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

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:
Fill in only the following fields:
*Date
*Evaluation/Report
*Evaluator
*Credential (if applicable)
*Medicaid
*Comments
Click on
December, 2013
Step #2:
Go to the Evaluation/Reports section, of the document details screen and click on the
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
Click the
button
button and the information will be populated into the IEP
button to
EVALUATION/REPORTS
Evaluation/Report
Adapted Physical Education Evaluation
Annual Review Reports
Applied Behavioral Analysis Progress Summary
Assistive Technology Evaluation
Audiological Evaluation
Behavior Intervention Plan
Behavioral Checklist
Behavioral Observations
Classroom Observation
Counseling Evaluation
Counseling Progress Summary
Developmental
Discipline Reports
Educational Evaluation
Extensive Remedial Intervention
Functional Behavioral Assessment
Guidance Report
Hearing Evaluation
Justification for Increase in Services
Limited English Proficiency Evaluation
Manifestation Determination Meeting
Math Evaluation
Medical Discharge Summary
Medical Health Records
Multidisciplinary Evaluation
Music Therapy Evaluation
December, 2013
Default Description
An assessment of a student's ability to participate
fully and safely in a general physical education class
or activities.
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.
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.
An observation in the learning environment or
natural setting to gather information on factors that
could be influencing a student's performance.
An assessment in basic academic subject areas
(reading, mathematics, writing) to assess a
student's overall achievement and functional
performance.
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.
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.
For a student whose first language is other than
English, an assessment of a student's ability to
understand and speak English.
Neurological Evaluation
Nursing Assessment/Evaluation
Occupational Therapy Evaluation
Occupational Therapy Progress Summary
Occupational Therapy Screening
Orientation and Mobility Assessment
Orientation & Mobility Evaluation
Parent & Student Conference
Parent Conference
Parent Report and Observations
Physical Examination
Physical Therapy Evaluation
Physical Therapy Progress Summary
Physical Therapy Screening
Pragmatic Communication Skills Protocol
Psychiatric Evaluation
Psychological Evaluation
Psychological Evaluation and Social History
Psychological Evaluation with Social History
RDI Evaluation
Reading Evaluation
Report Card
Review of Records
School Attendance Record
School Principal Report
Social History
Social-Emotional Assessment
An assessment to evaluate any abnormalities within
the central nervous system which may be related to
learning difficulties.
An assessment of primarily fine motor skills
involving balance, coordination, strength, visual
motor control, speed and dexterity.
An assessment of a student's ability to travel safely,
efficiently and successfully in the school, home
and/or community environments.
An assessment of any physical or medical factors
that may interfere with the learning process.
An assessment of primarily gross motor skills
involving balance, coordination, strength, visual
motor control, speed and dexterity
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.
An assessment to evaluate verbal and nonverbal
cognitive skills, and social-emotional development. It
may also include an assessment of basic
achievement skills.
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.
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.
A questionnaire or interview that gathers family and
student history in regards to early years of
development and family environment.
Special Education Report
Speech and Language Evaluation
Speech Sample
Speech/Language Evaluation
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
Vision Progress Summary
Vocational Assessment
Writing Evaluation
An assessment for the identification of
articulation, language and communication
disorders or other tests that may be deemed
appropriate during the diagnostic process.
An assessment for the identification of articulation,
language and communication disorders.
An assessment of a student's ability to visually
process information.
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.
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:
Fill in the information here, then click the
button to add in the subtest
information and the scores, if applicable.
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
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
into the IEP.
button. Click on
and
the information will be populated
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
each dialog box, underneath the spelling button.
December, 2013
button to the right of
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)
_________________________________
(Signature)
____________________________
(Relationship to Child)
____________________________
(Relationship to Child)
________________________________
(Street Address)
________________________________
(City)
(State)
SHAKER HIGH SCHOOL
LATHAM, NEW YORK 12110
__________________________
(Date)
(518) 785-5511 x3334
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:
CRITERIA PERIOD:
METHOD:
SCHEDULE:
RESPONSIBILITY:
4 out of 5 trials
over 3 weeks
Work Samples
Weekly
Special Education Teacher
There are thirteen categories for goals:
Study Skills
Reading
Writing
Mathematics
Speaking/Listening
Speech/Language
Social/Emotional/Behavioral
Motor
Daily Living Skills
Career/Vocational/Transition
Hearing
Vision
Other
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
Click on the
Criteria Period
Method
Schedule
Responsibility
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
Click
or
to add more goals in a different curriculum area.
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
progress marks.
button in the top right hand corner. This button will display the choices for
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:
If you do not enter the Date,
Signature, and Title, there will not be
a date and signature block on your
letter.
Click on the
Click
to view
button
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)
Integrated CoTeaching Services
(ICO-TS)
Resource Room
Program (RR)
Special Class (SC)
Special Class –
Reading (SC-R)
Special Class - Math
(SC-M)
Special Class –
English (SC-E)
Special Class –
Language Arts (SCLA)
Special Class – Social
Studies (SC-SS)
Special Class –
Science (SC-SCI)
Travel Training (TT)
Adapted Physical
Education (APE)
LOCAL PROGRAMS
Home Instruction ()
Learning Resource
Room (RR)
Shaker – Siena
College Experience
(S-SCE)
SHS Summer School
– ½ day (SC –
Sumsch ½)
SHS Summer School
– Full day (SCSumSch FD)
SJHS Summer
School – ½ (SJHS –
SumSch ½)
SJHS Summer School
– Full Day (SJHS –
SumSch FD)
Special Class
Community Job Site
(SC-CJS)
Special Class –
Functional Life Skills
(SC-FLS)
Special Class
Integrated (SC-PSDP)
Special Class
Intensive Instruction
(SC-II)
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)
AVB
Behavior Intervention
Services (BIS)
Coordinator of
Related Services
Music Therapy (MT)
Nurse
Occupational
Therapy (OT)
Orientation and
Mobility Services
(OMS)
Counseling (CS)
Parent Counseling
and Training (PCT)
Feeding Therapy (FT) Physical Therapy
(PT)
Hearing Services
RDI
(HS)
Instruction in Braille
Rehabilitation
(IB)
Intern Services
Rehabilitation
Counseling (RC)
Interpreting Services
School Health
(IS)
Services (SHS)
Sign Language
Interpreter (SLI)
Skilled Nursing Services
(SNS)
Speech/Language
Therapy (SLT)
Teacher of the Hearing
Impaired
TVI
Vision Rehabilitation
Teacher
Vision Services (VS)
Vocational Counseling
(VC)
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
Additional Set of Books
Copy of Class
Notes
Additional Time to
Complete Assignments
*Aide
Must show frequency
(1:1 only)
Alternate Location
Extended Time
Answers dictated on
tape
Assistive Technology
Enlarge test
Extended Time
(See Subject Area)
Extra Time
Needed to go
Between Classes
Flexible Setting
Frequent Breaks
Behavior Management
Plan
Books on tape
Frequent
Feedback
Graphic Organizer
Books on Tape or other
Recording Device
Highlighted
Text/Materials
Check for
Understanding
Clearly defined
limits/expectations
Highlighted Work
December, 2013
Information
Relating to
Disability – As
Needed
Instructional
Materials In
Braille
Instructional
Materials in Large
Print
Intern/Aide
training specific to
disability
Keyboard
Modification
Large
print/magnification
device
Manipulatives
Options for timeout
Math Fact Chart
Reduced number of
questions/problems
Refocusing and
Redirection
Reteaching of
Material
Scribe
Use of a Calculator
Small group
Visual
cues/supports
Social Skills Group
Visual Schedules
Ongoing
Consultation
Special Seating
Arrangements
Word Processor
Opportunity to
respond orally for
some assignments
Spell Checker
Modified
Curriculum
Modified Grading
Modified
Homework
Assignments
Modified, Noncredit bearing
curriculum
Note Taker
Other
Positive
Reinforcement
Positive
Reinforcement Plan
Read directions,
simplify directions
Spelling
requirement
waived
Study Guide
Outlines of Key
Concepts
Study Guides
Support for
Organizational
Skills
Teaching Assistant
Use of Graphic
Organizer
Use of Scrap Paper
Use of a Study
Carrel
* 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 Adaptive
Furniture
Access to Adaptive
Seating
Access to Adaptive Side
Layer
Access to Augmentative
Communicator
Access to Braille Reader
Access to Brailler
Access to Classroom
with a Sound Field
System
Access to Co-Writer
Access to Computer
Access to Electronic
Textbooks
Access to Language
Board
Access to Personal
Auditory Trainer/FM
System
Access to Portable Word
Processor
Access to Recording Device
Assistive Technology
Services
Slant Board
Calculator
Special Markers
Communication
Device
FM Device
Special Pencil Grip
Grotto Grip/Marble
Timer Control Boxes
Access to Typewriter
Access to Word Processor
Adaptive Mealtime Devices
Hand Splint
Hearing Aids
Hearing Aids –
parent provided
Touch Screen
Visual Timer
Voice Output Device
Adaptive switches – 2
panel rocker/big mack
switch
ADL Built-up Spoon
ADL Curved Spoon
Other
Word Processor
ADL Scoop Plate
Rifton Chair
Access to Speech
Recognition Software
Access to Spelling Device
Technology Consult
Paper Stabilizer
PECS
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
Assistance with Curriculum
Modifications
Behavioral Intervention
Consultation for Team
Music Therapy
Consultation
Occupational
Therapist
Consultation
Occupational
Therapist Consultant
Consultation
Physical Therapy
Consultation
Music Therapy Consultation
Professional
Development in the
Area of Disability
Counseling
Consultation
Information on Disability
and Implications for
Instruction
Medication Administration
December, 2013
Speech/Language
Consultation
Teacher Support and
Training
Team Meetings
Training in the use of
American Sign
Language
Training in the Use of
Specific Positive
Behavioral
Interventions
Transitional Support
Services
RDI Consultation
Orientation and
Mobility Consultation
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.
Implementation
Recommendations
Directions Simplified
For All Tests
Language in directions
may be simplified
Extended Time
For all tests to allow for enough processing Extended time 2x
and response time for Mary and to allow
for time consuming scribe process.
Marking Responses in Test Booklet For All Tests involving scantrons, "bubble Administer Test
sheets," etc.
Individually
Testing Accommodation
Conditions
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
1:1 for Testing
Academic testing may have
elimination of questions or
responses, questions reworded or an
alternate test may be given.
Alternate Location
Answers Recorded in Test Booklet
Augmentative Communication
Device
Color coding/underlining for focus
Directions Read to Student
Directions Reread for Each Page of
Questions
Directions Simplified
Extended Time
Extended Time (1.75)
Grammar Check
Guided Notes
Increased Size of Answer
Blocks/Bubbles
Increased Spacing between Test
Items
Left handed binders
Listening Section Repeated More
Than the Standard Number of Times
Listening Section Signed
Listening Section Signed More Than
the Standard Number of Times
Manipulatives: Math Testing:
Clocks, Number Lines, Number
Charts, Counters
Marking Responses in Test Booklet
Modified or Alternate Tests/Exams
based upon the alternate curriculum
Multiple Choice Items in Vertical
Format with Answer Bubble to Right
of Response Choices
Multiple Day Administration
Multiple Test Sessions
Not Required
On-Task Focusing Prompts
Other
Papers Secured to Work Area
Place Keepers, Trackers, Pointers
Preferential Seating
Presentation of Reading Passages
with One Complete Sentence Per
Line
Use of Additional Paper
Use of Audio Tape of Questions
Use of Audio Tape of Questions
Reduce Written Assignments
Reduced Number of Test Items per
Page
Repeat Oral Comprehension Items
Use of Auditory Amplification Device
Use of Braille Test Editions
Revised Test Directions
Use of Computer/Word Processor to
Record Responses
Use of Large Type Format
Use of Masks or Markers to Maintain
Place
Use of Scribe/Amanuensis
Use of Special Acoustics
Use of Special Lighting
Use of Audio Tape of Questions
Use of Audio Tape of Questions
Revised Test Format
Scribe
Slant Board/OT Apparatus
Slow Read
Specialized Equipment
Test Administered in Small Group
Test Passages, Questions, Items and
Multiple-Choice Responses Read to
the Student
Test Passages, Questions, Items and
Multiple-Choice Responses Signed to
the Student
Tests Read
Use of Break Periods
Use of Auditory Amplification Device
Use of Tape Recorder for Responses
Tests Read to Student in a Slow
Manner
Timelines/Maps
Use of Text-to-Speech Software
Programs
Use of Visual Magnification Device
Use of Calculator
Use of Word Processor or Alpha
Smart
Verbs in Directions underlined or
Highlighted
Waive Paragraphing Requirements
Use of a Grammar-Check Device
Use of a Spell-Check Device
Tests Read
Tests Read to Student in a Slow
Manner
Use of Additional Paper
Waive Punctuation Requirements
Waive Spelling Requirements
Use of Adaptive Furniture
Use of Adaptive or Special
Equipment
Use of Aids/Assistive Technology
Device
Use of Alpha Smart
Use of Abacus
Use of Arithmetic Tables
Written Directions
Use of Tape Recorder for Responses
Word Banks
Use of Text-to-Speech Software
Programs
Use of Visual Magnification Device
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 nonintegrated 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 nonintegrated 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
STEP #2
STEP #3
Click on the Forgot Your Password button on the IEP Direct login screen
Enter the District ID and User ID in the pop-up window
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
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.
December, 2013
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:
Here is where you can request your items be grouped, sorted A-Z, or Z-A, subtotaled, etc.
Click
Step 4: Select Listing Criteria:
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