks and comments in the correct months. IEP Direct will not notify you if an entry is in the wrong month. Once your comments are entered, click on the SUBMIT button

Click Progress marks can be printed from IEP Direct, by: Clicking on the white box next to the student Clicking on Letters/Reports – three different choices will appear

Report - Progress Report – Letter is optional to print. Report - Progress Report (v06) - Progress Report Only By Curriculum Areas - You must be specific i.e, motor. No Letter will print nor will the legend. If you choose Report – Progress Report

Click

The following screen will appear:

Click on the button

Click to view

If you do not enter the Date,

Signature, and Title, there will not be

a date and signature block on your

letter.

Ctrl-P to Print. Report - Progress Report (v06) - Progress Report Only By Curriculum Areas - You must be specific i.e, motor. No Letter will print, nor will a legend.

Click

The following screen will appear:

Select from the drop down your

curriculum area.

Click

Click to view

Ctrl-P to print

Student Needs Relating to Special Factors

Present levels of performance statements must also include documentation that the Committee considered special factors in the development of the student's IEP. If any of the following special considerations are checked "Yes", then the Committee must ensure that a device or service, including an intervention, accommodation or other program modification needed for the student to receive a free appropriate public education is indicated in the IEP under the applicable section of the IEP. "Yes", "No", or "Not Applicable" must be indicated for each consideration. If "Yes" is indicated, then the IEP must identify specific supports or other strategies (e.g., counseling, special seating, speech and language therapy) under the "Recommended Special Education Programs and Services" section of the IEP. If "Yes" is checked indicating the need for a behavioral intervention plan, there is a text field provided in this section where additional information, as applicable, could be inserted. A student's IEP must specify when a behavioral intervention plan will include the use of a time out room for a student, including the maximum amount of time a student will need to be in a time out room as a behavioral consequence as determined on an individual basis in consideration of the student's age and individual needs. Fill in all sections.

If the teacher/therapist wants to add adaptive equipment to the student’s IEP, the section named “Need for Assistive Technology needs to indicate “YES” in order for the Assistive Technology Devices and/or Services section to open.

December, 2013

Programs Ensure program names, local programs, codes, ratio, frequency, period, duration, location, TORC and provider are filled in.

PROGRAMS (STATE)

Consultant Teacher Services (CTS)

Special Class (SC) Special Class – English (SC-E)

Special Class – Science (SC-SCI)

Integrated Co-Teaching Services (ICO-TS)

Special Class – Reading (SC-R)

Special Class – Language Arts (SC-LA)

Travel Training (TT)

Resource Room Program (RR)

Special Class - Math (SC-M)

Special Class – Social Studies (SC-SS)

Adapted Physical Education (APE)

LOCAL PROGRAMS

Home Instruction () SHS Summer School – ½ day (SC – Sumsch ½)

SJHS Summer School – Full Day (SJHS – SumSch FD)

Special Class Integrated (SC-PSDP)

Learning Resource Room (RR)

SHS Summer School – Full day (SC-SumSch FD)

Special Class Community Job Site (SC-CJS)

Special Class Intensive Instruction (SC-II)

Shaker – Siena College Experience (S-SCE)

SJHS Summer School – ½ (SJHS – SumSch ½)

Special Class –Functional Life Skills (SC-FLS)

Special Class Intensive Support – (SC-IS)

If any programs other than those listed above are on the student’s IEP, they must be changed to the new titled programs.

Programs that are in brackets are no longer available. December, 2013

Related Services

Aide is no longer a related service and should be listed in Supplementary Aids and Services/Program Modifications/Accommodations section. All sections need to be filled in.

RELATED SERVICES Audiology Services (AS)

Music Therapy (MT) Sign Language Interpreter (SLI)

AVB Nurse Skilled Nursing Services (SNS)

Behavior Intervention Services (BIS)

Occupational Therapy (OT)

Speech/Language Therapy (SLT)

Coordinator of Related Services

Orientation and Mobility Services (OMS)

Teacher of the Hearing Impaired

Counseling (CS) Parent Counseling and Training (PCT)

TVI

Feeding Therapy (FT) Physical Therapy (PT)

Vision Rehabilitation Teacher

Hearing Services (HS)

RDI Vision Services (VS)

Instruction in Braille (IB)

Rehabilitation Vocational Counseling (VC)

Intern Services Rehabilitation Counseling (RC)

Interpreting Services (IS)

School Health Services (SHS)

If any related service other than those listed above are on the student’s IEP, they must be changed to the new titled related services.

Related services that are in brackets are no longer available. December, 2013

Supplementary Aids and Services/Program Modifications/Accommodations

Supplementary aids and services and/or program modifications or supports means aids, services and other supports that are provided in general education classes or other education-related settings to enable students with disabilities to be educated with non-disabled students to the maximum extent appropriate in the least restrictive environment.

The IEP must specify service/modification, start date, end date, frequency, period, duration, location and provider. The drop down for this section contains the following:

Access to Computer/Word Processor

Copy of Class Notes

Instructional Materials in Large Print

Options for time-out

Spelling requirement waived

Additional Set of Books Enlarge test Intern/Aide training specific to disability

Other Study Guide Outlines of Key Concepts

Additional Time to Complete Assignments

Extended Time Keyboard Modification

Positive Reinforcement

Study Guides

*Aide Must show frequency (1:1 only)

Extended Time (See Subject Area)

Large print/magnification device

Positive Reinforcement Plan

Support for Organizational Skills

Alternate Location Extra Time Needed to go Between Classes

Manipulatives Read directions, simplify directions

Teaching Assistant

Answers dictated on tape

Flexible Setting Math Fact Chart Reduced number of questions/problems

Use of a Calculator

Assistive Technology Frequent Breaks Modified Curriculum

Refocusing and Redirection

Use of Graphic Organizer

Behavior Management Plan

Frequent Feedback

Modified Grading Reteaching of Material

Use of Scrap Paper

Books on tape Graphic Organizer Modified Homework Assignments

Scribe Use of a Study Carrel

Books on Tape or other Recording Device

Highlighted Text/Materials

Modified, Non-credit bearing curriculum

Small group Visual cues/supports

Check for Understanding

Highlighted Work Note Taker Social Skills Group Visual Schedules

Clearly defined

limits/expectations

Information Relating to Disability – As Needed

Ongoing Consultation

Special Seating Arrangements

Word Processor

December, 2013 Instructional Materials In Braille

Opportunity to respond orally for some assignments

Spell Checker

* ASC I Self Contained classroom: The aide should only be listed in the program ratio. For example,

8:1:3, 12:1:4. Additional aides for students would be considered one to one and the aide justification form must be completed. There should be no other reference to an aide on the IEP unless it is a 1:1 aide. Resource Room/ASC II: In the past aides in these classrooms would be considered shared aides on the IEP. They will no longer be listed on the IEP but considered program aides. The aides will be assigned based on classroom placement and student need. If any student needs a 1:1 aide the one to one aide justification form must be completed. There should be no other reference to an aide on the IEP unless it is a 1:1 aide. Adult supervision should be addressed under Management Needs. An example of wording is given below.

Sample IEP wording: “If Susan is unable or unwilling to comply with school or classroom expectations of appropriate behavior, she may require adult support to develop and/or maintain strategies that will enable her to fully participate with her peers throughout the school environment. This support can be provided by the special education teacher, general education teacher or program aide.”

The location must be listed as throughout school setting, therapy room, etc. The school name must not be indicated.

If any supplementary aids and services/program modifications/accommodations other than those listed above are on the student’s IEP, they must be changed.

Items in brackets are no longer available.

Assistive Technology Devices and/or Services The IEP must describe any assistive technology devices and/or services needed for the student to benefit from education, including whether the use of a school - purchased assistive technology device is required to be used in the student's home or in other settings in order for the student to receive a free appropriate public education. ♦See Directions - Student Needs Relating to Special Factors – you must click YES on the Need for Assistive Technology for this section to open. (Prior to recommending an assistive technology device to be used in the student’s home, contact your immediate PPS supervisor.)

The location must be listed as throughout school setting, therapy room, etc. The school name must not be indicated. Assistive technology device means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified or customized, that is used to increase, maintain or improve the functional capabilities of a student with a disability. Assistive technology devices can range from "low technology" items like pencil grips, markers or paper stabilizers to "high technology" items such as voice synthesizers, Braille readers or voice activated computers. Assistive technology service means any service that directly assists a student with a disability in the selection, acquisition or use of an assistive technology device.

Click either Yes or No.

December, 2013

Provided is the drop down for this section:

Access to Adapted Stander

Access to Personal Auditory Trainer/FM System

Assistive Technology Services

Slant Board

Access to Adaptive Furniture

Access to Portable Word Processor

Calculator Special Markers

Access to Adaptive Seating

Access to Recording Device Communication Device

Special Pencil Grip

Access to Adaptive Side Layer

Access to Speech Recognition Software

FM Device Technology Consult

Access to Augmentative Communicator

Access to Spelling Device Grotto Grip/Marble Timer Control Boxes

Access to Braille Reader Access to Typewriter Hand Splint Touch Screen

Access to Brailler Access to Word Processor Hearing Aids Visual Timer

Access to Classroom with a Sound Field System

Adaptive Mealtime Devices Hearing Aids – parent provided

Voice Output Device

Access to Co-Writer Adaptive switches – 2 panel rocker/big mack switch

Other Word Processor

Access to Computer ADL Built-up Spoon Paper Stabilizer

Access to Electronic Textbooks

ADL Curved Spoon PECS

Access to Language Board

ADL Scoop Plate Rifton Chair

All Adaptive Equipment that is presented must be reflected in the “Assistive Technology Devices and/or Services” section of the IEP document and noted in the minutes as well. The colored original should be in the student packet and provided to the CSE Secretary. A separate copy folder should be created for the Special Education District Purchasing Clerk. Please place them in alphabetical order.

Forms can be accessed through IEP Direct. Click on the student’s box in IEP Direct, go to letters and reports, and click on NC FORM: ADAPTIVE EQUIPMENT REQUEST, process, preview and print.

Supports for School Personnel on Behalf of the Student

Supports for school personnel are those that would help them to more effectively work with the student. This could include, for example, special training for a student's teacher to meet a unique and specific need of the student. The IEP must describe the supports for school personnel that will be provided on behalf of the student in order for the student to advance toward attaining the annual goals, to be involved in and progress in the general curriculum and to participate in extracurricular and other nonacademic activities. The following drop down choices are available in this section:

Assessment of Health Condition

Music Therapy Consultation

Teacher Support and Training

Assistance with Curriculum Modifications

Occupational Therapist Consultation

Team Meetings

Behavioral Intervention Consultation for Team

Occupational Therapist Consultant

Training in the use of American Sign Language

Consultation Physical Therapy Consultation

Training in the Use of Specific Positive Behavioral Interventions

Music Therapy Consultation

Professional Development in the Area of Disability

Transitional Support Services

Information on Disability and Implications for Instruction

Counseling Consultation

RDI Consultation

Medication Administration Speech/Language Consultation

Orientation and Mobility Consultation

December, 2013

Testing Accommodations The IEP must indicate the individual testing accommodations needed by the student, if any, to be used consistently by the student in his or her recommended education program. Review IEP to ensure that accommodations meet with the disability, i.e. Use of calculator.

Including the condition and implementation recommendations provide more details of the testing accommodation.

Testing Accommodation Conditions Implementation Recommendations

Directions Simplified For All Tests Language in directions may be simplified

Extended Time For all tests to allow for enough processing and response time for Mary and to allow for time consuming scribe process.

Extended time 2x

Marking Responses in Test Booklet For All Tests involving scantrons, "bubble sheets," etc.

Administer Test Individually

If any testing accommodation other than those listed below are on the student’s IEP, they must be changed to the new titled testing accommodation.

Accommodations that are in brackets are no longer available.

December, 2013

The following choices are in the Testing Accommodation drop down:

1:1 Assistance Place Keepers, Trackers, Pointers Use of Additional Paper

1:1 for Testing Preferential Seating Use of Audio Tape of Questions

Academic testing may have elimination of questions or responses, questions reworded or an alternate test may be given.

Presentation of Reading Passages with One Complete Sentence Per Line

Use of Audio Tape of Questions

Alternate Location Reduce Written Assignments Use of Auditory Amplification Device

Answers Recorded in Test Booklet Reduced Number of Test Items per Page

Use of Braille Test Editions

Augmentative Communication Device

Repeat Oral Comprehension Items Use of Break Periods

Color coding/underlining for focus Revised Test Directions Use of Computer/Word Processor to Record Responses

Directions Read to Student Revised Test Format Use of Large Type Format

Directions Reread for Each Page of Questions

Scribe Use of Masks or Markers to Maintain Place

Directions Simplified Slant Board/OT Apparatus Use of Scribe/Amanuensis

Extended Time Slow Read Use of Special Acoustics

Extended Time (1.75) Specialized Equipment Use of Special Lighting

Grammar Check Test Administered in Small Group Use of Audio Tape of Questions

Guided Notes Test Passages, Questions, Items and Multiple-Choice Responses Read to the Student

Use of Audio Tape of Questions

Increased Size of Answer Blocks/Bubbles

Test Passages, Questions, Items and Multiple-Choice Responses Signed to the Student

Use of Auditory Amplification Device

Increased Spacing between Test Items

Tests Read Use of Tape Recorder for Responses

Left handed binders Tests Read to Student in a Slow Manner

Use of Text-to-Speech Software Programs

Listening Section Repeated More Than the Standard Number of Times

Timelines/Maps Use of Visual Magnification Device

Listening Section Signed Use of Calculator Use of Word Processor or Alpha Smart

Listening Section Signed More Than the Standard Number of Times

Use of a Grammar-Check Device Verbs in Directions underlined or Highlighted

Manipulatives: Math Testing: Clocks, Number Lines, Number Charts, Counters

Use of a Spell-Check Device Waive Paragraphing Requirements

Marking Responses in Test Booklet Tests Read Waive Punctuation Requirements

Modified or Alternate Tests/Exams based upon the alternate curriculum

Tests Read to Student in a Slow Manner

Waive Spelling Requirements

Multiple Choice Items in Vertical Format with Answer Bubble to Right of Response Choices

Use of Additional Paper Word Banks

Multiple Day Administration Use of Adaptive Furniture Written Directions

Multiple Test Sessions Use of Adaptive or Special Equipment

Use of Tape Recorder for Responses

Not Required Use of Aids/Assistive Technology Device

Use of Text-to-Speech Software Programs

On-Task Focusing Prompts Use of Alpha Smart Use of Visual Magnification Device

Other Use of Abacus

Papers Secured to Work Area Use of Arithmetic Tables December, 2013

Measurable Post-Secondary Goals and Transition Needs

Beginning with the first IEP to be in effect when a student is age 15 (and at a younger age, if determined appropriate) and updated each year, the IEP must include measurable postsecondary goals (the student's long-term goals for living, working and learning as an adult) based on the student's preferences and interests, as they relate to transition from school to post-school activities. The IEP must document measurable postsecondary goals in the areas of employment (e.g., integrated competitive employment), postsecondary education and training (e.g., career and technical education and training, continuing and adult education, college), and community living (e.g., adult services, independent living or community participation).

December, 2013

Participation in State and District-wide

Assessments

All students with disabilities must be included in State or district-wide assessment programs. If the Committee determines that the student will participate in an alternate assessment on a particular State or district-wide assessment of student achievement, the IEP must provide a statement of why the student cannot participate in the regular assessment, and why the particular alternate assessment selected is appropriate for the student.

December, 2013

Progress Reporting Identify when periodic reports on the student's progress toward meeting the annual goals will be provided to the student's parents.

December, 2013

Statement of Extended School Year Special Education Programs and Related Services

The IEP form must identify if the Committee recommends that the student receives special education services during the months of July and August. If so, the IEP must include: the identity of the provider of services during the months of July and August.

December, 2013

Coordination Set of Transition Activities (School to Post School)

Beginning with the first IEP to be in effect when the student is age 15 (and at a younger age, if determined appropriate) and updated annually, the IEP must include a statement of needed transition services. These services focus on improving the academic and functional achievement of the student with a disability to facilitate the student's movement from school to post-school activities.

December, 2013

Participation with Students without Disabilities This section is used to document the extent to which a student's disability precludes his/her participation with students without disabilities.

In the future, instead of using these examples:

Mary will receive speech therapy services. or

Mary will receive speech therapy services 2x30. Use the drop down icon in this section, and inserting text boxes 102 or 103, depending upon the students programs. Click the corresponding other areas that apply.

The new version will look like this:

In the areas of non-participation, please make sure you look at all of the suggested statements and choose the most appropriate based upon your student’s programming/related services needs.

If anticipating exempting a foreign language, look to the future of the student. How will this affect him? What kind of diploma will the student be able to obtain? It is strongly recommended that the school psychologist review the student’s scores. December, 2013

Special Transportation The IEP must include recommendations to address each of the student's disability-related special transportation needs, as appropriate. The IEP must specify any special transportation, including any specialized transportation equipment (e.g., special or adapted buses, lifts and ramps), needed by the student based on his or her unique needs related to the student's disability to travel to and from school (including such school-related programs as work programs and settings other than the school where the student receives education or special education services); and as appropriate, in and around the school. Use Medical - Special Transportation Forms for all Special Transportation Students. Ensure that you have enclosed a colored original of the Medical – Special Transportation Form for the parents to sign and return. The “Special Transportation” section must be completed and noted in the minutes as well. The colored original should be in the student packet and provided to the CSE Secretary. A separate copy folder should be created for transportation. Please place them in alphabetical order.

Forms can be accessed through IEP Direct. Click on the student’s box in IEP Direct, go to letters and reports, and click on NC FORM: MEDICAL – SPECIAL TRANSPORTATION FORM, process, preview and print.

December, 2013

Explanations of TORC Field Values

The following sections explain the possible values of the TORC field that appears in the Programs and Related Services sections of the Document Details screen.

Yes - A choice of Yes in the TORC field is representative of a student whose program or related service

occurs in a setting outside of general education.

Examples:

When a student attends a non-integrated special class program. When a student is pulled out of a general education class to receive a non-integrated related

service, such as Speech/Language, Occupational Therapy, etc.

No - A choice of No in the field is representative of a student whose program or related service occurs in a setting with general education peers.

Examples:

When a student receives academic support by a special education teacher within a regular education integrated classroom.

In a rare occurrence, when a student is pulled out of a non-integrated special education setting to receive a related service, such as Speech/Language or Counseling in an integrated setting. (In this instance the related service time must be subtracted from the time allocated to the non-integrated special education program.)

N/A - A choice of N/A in the TORC field is representative of a student whose service is being delivered

concurrently with the student's non-integrated special education program.

Examples:

When a student receives the services of a teacher assistant (paraprofessional, aide, etc.) in a non-integrated setting.

When a student is pulled out of a non-integrated special education program to receive non-integrated services such as Speech/Language, Occupational Therapy, etc.

When a student receives a push-in related service within a non-integrated setting

Note: To avoid duplication within the TORC calculation, Aid/Paraprofessional/Teacher Assistant time has to be listed twice within the Related Service column of the Related Services section, if those services are split between integrated and non-integrated settings. This is similar to the way direct and indirect consultant teacher services are entered.

December, 2013

North Colonie Pupil Service Forms

To get the most current version of North Colonie’s Pupil Service Forms, go to Letters/Reports. All

forms are in the section starting with “NC FORMS”.

December, 2013

Forgot Password

If you have forgotten the password to log in, you can have it sent via email by using the “Forgot your

Password” link on the IEP Direct login screen. Your password will be sent to the email address entered

in the My User Account screen of the My Information tab.

STEP #1 Click on the Forgot Your Password button on the IEP Direct login screen

STEP #2 Enter the District ID and User ID in the pop-up window

STEP #3 Click

Note: This feature requires that your email address be already entered in either the My User Account

screen in My Information or the User Summary screen in Manage Users. If a password is forgotten and

there isn’t a valid email address in the “My User Account” screen, contact an Administrator or the CSE

Secretary to reset your password.

December, 2013

Reset Password

If an Administrator or the CSE Secretary resets a user’s password, the password generated is a

temporary password. The user will need to reset the password immediately upon logging in with the

temporary password. In addition, all user accounts require regular password reset.

To reset your password:

Go to the top right corner of IEP Direct, click on My Information Under User Information, click on My User Account

Click on the button Create and enter a password in the New Password field, and re-enter it again Your password must be at least 9 characters and contain:

One upper case character One lower case character One number

Click

Validation Button and Exclamation Point

Users are encouraged to utilize the Validate button (in the top left corner) as well as the RED exclamation point “!”, it indicates there are issues that must be corrected in order to enable finalization of this document. The exclamation point is at the top of the section if there is an error.

When clicking on the Validate button, if sections contain errors, you can now click on the heading of the

section within the pop-up to be redirected to that document section. This feature allows you to go

directly into the section without clicking on the first.

December, 2013

To Find a Certain Word or Phrase in the IEP

December, 2013

To find a certain word throughout the IEP, Click on Control F and enter in the

word you would like to find, such as a student’s name spelled incorrectly, or

changing from ASC to Special Class. Every instance where the word is, will

appear highlighted in the document.

Unfortunately, when you click on the pencil the highlighted word will not

appear highlighted.

When you go out of that section you will have to click on Control F and enter

the word again to see where the word is.

To Print Address Labels for Students

Click on the white box next to the student’s name (you may click as many students as you like) Go to Letters/Reports Click on Report – Parent Guardian Mailing Labels – (word Format – Avery 5160)

Click

Click on the button A pop up will appear that says “Be sure to place labels in printer” – click OK

Click on the PRINT PAGE button – Do not click Control P.

December, 2013

Creating Listings

Listings allow you to pull together data on a number of students at one time. A listing is a query of the

information/data that is stored in a student’s document or record within the district’s IEP Direct

database. The listing allows users to extract key pieces of data from a student’s latest document or

record.

To create listings, no students should be selected. Go to Listings tab. Users have the choice of using

Listings already created by IEP Direct, using a district created listing, or creating a new listing. IEP Direct

listings are indicated by a blue box. District created listings are indicated by a green box.

Only an Administrator or the CSE Secretary can save a newly created listing.

Scroll through the titles of the created listing to see if there is something similar in title to what you are

looking to create. If not, you may create a new listing.

To create a new listing:

From the listing section, click on the button.

Step 1: Select Display Fields:

Select from the Available Fields section the fields you want for your listing. Each section of the IEP is

available for listing.

Usually, the students first and last name

would be in a listing, however, for this

training it was omitted for confidentiality.

Items can be added or deleted by highlighting the item you want and clicking on the or

buttons.

Items should be entered in the Selected Fields section by importance of the items you want grouped or

sorted. Highlight the item(s) you want to move and click on the or button to move your

fields around. Once you are satisfied with your fields to appear in your listing, you are ready to move to

Step #2, by clicking on the button.

Step 2: Listing and Field Layout:

Here is where you name the listing which will appear at the top of your listing and decide whether to

print the document on regular paper, landscape or on legal paper.

Click

Step 3: Grouping and Sorting Layout:

Click

Step 4: Select Listing Criteria:

Here is where you can request your items be grouped, sorted A-Z, or Z-A, subtotaled, etc.

Click on the Document Choice – usually “Latest Document”. The Committee Filter is usually “CSE”.

School Year is a required field. You can use the criteria field to enter the school year you’re interested in.

Here is where you can define, what you’re asking the listing to generate. I’m asking the program to be specific

to Special Class – English. No other programs will generate. If this criteria was not added to this step all

programs would generate.

Click

TIPS: Never use “and” and “or” in the same box.

Grades can be selected as: Expected Grade - Equal to – K Expected Grade – Between 01 and 08 To disregard students who have exited, graduated, been declassified, or who were determined ineligible or a referral was withdrawn select: Date of Exit – Equal to – Empty To request a particular date, i.e. 10/17/06, select: Student Birthdate – Greater than or equal – 10/18/06 Student Birthdate – Less than or equal – 10/18/06

The next step is to print the listing:

If you look at this report and decide you want the expected grade first, go back and put the CR Expected Grade

to the top of section #1.

Unfortunately, there isn’t a way to center these items under the headings. You can copy these listings, and

create an excel spreadsheet and center the headings.

Report - Student Programs, Related Services,

Modifications and Accommodations with Page

Break – (Formerly IEP at a Glance)

This report contains snapshot information regarding: *Program and related services *Supplementary Aids and Services, Program Modifications/Accommodations * Assistive Technology Devices/Services *Supports for School Personnel *Testing Accommodations

To print this document:

Click on the white box next to a student’s name (Multiple students can be selected) Go to Letters/Reports Click on Report - Student Programs, Related Services, Modifications and Accommodations with Page Break

Click on the button Leave the List of Providers field empty. Click YES for the remainder of the fields to show all categories, or click NO to modify the report as needed.

Click

Click

Click the print Icon December, 2013

Pop Up Blockers

If you encounter problems while attempting to enter data, etc., and the information will not import, it

may be a problem with the pop-up blockers.

Many times when entering data into an IEP it may be caused by Pop-up blockers. To make IEP Direct

work correctly, you will need to turn off the Pop-up Blocker.

If you have the most current version of Windows, go to TOOLS icon at the top right of your screen – see

arrow

Scroll down to Internet Options

Click on the Privacy Tab and Unclick on the white box “Turn on Pop-Up Blocker”.

If you have an older version of Windows, Click on the word Tools in the top right, click on Pop up Blocker

and click to turn off pop-up blocker.

December, 2013

To View Whole Screen at Once Many people complain that they cannot see the whole screen at once, without moving the bar to see the other half of the screen. If you have the most current version of Windows, go to the Tools icon on the top right corner of IEP Direct. Click on Zoom, and select either 125% or 100%.

If you have an older version of Windows, go to the top right corner above the green IEP Direct heading and click on Page. Scroll down to zoom and select either 125% or 100%. December, 2013

Problem Printing an IEP for a Parochial Student

If this screen appears when attempting to print out an IEP for a student who attends a

parochial school within our district, it is because you selected “IEP Form with

Summary”.

IEPs can only be printed by selecting “IESP Form with Summary”.

December, 2013