San Joaquin County Office of Education seis help Desk



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* For those users whose Addendum Forms include a Service Grid:

If your IEP forms have this feature the Future IEP’s Service Page will be automatically update when you enter the Service information on the Addendum Form.



HOW TO HANDLE SERVICES FOR EXITING STUDENTS:

When a student is Exited from Special Education, and will be receiving no more services, you must leave the services the student was receiving when they were eligible listed in the IEP. These services are reported to the state during CASEMIS reporting and even though the student has exited, they need to know what services were provided to the student.



You would not erase services and other information form a hard copy IEP when a student exits, so do not remove services or other information from the IEP in SEIS.

If an Exit Meeting was held:

Simply enter an End Date in each service, add any comments you feel are important in the comment box and Affirm the IEP. Use the “Change Student Form” to alert the district to the need to complete the exit process for the student.



If the student left without an Exit Meeting being held:

Follow the same basic steps, entering the last date the service was provided and any comments. Use the “Change Student Form” to alert the district.

In either case, DO NOT REMOVE SERVICES, DISABILITY OR ANY SUCH INFORMATIN FROM THE IEP.

By following these guidelines you know that when you look at historical IEP’s in SEIS that all the service history, disability, etc., is saved correctly.



Managing Services, and How to Handle Duplicate Services

DUPLICATE SERVICES: CASEMIS does not allow duplicated services per student. But it is not unusual to have the service listed more than once on an IEP in order to note changes in frequency, duration, etc. that will occur during the coming year.

SEIS will allow teachers to enter duplicate services per student to record this information by simply using the Add a Service link and recording the duplicate service. If the start dates occur during different fiscal years, such as for transition services, SEIS will only use the service for the current year for the CASEMIS report.

Some SELPA’s have specific local guidelines about duplicate services. If you are not sure, check with your local SELPA or district administrators.

For instance, if a service needs to be documented more than once and the start dates occur during the same fiscal year, you can either use the DNR selection so the service is not pulled in for CASEMIS reporting, or list the service one time and use the text box to describe the details. Check for local SELPA guidelines on services.

Working with Goals: The Goal Summary Page

Access Goals Summary Page either by selecting it from the list of IEP pages or using the Goals link in the FORMS box.


This is a page for goal management. You can access your own goals, plus those created by your colleagues. You can keep goals that you “inherit”, update them for your purposes, or remove them.

This is also where you indicate that your goals are ready to be included in the Progress Report.




Note the on-page instructions.

Features on the GOALS SUMMARY Page:



  • Lists ALL goals that have been created for this student by any of the assigned teachers or service providers.

  • Check boxes (left of screen) to select single or groups of goals for printing, or printing a summary of by using the “Print Selected Goals” or “Print Goals Summary” buttons.

  • “Create New Goal” opens a new, blank goal form which includes a link to the Goal Bank Library.

  • Edit, Delete, Print links for editing, removing or printing individual goals.

  • Entering Progress Report information, and indicating that your goals are ready for inclusion in the Progress Report.

  • Case Managers will Affirm the Progress Report from this page. More on Progress Reports on pg.45-46 and in the HELP CENTER at the top left of your SEIS home screen there is a Training Video on Creating Progress Reports.

  • Add goals and benchmarks to your personal goal bank by a pre-established Focus Area from the Focus Area drop down menu. More on your own goal bank on pg. 26-28

Features of the Goal Summary Page, continued:

  • If you “inherit” a goal from another teacher and/or when you update a goal of your own creation, document your name and the date of the update in the Updated On and By columns to keep track of the last time a goal was edited.

  • Move from this student’s goal page to another student’s goal page by using the “Select Student” drop down.

  • You can enter an existing goal page by clicking the EDIT link. Use the DELETE link only when a goal has been completed and all Progress information has been recorded and affirmed. Print an individual goal page by clicking the PRINT link to the left of the desired goal to print just this one goal.

  • Create and/or print Progress Reports (PR) from this page. Use the Ready for PR column to indicate which goals should be included in the Progress Report. The Case Manager will then Affirm the Progress Report.

  • Click the “Create New Goal” link to add a new goal to the student’s IEP.


Working with Goals, continued: Managing Your Goals, When to Delete a Goal:
The Basic Steps:

  • You create a goal and include it on the IEP.

  • After the meeting the IEP is Affirmed and this goal is listed on the Current IEP and the Future IEP.

  • If the goal is rejected at the meeting you can either remove it BEFORE Affirm/Attest, or document the reasons on the IEP and them remove it after Affirm Attest, whichever is most appropriate.

  • For each Progress Report period you open the goal in Future and date and enter the Progress Report info in the Progress Report section of the goal form.

  • Each Progress Report will be Affirmed by the Case Manager and saved, separate from the IEP in the student’s history.

  • Progress on this goal will be up to date on the Future IEP Goal From at the next IEP meeting.

  • LEAVE all info on the Future IEP until after the Affirm/Attest process so that all Progress Report information is kept in the Affirmed (saved) IEP’s.

  • The PROGRESS REPORT itself will be saved separately, but for the IEP history to be complete the goal should remain on the IEP until it has been Affirmed.

  • After the Affirm/Attest has been done, if the steps of the goal have been met you may delete it from the Future IEP.

  • OR, if you indicated on the goal form that the goal would no longer be part of the IEP, again wait until the Affirm/Attest has been done so that that information is saved in the historical IEP, then delete it from the Future IEP.

You do not need to leave goals in the Goal Summary page forever. You just want to make sure that whatever information you have written about them is saved in the student’s history via the affirm/Attest process.

Working with the Goals Form—Choosing Goals from the Library
Click “Create New Goal” to create a new goal for this student. This will open a new blank goal form for you to use.
You can place the curser in the text boxes (notice all the spell check links!) and type your goal and objectives, but it may be more useful to select a goal from the various Goal Banks.

You can title the goal now, or after you have chosen and edited the goal to your liking…or not at all.

On your goal form, click the Choose Goal link to access the various Goal Banks

Note that this “Choose Goal” link may be in a slightly different place depending on the form that your SELPA has elected to use.




On some forms you can eliminate the Objective boxes if your goal does not require them. NOT available on all forms.


Goals Form—Choosing Goals From the Library -- Cont.

The “Choose Goal” link brings you to the library of Goal Banks:




August 2009: Diann Grimm’s goals can currently be found in “Special Ed Publications” under the Reference Materials header on the navigation bar.


ACSA/CARS+ Goals will take you to the ACSA/CARS Goals bank, which we will discuss in detail in the next pages.

AuSpLan Goals are created by Children’s Hospital & Research Center at Oakland, Cochlear Implant Center and are used for students with Cochlear Implants or Amplification. Included in this goal bank are Auditory Speech and Language goals.

BASICS Goals is a goal bank created in San Bernardino County that many special educators are familiar with.

CSHA Goals are for Speech and Language Pathologists written to California Standards. It was created by the California Speech-Language-Hearing Association (CSHA).

Academic Spanish Goal Bank a goal bank of academic goals available in English and Spanish.

R.O.P.E.S. Goals are for improved executive function (Patricia Schetter, MA).

SEACO Goals are for moderate and severely handicapped students.

Statewide Teacher Generated Goals is a bank of goals collected from various SELPA’s Teacher Generated Goal Banks.

Teacher Generated Goals will take you to a list of goals created by teachers in your SELPA that your administrators have approved for use by everyone. This may or may not be used in your SELPA.

My Goals will take you to the goals that you have created for yourself, more on that in the following pages.

The ACSA/CARS+ Goals Bank

Many teachers are familiar with the structure of the ACSA/CARS+ Goals Bank from using the binder which contains the goals. You will find the same structure in SEIS.

First, choose a Subject from the drop down provided:

Note: the student’s current Grade Level will be the default when searching for goals but this can be adjusted by changing the grade in the drop down. You can view goals from any, or all, grades.

*Use the Keyword to search for Transition or other specific Goals*




Choosing Language Arts or Mathematics will produce a second level choice of topic within those areas to narrow down the options further. See Figure A below.

If you choose Speech and Language, you will be taken to the list of standards, with links to different goal types:





F
igure A


The ACSA/CARS+ Goals Bank --Cont.

Select the type of goal:



You may see one or more goals, and a selection of objectives.



Click in the boxes of your choice, one goal, and however many objectives you want, keeping in mind how many fit on your IEP form.

Then click Copy Selected to Goals Page.

In some cases there may not be any goals that match your grade/subject combination.

Goals Form—Choosing Goals from the Library -- Cont.

Your chosen goal and objective(s) will be placed into the appropriate areas of the goal form that your SELPA has elected to use.



The ACSA/CARS+ Goals bank and R.O.P.E.S. goal bank will insert the student’s name for you.

Once you have copied the goal and any objectives onto the actual form you can::



  • Edit the goal and/or objective(s) by clicking inside the textboxes provided.

  • Run the Spell Check

  • Enter your Goal Title

When you are satisfied with your goal, click on “Save and Add Goal to IEP”

Use the “Cancel any changes and return to list of Goals” if you do not want to save the goal (or if you don’t want to save any changes you made to a goal that was already saved.)

You will return to the listing of goals on the Goal Summary page.



All of the Goal Banks work basically in the same manner. Contact the Help Desk if you have specific questions about a certain bank.

Creating Your Own Goal Bank and Viewing Goals Banks Without Opening an IEP

The Goal Banks section on your navigation bar is where you manage your own personal goal bank. It is also where you can browse through the various goal banks without going through all the steps of working on a student’s IEP.

Click on Search Goal Banks to do this. After clicking SEARCH GOAL BANKS, select a bank you would like to view.

You will not see “Choose” links because there is no IEP being worked on to choose the goal for. You are just browsing.



To create your own goals to populate your own personal goal bank click on Manage My Goal Bank:

When you do this for the first time you will not have any Focus Areas Created.

Click on Add Focus Area:



You can establish your focus areas anyway you like; subject matter, by class, age group…



Once you establish a focus area you will add goals and objectives to it. This will be demonstrated on the next page. Your Focus Areas will be available from Goal pages on IEP’s. Once you save a goal for an IEP you can put it directly into your personal Goal Bank form the Goal Summary Page.



Creating Your Own Goal Bank -- Cont.

Here the Focus Area of Daily Living Skills has been created and the green line has links to edit the title of the Focus Area or to Add Goals to it.



Clicking on Add Goal will bring up this template to create the goal and objectives:



Fill out each section on the form, following the directions to the left, and click Create Goal at the bottom of the page.



The system will concatenate the sections as shown below.



From here you can edit your goal by simply highlighting the text, run spell check, etc.

When your goal is structured how you want it to be, click on Save Goal.

Creating Your Own Goal Bank -- Cont.

Once the goal has been added, you will be taken to another form where you can create objectives for your new goal. You can create up to four objectives for each goal.



This is how the goal bank looks with 2 focus areas created: Daily Living Skills and Social Skills with one goal created in the Daily Living Skills focus area.





EDIT GOALS: use the Edit link to do the following:

Update your goal and/or objectives

Print your goal

Move your goal from the existing Focus Area to a different Focus Area

**The goals that you create may be reviewed by your SELPA and selected to be part of your SELPA’s Teacher Generated Goal Bank and the Statewide Teacher Generated Goal Bank. This is a great way for teachers across California to share goal ideas.

Document Library & Attachments

You may wish to add documents to an IEP that are not part of your set of IEP forms.

Your district/SELPA may choose to create a Document Library of documents and forms that they want to make available to their teachers.

You can elect to attach forms saved on your local computer or use the Document Library feature to access specific forms.

Forms that your district or SELPA places in the Document Library may be forms to be used as IEP attachments or as reference materials.

Use the Document Library link located in the FUTURE IEP blue top navigation bar to access the listing of forms or from the left hand navigation bar located in the Reference Materials section.

Below is a sample of one SELPA’s library. Click on the folder title to see the list of documents.



Click on the document title to open it.





Document Library & Attachments; continued

When you open the document you are actually downloading it from the SEIS server onto the computer you are working on.

OK, here is where it gets a bit tricky.

Your computer can be set to handle downloads in several different ways.

So the document may just appear when you click download,

or


it may save it to your desktop or to a specific folder.

or

it may ask you what you want to do with it.


However your computer handles downloads, one thing to be aware of is that it will not title the form as it appears on the screen.

It will automatically name the form based on the date and time it was uploaded into the Document Library by the district/SELPA rather than the name displayed on the screen.

If you look at the name of the file shown here, it reads 925200620656PM.rtf. The first seven or sometimes 8 digits in the file name depending on the month represent the date, in this case 9252006.

The last six digits in the file name represent the time that the file was saved 0656PM. So this file was saved on September 25th of 2006 at 6:56 PM.

You can re-name it once you save the file and then attach this file to the IEP (covered in the next few pages).



Attachments can be made to Future and Current IEP’s depending on the situation.

Let’s look at Attachments to Future IEP

There are two ways you can access the Attachments link for the FUTURE IEP:

From the FUTURE IEP data entry screen. While working on the IEP forms, use the Attachments link located in the Blue top navigation bar. NOTE: if attaching something from the Document Library you must first download the document and save it on your computer.



You can also add from the FUTURE IEP Print Selected Forms page, at the very bottom of the list of IEP forms.

If there are any attachments to the IEP they will be displayed like “apple” to the left.

W


Notice the Instruction text boxes that are on many pages. They contain useful information on how to use the features.
hen you click on either of the Attachment links, the following window appears:

Any existing files/documents that have been attached to this IEP will be listed here as well.

Use the Add an Attachment link to start the process (continued on next page).

Attachments to Future IEP -- Cont.

When clicking the Add an Attachment link, the following screen appears:



Enter a name/title for the form being attached. Use the Browse button to locate your file, as you would when attaching a file to an email. Click the Submit button to complete the process.



Note: attachments must be in one of the formats listed above. This is so that users do not need to have the same software to access these attachments.

For instance to add a Microsoft Word document, the most common and easiest format to convert it to would be RTF (Rich Text Format).

1. Open your Word document,

2. Use the File>Save As selection.

3. In the Save As window, change the Save As type drop down from Word Document to Rich Text Format

4. Click Save.

Now when browsing for your file, select this newly saved .RTF format file to attach rather than the Word document.

Once submitted, the newly attached file will be listed on the page and you can attach more files and/or use the Return to IEP link.



Once the FUTURE IEP is affirm/attested, the files will be displayed at the very bottom of the listing of forms in the student’s new CURRENT IEP.

Attachments to the Current IEP

Note the difference between an Attachment and an Addendum/Amendment:



    • An Addendum/Amendment is an actual IEP form.

    • Addendums/Amendments are generally added ONLY to Current IEP’s

    • Attachments can be anything you want to include in the IEP, and can be attached to Future as well as Current IEPs.

Get more information on Addendums on page 42

Attaching documents to the Current, Affirm/Attested, IEP works basically in the same manner as attaching documents to a Future IEP (as noted on the previous pages).

One difference is that since there is no data entry screen for the Current IEP, you can only access the Attachments link via the Current IEP Print Selected Forms page.

Just like on the Future IEP, on the Current IEP the Attachments link will be located at the very bottom of the list of IEP forms

Click the Attachments link from the Current IEP.

Click the Add an Attachment link in the window that comes up.


Enter a Title for your file and use the Browse button to locate your file, click Submit..


Note the acceptable File Types message, just as with attaching to the Future IEP.

Attachments must be in one of the formats listed. This is so that users do not need to have the same software to access these attachments.

For Example: to add a Microsoft Word document, the most common and easiest format to convert it to would be RTF (Rich Text Format).

1. Open your Word document,

2. Use the File>Save As selection.

3. In the Save As window, change the Save As type drop down from Word Doc to Rich Text Format

4. Click Save.

Adding a IEP form from the FUTURE IEP as an Attachment to the CURRENT IEP

There are several times when you may wish to add an updated form to the Current IEP instead of Affirming a whole new IEP such as when an IEP is affirmed before signature so the parent can take time to review it. You can make any needed updates on the FUTURE and attach that single form to the CURRENT. Basically you are electronically stapling the new form to the set of IEP forms.


Open the Future IEP Form

Begin the Print Process (select Print Form)


When the .PDF opens save it to your desktop or selected Folder by clicking on the Save icon:


SAVE ICON

The file is automatically named for the time and date, as shown here. It is recommended that you change it to something descriptive such as: Jerome’s updated Services Jan 15 09.

When your form is re-titled and saved to your computer click on the “Attachments” link at the bottom of the list of forms for your Current IEP:

Follow the instructions to attach on the previous page for attaching the saved document.

Since this being attached to a CURRENT IEP notice the ink at add Addendums. It is separate from the more generic Attachments and is only available for CURRENT IEPs.

Use the Comments feature located at the top of the list of CURRENT IEP forms to add information of the updates of changes to the Affirmed IEP.

CASEMIS Error Check

This has to do with checking the data that every SELPA must report to the state twice a year.



  • It is mostly demographic data and services.

  • Most all of this data is a standard part of a valid IEP, and much of it comes from the Student Record

  • Much of this CASEMIS data does not change, so once it is in SEIS you don’t need to enter it again.

  • Any Service Provider can do an Error Check by clicking on Show Reporting Errors on any of their students at any time.

** Error check will catch errors that can be determined, but cannot catch all human error. Case Manager still needs to check accuracy of data input. For instance if you enter Korean for Ethnicity, SEIS has no way of knowing if that is correct or not, it can only check to see if you filled out the field.

The Error Check can be accessed from a few different angles, by any service provider with editable access to the Student Record.

If you are on the CASEMIS A Tab of the Student Record just click on the link “Show CASEMIS Errors.



Shown below is the Show Reporting Errors link on the list of students you see when clicking on Student IEP’s from the left hand navigation bar. Notice that one student here has “Yes” in the Eligibility column and one student is Pending, but both have the Show Reporting Errors link.



You CAN run the error check for Pending students, but you CANNOT Affirm/Attest an IEP for a Pending student. Affirm/Attest is only done for currently Eligible students.

However, Pending students who are determined to be Ineligible or Eligible but “Not Receiving Services” for Special Ed have a separate verification process that checks the first several required pieces of information on the CASEMIS A tab.

From your listing of Students, click the Show Reporting Errors link to be directed to the student record CASEMIS tabs. You will see the confirmation window below, click OK to continue:

You will be directed to the CASEMIS A tab, any errors on this page will be displayed in Red font color next to the field in question as displayed on the next page.

CASEMIS Error Check-Cont.


You can also use the “Show CASEMIS” errors button from here on the Student Record


Scroll down the page to see the errors noted in red. You may notice that the same error number/descriptor is noted on a few fields, as some errors are related.

For example if you get the error “Error: E137 GRADE IS 08 FOR AGE 3you may see it in two places, next to the child’s Birth date field, and next to the Grade field. This is because the error could be caused by either the selected grade level being incorrect, or the Birthdate being incorrect. Review both fields and when corrected in one place, both errors will disappear.

As you correct the Errors, Save the page and use the “Show CASEMIS Errors” button located towards the top of the page to confirm no other errors exist on the page. Click on CASEMIS B (Services) and run the Error Check on this page as well. This page collects all of the services information, and all fields that require an entry are marked with a red asterisk.

When all errors are clear you will see this confirmation when clicking on Show CASEMIS Errors button:

Affirm/Attest



  • The LEGAL IEP is the signed, hard copy, paper version with the original parent’s signature.

  • It may have notes in the margin and hand writing on the back, but this is the LEGAL document.

  • Affirm/Attest is the process to ensure that the data that entered into SEIS is true data, which matches what the parent agreed to at the IEP meeting.

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