San Joaquin County Office of Education seis help Desk



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Affirm/Attest is generally done by the student’s Case Manager ONLY. Some SELPA’s may establish different users to do Affirm/Attest. Be sure to follow any local guidelines.
When you affirm an IEP:

  • The affirmed/attested IEP will become the Current IEP.

  • You cannot modify the affirmed/attested (Current) IEP.

  • It can be viewed and/or printed,

  • You can add Addendums and attachments to it.

Please see pages 42 for more details on Addendums, and pages 33-34 for CURRENT IEP Attachments.
A copy of this IEP will be retained as the new Future IEP. You can modify the Future IEP.
You will find Affirm/Attest buttons:

  1. At the top of each Future IEP data entry page

  2. On the Student IEPs listing page.

You will only see Affirm/Attest buttons for Current Students that you are Case Manager for. “Pending” students will NOT have the Affirm/Attest option available until the student is designated as “Eligible.”


Submit a Student Change Form to inform the district/SELPA about the status designation change, (Pending to Eligible, Ineligible, etc.)

This link is located:



  1. On the left hand navigation bar at the bottom of the “Students” section.

  2. In the top green navigation bar on the data entry screen of the Student’s Future IEP.

Students who are not eligible for Spec Ed services, (Plan Type 90), or Plan Type 70/80 students (eligible but not receiving services) do not have IEPs Affirmed since they are not part of the Special Ed program.


Note: The system automatically takes a snapshot of the students FUTURE IEP when their eligibility status is changed to “Not Providing Services” Plan Type 70/80/90. This snapshot can be found in the Students Record History Tab in the IEP History section.
Make sure NOT to click the Affirm/Attest button until all service providers have entered their information after the meeting has been held.
We recommend this task be completed within 7 days of holding the meeting.

Use the Email Team feature to communicate with the IEP team to coordinate Affirm/Attest with the other Service Providers.



Affirm/Attest , cont.

When clicking Affirm/Attest, the following confirmation window appears:

The Meeting Confirmation Page is the first page you see when you click on Affirm/Attest.

The Meeting Date comes from your IEP form, if you did not fill out the date this field will be empty, and you will not be able to continue until a meeting date is entered. Verify that the date is correct.

Then you will use the check boxes to indicate the purpose of the meeting. This is also required.

If you indicate Annual and/or Triennial, the date fields will adjust to the meeting date, and show projected dates for the next Annual and/or Triennial IEP meetings.



NOTE if BOTH Annual and Triennial apply be sure to check BOTH. SEIS will not make assumptions.

When these projected dates roll around, they will generate notices on your Homepage.

Use the “Other” selection and text box to indicate any details you want to show for this IEP, such as when parents did not sign yet, but took the IEP home to review.

Once they DO sign the IEP you can update it by following the Attachments to Current IEP instructions on page 33 and leave a comment that includes the date of the signature.

Also, you will need to indicate the plan type for the student, then click OK to continue with this process.

Next you will see the Affirm/Attest instruction page, click the Affirm button, the following confirmation window appears:

Click “Affirm” to continue.

Affirm/Attest , Cont.

You will see the next confirmation window:

Click “OK” if you want to continue.

If any CASEMIS errors exist, the following window appears:

You will go through the CASEMIS error check process as explained on page 35 and 36.

Once you clear the errors and receive the No Errors confirmation window, when clicking the Show CASEMIS Errors link, Click on “Return to Affirm/Attest page”.



You will be directed back to the Affirm/Attest Instructions page, click Affirm. The following dialog box will be displayed. Click OK to continue with Affirm Process.



Affirm/Attest -- Cont.

Follow the instructions on the next screen displayed below. The system will allow you to check the forms that you wish to have bold on the CURRENT IEP list of forms. This will make it easier to view which forms were used at the IEP meeting. All non selected forms will be affirmed however they will be grayed out. Click Submit at the bottom of the list of forms.



This dialog box will display. Please read carefully and click OK .



Click OK on the below dialog box to complete the Affirm and Attest Process.



Current IEP

A Current IEP is created at Affirm/Attest. The previous Current IEP (if any) will go into History. Remember, the Current IEP cannot be modified, but you can update it by the use of Addendums and/or attachments.

If you realize after Affirm/Attest that changes are necessary, you can do one of three things depending on what information needs to be changed and your local SELPA guidelines.



  • Make the change on the Future form, select Print then save the .PDF to your desktop and then attach it to the Current IEP. This is the recommended method of most SELPA’s if information on an IEP form has changed, but be aware of your own local guidelines.

  • You may make the changes in the FUTURE IEP and re-Affirm/Attest.

  • Add an Addendum to the Current IEP by using the link at the bottom of the pages of the Current IEP. This will not change anything on the IEP forms, it is like stapling an additional page to the affirmed set of forms.

From the listing of Student IEPs, click Current to view or print the most recent affirmed/attested IEP.

A list of the Current IEP forms for the student will be presented. The forms that were checked during the Affirm and Attest process on the previous page will be in Bold.




Click View/Print to view or print a particular Current IEP form or use the check boxes to mark the pages to view/print multiple forms and click Print Selected Forms.

The forms will be formatted as a .PDF (Portable Document Format) file and will open automatically if you have Adobe Reader.

You can obtain this free software from the System Requirements link provided on the login page.

Addendums/Amendments

Once an IEP meeting has been held and the IEP has been Affirmed/Attested in the SEIS system, you are then able to add an Addendum/Amendment to record changes/additions from the original meeting through the CURRENT IEP.


  1. From the listing of Student IEPs, click the CURRENT link.

  2. At the very bottom of the listing of forms, you’ll notice the “Add an Addendum/Amendment to this IEP” link.


(Note to new SEIS users: if you’ve held an addendum/amendment after starting the SEIS system, you will need to continue using your local SELPA’s hardcopy Addendum/Amendment form and not input this information into SEIS. Being that the full IEP was held “pre-SEIS” the option to add an addendum/amendment is not available, until the student has a new full IEP and is then entered into SEIS to create the CURRENT IEP.)

Using this link will open the data entry screen of your SELPA’s Addendum/Amendment form.

Use the Save Form button to save your work and return to the listing of forms to then Print the addendum/ amendment page.

Be aware that your SELPA’s Addendum form may not exactly match the one shown here.

The EDIT and DELETE links will only be available until the addendum/amendment has been affirmed

To affirm the addendum/amendment, use the EDIT link to open the data entry screen and click the Affirm Addendum button. You should affirm the addendum once the form has been signed.

Once affirmed, the system will date stamp the addendum/amendment and it will become read-only. You will then only be able to VIEW/PRINT the page.

If the addendum/amendment requires access to other pages of the IEP (i.e. new Goal or service) in addition to the Addendum/Amendment form, use the FURTURE IEP to enter that information and then attach those pages to the CURRENT IEP. For detailed steps to attach IEP forms from the Future to the Current please see pages 33-34.

Historical IEP’s

There are really two types of Historical IEP’s. One is the type you see from the History link here. These are IEP’s that have been Affirmed/Attested.



Once a Future IEP is Affirmed/Attested it becomes the Current IEP. When another IEP meeting is held and the IEP is Affirmed/Attested, the previous Current IEP is placed into History. As the student remains in SEIS and more IEP’s are Affirmed/Attested the History file will grow.



Click History to view the listing of historical IEPs. Historical IEPs cannot be modified.

Click View/Print to open the listing of forms for the selected IEP meeting. A list of all IEP forms will be presented. Note the forms displayed may be different than those currently in use by your SELPA Different forms are used in different SELPA's, as students transfer between SELPA's the affirmed IEPs remain as they were when affirmed.

Historical IEP’s; continued

A different type of Historical IEP can be found on the History tab of the Student Record



More on the Student Record on pages 47-55

These are IEP’s that are locked into .PDF format when a student exits special education or transfers to another district/SELPA. An IEP is saved in History at that point to keep any additional data that may have been added after the last Affirm/Attest…demographic updates, progress on goals, etc.

Progress Reports

At Report Card time, or whenever a Progress Report is required, it is easy to create one with SEIS. The Progress Report comes directly from the FUTURE IEP Goals Pages. Each Goal Page has areas for progress periods.

From the student’s Future IEP, Edit the Goals page (Note: all goals that have been affirmed in the CURRENT IEP remain in the editable FUTURE IEP to work on and enter progress information).

Each service provider shall Edit their own goals and enter the progress information in the designated Progress areas of the goal form, use the EDIT link to the left of each goal to open the goal form and enter the information.


  • Each Progress Report section on the goal page will have a “Ready for PR” link.




  • Click on it to indicate which goals will be included in the affirmed Progress Report.




  • The window will default to say “Yes” the goal should be part of the Progress Report, but you have the options to select “No”.




  • You should indicate Yes or No for each of your goals so that the Case Manager can easily see when everyone has reviewed all of their goals.




  • The selection as well as the date will appear in the Ready for PR on the Goals Summary page column to let the Case Manager know which goals will be included and the date the service providers completed the update.




Progress Reports; continued

CASE MANAGER:

Once all goals which will be included in the affirmed Progress Report have been updated and marked with a YES, click the Affirm Progress Report link located in the upper right hand corner of the listing of goals. (Note, this action will create the .PDF read-only version of the selected Goals, no changes can be made to the affirmed Progress Report)



CASE MANAGER:

Click OK to confirm you would like to create a Progress Report for the student. The successful completion confirmation note will appear. The Date and Time the Progress Report was created will be displayed as well as a link to print this most recent Affirmed Progress Report. All service providers will be able to PRINT the Progress Report at any time to send home to parents or place in hard-copy files.



The format of the actual Progress Report form…the look and number of goals and information per page, etc., may be different from one SELPA to another.

Working With Student Records

The Student Record is NOT the IEP. It is a different set of information and has a different purpose. Sometimes you can find more in-depth information in the Student Record than on the IEP, especially in the area of parent and contact information.

The Student Record is also where your local SELPA and/or district can create custom fields to gather and maintain information that is important locally.

Current Students and Pending Eligibility Students

Teachers may have two types of students:



  1. CURRENT students have been determined to be eligible for special education

  2. PENDING students’ eligibility has not yet been determined.

You have full access to the IEP forms for your Pending students, but until their eligibility has been determined and noted in SEIS, they will not be included in the CASEMIS reports. You do not Affirm/Attest IEP’s for Pending students or those who will not be receiving services.

**All students assessed for special education are reported to CASEMIS each June regardless of whether or not they received services. **

Once you click on either Current Student or Pending Eligibility from the navigation bar you will have a list like this. Note that this is a list of Current Students.


These columns can be used to sort by clicking on the header. The column sorted by will be in light blue, the others in green. The default sort is by last name.

You can create and save reports which contains whatever information is most important to you. More info on that in the custom searches section.


  • Use the PERFORM TASK drop down at the top of the screen for printing and downloading functions.

  • The Criteria to determine the group of students in the list is shown under SEARCH CRITERIA.

  • Records are color coded to reflect the status of the student.

  • The drop down, defaulting to “View Demographics Tab”, to the left of the student’s name can be used to access the student record.

  • There are also links to the IEP forms and the STUDENT CHANGE FORM.

Student Record Pages

Now let’s take a look at the actual Student Record. Use the drop down to the left of the student’s name to VIEW DEMOGRAPHICS TAB. When you click GO, you will be taken to the DEMOGRAPHICS page. This drop down will also allow you to access the other sections of the student record such as CASEMIS A, B and C, the Dates tab, etc.



The Student Record is divided into tabbed pages, the tab of the active page will be displayed in light blue with black font to distinguish from the other pages.

All pages have a consistent structure:


  • Basic student information located at the top of the page, just beneath the tabs, including a link to View the student’s IEPs

  • Save Form and Check Spelling buttons at top and bottom of each page.

  • Any of these pages MAY have custom fields at the bottom. These fields are created by your local SELPA or district(s).

Student Record pages and Future EP pages use much of the same information. Once the information is changed on one, it instantly changes on the other.


***Note: You MUST use Save Form on each of these pages to save information that has been input.

SEIS makes extensive use of radio buttons, check boxes and drop down menus to make data entry easier. All fields with CASEMIS data will have the CASEMIS code attached.


 

Partial look of: Demographics information page:



Student Record pages --Cont.

School Information Page:



Dates Information Page all in one place!

If a new meeting date has not been entered onto the Future IEP, SEIS will use the date from the most recently Affirmed/Attested IEP as the “Last Complete IEP Meeting Date” for CASEMIS reporting.

Dates for “Next Annual” and “Next Evaluation” can be manually entered here, and will also be generated at Affirm/Attest when Annual or Triennial is selected as the meeting purpose. These fields generate the “Upcoming Meeting” notices on your Home Page



Student Record pages --Cont.

Partial look of: CASEMIS A page

CASEMIS…California Special Education Student Information System. Twice each year every SELPA in California must report this information, for each student, to the state.

Sometimes teachers are a bit nervous when they hear that they will be entering CASEMIS information…but as you can see it is all basic information that has always been on the IEP.

This page uses the CASEMIS field titles and, yep, they look a bit strange, but we’ve added explanations for a bit more clarity.

Clicking on the “Show CASEMIS Errors” button will display an error message in red text next to the field in question, showing fields which are incorrect or empty, so the errors can easily be corrected.



***Pay close attention to information entered on these CASEMIS pages for accuracy***

Student Record pages --Cont.

CASEMIS B Page

So-called because “Table B” is the document submitted to CDE that has all of the service data for your students.

This page displays the same “service grid” that’s also displayed on the IEP Services page. The difference between the student record services tab and the IEP is that on the student record you’re able to run the CASEMIS error check, but the information is updated in both places as it’s entered. Also, this tab indicates all of the services providers that have access to the student’s file and who the designated Case Manager is.

Note: Different forms have different options for adding information about each service. Your forms may look different than this example.

Required CASEMIS fields are noted with a red asterisk * next to each field title, per service.

Different SELPA’s are making different decisions about some of the new services. Contact your local SELPA with any questions about working with the new services, and choosing from the new required fields.

Student Record pages --Cont.

Partial look of: CASEMIS C

Note: Most teacher level users do not have Edit access to the CASEMIS C discipline tab, so SAVE links are not displayed here. You do have access to view the information that has been recorded on the student, so it may be useful to review this page but know that if you cannot make changes, you are not required to input any information.

Partial look of Additional Information tab with CSIS Information.

Note: This tab now houses the information needed to request SSID’s. Most teachers will never have to do anything in this area. Please communicate with your SELPA to receive instruction on this information.



Student Record pages --Cont.

Notes Page



  • You can think of this as a bulletin board with a locked door that only certain people have the key to.

  • Use this professionally. Do not post anything you would not want to take ownership of.

  • Anyone who has access to this particular student can leave a note or attachment here.

  • Notes can be added, edited or deleted at any time, and because of that they have little value as a legal document, but they can be subpoenaed, as can anything in SEIS.

  • They can never legally help you, but could be used against you.

  • Parents have the right to see anything is SEIS.

  • These notes are NOT part of the IEP form.

  • Often this page gets used to keep track of attempts to contact parents.

  • Can be used as a confidential place to note something about the student. You can email your colleagues to see the note left for the certain student rather than emailing confidential information.

You can also attach documents from your hard drive as attachments to this page. These are not attachments to an individual IEP but rather to the student’s record, but the process is identical.

Student Record pages --Cont.

Partial look of: History Page

Information and data about the student for as long as they have been in the SEIS system.

This can be a very useful page to check when you have a student who transfers to you from out of your area. Check status changes, service history, etc.





Student Record pages --Cont.

Custom Fields Page

As mentioned on previous pages, custom fields can be created by the district or SELPA.. Custom fields are located on the various pages of the student record. This Custom Fields tab shows all custom fields created for this student without having to go to each tabbed page and scrolling to the bottom.

Teachers who have students from different districts can have different custom fields for their students.



Caseloads: Requests submitted to District/SELPA; Adding Students

The teacher’s main role in SEIS is working on the IEP’s. Administrative/Clerical level users deal with adding student records, exiting students, caseload assignments, etc. That responsibility also includes verifying that each student who they create a record for does not already have a record in the SEIS system.

You will need to communicate your needs to them and give them enough time to do their part. Try not to wait until the day before an IEP meeting to let them know that you need a student added to your caseload. This will just cause unnecessary stress for everyone.

SEIS has a communication utility for teachers and Admin/Clerical staff to use to create and monitor progress for several types of requests. The requests that you make will be on your Home Page until you remove them. Any action taken by the Admin/Clerical staff will automatically be posted so you can see at any time the status of your request.



Let’s start with requesting a student be added to your caseload.
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