EasyIEP Quick Reference Guide. Logging In Change your password Add Student(s) to your Caseload Beginning the ARD/IEP Process...

Transcription

1 Contents Logging In... 3 Change your password... 3 Add Student(s) to your Caseload... 3 Beginning the ARD/IEP Process... 3 Student and Parent Information... 4 ARD/IEP Team... 4 Notice of ARD/IEP Committee Meeting... 5 ARD/IEP Meeting Information... 5 Information Reviewed and Considered... 6 Evaluation Data... 6 Eligibility Determination... 6 Present Levels of Academic Achievement and Functional Performance (PLAAFP)... 7 Annual Goals... 7 Supplementary Aids and Services... 8 Individual Health Care Plan... 8 Transition Information... 8 Considerations... 9 Behavior Support Plan... 9 Instructional Services Related Services State and District-Wide Assessments (TAKS)

2 Least Restrictive Environment Assurances Placement Notice of Proposal/Refusal of Services Deliberations and Signatures of ARD/IEP Committee Members Parent Response to Proposed IEP Measuring Goal Progress EasyFax - Faxing in Documents and Signature Pages Additional Information

3 Logging In 1. Go to 2. Enter user name, which is your first name and last name (with a space in between) 3. Enter your password 4. Click Login Change your password 1. Click the My Info link on the green menu bar 2. Complete the appropriate fields. You must type in your current password first in order to make any changes to your user information. Please update at a minimum a. Password b. Title c. Address (use your HISD address ending d. Work Phone 3. Click the Update the Database button 4. Return to the Main Menu or log out of the system by clicking the Log Out link on the green menu bar Add Student(s) to your Caseload 1. Click on the Wizards tab on the green menu bar at the top of the page 2. Click on Caseload Setup Wizard 3. Click on Add more Students to Caseload 4. Search for the student by providing criteria such as Last Name or Student ID. 5. Click the View Students button 6. Select the student(s) to add to your caseload by checking off the appropriate box (depending on your User Type) 7. Scroll to the button after your selections are made and click the Save button to save your selection(s) 8. To remove a student from your caseload, follow steps 1 and 2 above, then uncheck the box next to the student s name and click Update the Database Beginning the ARD/IEP Process 1. From the Main Menu, click the Students link on the green menu bar 2. Scroll to the bottom and click on the View My Caseload button 3. Click on the student s name (in blue) that you wish to work on Note: students will only appear here if you have previously added the student to your caseload. If you have not yet done this, you will need to search for the student by name/id/etc... and follow the steps above under the Add Student(s) to Your Caseload header 4. At the top of the page in the blue menu bar, click the ARD/IEP Process tab 5. Click on the first section to begin an IEP or continue an IEP by clicking on a section a. A green checkmark indicates the section is complete 3

4 b. A red X indicates the section has been entered, but there is required information missing 6. Each section s layout in the ARD/IEP can be viewed by clicking the Show Section button at the bottom of the page 7. The Save button saves only what is on the current screen 8. The Save and Continue button saves what is on the current screen and then moves the user forward to the next section 9. The Back button will take you to the previous section 10. All sections of the ARD/IEP process are located at the bottom the page. Movement between sections can be done by selecting the name of the section 11. To delete an item, click in the box to the left under the column DEL and click Save & Continue 12. To change the position of an item, enter the desired position in the position column and click Save or Save and Continue Student and Parent Information Student Information 1. The student demographic data such as the student s name, address and language will be automatically populated by Chancery 2. This page will be view only. If there are any discrepancies in the information, please contact your building administrator Parent Information 1. Parent/Adult Student/Guardian information will be imported from Chancery 2. This page will be view only. If there are any discrepancies in the information, please contact your building administrator ARD/IEP Team 1. Click on the ARD/IEP Process tab at on the blue menu bar 2. Click on the ARD Team link 3. To add members to the ARD/IEP Team, click on Select ARD/IEP Team button Note- The only people on the list that displays for team selection, are only those that are associated with the school and have user permission to be an ARD/IEP team member or case manager 4. To select a team member from the list that displays, check the checkbox to the left of the person s name and then click Save 5. To add a Team Member with view-only access to the student, click on the View Only checkbox to the right of the team member 6. To remove team members from the ARD/IEP Team, uncheck the checkbox to the left of the team member you wish to remove and then click Select ARD/IEP Team Members 4

5 Notice of ARD/IEP Committee Meeting 1. Fill out the meeting information 2. Select the ARD/IEP Primary Meeting Purpose. Note- The Primary Meeting Purpose selected on this screen will determine the type of ARD/IEP that will be created for the student 3. Select at least one additional meeting purpose 4. Continue to fill out the Notice of ARD/IEP Committee Meeting information 5. In the Participants section, the following representatives must be present and/or accounted for at the ARD Meeting: Parent/Adult Student/Guardian, Special Education Teacher, General Education Teacher and an Administrator. A person may fill more than one representative role at a time 6. Create a Draft Notice of ARD/IEP Committee Meeting by clicking the Create Draft Notice of ARD button 7. Create a Final Notice of ARD/IEP Committee Meeting by clicking the Create Draft Notice of ARD button Note- The Draft and Final documents will display in a list on the page. To view and print out a document, click on the desired document (in blue). All Draft documents will replace each other on the page as new draft documents are created. All Final documents will remain on the page. 8. After the Notice of ARD is created and sent to the Parent/Adult Student/Guardian, the contact results (or response to notice) must be documented a. Be sure to document the method, date and result of each contact attempt. Only the first three attempts have to be documented before moving on with the ARD/IEP Process 9. After the final Notice of ARD is created, the Release/Excusal from ARD/IEP Committee Meeting Attendance section will display. 10. If all ARD/IEP Team Members are not able to attend the meeting, you must create a Release /Excusal from ARD/IEP Meeting Attendance document on this page Note- To be able to create a Release/Excusal from ARD/IEP Committee Meeting Attendance document, the date entered in the Notice Date field at the top of the page must be today s date or a date in the future. If you enter a date in the past, the Release/Excusal from ARD/IEP Committee Meeting Attendance will not display on the page. ARD/IEP Meeting Information 1. Document if the Parent/Adult Student/Guardian was present at the ARD Meeting a. If the Parent/Adult Student/Guardian was not present, fill out the justification textbox and other supplemental questions that appear to document the absence. b. Create a Draft or Final Report of ARD Meeting 2. If the student has their Primary Language or the Home Language Survey on the Student Information page is set to something other than English, the use of Interpreter Actions section will display. Fill out this section if displayed 3. Indicated if any additional meeting purposes are requested for discussing in the ARD/IEP Meeting. a. If additional purposes are requested, select them from the checkbox options 5

6 Note- All previously selected meeting options will display in read only format on this section Information Reviewed and Considered 1. Fill in text in each of the five text areas Evaluation Data Note- Evaluation Representatives, Speech Therapists and OT/PT Specialists will be the only user types with edit access to this section of the student s ARD/IEP process 1. The data fields associated with the table titled PEIMS Information are required fields for PEIMS reporting. Users must respond to these questions, but the responses will not appear on any special education documents 2. In the Disabilities Section, the user must select the appropriate Primary, Secondary (if applicable) and Tertiary (if applicable) disabilities for the student. If more than three disabilities exist for a student, once the Tertiary Disability is selected, an Add Disability button will display to allow you to enter in up to 10 disability types. Each student must have at least a Primary disability selected from the dropdown menu. All documented disabilities in Chancery should pre-fill in this section 3. The Full and Individual Evaluation information must be provided in the text areas that display under the Full and Individual Evaluation section header. Certain textboxes will display depending on which disabilities are selected for the student. For example, a student with the disability type of Learning Disabled (LD) will have to fill out the Full and Individual Evaluation Areas of: Full and Initial Individual Evaluation Summary/Full and Individual Evaluation Summary, Foundation for PLAAFP, Cognitive Area(s) of Weakness, and Cognitive Areas that are intact are. However, a student with a disability category of Speech Impairment (SI) will only have the text areas of Full and Initial Individual Evaluation Summary/Full and Individual Evaluation Summary and the Foundation for PLAAFP will display. If the student has more than one disability, all corresponding text areas will display 4. To add Evaluation Components, click on the Select Evaluation Components button under the Evaluation Components header. Certain disability types require certain evaluation components to be selected and filled out. For a list of the required evaluation components, please contact your Evaluation Representative or Evaluation Representative Lead for this information. You can also refer to the Evaluation Data Quick Reference Guide that is available on the main EasyIEP page a. Next select the desired evaluation components you wish to include on the Evaluation or Summary Report and enter in the corresponding date in the date field that display next to each selection indicate if additional evaluations are requested. If so, fill in an explanation in the text area that displays 6

7 b. The selected evaluation components will then display back on the Evaluation Data main page. Once displayed, you must select either Evaluation or Summary Report under the Evaluation Purpose area, and enter in the corresponding date and text for each Evaluation Component listed. If Evaluation is selected, all text entered in the text area will display in the Deliberations section of the IEP document. If Summary Report is selected, all text entered in the text area will populate in Section II of the IEP Document. i. **Note- Psychological and Speech/Language Evaluation Components will populate Evaluation Purpose of Evaluation and will display with two text areas. All text in the Evaluation Summary text area will populate in the Deliberations section of the IEP document. All information entered in the Foundation for PLAAFP will display later display in the PLAAFP section of the ARD/IEP Process 5. If additional evaluation data is requested in the ARD meeting, the user will fill out the text area that displays 6. The Full and Individual Evaluation (FIE) and Full and Initial Individual Evaluation (FIIE) fields must be completed for all students. If the ARD/IEP meeting is an Initial ARD, you will be prompted to enter the FIIE date and a supporting narrative. If the student requires a reevaluation you will be prompted to enter an FIE date and supporting narrative 7. The next question that needs to be addressed is whether the Notice of FIE is required. If Yes, the Notice of FIE fields will display for you to fill out 8. Once the Notice of FIE is completed, you will be able to create a Draft/Final Notice of FIE document. Once the document is created it will display in the document creation table illustrated below Eligibility Determination 1. The first questions at the top of the page ask whether or not eligibility is being determined. If Yes is selected, two following up questions will display on the page. If you select No to the first question or if you respond No to either of these questions, remaining fields on this page will be hidden 2. If Yes is selected for all three questions, the student s disability(ies) will display in read only format on the page and the Need for Services question will display. If Yes is selected for the Need for Services question, the Analysis of Determinant Factors will display. a. Select up to ten disabilities for the child from the Disability dropdown menus 3. Complete the Eligible for Services questions. You must respond Yes to this question to find the student eligible. A response of No to this question will determine the student to be not eligible for special education 7

8 4. The FIIE or FIE date will pre-populate in the field labeled Current FIE/FIIE Date and will project out to give the Projected FIE/FIIE Date fields. a. If eligible, fill in the eligibility and ARD/IEP information and click the Create Eligibility Event button. By clicking on the Eligibility Determination button an Eligibility Determination Event will be created on the student s history page. This event will flag the student as eligible for special education services, which will allow users to complete the remaining sections of the ARD/IEP Process. b. If not eligible, fill out the eligibility and ARD/IEP information and click on the Create a Draft/Final Non-Eligibility button 5. All Eligibility and Non-Eligibility documents will display in a list at the bottom of the page. To view and print a document, click on the name of the document (in blue) Note- Note- once an eligibility event is created, the Initial/Reevaluation ARD/IEP Meeting Date field (in the Eligibility Information section) will clear out. DO NOT reenter the information. The information will be saved and stored in the system. 6. Select the semesters that the student is eligible for services. The semesters selected here will be the only semesters displayed in future parts of the ARD/IEP process. Present Levels of Academic Achievement and Functional Performance (PLAAFP) Enter in the student s current level of performance in the Student Profile text area. You can do this by clicking on Copy Evaluation Data to bring over the information entered on the Evaluation Data page that is relevant to the student s present levels. Once the information is brought over, you can edit it as you wish. Note- any information entered in the text area will be replaced with the text entered in on the Evaluation Data page once the Copy Evaluation Data button is clicked 1. Expand one or more of the four Present Level areas 2. Check the check box next to any Present Level area of need/weakness. Click on the Show Details button to the left of an Area of Need. Each Present Level Area selected will display on the Annual Goals page 3. Select a specific area of need from the options that display. Use the Evaluation Data page as a guide to help you choose the appropriate area(s) of need from the list. Once an Area of Need is indicated, fill in the Concern Statement in the Concern Statement text area and click on the Add Accommodations button to add any accommodations for the identified Area of Need Note- All TEA approved accommodations will pre-fill the list of accommodations. These accommodations are indicated with a letter in parenthesis at the end. Additional accommodations will populate the list depending on which Area(s) of Need is selected 4. All added accommodation will display at the bottom of the page 8

9 Annual Goals 1. If the student is LEP, you must fill out the LEP question that displays at the top of the Annual Goals page. This question will not appear for non-lep students 2. Answer the questions in the Goal Progress and Student Assessment sections 3. Expand each Area of Need (which are prefilled from the PLAAFP page) 4. Add a goal to an Area of Need by clicking on one of the buttons displayed a. If adding a goal from a list, select an Annual Goal Category from the dropdown menu and check the checkbox next to the goal you wish to add b. If adding a custom goal, fill out the custom annual goal statement in the text area(s) that displays c. If adding a goal for your Goal Bank, select the goal from the saved list of goals that display in your individual Goal Bank. You must first set up your goal bank before you may use this option 5. Once a goal is added, you must click on the Details button to enter in the details for each goal These details include Curriculum Area, Implementers, ESY Information, Modifications (if needed), Measurement Criteria and Information used to write the Annual Goal Statement 6. Add any objectives for each Annual Goal by clicking on one of the three buttons that display: a. Add Objectives from List - Select the Objective(s) you wish to associate to the goal from a list that displays b. Add Custom Objectives - Manually fill in the objective(s) text in the text area that displays c. Add Objectives from Bank - choose an objective(s) from a list of objectives you frequently use and have stored in your Objectives Bank Supplementary Aids and Services 1. Click on the Add Supplementary Aids and Services button to add supplementary aids and services to a student s IEP 2. Select the service from the dropdown menu(s) that display 3. Click on the Details button to begin to add Service/Aid details for each Supplementary Aid or Service added. Enter the Begin and End date and if the service/aid is used as a support for personnel, fill out the Frequency/Duration, Location, and Provider information 4. You may choose to associate a goal and the goal s objectives to each aid or service added by checking the check box to the left of each goal statement 5. Indicate if the student requires Personal Care services a. If no, you may move on to the next section of the ARD/IEP Process b. If yes, fill out the Personal Care Services section that displays 9

10 Individual Health Care Plan 1. Indicated if the student requires an Individual Health Care Plan a. If no, move on to the next section of the ARD/IEP Process b. If yes, Fill out the Physicians Contact Information, Medical Details and Dietary Needs of the Student Transition Information The Graduation Plan and Transition Services section will only display for students who meet the following criteria: 1) The student is currently enrolled in grade 6 or above and 2) the student is 14 years of age or older OR is 12 years of age or older and has a disability of Autism 1. Select one of the four Graduation Plan options. Once an option is selected, the other three options will become read only 2. Answer all corresponding questions under the selected Grad Plan option 3. Select a Diploma Type and enter in the student s Summary of Performance information 4. Fill out the Transition Services section 5. Create any Post Secondary Goals by clicking on the Add Post Secondary Goals button Considerations a. Select the Post Secondary Goal category from the dropdown menu and enter in the goal statement in the text area provided 1. Answer the two Behavior Considerations are the top of the page. By answers Yes to the first question, you will be required to fill out the Behavior Support Plan on the next section of the ARD/IEP Process 2. Fill out the Physical Competencies section 3. For all students in grades 3-12, the Fitnessgram section will display and you must fill out the information before the Considerations page is complete 4. Indicate if the student has any Assistive Technology needs. If so, fill out the AT section that displays 5. Enter in any communication needs of the student in the Communication Considerations text area 6. For any student with LEP status, you must fill out the Determination of Services for a Student Determined as Limited English Proficient (LEP). This section will only display if the student is LEP status as indicated on the Student Information page 7. For any student with a disability of Auditory Impairment, you must click on the Special Factors- Auditory button and fill out the information on the Auditory Impairment page that displays 8. For any student with a disability of Visual Impairment, you must click on the Special Factors- Visual button and fill out the information on the Visual Impairment page that displays 10

11 9. For any student with a disability of Autism, you must click on the Special Factors- Autism button and fill out the information on the Autism page that displays Note- The three buttons (Special Factors- AI/VI/Autism) will only display if one or more of those disabilities were previously indicated on the Eligibility page Behavior Support Plan Note- This page will only appear if you indicated the student has Behavior Challenges on the Considerations page 1. Expand each section of the Behavior Support Plan 2. Enter in text in each of the Behavior Assessment text areas 3. In the Challenging Behaviors-Antecedents and Consequences section, indicated the student s challenging behavior by checking of the check boxes next to the behavior listed. Also indicated the effectiveness of the Intervention(s), Reinforcer(s)/Reward(s) and Consequence(s) for the student by selected a number 0-3 next to each option used 4. Enter in the Behavior Details for at least one behavior Note- the Behavior 2 Details section is optional 5. View any and all Behavior Goals previously written in the Annual Goals page under the Behavior Goals section. If an error message appears to indicate no Annual Behavior Goals have been added, you must go back to the Annual Goals page and add at least one Behavior goal to the student s profile Instructional Services 1. Indicate if the student will be changing schools a. If yes, select the Next School from the dropdown menu and enter an entry date 2. Next, add Instructional Services per school semester by expanding the desired semester and clicking the Add Instructional Services button that displays Note- The only semesters displayed on the page are those that were previously selected on the Eligibility page (e.g. if the Fall semester of is selected on the Eligibility page, the Fall semester will display on the Instructional Services page and the user will be able to add services to that semester) 3. Select the Subject Area for which the Instruction Service will be associated with 4. Make selections from the Instructional Services, Amount of Time and Location dropdown menus Note- Instructional Services that have a location of Special Education will count against the student s time spent in the General Education setting. This will be reflected by the number displayed under the % of Day section under each Instructional Service. The % of Day calculation determines the placement for the student 5. You must click on the Details button for each Instructional Service that is added 11

12 6. Make selections from the Frequency/Duration, Grade Assigned By, and Class Support dropdown menus and indicate if the Instructional Service is a Compensatory Service. (If the Instructional Service is a Compensatory Service, the Instructional Service will not count against time spent in General Education regardless of the actual location of the service. Thus, all Compensatory Services will not affect the placement for the student) 7. Check the checkbox next to any Accommodations you wish to associate with the Instructional Service. Only Accommodations added in the PLAAFP section will display for selection Related Services 1. Expand the Semester listed that you wish to add Related Services to 2. Click on the Add Related Services button 3. Make selections from the Related Service, Frequency/Duration and Location dropdown menus 4. You must click on the details button and enter in the Begin and End Dates, Type of Service Delivery, Educational Needs and Specific Support/Assistance to be Provided for each Related Service that is added 5. Associate any goals to each related service by checking the checkbox to the left of the desired goal statement 6. To associate objectives to the Related Service, just copy and paste the objective text in the provided text area 7. Next, indicated if the student has any transportation needs. a. If yes, you must fill out the supplemental transportation questions that display on the page 8. Answer the two Accelerated Instruction and Intensive Program of Instruction questions a. If you answer No to either question, you must add Time Limited Services for the student b. To add Time Limited Services to the student s profile, click on the Add Time Limited Services button. c. Enter in the name, frequency/duration and location of each Time Limited Service. Click Save and Continue d. Click on the Details button and add the Begin/End Dates, Type of Service Delivery, Educational Needs and Specific Support/Assistance to be Provided for each Time Limited Service that is added. e. Associate a goal(s) to each Time Limited Service by checking the checkbox to the left of the desired goal statement f. To associate objectives to the Time Limited Service, just copy and paste the objective text in the provided text area 12

13 State and District-Wide Assessments (TAKS) 1. For any student with LEP status (as indicated on the Student Information page), the two LEP Exemption questions will display at the top of the page. You must answer each question to meet the completion criteria for this section of the ARD/IEP process 2. Select which Assessment Areas the student will participate in from the checkbox options Note- The Telpas and LAT options will be read only for those student who don t have LEP status. The End of Course Exams option will be read only for all students not in the 12 grade. If TAKS-Alt is selected, all other TAKS options (TAKS, TAKS-M, TAKS-A) Will become read only 3. As selections are made from the Assessments Areas, certain assessments will populate in a list, separated by semester, for you to choose from. The students grade level will dictate which Assessments display on the page 4. For each Assessment, you must indicate if the student will take this version of the test, will not take this version of the test, or will take this version of the test with accommodations 5. For each Assessment the student will take with accommodations, you must click on the Add Accommodation(s) button and add/associate at least one accommodation to the selected assessment Note- the only accommodations available for selection, are those that TEA has approved and were previously selected on the PLAAFP section. To select accommodations not currently displayed, go back to the PLAAFP section and add any accommodation from the Presentation, Response, Setting, and Timing /Scheduling accommodations categories. The TEA approved accommodations will be designated with a letter in parenthesis at the end of the accommodation name (e.g. Minimizing Distractions to the Student (S)) 6. All added accommodations will display in a list at the bottom of the Assessments page Least Restrictive Environment 1. Select the Efforts to Modify the General Education Setting that were used for the student by checking of the checkboxes on the left hand side. Next make the appropriate selections from the Academic Results, Non-Academic Results, and Effect on Class dropdown menus per each selected effort to modify 2. Make a Yes/No selection to the two Results of Instruction in the General Education Setting questions a. If No is selected for either question, you must fill out an explanation in the textbox that displays. You must also indicate the Results of Instruction in the Special Education Setting and fill out the Overall Education Experience text area 3. Make a Yes/No selection to the two Instructional Setting questions at the bottom of the page a. If No is selected to the first question, you must type in an explanation in the textbox that displays b. If No is selected to the second question, you must also answer the two other questions that display beneath it. Depending on the answers to those questions, you 13

14 will also have to fill out the Non-Academic Activities and Consideration of Potential Harmful Effects sections as they appear Note- Certain sections will display based on your answers to the questions on this page. You must fill out each section that displays as you go. If a certain section does not display, you do not need to fill it out because it does not apply to the student Assurances 1. Make selections for each of the four Assurance statements 2. You must indicate the Basis for Assurance for Assurance statements A and B (If N/A is selected for Assurance statement B, you do not need to indicate the Basis for Assurance ) Note- You must select Yes or N/A for each of the Assurance statements to receive a green checkmark for this section Placement 1. The semesters selected on the Eligibility page will display on this page 2. You must select the Location and Instructional Setting for each semester 3. Depending on your selections, the student s placement code will calculate and display on the right hand side of the table Note- If you wish to manually enter in the student s placement code, select Manual Placement Determination from the Instruction Setting dropdown menu and then select the placement code from the dropdown menu that displays to the right Notice of Proposal/Refusal of Services 1. Answer the three Proposal/Refusal Details questions 2. Enter in text in the five text areas Deliberations and Signatures of ARD/IEP Committee Members 1. Enter in the ARD/IEP Meeting information 2. Fill out the Procedural Safeguards information 3. Enter in any additional Deliberations text in the Deliberations textbox Note- Many text fields and questions answered in the previous sections of the ARD/IEP Process will pre-fill the Deliberations section on the IEP Document. You do not need to reenter all deliberations text in this text area 4. You must make indicated the Method of Participation, Agreement Status and Time Excused for each ARD/IEP Committee Member listed 5. Click on the Display IEP Errors button a. If any errors exist in the ARD/IEP Process, they will display at the top of the page. You must correct these errors before you can finalize a Proposed IEP for the student 14

15 6. Once all errors are corrected, click on the Create Draft IEP button. A blue hyper link to the Draft IEP will display on the list at the bottom of the page. Review this draft document before creating a Final version Note- You must create a Draft IEP before the Create Proposed IEP button will display on the page 7. Click on the Create Proposed IEP button. A blue hyperlink to the Proposed IEP will display on the list at the bottom of the page. a. To print a copy of the Proposed IEP, click on the blue hyperlinked name of the document. Once the document is open, press the print button at the top left of the screen Note- All Draft and Proposed ARD/IEPs will display in a table on the bottom of the Create ARD/IEP page. To view and print a document, click on the blue name of the document. Note- you may delete all Draft ARD/IEP documents, however, you do not have the ability to delete any Proposed IEPs Parent Response to Proposed IEP 1. Select the Parent Response from the dropdown menu for each Parent/Adult Student/Guardian that displays in the list on the page. Enter in the date of the parent(s) response in the date field(s) provided Note- If the date(s) of the parent response is not 5 school days after the ARD/IEP Meeting date, the parent/adult student/guardian will have to waive their rights to a five day waiting period before you can apply their response to the student s IEP. If the parent/adult student/guardian does not waive their rights to a five day waiting period, you will have to wait until the sixth school day after the ARD/IEP Meeting date before finalizing the student s IEP with the parent(s) response 2. Once the five day waiting period is expired OR once the parent/adult student/guardian has waived their rights to a five day waiting period, the Apply Parent Response to Proposed IEP button will display. Click on the Apply Parent Response to Proposed IEP button once you are ready to finalize the student s IEP 3. Review the information on the Confirm/Create Final IEP page. Click on the YES button to apply the parent response to the proposed IEP and continue. Clicking the Yes button will create the final ARD/IEP document and the Notice of Parent Response to Proposed IEP 4. The student s Final ARD/IEP event (with the Parent Response) will display on the Student History page. The Final IEP will also appear in a list on the Student s main ARD/IEP Page below the list of ARD/IEP sections. Measuring Goal Progress 1. Once the Final ARD/IEP is created, you can begin to log the student s progress toward their individual goals. To do this, go to the Goal Progress tab on the Navigation bar 2. The goal categories selected in the Annual Goal section will display on the page. To access each individual goal, expand each category displayed. Once expanded, the list of goals will display 3. To log progress for a goal, click on the Log button to the right of a goal statement 15

16 4. On the Progress Log page, the Goal Area and Text will display. You will need to enter a Date in the date field and enter in the Error Count for each time a measure of the Student s progress is taken. Once the information is entered, click Save 5. Continue to log goal progress. As information is entered, the Goal Progress Log Graph will display. 6. You can change any field on the page by deleting the text in the selected textbox and entering in the new information. You can delete an entire log by checking the checkbox to the left of the log and then click the Save button 7. You can view and print all Goal Progress Measurement documents on the main Goal Progress page by clicking on one of the blue hyperlinked Document names listed EasyFax - Faxing in Documents and Signature Pages 1. Any page on the IEP Document with a Bar Code at the top of the page must be signed with a actual signature and when faxed in, will be associated with a student s IEP 2. ARD/IEP Document pages with EasyFax bar codes include: a. Release/Excusal from ARD Committee Meeting Attendance b. Report of ARD/IEP Committee Meeting (Notice of ARD) c. Notice of FIE d. Prior Written Notice e. Parent Response to Proposal or Refusal 3. Print the pages noted above and obtain the appropriate signatures 4. Using a fax machine, fax the documents to (866) After the fax is sent successfully, wait 5 to 10 minutes, then go to the Documents tab for the student and scroll to the bottom of the page. A blue hyperlink will appear next to the faxed in ARD/IEP document 6. Click on the blue hyperlink to view the PDF document with the physical signature Additional Information Security 1. All EasyIEP information is confidential. The server uses Secure Socket Layer (SSL) to encrypt the information as it flows across the Internet. This is the same technology that is used to protect your credit card number and other sensitive information that is sent over the Internet. Please adhere to the following procedures to ensure security: a. Do Not give your account name or password to anyone b. Do not write your password down where it can be seen by anyone else c. Do not save documents or reports to an unsecured computer 16

17 2. For security reasons, you must log out of EasyIEP and exit your browser if you step away from your computer, finish using the system, or leave for the day. You can log out from any part of the system by clicking on the Log Out tab on the top navigation bar Note- If you do not log out and close your browser, there is a chance of someone accessing information under your log-in name. Keep in mind, you are responsible for any actions in EasyIEP that are performed under your log-in name 17