Missouri Individualized Education Plan User Guide IEPPLUS Forms/MO_IEP_Mapping.pdfof SunGard Public Sector Inc., with the exception of copies made for your internal use. SunGard, the

IEPPLUS: MO – IEP

© 1990 - 2015 SunGard Public Sector Inc. All Rights Reserved. Page 1 of 107 Last Modified: 7/03/2015

Missouri Individualized Education Plan User Guide

IEPPLUS

© 1990 - 2015 SunGard Public Sector Inc. All rights reserved. No part of this publication may be reproduced without the prior written permission of SunGard Public Sector Inc., with the exception of copies made for your internal use. SunGard, the SunGard logo, PLUS 360, eSchoolPLUS, IEPPLUS, PerformancePLUS, eFinancePLUS, and BusinessPLUS are trademarks or registered trademarks of SunGard Data Systems Inc. or its subsidiaries in the U.S. and other countries. All other trade names are trademarks or registered trademarks of their respective holders.

IEPPLUS: MO – IEP


TABLE OF CONTENTS

OVERVIEW ......................................................................................................................................................................................... 3

FORM INSTRUCTIONS ........................................................................................................................................................................ 3

IEP FORM CREATION .................................................................................................................................................................................. 3 NAVIGATION/TOOL BAR .............................................................................................................................................................................. 4 FORM COMPLETION .................................................................................................................................................................................... 5 LINKING GOALS TO SERVICES ...................................................................................................................................................................... 23 AMENDING AN IEP ................................................................................................................................................................................... 25 REMOVE AMENDMENT .............................................................................................................................................................................. 32

SETUP AND CONFIGURATION .......................................................................................................................................................... 34

SCREEN CONFIGURATION ........................................................................................................................................................................... 34 SYSTEM OPTIONS ..................................................................................................................................................................................... 34 CODE TABLE SETUP ................................................................................................................................................................................... 35 REVISE/AMEND – REMOVE AMENDMENT WARNING MESSAGES ....................................................................................................................... 36

FIELD MAPPING ............................................................................................................................................................................... 38

COVER PAGE ........................................................................................................................................................................................... 38 PRESENT LEVEL ........................................................................................................................................................................................ 43 SPECIAL CONSIDERATIONS .......................................................................................................................................................................... 46 GOALS AND PROGRESS .............................................................................................................................................................................. 49 SERVICES AND TRANSPORTATION ................................................................................................................................................................. 51 REGULAR ED AND PLACEMENT .................................................................................................................................................................... 55 FORM A: BLIND / VI ................................................................................................................................................................................ 61 FORM B: ESY ......................................................................................................................................................................................... 62 FORM C: TRANSITION ............................................................................................................................................................................... 65 FORM C: TRANSITION – COURSE OF STUDY ................................................................................................................................................... 69 FORM D1: STATE ASSESSMENTS ................................................................................................................................................................. 75 FORM D2: MAP ACCOMMODATIONS ......................................................................................................................................................... 77 FORM D3: ACT ACCOMMODATIONS ........................................................................................................................................................... 79 FORM D4: ALTERNATE ASSESSMENT (MAP-A) ............................................................................................................................................. 80 FORM D5: STATE ACCOMMODATIONS FOR ACCESS FOR ELLS ....................................................................................................................... 81 FORM E: DISTRICT-WIDE ASSESSMENTS....................................................................................................................................................... 85 FORM F: MODIFICATIONS / ACCOMMODATIONS ........................................................................................................................................... 88 AMENDMENTS ......................................................................................................................................................................................... 99

REVISION HISTORY ........................................................................................................................................................................ 104

IEPPLUS: MO – IEP


OVERVIEW

An Individualized Education Plan (IEP) is a yearly written plan describing the education to be provided to a student with a disability who is in need of special education services. It will contain a summary of the programs, services, goals and objectives to be provided to the student. This information is documented during an IEP team meeting held with one or both of the student’s parent(s) and/or legal guardian(s), the student’s special and regular education teachers, and a representative from the local education agency if applicable. The IEP team may also include the student, if transition services are being planned, or if the parents/guardians choose to have the student participate. Before creating an IEP form, it is recommended to first create an Invitation Letter to schedule and invite attendees to the IEP meeting.

FORM INSTRUCTIONS

IEP FORM CREATION

The form creation process includes 3 steps:

Step 1: Select a Student Step 2: Select Process Method Step 3: Select Options

STEP 1 – SELECT A STUDENT

1. Click Student Management > Manage an Existing Student. 2. Use the Search window to find the student based on either, Last Name, First Name or Student ID.

3. Click Search. Then click the appropriate Name to select a student. 4. Once a student has been selected, the student’s Name, ID, Birth date and Age will display. The Forms that can

be created for a student will be listed. Click on the IEP link.

The IEP Summary screen will display, listing any prior forms created for the student. The most recent form will display at the top of the list. To review an existing IEP, click the appropriate link. To create a new IEP, click the ‘New’ icon.

IEPPLUS: MO – IEP


STEP 2 – SELECT PROCESS METHOD Next, select a Process Method for this IEP. There are two choices – Annual Method and Anniversary Method.

1. “Annual Method” – This method should be used to create IEPs that do not span the year. Gaps between IEPs will be ignored.

2. “Anniversary Method” – This method should be used to create IEPs that span the year. Gaps between IEPs will be detected and displayed for resolution by the user.

A system option can be set to default one of the options. In this case, the user will not see the available options. Set Systemwide Options, Forms tab. IEP Creation Options area.

STEP 3 – SELECT OPTIONS

1. In this section, the user selects the IEP effective start and end dates. Select one of the two selection options; Make a copy of this IEP, selecting a previously created IEP which will pull in data into the newly created IEP or select to create a blank IEP form.

NAVIGATION/TOOL BAR

After the IEP has been created it will display to the screen. A tool bar will display on the left side of the screen, divided into the following areas:

1. Sections There is a separate link for each section of the form. Click on any link to move to that section.

2. Maintenance

These options will maintain Form Information, such as Form Name, Date Ranges, Letterhead, etc. Form Information also provides the ability to change the form Start/End dates and to reset the dates of services, placements, courses and goals. Refresh and Delete functionality is available depending on user security.

IEPPLUS: MO – IEP


3. Validation Options in this section will change the status (i.e., Locked, Ready for Review, Finalized) or validate the form. The validation option will check to see if all necessary information has been entered and display messages relating to any errors found (see Help\ Forms\Form Validation for more information).

4. File Attachments

Click the plus icon (+) to add an attachment. Click the minus icon to delete an attachment.

5. Archives Archives are permanent PDF copies of the form. Click Finalize in the Validation section to create an Archived copy. The form should be finalized and archived only after it has been fully completed and a copy has been sent home to the student’s parents or guardians.

Archives will display the form Meeting Date or Form Start Date (if no meeting exists) and the actual date and time the record was created when hovering over the PDF icon. Archives will display in descending order by date created.

*Note: Archives may only display the date created and not the meeting/form date, depending on district settings maintained under Options > Set System Options > Form:

The following options will display at the top and bottom of the form (see screenshot below).

Save Information from each section should be saved before moving to another section.

Return Click the Return icon to return to the Form Summary screen.

Print Preview Print Preview will display the form in Adobe Acrobat. Mouse over the bottom of the form preview to see the toolbar illustrated below. Select the Print icon or click the Save icon to save a copy of the form to your computer. The plus (+) icon will enlarge the preview for ease of viewing.

FORM COMPLETION

IEPPLUS: MO – IEP


This section will discuss how to complete the MO IEP web form. There are 18 total sections in which the user needs to fill out in order to finish the form. Those section names are as follows:

1. Cover Page 2. Present Level 3. Special Considerations 4. Goals and Progress 5. Services and Transportation 6. Regular Ed Placement 7. Form A: Blind / VI 8. Form B: ESY 9. Form C: Transition 10. Form C: Transition – Course of Study 11. Form D1: State Assessments 12. Form D2: MAP Accommodations 13. Form D3: ACT Accommodations 14. Form D4: Alternate Assessment (MAP-A) 15. Form D5: State Accommodations for ACCESS FOR ELLS 16. Form E: District-Wide Assessments 17. Form F: Modifications / Accommodations 18. Data Collection – This is for district-use only and is not a part of the IEP document. It displays the student

ethnicity, disability category, and placement code.

COVER PAGE The Cover Page section of the IEP includes the header, the student name (first, middle, last), student demographic information (optional), IEP content (required), and participants in the IEP meeting & their role in the meeting. Letterhead The letterhead will be displayed in the header on the top of the page when printed. The user can maintain this by navigating to Maintenance, Manage Letterheads. Student Name The student name will be displayed in the header on the top of the page when printed. The user can maintain this by navigating to Summary, Basic Information, Demographics, Name (first, middle, last, qualifier). Student Demographic Information (optional) Includes items such as address, phone, birth date, student ID, disability info, grade, resident agency/district home school, outside agency/district school, non-public school of attendance, CPS school, primary language/communication modes, educational decision maker info, IEP case manager info, IEP type, and various dates – initial evaluation, most recent evaluation, previous IEP review, and projected triennial evaluation. IEP Content (required) Includes the following 4 dates: the IEP meeting, IEP initiation, projected annual IEP review, and IEP provided to parent(s)/guardian(s). Participants in IEP Meeting & Role (required) Section includes all of the meeting attendees and their role(s).

IEPPLUS: MO – IEP


PRESENT LEVEL The Present Level section of the IEP includes free-form textboxes in which the user can enter the disability affects, child strengths, parent concerns, functioning changes, and evaluation/re-evaluation results. It also includes the child’s performance on transitions assessments, general state (MAP/MAP-A), and district-wide assessments as well. There are also 2 checkboxes in which the user can explain the benchmarks or short-term objectives.

1. If the user selects the “N/A Objectives/benchmarks are on goal page(s)” checkbox, then these will appear on the ‘Goals and Progress’ section of the IEP.

2. If the user selects the “Objectives/benchmarks described below” checkbox, then an additional free-form textbox will appear for alternative assessments.

The last section of Present Levels uses drop-down menus to select the Goal Category & Subcategory. Additional directions on how to fill out this particular section can be found on the web form itself.

1. Step 1 – select a Goal Category 2. Step 2 – Select a Goal Subcategory – the user can select multiple items from the list by holding the CTRL key and

left-clicking the mouse. 3. Next, click the double-right arrow icon to move the Subcategory to the “Selected Present Level must include”

list. 4. Once the user has all the Subcategory items in their list, then they can sort/order them by clicking on the up or

down icons.

SPECIAL CONSIDERATIONS The Special Considerations section of the IEP includes checkboxes in which the IEP Team must consider for the student as per federal & state requirements. For the first six items listed below, if the IEP team determines that the child needs a particular device or service (including an intervention, accommodation, or other program modification) information documenting the team’s decision regarding the device or service must be included in the appropriate section of the IEP. These must be considered annually:

1. Is the student blind or visually impaired? If ‘Yes’ is selected, then the IEP Team must also complete “Form A: Blind / VI”.

2. Is the student deaf or hearing impaired?

3. Does the student exhibit behaviors that impede his/her learning or that of others?

If ‘Yes’ is selected, then the IEP Team must also consider strategies including positive behavior interventions and supports. If deemed necessary, then these must also be addressed in the IEP, along with any behavior intervention plan.

4. Does the student have limited English proficiency?

If ‘Yes’ is selected, then the IEP Team must also address this in the IEP. 5. Does the student have communication needs?

If ‘Yes’ is selected, then the IEP Team must also address this in the IEP.

6. Does the student require Assistive Technology device(s) and/or services? If ‘Yes’ is selected, then the IEP Team must also address this in the IEP.

7. Extended School Year

If ‘Yes’ is selected (the 2nd checkbox), then the IEP Team must also complete “Form B: ESY”.

IEPPLUS: MO – IEP


If the 3rd checkbox is selected, then the IEP Team must enter a date in which the need for ESY services will be addresses, complete “Form B: ESY”, and also attach the IEP Addendum page.

8. Transfer of Rights

If the 2nd checkbox is selected, the IEP Team must enter a date to indicate when the notification was given.

9. State Assessments If ‘Yes’ is selected, then the IEP Team must also complete the appropriate “Forms D1-5: State Assessments” which include State Assessments , MAP Accommodations, ACT Accommodations, State Accommodations for ACCESS for ELLS.

10. District-wide Assessments

If ‘Yes’ is selected, then the IEP Team must also complete “Form E: District-Wide Assessments”.

11. Post-secondary Transition Services If ‘Yes’ is selected, then the IEP Team must also complete “Form C: Transition - Course of Study”.

GOALS AND PROGRESS This section consists of statements describing the student’s annual goals and objectives (or benchmarks). Clicking the ‘Add Annual Goal’ button will open up a new pop-up window to enter the information for the student goal(s). Select a school year type from the drop-down menu, select a pre-defined statement from the goal book, or enter text into the free-form textbox describing the student’s goals. After selecting/editing a goal book statement, click the ‘Save’ button to return to the IEP form’s “Goals and Progress” section. The screen now also displays the other 5 sections as described below:

1. Post-Secondary Transition Plans and Goal Domain(s) that this annual goal will support – includes 3 checkboxes as follows:

a. Post-Secondary Education/Training b. Employment c. Independent Living

2. How the progress toward the goal will be measured – includes multiple checkboxes such as Work Samples, Scoring Guides, Observation Chart, etc.

3. When the progress will be reported to the parent(s)/guardian(s) – includes multiple checkboxes such as Quarterly, Semester, Annually, etc.

4. Goal Comments – this is a free-form textbox in which the IEP Team can enter any comments that are applicable to the annual goal(s).

5. Measurable Benchmarks/Objectives: a. To enter these, click on the ‘Add Objective’ button. b. This will open a new pop-up window in which to enter the information for the Benchmark/Objective.

This screen will be similar to the screen for entering the annual goal, as mentioned above. c. When complete, click the ‘Save’ button to exit back to the IEP form’s “Goals and Progress” section.

SERVICES AND TRANSPORTATION This section of the IEP form explains what services & transportation (as a related service) the student will receive.

1. Services Summary (Section #5) a. Special Education and Related Services

The user will add/edit a Service by clicking on the appropriate ‘Add’ button/link.

IEPPLUS: MO – IEP


A pop-up screen will appear (Type = Special Education Service or Related Service) where the user will select the service that the student will receive.

Services must have Frequency and Setting information to calculate % Time in Regular Class.

Frequency and Setting setup requirements (Maintenance > Manage Code Tables) are as follows:

Code Table

Alternate Code: Type

Description

Purpose

Setting Alternate Code

RC or SC Alternate Code of either RC or SC will determine if the Service is included under Regular or Special Education setting.

Frequency Weight Code See examples:

Number that when multiplied will convert Frequency to Minutes per Day. Examples:

Frequency Minutes Weight Code

Minutes per Day

Minutes per Day 50 1 50

Minutes per Week 50 0.2 10

Minutes per Month 600 0.05 30

b. % in Regular Classroom Calculation

This calculation is used to complete section #7 (Regular Education Participation), and section #8 (Placement Consideration and Decision) of the IEP form.

The formula for this calculation is (C–A)÷C

Value A = TOTAL Services minutes in locations not with regular education peers. This field will populate based on Alternate Code of SC maintained in the Setting code table. Values in the Frequency field will convert to ‘Minutes per Day’ using the Weight Codes maintained in the Frequency code table (see examples in the previous section).

Value B = TOTAL Services minutes in locations with regular education peers. This field will populate based on Alternate Code of RC maintained in the Setting code table. Values in the Frequency field will convert to ‘Minutes per Day’ using the Weight Codes maintained in the Frequency code table (see examples in the previous section).

IEPPLUS: MO – IEP


Value C = TOTAL Building minutes. This field will populate based on the student’s Enrollment record (Location) and the value from the applicable Org record (Maintenance > Manage Organizations > Identifications > Total # Minutes in School). This value should include academic instruction as well as recess, lunch and assemblies in Minutes per Day. The user may enter or change the value in the calculation grid manually. Clear the field and refresh the form to change back to the original value (if any) from the Org record.

When all Services and Total Building Minutes are present, click the ‘Calculate Percentage’ button to update the ‘Total Services’ (fields A and B) and the“% Time in Regular Class”.

The calculated % is used to determine Placement / Educational Environment for state reporting purposes. Click the appropriate link or the ‘Add Placement’ button located at the bottom of the calculation grid to update/add the ‘Educational Environment’ and ‘% Time in Regular Class’ with the calculated value. The % will update with the calculated value upon finalizing the form.

Alternate codes (Type = MOSIS Code and Description = appropriate state code) maintained in the Location of Intervention code table (Maintenance > Manage Code Tables > Location of Intervention) will be used for reporting of Placement / Educational Environment to the state.

*Note: When revising services, an Effective Date field will display in the grid in order to re-calculate ‘% Time in Regular Class’. For example, if a student originally had Basic Reading and Counseling services on 10/2/13. Then

IEPPLUS: MO – IEP


the IEP is revised, adding Academic services to begin on 3/2/14. Upon adding and saving the new Service record, a message will display, prompting the user to recalculate the ‘% Time in Regular Classroom’. The program will detect the new Start Date and the grid will redisplay, including an Effective Date field for the new calculation. The user must enter the effective date and click on the Calculate Percentage button. If the new percentage requires a change to the student’s Placement / Educational Environment, the user must end the prior placement and create a new placement. After saving the second placement, there will be two calculation grids, each reflecting the pertinent values and date ranges. This change will allow more accurate reporting of Placement / Educational Environment to the state. For further details, please refer to the ‘Amending Services’ section. c. Supplementary Aids/Services

The user can maintain this field by clicking on the ‘add Supplementary Aids/Services’ button.

A new pop-up window will appear to enter the information for the student’s supplementary aids/services. Select a school year type from the drop-down menu, select a pre-defined statement from the goal book, or enter text into the free-form textbox describing the student’s supplementary aids/services. After selecting/editing a goal book statement, click the ‘Save’ button to return to the “Services and Transportation” section of the IEP form.

d. Program Modifications and Accommodations

If the user selects the 1st checkbox, this is declaring that they will address program modifications and accommodations by completing “Form F: Modifications / Accommodations”.

e. Supports for School Personnel

If the user selects the 1st checkbox, this is declaring that they will address supports for school personnel by completing “Form F: Modifications / Accommodations”.

2. Transportation as a Related Service (Section #6)

a. This is a series of checkboxes in which the user will enter any transportation service for the student as a “related service”.

The user can maintain this field by clicking on the ‘add Transportation Services’ button.

A new pop-up Services screen will appear where the user will enter the info for the special education services that the student will receive. Take notice that the ‘Type’ field on the screen will automatically be populated with “Transportation”.

When finished, click on the ‘Save’ button. This will bring the user back to the “Services and Transportation” section of the IEP form.

REGULAR ED AND PLACEMENT This section of the IEP form is broken down into 2 main parts – Regular Education Participation, and Placement Considerations and Decision. 1. Regular Education Participation (section #7)

a. Extent of Participation in Regular Education i. For Preschool

a) If ‘No’ is selected, then a free-form textbox (a) opens up for the user to identify the extent the child will not receive special education and related services in a regular education setting (minutes or % of special education & related service minutes on the IEP). Also, the user is required to explain the reasons why (b) by clicking on the ‘add Statement’ button. This will open a new pop-up window in which to enter the information for the reason(s). This screen will be similar to the screen for entering the annual goal, as mentioned above. When complete, click the ‘Save’ button to exit back to the IEP form’s “Goals and Progress” section.

ii. For K-12

IEPPLUS: MO – IEP


a) If ‘No’ is selected, then the user must describe to what extent the student will not participate and why full participation is not appropriate. To do this, click on the ‘Add Statement’ button. This will open a new pop-up window in which to enter the information for the reason(s). This screen will be similar to the screen for entering the annual goal, as mentioned above. When complete, click the ‘Save’ button to exit back to the IEP form’s “Goals and Progress” section.

b. Participation in Physical Education This is a series of 4 checkboxes in which the user can select whether the student will/will not participate in physical education. If ‘No’ is selected, then 4 additional checkboxes become active as follows: Credit already earned, Credit Waived, Child is preschool age, and Other. If ‘Other’ is selected, then an additional free-form textbox appears for the user to explain the “other” reason(s) that no physical education activities are required.

2. Placement Considerations and Decision (section #8)

This section is a summary of all of the following items: present level of academic achievement and functional performance, goals, objectives/benchmarks (if applicable), characteristics of services, adaptations, and special education and related services information. Additional directions on how to fill out this particular section can be found on the web form itself.

a. Placement This grid will list all placements associated to the IEP for the entire span of the IEP.

i. The user can maintain this grid by clicking on the blue hyperlink for that particular Placement record.

ii. The existing Placement record will open up in a new pop-up window. iii. After any changes are made, click the ‘Save’ button to exit back to the “Regular Ed and Placement”

section of the IEP form. b. Placement Continuum (K-12)

This is a grid of 19 different checkboxes divided into 2 columns – Considered (8 checkboxes) and Selected (11 checkboxes). The ‘Selected’ checkbox will automatically populate depending on the Placement record’s (see #2a above) ‘Location of Intervention’ field. The corresponding ‘Considered’ checkbox will also automatically populate as well. Additionally, the user may check on any of the other ‘Considered’ checkboxes if they were part of the placement options that were considered.

c. Placement Options (ECSE) This is a grid of 16 different checkboxes divided evenly into 2 columns – Considered (8 checkboxes) and Selected (8 checkboxes). The ‘Selected’ checkbox will automatically populate depending on the Placement record’s (see #2a above) ‘Location of Intervention’ field. The corresponding ‘Considered’ checkbox will also automatically populate as well. Additionally, the user may check on any of the other ‘Considered’ checkboxes if they were part of the placement options that were considered. Special Notes (2b & 2c): For ECSE: At least annually the IEP team must consider whether all the special education and related services will be provided with non-disabled peers in a regular education setting (designed primarily for children without disabilities). For K-12: At least annually, the IEP team must consider if the IEP goals can be met with services provided 100% of the time in the regular education environment. Check all placement options that were considered for the provision of special education and related services (for K-12, Inside regular class at least 80% of time must be checked. For preschool an EC setting must be checked).

d. Educational Environment (ECSE)

This is a grid of 9 checkboxes that will automatically populate depending on the Placement record’s (see #2a above) ‘Location of Intervention’ field.

IEPPLUS: MO – IEP


e. Placement as close as possible to child’s home and/or school if not disabled? This is a choice of a ‘Yes/No’ checkbox.

i. If ‘No’ is selected, then 3 additional checkboxes will activate as follows: IEP team decision, Parent transfer request, and Other. If ‘Other’ is selected, then an additional free-form textbox will appear where the user is required to enter the reason(s) for another school/setting.

FORM A: BLIND / VI To turn on this section, go to the ‘Special Considerations’ section of the IEP and answer “Yes” to the question “Is the Student blind or visually impaired?” This section consists of 3 checkboxes as follows: 1. No

a. If the user selects the ‘No’ checkbox, then a new free-form textbox will appear in which the user is required to enter the factors for determining why Braille is not needed.

2. Yes a. If the user selects the ‘Yes’ checkbox, then 2 new free-form textboxes will appear.

i. The 1st free-form textbox will be where the user needs to enter the methods by which Braille will be integrated.

ii. Next, the user will click on the ‘add Braille Instruction Service’ button. iii. A new pop-up Services screen will appear where the user will enter the info for the service that the

student will receive. Take notice that the ‘Type’ field on the screen will automatically be populated with “Braille Instruction”.

iv. When finished, click on the ‘Save’ button. This will bring the user back to the “Form A: Blind / VI” section of the IEP form.

v. Next, the user will enter into the 2nd free-form textbox to explain the level of competency in Braille that the student is expected to achieve.

3. Rehabilitation Services for the Blind

a. The 3rd checkbox will be used if a referral to Rehabilitation Services for the blind has been discussed with the parent.

i. If the user selects this checkbox, it will activate a choice of 3 additional checkboxes as follows: agreed to, refused the referral, and referral previously made.

FORM B: ESY This section is used to document the determination of Extended School Year (ESY) services. The user needs to attach the IEP Addendum Page to the front of the IEP to document ESY decisions made after the initial or annual IEP meeting amendment. Determination of ESY eligibility and/or services can be conducted by:

The IEP team determining ESY eligibility and/or services at the annual meeting.

The parent and authorized representative of the Local Educational Agency or the IEP team determining ESY eligibility and/or services at a later date by amending the IEP.

1. The 1st field is a free-form textbox which is used to describe the ESY eligibility decision. 2. The 2nd field is choice of 2 checkboxes as follows:

a. The student is not eligible for ESY services. b. The student is eligible for ESY services. If this checkbox is chosen, then the user needs to document those

services in the next section on the form called “Services to be provided during Extended School Year”.

IEPPLUS: MO – IEP


Services to be provided during Extended School Year 1. This section of the form contains 4 separate grid areas in which the use chooses which one of the items are to be

included in the Extended School Year (ESY). a. Special Education Services – this will automatically populate from the ‘Special Education Services’ that was

previously filled out in the “Services and Transportation” section of the IEP. The user can maintain this information by going back to that section of the IEP, or by clicking on the ‘add Special Services’ button.

b. Related Services – this will automatically populate from the ‘Related Services’ that was previously filled out in the “Services and Transportation” section of the IEP. The user can maintain this information by going back to that section of the IEP, or by clicking on the ‘add Special Services’ button.

c. Placements – this will automatically populate from the ‘Placement Considerations and Decision’ (section #8) of the “Regular Ed and Placement” section of the IEP. The user can maintain this information by going back to that section of the IEP.

d. Goals – this will automatically populate from the ‘Goal Description’ that was previously filled out in the “Goals and Progress” section of the IEP. The user can maintain this information by going back to that section of the IEP, or by clicking on the ‘add Goals’ button.

FORM C: TRANSITION To turn on this section, go to the ‘Special Considerations’ section of the IEP and answer “Yes” to the questions “Is a Post-secondary Transition Plan required?” This IEP was developed considering the individual student’s needs, preferences and interests, and must be completed, beginning not later than the 1st IEP to be in effect when the student turns 16, and updated annually thereafter. This section consists of the following 3 parts: Employment, Education/Training, and independent Living. 1. Employment (required)

a. The user will click on the ‘add Employment Goal’ button. b. A new pop-up window will appear in which to enter the information for the student’s post-secondary

employment transition goal. c. Select a school year type from the drop-down menu, select a pre-defined statement from the goal book, or

enter text into the free-form textbox describing the student’s post-secondary employment transition goal. d. After selecting/editing a goal book statement, click the ‘Save’ button to return to the “Form C: Transition”

section of the IEP form. e. The user will click on the ‘add Transition Services’ button. f. A new pop-up window will appear in which to enter the information for the student’s employment

transition services. g. Select a pre-defined statement from the goal book, or enter text into the free-form textbox describing the

student’s employment transition services. h. After selecting/editing a goal book statement, click the ‘Save’ button to return to the “Form C: Transition”

section of the IEP form. i. The user will next click on the ‘add Responsible Agency’ button. j. A new pop-up window will appear in which to enter the information for the person and/or agency

responsible for the student's employment transition services. k. Select a pre-defined statement from the goal book, or enter text into the free-form textbox describing the

responsible per/agency for the student's employment transition services. l. After selecting/editing a goal book statement, click the ‘Save’ button to return to the “Form C: Transition”

section of the IEP form.

2. Education/Training (required) a. The user will click on the ‘add Education Goal’ button.

IEPPLUS: MO – IEP


b. A new pop-up window will appear in which to enter the information for the student’s post-secondary education/training transition goal.

c. Select a school year type from the drop-down menu, select a pre-defined statement from the goal book, or enter text into the free-form textbox describing the student’s post-secondary education/training transition goal.

d. After selecting/editing a goal book statement, click the ‘Save’ button to return to the “Form C: Transition” section of the IEP form.

e. The user will click on the ‘add Transition Services’ button. f. A new pop-up window will appear in which to enter the information for the student’s education/training


student’s education/training transition services. h. After selecting/editing a goal book statement, click the ‘Save’ button to return to the “Form C: Transition”


responsible for the student's education/training transition services. k. Select a pre-defined statement from the goal book, or enter text into the free-form textbox describing the

responsible per/agency for the student's education/training transition services. l. After selecting/editing a goal book statement, click the ‘Save’ button to return to the “Form C: Transition”


3. Independent Living (if appropriate) a. The user will click on the ‘add Independent Living Goal’ button. b. A new pop-up window will appear in which to enter the information for the student’s post-secondary

independent living transition goal. c. Select a school year type from the drop-down menu, select a pre-defined statement from the goal book, or

enter text into the free-form textbox describing the student’s post-secondary independent living transition goal.

d. After selecting/editing a goal book statement, click the ‘Save’ button to return to the “Form C: Transition” section of the IEP form.

e. The user will click on the ‘add Transition Services’ button. f. A new pop-up window will appear in which to enter the information for the student’s independent living


student’s independent living transition services. h. After selecting/editing a goal book statement, click the ‘Save’ button to return to the “Form C: Transition”


responsible for the student's independent living transition services. k. Select a pre-defined statement from the goal book, or enter text into the free-form textbox describing the

responsible per/agency for the student's independent living transition services. l. After selecting/editing a goal book statement, click the ‘Save’ button to return to the “Form C: Transition”


FORM C: TRANSITION - COURSE OF STUDY To turn on this section, go to the ‘Special Considerations’ section of the IEP and answer “Yes” to the question “Is a Post-secondary Transition Plan required?”

IEPPLUS: MO – IEP


The IEP must include a multi-year description of coursework aligned to the student’s post-secondary goals, and the user must also attach a 4-year plan, or list the courses to be completed before graduation. Like “Form C: Transition”, this section also consists of the same 3 parts: Employment, Education/Training, and independent Living. 1. Employment 2. Education/Training 3. Independent Living All 3 of these parts are also maintained/created using similar steps as those mentioned in the above “Form C: Transition” section of the IEP. The one difference is that there are 2 additional items that need to be filed out by the IEP Team, and they are as follows: 1. The user will select 1 of the 2 checkboxes:

a. Student will graduate by: earning required credits b. Student will graduate by: meeting IEP goals and objectives

2. The user will also need to enter an anticipated month and year of graduation: a. The user can do this by typing in the date in the provided textbox, or by selecting it from the mini calendar

pop-up.

FORM D1: STATE ASSESSMENTS To turn on this section, go to the ‘Special Considerations’ section of the IEP and answer “Yes” to the question “Does this student’s grade placement or course of study during the time this IEP is in effect require consideration of participation in state assessments?” Note: There are multiple instructions on the actual web form’s screen to help the IEP Team complete this section of the IEP form. This form is divided into 5 parts: 1. Grade-Level Assessment: Students in Grade 3-8

a. The student must be in a Grade 3-8 to access this section. b. If the user selects this checkbox, then 2 additional checkboxes will open up and 1 of them must be chosen as

well. i. Checkbox 1 – Without accommodations.

ii. Checkbox 2 – With accommodations. If this one is chosen, then the user must also complete “Form D2: State Accommodations” as well.

c. There is another checkbox that will automatically populate if activated – “The student has been determined eligible for and will participate in the MAP-Alternate (MAP-A); therefore, is excluded from Grade-Level Assessment participation (provide MAP-A information below.)” To activate this, click on the ‘Add Participate MAP-Alternate’ button.

i. This will activate a new pop-up ‘Release/Waiver’ window. Notice that the ‘Type’ field is already populated with the “Participate MAP-Alternate”. Complete the form by filling in the date range, sent date, received date, and the appropriate release radio button (not applicable, approved or rejected).

ii. When finished, click on the ‘Save’ button to return back to the “Form D1: State Assessments” section of the IEP form.

iii. The checkbox will be checked on (as read-only). iv. If this one is chosen, then user must also complete “Form D4: Alternate Assessment (MAP-A) as

well.

IEPPLUS: MO – IEP


2. National Assessment of Educational Progress (NAEP); Grades 4, 8, and 12

a. The student must be in grade 4, 8 or 12 to access this section. b. If the user selects this checkbox, then 2 additional checkboxes will open up and 1 of them must be chosen as


ii. Checkbox 2 – With accommodations. c. There is another checkbox that will automatically populate if activated – “The student has been determined

eligible for and will participate in the MAP-Alternate (MAP-A), and, therefore, is excluded from NAEP participation.” To activate this, click on the ‘Add Participate MAP-Alternate’ button.

i. If the checkbox in step #1b above was already activated, then this checkbox will be as well. If not, then activate it by clicking on the ‘Add Participate MAP-Alternate’ button. This will activate a new pop-up ‘Release/Waiver’ window. Notice that the ‘Type’ field is already populated with the “Participate MAP-Alternate”. Complete the form by filling in the date range, sent date, received date, and the appropriate release radio button (not applicable, approved or rejected).


iii. The checkbox will be checked on (as read-only). 3. ACCESS FOR ELLS; K-12 students that are identified for ELL services and enrolled in a Missouri public school or

charter school a. The student must be in grade K-12 to access this section. b. If the user selects this checkbox, then 2 additional checkboxes will open up and 1 of them must be chosen as


ii. Checkbox 2 – With accommodations. If this one is chosen, then user must also complete “Form D5: State Accommodations for ACCESS FOR ELLS” as well.

4. EOC: Students in Grade 9-12 or, if appropriate, Grade 8

a. The student must be in grade 9-12, or if appropriate Grade 8, to access this section. b. There are 3 sub-sections under this one section and they are as follows:

i. The student will participate in DESE End of Course (EOC) Assessments. 1) If the user selects this checkbox, then 2 additional checkboxes will open up and 1 of them

must be chosen as well. a) Checkbox 1 – Without accommodations. b) Checkbox 2 – With accommodations. If this one is chosen, then the user must also

complete “Form D2: MAP Accommodations” as well.

ii. The IEP team has determined the student will participate in the following LEA EOC Assessment(s). 1) If selected, then the user can click on the ‘add Additional EOC statements’ button.

a) A new pop-up window will appear in which to enter the information for the student’s EOC Assessments.

b) Select a pre-defined statement from the goal book, or enter text into the free-form textbox describing the student’s EOC Assessments.

c) After selecting/editing a goal book statement, click the ‘Save’ button to return to the “Form D1-Part 1: State Accommodations” section of the IEP form.

2) Next, the user must select one (1) of the next checkboxes as well: a) Checkbox 1 – Without accommodations.

i. Choose subject(s) ‘Geometry’, ‘Algebra II’, ‘English I’, ‘American History’ checkboxes.

b) Checkbox 2 – With accommodations.

IEPPLUS: MO – IEP


i. If this one is chosen, then the user must also complete “Form D2: MAP Accommodations” too.

ii. Choose subject(s) ‘Geometry’, ‘Algebra II’, ‘English I’, ‘American History’ checkboxes

iii. The IEP team has determined the student is exempt from the following additional LEA EOC

Assessment(s). 1) If selected, this will open up 4 more checkboxes in which the user needs to check one of:

a) Choose subject(s) ‘Geometry’, ‘Algebra II’, ‘English I’, ‘American History’ checkboxes. b) Once the checkbox above is chosen, the user will click on the ‘add Exempt from

additional EOC statements’. i. A new pop-up window will appear in which to enter the information for the

student’s exemption from additional EOC statements. ii. Select a pre-defined statement from the goal book, or enter text into the free-

form textbox describing the student’s exemption from additional EOC statements.

iii. After selecting/editing a goal book statement, click the ‘Save’ button to return to the “Form D1: State Assessments” section of the IEP form.

2) There is another checkbox that will automatically populate if activated – “The student has been determined eligible for and will participate in the MAP-Alternate for grades 11 (MAP-A); therefore is excluded from EOC participation. (provide MAP-A information below) Manage Participate MAP-Alternate.” a) This will activate a new pop-up ‘Release/Waiver’ window. Notice that the ‘Type’

field is already populated with the “Participate MAP-Alternate”. Complete the form by filling in the date range, sent date, received date, and the appropriate release radio button (not applicable, approved or rejected). Note: If either of the other two “MAP-A” checkboxes was already activated, then this checkbox will be automatically checked on as well (as read-only).

5. ACT: Students in Grade 11

a. The student must be in a Grade 11 to access this section. b. If the user selects this checkbox, then 2 additional checkboxes will open up and 1 of them must be chosen as


ii. Checkbox 2 – With accommodations. If this one is chosen, then the user must also complete “Form D3: ACT Accommodations” as well.

c. There is another checkbox that will automatically populate if activated – “The student has been determined eligible for and will participate in the MAP-Alternate (MAP-A), and, therefore, is excluded from NAEP participation.” To activate this, click on the ‘Add Participate MAP-Alternate’ button.

i. If the checkbox in step #1b above was already activated, then this checkbox will be as well. If not, then activate it by clicking on the ‘Add Participate MAP-Alternate’ button. This will activate a new pop-up ‘Release/Waiver’ window. Notice that the ‘Type’ field is already populated with the “Participate MAP-Alternate”. Complete the form by filling in the date range, sent date, received date, and the appropriate release radio button (not applicable, approved or rejected).


iii. The checkbox will be checked on (as read-only).

IEPPLUS: MO – IEP


6. MAP-A This section of the IEP form contains 2 parts:

a. Include a statement of why the child cannot participate in the regular assessment (Grade-Level or EOC). i. If the student is participating in the regular assessments, then this button will not be active.

ii. If the student is not participating in the regular assessments, then this activates a button called ‘add Why cannot participate in regular assessment’.

1) A new pop-up window will appear in which to enter the information for why the student cannot participate in the regular assessment.

2) Select a school year type from the drop-down menu, select a pre-defined statement from the goal book, or enter text into the free-form textbox describing why the student cannot participate in the regular assessment.

3) After selecting/editing a goal book statement, click the ‘Save’ button to return to the “Form D1: State Assessments” section of the IEP form.

b. Explain why the alternate assessment (MAP-A) is appropriate. i. If the student is not taking the alternate assessment (MAP-A), then this button will not be active.

ii. If the student is taking the alternate assessment (MAP-A), then this activates a button called ‘add Why alternate assessment is appropriate’.

1) A new pop-up window will appear in which to enter the information for why the alternate assessment (MAP-A) is appropriate for the student.

2) Select a school year type from the drop-down menu, select a pre-defined statement from the goal book, or enter text into the free-form textbox describing why the alternate assessment (MAP-A) is appropriate for the student.

3) After selecting/editing a goal book statement, click the ‘Save’ button to return to the “Form D1: State Assessments” section of the IEP form.

FORM D2: STATE ACCOMMODATIONS To turn on this section, go to the ‘Special Considerations’ section of the IEP and answer “Yes” to the question “Does this student’s grade placement or course of study during the time this IEP is in effect require consideration of participation in state assessments?” The IEP Team will also need to select one of the 'With Accommodations' options on Form D-Part 1. Note: For instructional accommodations and modifications, use “Form F: Modifications / Accommodations” instead. Also note that the actual form contains additional instructions which will help the user to fill out the form. This section of the form consists of 2 grids as follows: 1. Designated Supports / Accommodations 2. Modifications Each of these 2 grids consists of a row with a description of the accommodation to be provided to the student, and columns to show the assessment for that accommodation.

IEPPLUS: MO – IEP


Please note that in some instances within the grid, the user can enter text into the accommodation description. This can be seen in the last statement on the grid.

FORM D3: ACT ACCOMMODATIONS To turn on this section, go to the ‘Special Considerations’ section of the IEP and answer “Yes” to the question “Does this student’s grade placement or course of study during the time this IEP is in effect require consideration of participation in state assessments?” The IEP Team will also need to select ‘The student will participate in the ACT' and select the 'With Accommodations' options on Form D-Part 1. This section of the form consists of multiple areas as follows: 1. Administration Accommodations 2. Format Accommodations 3. Timing Accommodations 4. Response Accommodations 5. Additional Accommodations Each of these areas consists of a multiple check boxes with a description of the accommodation to be provided to the student. Some checkboxes may also have a text box to describe the accommodations.

FORM D4: ALTERNATE ASSESSMENT (MAP-A) To turn on this section, go to the ‘Special Considerations’ section of the IEP and answer “Yes” to the question “Does this student’s grade placement or course of study during the time this IEP is in effect require consideration of participation in state assessments?” The IEP Team will also need to select the ‘Manage Participation Map-Alternate' link on Form D - Part 1. This section has four (4) text boxes to justify why the child is using Alternate Assessments (MAP-A).

IEPPLUS: MO – IEP


FORM D5: STATE ACCOMMODATIONS FOR ACCESS FOR ELLS To turn on this section, go to the ‘Special Considerations’ section of the IEP and answer “Yes” to the question “Does this student’s grade placement or course of study during the time this IEP is in effect require consideration of participation in state assessments?” The IEP Team will also need to select the ACCESS FOR ELLS 'With Accommodations' option on Form D-Part 1. Also note that the actual form contains additional instructions which will help the user to fill out the form. Similar to Form D2 above, this section of form consists of 7 grids as follows: 1. Test Directions 2. Presentation Format 3. Setting Format 4. Timing/Scheduling 5. Response Format 6. Other Administration Considerations for All Students 7. Other accommodations not recommended by the WIDA Consortium at this Time These 7 grids consist of a row with a description of the accommodation to be provided to the student, and columns to show the ‘Assessment Domains’ for that accommodation.

IEPPLUS: MO – IEP


FORM E: DISTRICT-WIDE ASSESSMENTS To turn on this section, go to the ‘Special Considerations’ section of the IEP and answer “Yes” to the question “Are there district-wide assessments administered for this student’s age/grade level?” This section consists of 2 checkboxes in which the user must select 1 of the 2: 1. The student WILL participate in the following District-Wide Assessment(s) of Student Achievement that are

administered for this student’s grade level. a. If the student will participate, then after the checkbox is selected, a new ‘add District Assessment’ button

will appear. b. A new pop-up window will appear in which to enter the information for the District Assessment. c. Select a school year type from the drop-down menu, select a pre-defined statement from the goal book, or

enter text into the free-form textbox describing the District Assessment. d. After selecting/editing a goal book statement, click the ‘Save’ button to return to the “Form D3: District-

Wide Assessments” section of the IEP form. e. Next, click on the 'add Accommodation' button. f. A new pop-up window will appear in which to enter the information for the District Accommodations. g. Select a pre-defined statement from the goal book, or enter text into the free-form textbox describing the

District Accommodations. h. After selecting/editing a goal book statement, click the ‘Save’ button to return to the “Form D3: District-

Wide Assessments” section of the IEP form.

2. The student WILL NOT participate in the District-Wide Assessment(s) of Student Achievement administered at their grade but they will participate in the following District-Wide Alternate Assessments for this student’s grade level.

a. If the student will not participate, then after the checkbox is selected, a new ‘add District-Wide Assessment’ button will appear.

b. A new pop-up window will appear in which to enter the information for the District-Wide Assessment. c. Select a school year type from the drop-down menu, select a pre-defined statement from the goal book, or

enter text into the free-form textbox describing the District-Wide Assessment. d. After selecting/editing a goal book statement, click the ‘Save’ button to return to the “Form D3: District-

Wide Assessments” section of the IEP form. e. Next, click on the 'add Alternate Assessment' button. f. A new pop-up window will appear in which to enter the information for the Alternate Assessment. g. Select a pre-defined statement from the goal book, or enter text into the free-form textbox describing the

Alternate Assessment. h. After selecting/editing a goal book statement, click the ‘Save’ button to return to the “Form D3: District-

Wide Assessments” section of the IEP form. i. Two new statements will appear with 1 button each:

i. Statement of why the child cannot participate in the regular assessment ii. Statement of why the particular alternate assessment selected is appropriate

1) For each of these 2 statements, clicking on the ‘Add Statement’ button will open up a new pop-up window in which to enter the information for why the child cannot participate in the regular assessment.

2) Select a pre-defined statement from the goal book, or enter text into the free-form textbox describing why the child cannot participate in the regular assessment.

3) After selecting/editing a goal book statement, click the ‘Save’ button to return to the “Form D3: District-Wide Assessments” section of the IEP form.

FORM F: MODIFICATIONS / ACCOMMODATIONS

IEPPLUS: MO – IEP


This section of the IEP form describes the accommodations and modifications for the student to be used in general and/or special education, and supports to be provided to school personnel. It is broken down into 10 separate grids as follows: 1) Grading 2) Text 3) Lectures 4) Test/Exams 5) Environment 6) Assignments 7) Reinforcement 8) Pacing 9) Other: (Specify) 10) Supports For School Personnel Each of these 10 grids has 4 columns as follows: 1) Location – a series of checkboxes that represent the subject areas (ex: Mathematics, Science, etc.) The “Location

Key” atop each section can be maintained through Maintenance, Manage Goal Book Codes, Alternate Code, Type = Order Code. Detailed information can be found in the Data Mapping section of this document.

2) Modifications/Accommodations – the modifications/accommodations associated to that subject area (Study Guides, Preferential Seating, etc.)

3) Frequency – the frequency in which the modifications/accommodations will be provided to the student. 4) Duration – the start and end dates for when the modifications/accommodations will begin and end.

LINKING GOALS TO SERVICES

Within the form, there is the ability to link Services to Goals and Objectives. The linking of Services to Goals and Objectives is only possible from within the student’s form (IEP or Service Plan). The user can only link these records from within the form. The Service has a tab called ‘Linked Goals/Objectives’. This tab allows the user to select/link the student’s Goals and Objectives to the Service. When accessed through the Student tool bar, the Service will display only previously linked Goals and Objectives (read only). Following is an example of linking Goals to the Speech Service from within the IEP.

Example Service with Filtering Option and Goals ready for selection Clicking on a Goal Code will select the Goal and link it to the Service. After selection, the Goal will display at the top of the screen with the Objectives link highlighted in yellow.

IEPPLUS: MO – IEP


Example Service with Linked Goal (top section) and remaining Goals still available for selection (bottom section) Click ‘Link Objectives’ to display the Objectives for the Goal in the bottom part of the screen. Click the Objective/Code to select and link the Objective to the Service.

Example Service with one linked Goal and Objective and two more Objectives available for selection Click on ‘Link Goals’ to re-display the remaining/unselected Goals. ‘Link Goals’ and ‘Link Objectives’ will toggle between the remaining/unselected Goals and Objectives displayed in the bottom portion of the screen. When viewing the Goals, there is a Category filtering option:

Click the Category (e.g., Speech) to display only Goals in that Category.

Control + Left Click (together) will deselect the Category, and redisplay all the unselected Goals in all Categories. In addition:

IEPPLUS: MO – IEP


BIP Goals (Category = 'Behavioral Intervention Plan') and Transition Goals (Type = ‘TPGOAL’) are excluded, and will not display on the linking screen.

The links between the Goals/Objectives and Services will NOT copy from form to form (e.g. Annual Review IEP’s). Users will need to re-link the records in the new form.

Configuration: To enable the Service to Goal/Objective linking functionality, the setting must checked. From the IEPPLUS Options menu, Set System Options > Form tab:

AMENDING AN IEP

To revise a finalized IEP form, click the ‘Revise’ link illustrated in the screenshot below. This Revise link only appears for finalized active or future IEPs. If the IEP has already expired, the user will not see the ‘Revise’ link.

NOTE: The ‘Revise’ link can be relabeled. To do this, navigate to the following: Home > Maintenance > Manage Screen Configuration > Form Summary. From here, the user can edit the Item Name, change the Display Text, or hide it:

1. Once chosen, this will unlock the existing IEP form and bring up a new ‘Amendment’ section on the navigation bar to

the left of the screen:

IEPPLUS: MO – IEP


2. Next, click on the ‘Amendment’ section, and the “IEP Amendment” form will appear.

IEPPLUS: MO – IEP


IEPPLUS: MO – IEP


1) Student Name – to maintain the Student Name, go to Summary, Basic Information, Demographics,

Demographics Overview, Name. 2) Date of Birth – to maintain the Date of Birth, go to Summary, Basic Information, Demographics,

Demographics Overview, Birth Date. 3) Grade – pulls the grade from the ‘Current’ date (from Form Information). 4) Age – the Age is automatically calculated as of the Meeting Date associated to the IEP. 5) Date of Annual IEP Meeting – this field is populated by the Revise link, and it displays the original Meeting

Date. 6) Meeting Revision History – this field displays previous revisions to the IEP in descending date order. 7) Date of Amendment to the IEP – the drop down displays all previously attached meetings as well as future

meetings. 8) Date of implementation of Amendments – the user can maintain this field by typing in a new date, or

selecting from the mini pop-up calendar. 4. “Agreements agreed upon by” is a selection of 1 of 2 checkboxes:

1) The 1st checkbox should be chosen if the amendments were agreed upon by the parent, guardian, the student (age 18+), or an authorized representative of the LEA.

2) The 2nd checkbox should be chosen if the amendments were agreed upon by the IEP team at an IEP meeting. Participation of the IEP team members must also be documented if an IEP meeting occurred.

5. Meeting Attendees:

1) Name of Parent(s) – this will display the Salutation, First, Middle, Last, and Qualifier from the Meeting Attendees where the position = Parent/Guardian.

2) Name of Surrogate Parent – this will display the Salutation, First, Middle, Last, and Qualifier from the Meeting Attendees where the position = Surrogate Parent.

3) LEA – this will display the Salutation, First, Middle, Last, and Qualifier from the Meeting Attendees where the position = Local Ed. Agency Rep., Local Ed Agency Rep, LEA, or LEA Representative.

Any Meeting Attendee can be maintained by exiting the form and navigating to the amended Meeting Record.

6. “Agreement made by” is a choice of 4 checkboxes:

1) Phone – choose this checkbox if the agreement was made by telephone. 2) In Person – choose this checkbox if the agreement was made in-person. 3) Email – choose this checkbox if the agreement was made by email. 4) Other – choose this checkbox if the agreement was made by another method. If this checkbox is chosen, it

will open up a textbox next to it to explain the “other” method in which the agreement was made. 7. “Section(s) amended/modified” is a choice of 17 checkboxes:

1) Each checkbox will be automatically checked (as read-only) when the user amends/modifies any section of the IEP.

2) The applicable checkboxes will be automatically selected (as read-only) when the amended/modified section(s) of the forms are competed and the “Revised/Amended” checkbox is checked on in that specific section.

8. “Parent requested copy of” is a choice of 1 of 2 checkboxes: 1) Amended pages only – choose this checkbox if the parent requested a copy of the amended pages. 2) Revised IEP with amendments incorporated – choose this checkbox if the parent requested a copy of the

revised IEP with the amendments already included within in the IEP form’s pages.

IEPPLUS: MO – IEP


9. Dates: 1) Date IEP amendment documentation was requested – this is a textbox where the user can enter the date in

which the IEP amendment documentation was requested by the parent, guardian, etc. The user can type in the textbox or choose the pop-up mini calendar to enter this date.

2) Date IEP amendment documentation was provided to parent – this is a textbox where the user can enter the date in which the IEP amendment documentation was provided to the parent, guardian, etc. The user can type in the textbox or choose the pop-up mini calendar to enter this date.

10. Meeting Attendees:

1) The Meeting Attendees will automatically populate according to the Meeting record associated with the IEP. 2) The user can change the attendees by selecting a new Team from the drop-down menu, or add attendees

manually by clicking the ‘Add Meeting Attendees’ button’. 3) To maintain the Team from the drop-down menu, the user can navigate to the home page and choose

Maintenance, Manage Teams. From there, the user can select anyone for the meeting.

AMENDING SERVICES Revisions that include adding or removing services will recalculate the ‘% Time in Regular Classroom’. For example, if a student originally had Basic Reading and Counseling services on 10/2/13. Then the IEP is revised, adding Academic services to begin on 3/2/14. Upon adding and saving a new Service record, the message below will display, prompting the user to recalculate the ‘% Time in Regular Classroom’. The program will detect the new Start Date and the calculation grid will redisplay, including an Effective Date field for the new calculation.

The user must enter the date the new services will go into effect in the Effective Date field and click on the ‘Calculate Percentage’ button. If the calculated % has changed, a message will display, prompting the user to review the Placement / Educational Environment.

IEPPLUS: MO – IEP


In this example, the Educational Environment is going from ‘Inside Regular Class at least 80%’ to ‘Inside Regular Class 40-79% ’. The user must end the prior placement and create a new placement reflecting these changes. The prior placement will end the day before the new services go into effect.

The new placment will reflect the new Start Date, Educational Environment and calculated percent.

IEPPLUS: MO – IEP


After the user saves the second placement, there will be two calculation grids, each reflecting the pertinent values and date ranges.

The calculations for each grid are summarized below (see Form Completion, Services and Transportation section for more details on this calculation).

IEPPLUS: MO – IEP


PRINTING AN AMENDMENT When the user originally creates an IEP form, the IEP report does not contain the IEP Amendment. When the IEP form is amended, the IEP report will include both the Amendment pages and the full IEP in one report (pdf). When the amended form is finalized, the pdf will again incorporate the Amendment pages and full IEP. The user can select the ‘MO IEP Amendment’ from the report drop down menu.

REMOVE AMENDMENT

This functionality allows the user (based on security permissions) to remove an Amendment/Revision when the form was inadvertently amended/revised. To remove the Amendment/Revision and return the form to its previous state, click on the ‘Remove Amendment’ link (Screen #1) from the Form (e.g. IEP) Summary page. Upon clicking on the link, a pop-up screen (Screen #2) will display, alerting the user that any modifications they made to the form must be manually changed back prior to the ‘Remove Amendment’ process. The Remove Amendment process does not remove any changes that were made after the form was revised. Clicking the ‘OK’ button will perform the amendment removal process, while clicking the ‘Cancel’ button will return the user back to the Form Summary Page and the form will remain in the revised state. The ‘Remove Amendment’ process will perform the following:

Re-finalizes the form.

Adds additional information in the “Form History” area of the form (see “Form History” section below for more details).

Changes the archived form (pdf file). Please refer to "item #5 Archives" under the "Navigation/Tool Bar" section of this document for a further description of Archives.

Screen #1

IEPPLUS: MO – IEP


Screen #2

FORM HISTORY Upon removing the revision, two audit records will be inserted into the Maintenance > Form Information > Form History indicating the Remove Amendment process: 1. The first record displays the ‘Amendment Removal’ process, date, time and user. 2. The second record displays the form returning to the ‘Lock’ state, date, time and user.

SECURITY To grant a group or user permission to the Remove Amendment link, navigate to Security > Manage Groups > Permissions, or Security > Manage Users > Permissions, then check on the ‘Edit’ checkbox on the Permission > Form > Remove Amendment line item and then click the ‘Save’ button. The Remove Amendment security option is global to all forms.

IEPPLUS: MO – IEP


SCREEN CONFIGURATION The District has the ability to change the “Amendment Removal” label. Navigate to Maintenance > Manage Screen Configuration > Form Summary and then click on the ‘Edit’ button on the Item Name called “Remove Amendment”. In the ‘Display Text’ column, rename it as desired, and save the changes.

SETUP AND CONFIGURATION

SCREEN CONFIGURATION

The District has the ability to change the “Amendment Removal” label. Navigate to Maintenance > Manage Screen Configuration > Form Summary and then click on the ‘Edit’ button on the Item Name called “Remove Amendment”. In the ‘Display Text’ column, rename it as desired, and save the changes.

SYSTEM OPTIONS

The available options when creating an IEP will depend on the district’s settings in Options > Set System Options > Forms. For example, ‘Process Method’ can be set to default to Annual or Anniversary, or to allow the user to select between the two methods. ‘Copy Options’ can include any of the record types illustrated in the screenshot below:

IEPPLUS: MO – IEP


Other options include the number of prior months to scan for records when no prior IEP exists, and the number of days (gap) allowed between IEPs before an extension reason is required. Extension Reasons must be setup in Maintenance > Manage Code Tables > Extension Reasons. See Code Table Setup below. For further information on these System Options, see Form Creation, Step 2 herein.

CODE TABLE SETUP

- Navigate to Maintenance > Manage Code Tables. - Select the name of the table from the drop down list (e.g., ‘Extension Reasons’).

IEPPLUS: MO – IEP


- To add a code: choose ‘New’ from the top menu. - Enter the Code in the yellow box, and then click on Update. Remember to Save the record when finished.

- To add or edit an Alternate Code, first click ‘Show Alternate Codes’ at the top of the page. Then click Edit on the

applicable Code record to open the record for changes.

Once the record is open, click the appropriate link to add a new Alt Code or Edit an existing one. Clicking delete will remove an existing Alternate Code. When finished with the changes, click the Save icon.

REVISE/AMEND – REMOVE AMENDMENT WARNING MESSAGES

A new option has been added that allows administrators to enable/disable warning messages for the ‘Revise/Amend’ & ‘Remove Amendment’ actions. To do this, the administrator would navigate to Options > Set Systemwide Options > Form and then enable/disable either or both of the options. By default, both warning messages are turned on (both checkboxes are unchecked).

To enable the “Revise/Amend” warning message, the administrator should leave the 1st checkbox unchecked. When this option is enabled, the user will see the following pop-up message when the “Revise/Amend” link on the Form Summary page is clicked:

IEPPLUS: MO – IEP


To enable the “Remove Amendment” warning message, the administrator should leave the 2nd checkbox unchecked. When this option is enabled, the user will see the following pop-up message when the “Remove Amendment” link on the Form Summary page is clicked:

IEPPLUS: MO – IEP


FIELD MAPPING

COVER PAGE

13a

21

14

20

15

19

16

18

17

13

12

a

1

2 3

4 5 6

7a 7b 8

9

9a

9b 9c

10

11

12

IEPPLUS: MO – IEP


COVER PAGE

Note #1: Alternate Codes are maintained as follows: Maintenance, Manage Code Tables

1 Student Name Basic Information, Demographics = First name, Middle name, Last name, Qualifier

2 Current Address Student, Basic Information, Address = Home

3 Phone Student, Basic Information, Communication, type = Home Phone

4 Date of Birth Student, Basic Information, Demographics, DOB (mm/dd/yy)

5 Age Student, Basic Information, Demographics, DOB based on Form IEP Meeting Date

6 Student ID / MOSIS#

Data Integration rule from eSchoolPLUS. Student, Basic Information, Demographics, Student ID field (Read Only) / and - Student, Basic Information, Identifications, MO Student Information System ID (Alternate Code Type = eSchoolPLUS Code; Description = SASID) - Both the IEPPLUS StudentId and the MOSIS ID need to be displayed/printed on form

7a Disability Student, Program, Disability on or before the Form, Meeting Date

- Disability for Display Only. (Managed on the Evaluation Report)

7b Present Grade Level Program, Program, Placement, Grade -current session, which is as of the meeting date

8 Resident District Home School

Student, Educational Information, Associated Organization, Type = ‘Home School’, Alternate Code = HS, otherwise current enrollment location

- Ability to add/Edit Associated Organization = HS on Form

9

Not-Home School District

Student, Educational Information, Associated Organization, Type = ‘Resident District’, Alternate Code = RD when it is NOT equal to System Options, Organization default. OR Associated Organization, Type = ‘Home School’ does not match Enrollment

Location Print District/Agency name (ie Allen Village School District) Ability to add/Edit Associated Organization = RD on Form

22a 22b

IEPPLUS: MO – IEP


COVER PAGE

9a Not-Home School

Student, Educational Information, Associated Organization, Type = ‘Home School’, Alternate Code = HS or NOT equal to Enrollment Location. Print School Name, Address & Phone Maintenance, Manage Organizations,

o Main Tab: Name o Addresses Tab: Organization’s Home Address (Street 1, 2, City, State,

Zip) o Communications Tab: Communication Type = Business Phone

9b Non-Public School of Attendance

Student, Organization Association, Type = “Non-Public School of Attendance”, alternate code=”NPS”

9c CPS Home School Building

Student, Organization Association, Type = “CPS Home School Building”, alternate code=”CPS”

10 Primary Language or Communication

Data Integration Rule with eSchoolPLUS Check Box, indicate Student Demographic, Dominant Language field. Maintenance, Manage Code Tables, Language: English, Spanish, Sign Language Alternate Codes = eSchoolPLUS Plus Codes Other: Anything not listed above for selection.

11 Educational Decision Maker

Check Box indicates Student, Basic Information, Contacts, Educational Decision Maker field.

Type = Parent, Surrogate, Other

Type = Surrogate, look/store in Relationship field = Educational Surrogate, Foster Parent

Type = Parent/Guardian, Relationship field = Legal Guardian Indicate Child if age 18+ within the range of this IEP. Student, Demographic, Miscellaneous tab, Educational Decision Maker field. - Other: Indicate Relationship field

12

Parent/Guardian – Name

Student, Basic Information, Parent/Guardian Information, Contacts, Type = Parent / Guardian and/or Surrogate Parent

OR Relationship = Legal Guardian, Foster Parent

OR Student Address = Home IF age 18+ within the range of the IEP.

Name = Salutation, First, Last, Qualifier

Address Student, Basic Information, Parent/Guardian, Surrogate or Relationship type = Legal Guardian, Foster Parent. Display Home Address

Communication Student, Basic Information, Parent/Guardian, Surrogate or Relationship = Legal Guardian, Foster Parent Information - Communication: Displays all

13 IEP Case Manager

Student, Program, Placement, Staff, Staff Position = IEP Case Manager

Add Code Tables, PositionType = IEP Case Manager.

Ability to Add/Edit IEP Case Manager

13a IEP Case Manager Phone

Maintenance, Manage Staff, Staff Name, Communications Tab, Type = Work Phone

14 IEP Type

Check Boxes (2) Check box #1 if Form, IEP, Meeting Reason, Alternate Code = IR (Most Recent

Evaluation). Read Only Check Box #2 if Form, IEP, Meeting Reason, Alternate Code = AR (Annual

Review). Read Only Display ‘Other’ if the Meeting Reason if not IR/AR. Read Only

15 Previous IEP Review Date

Ability to Add/Edit - Student, Educational Information, latest Important Date record, Type like "IEP Reviewed Date", Alternate code = PIEP

IEPPLUS: MO – IEP


COVER PAGE

16 Recent Evaluation / Reevaluation Date

Ability to Add/Edit - Student, Educational Information, latest Important Date record, Type = Most Recent Evaluation (IR) or Most Recent Reevaluation (RE). Alternate Code = ‘RE/IR’

NOTE: IEPPLUS web form will display both IR & RE dates but the report will only print the latest date. This is done to insure the proper latest date is reported.

17 Projected Next Triennial Date

Create Important Date = Projected Next Triennial Date = PNT from #16. Project three (3) years less 1 day for date. Ability to Add/Edit - Student, Educational Information, latest Important Date

record, Alternate Code = ‘PNT’ If it exists, display latest record and allow user to edit. If #16 is blank, allow user to enter a date.

18 Meeting Date Student, Meeting Date associated with IEP Form in IEP Information Link to existing meeting record.

19 Projected Date of Annual IEP Review

Ability to Add/Edit - Student, Educational Information, latest Important Date record, Projected Annual IEP Date, Alternate Code = ‘PRE Create Important Date and project one year (1) less 1 day from Form Meeting,

Meeting Reason = AR/IR. If it exists and meeting is not AR/IR, display existing record and allow user to

edit. If meeting is not AR/IR and none exists, allow user to enter a date.

20 Initiation Date of IEP

Form, Start Date

21 Copy of IEP given date

Student, Educational Information, latest Important Date record, Parent Provided Copy Date, Alternate Code = PPC Ability to Add/Edit Important Date

22a Meeting Participants

Use new Meeting Attendee Control Developed in the Invitation Letter Project. Ability to Add Team Template Positions: Form, Meeting, Attendees, Position Type = Parent/Guardian Form, Meeting, Attendees, Position Type = Parent/Guardian Form, Meeting, Attendees, Position Type = Surrogate Parent Form, Meeting, Attendees, Position Type = Student Form, Meeting, Attendees, Position Type = Team Member, Position = Local Ed.

Agency Rep., Local Ed Agency Rep, LEA, or LEA Representative Form, Meeting, Attendees, Position Type = Team Member, Position = Special

Ed. Teacher Form, Meeting, Attendees, Position Type = Team Member, Position = Regular

Classroom Teacher Form, Meeting, Attendees, Position Type = Team Member, Position =

Instructional Interpreter Form, Meeting, Attendees, Position Type = Team Member, Position = Part C

Representative Form, Meeting, Attendees, Position Type = Team Member, Position = Agency

Representative Other: Any position not matching above

Add to Code Table if does not exist.

IEPPLUS: MO – IEP


COVER PAGE

22b Method of Attendance

Form, Meeting, Meeting Attendees, Meeting Attended type Table Check Box to mark ‘In person, excused, in writing (if applicable)’ if selected. Indicate any other methods of attendance here also (ie Teleconference) Add to Code Table if does not exist: In Person, Excused, In writing (if

applicable), and (new) did not participate, by phone. As per MO client, do not implement a checkbox and textbox for the “Other” choice. Client does not want Users to enter free text. Any “Other” type entries must be entered into the code table.

Method of Attendance is available for ALL Participants not just 4 with check boxes. This has now been implemented by the State in the revised form.

IEPPLUS: MO – IEP


PRESENT LEVEL

23

24

25

26

IEPPLUS: MO – IEP


Present Level of Academic Achievement and Functional Performance

27

28

28a

28b

28c

29

IEPPLUS: MO – IEP


23 Present Levels Include:

Ability to select Skill Area from goal book Category, Subcategory drop down and display here. (ie Math | Reading, Comprehension etc.) - Pick Multiples - Print on report - Future Validation Rule to insure Goals exist for this category

23

How the child’s disability affects his/her involvement and progress in the general education curriculum

Textbox - Question/Answers ; MO_IEP:PLEP: GeneralEducation

24 The strengths of the child Textbox - Question/Answers ; MO_IEP:PLEP: Strengths

25 Concerns of the parent/guardian

Textbox - Question/Answers ; MO_IEP:PLEP: ParentConcerns

26 Changes in current functioning of the child

Textbox - Question/Answers ; MO_IEP:PLEP: Changes

27 Summary of the most recent evaluation/re-evaluation results

Textbox - Question/Answers ; MO_IEP:PLEP: Evaluation

28 Summary of the results of the child’s performance

Textbox Qu - Question/Answers: MO_IEP:PLEP: Performance

28a Transition Assessments Text Box Question/Answers ; MO_IEP:PLEP: TransitionAssessment

28b General state

IEP Present Levels section, General State text box. FormAnswer, Area = “MO_IEP”, Section=”PLEP”, Subsection=”MAPA”, Notes

28c District-wide Assessments

IEP Present Levels section, District-Wide Assessments text box. FormAnswer, Area = “MO_IEP”, Section=”PLEP”, Subsection=”DistrictAssessments”, Notes

29 Alternative assessments description of benchmarks or short-term objectives

Check Box (2) + Textbox (1) - Question/Answers ; MO_IEP:PLEP: AlternativeAssessment, State /Notes Default N/A

IEPPLUS: MO – IEP


SPECIAL CONSIDERATIONS

30

31

32

33

34

35

36

36a

37 37a

IEPPLUS: MO – IEP


Special Considerations: Federal and State Requirements

30 Is the student blind Yes / No Checkbox Control Question/Answer “MO_IEP; SpecialConsideration;Blind” Check box turns on Form A.

31 Is the student deaf Yes / No Checkbox Control Question/Answer “MO_IEP; SpecialConsideration;Deaf”

32 Behaviors that impede his/her learning

Yes / No Checkbox Control Q/A “MO_IEP; SpecialConsideration;LearningImpediment”

33 Limited English proficiency

Yes / No Checkbox Control. - Ability to Add/Edit Release/Waiver - Default No. Release/Waiver record = Yes. - Link to Release/Waiver record = Alt Codes LEP

- ability to add/edit Release/Waiver record - Release start date on or before FormMeeting date. - Release end date = blank or must be after Meeting Date

34 Communication needs

Yes / No Checkbox Control Q/A “MO_IEP; SpecialConsideration; CommunicationNeed”

35 Does the student require Assistive Technology

Yes / No Checkbox Control Q/A “MO_IEP; SpecialConsideration;AssistiveTechnology”

36 Extended School Year:

Checkboxes (3) Q/A “MO_IEP; SpecialConsideration;ESY” Check box turns ‘Yes’ on Form B Important Date = ESY Addressed by Date. Store as form date and

Important Date. Allow overwrite of this Important date from another IEP. (This will enable user to run Important Date report for this field by date range).

36a Month/year See above

38

39

40

IEPPLUS: MO – IEP


Special Considerations: Federal and State Requirements

37 Transfer of Rights:

Default Check N/A - Checkbox (2) -Q/A “MO_IEP; SpecialConsideration;TransferRights”, Notification Given - Display Student age as date of the meeting (DO NOT PRINT)

37a Transfer of Rights: Month/day/year

Checkbox (2) “MO_IEP; SpecialConsideration;TransferRights”, Notification Given -Create Important Date – Age of Majority Letter Date, Alternate Code = AOM Start Date = Meeting Date Select existing Important Date (AOM) if it exists on or before the meeting

date, mark Notification given.

38 State Assessments Yes / No Checkbox Control Q/A “MO_IEP; SpecialConsideration;StateAssessment” Turns on Form D

39 District-wide Assessments

Yes / No Checkbox Control Q/A “MO_IEP; SpecialConsideration;DistrictAssessment” Turns on Form E

40 Post-secondary Transition Services

Yes / No Checkbox Control Q/A “MO_IEP; SpecialConsideration;PSTS” Turns on Form C

IEPPLUS: MO – IEP


GOALS AND PROGRESS

IEP Goal with Objectives/Benchmarks and a Reporting Form

41

41a

42a

44

42b

43

IEPPLUS: MO – IEP


IEP Goal with Objectives/Benchmarks and a Reporting Form

41 Annual Goal #

Narrative Text Box AND - Ability to Add Goal statements from goal book - Link Objectives to Goals (used for low functioning) - Display Category, Subcategory (if appropriate) - Display goal number – SM_Code (read-only) - Order by data entry

42a Goal domain(s) this annual goal will support

Add/Edit goal book Checkbox list, Type = TPAttachment, Category = ‘Post Secondary Transition Plans’ Subcategory=(Post-secondary Education/Training, Employment, Independent Living)

Link to Goal #41 (Need to Add to Maintenance, Manage goal book Codes & goal

book Statements to goal book)

42b Progress towards the goal will be measured by

Add/Edit goal book Checkbox list, Type = Attachment, Category = ‘Progress Measure’ Subcategory=(Work samples etc. (7)

Report is limited to print up to 12 checkboxes Order by for appropriate sorting (it’s not alpha) any attachment without ‘Order By’ alternate code will fall under

‘Other’ Enable user to edit ‘Other text’

o Other: Attachment – Code=ProgMeasOt Link to Goal #41 (Need to Add to Maintenance, Manage goal book Codes & goal

book Statements to goal book)

43 Comments Attachment Code=Comments

44 Reporting Progress

Add/Edit goal book checkbox list (4) statements, Type = Attachment, Category = ‘Progress Reporting’, Statement Data = Quarterly, Bi-Quarterly, Semester, Annually - Need to Add to Maintenance, Manage goal book Codes & goal book Statements to goal book - Enable user to add/edit ‘Other’ text - Other: Attachment – Code=ProgRptOt - NOTE: District changed this section to report as part each of the Goal not a generic single statement (as done in other states) Move this section to goals as example.

41a Measureable Benchmarks/Objectives:

Link Objectives/Benchmarks to Annual Goal - Add/Edit narrative objectives or - Ability to Add/Edit goal book objectives - Narrative Objectives or goal book selection tied to goal.

IEPPLUS: MO – IEP


SERVICES AND TRANSPORTATION

Service Summary

45a Add Services buttons

Add buttons/links to Add/Edit Services, Type = Special Education Service or Related Service.

45b Frequency

When adding or editing a service, a pop-up Services screen will appear where the user will enter the Frequency for the service. Services must have Frequency and Setting information in order to calculate ‘% Time in Regular Class’ (46e). See Form Completion, Services and Transportation section for setup requirements.

45c Location

When adding or editing a service, a pop-up Services screen will appear where the user will select Service Location and Setting. Services must have Frequency and Setting information in order to calculate ‘% Time in Regular Class’ (46e). See Form Completion, Services and Transportation section for setup requirements.

45d Begin/End Date When adding or editing a service, a pop-up Services screen will appear where the user will enter Start and End dates for the service.

46a Add Placement button

Add button/links to Add/Edit Placement.

46b Educational Environment

When adding or editing a Placement, the user will select an Educational Environment that best describes the student’s placement, e.g., ‘Inside Regular Class at least 80%’, ‘Inside Regular Class 40-79% ’, etc. Selections come from the Location of Intervention code table (Maintenance > Manage Code Tables > Location of Intervention). Alternate codes (Type = MOSIS Code and Description = appropriate state code) maintained in this table will be used for reporting of Placement / Educational Environment to the state.

46c Start / End Dates When adding or editing a placement, a pop-up screen will appear where the user will enter Start and End dates for the placement.

46d % in Regular Classroom

When adding or editing a Placement, the user will enter this value based on the calculated percent (46e). This field will update with the calculated value upon finalizing the form.

46e Calculation Grid See Form Completion > Services and Transportation section on pages 13-14 and Amendment of Services section on pages 93-95.

45a

45b

45c 45d

46a 46c 46d 46b

46e

IEPPLUS: MO – IEP


50

51

52a

52b

52c

52d 52e

52f

IEPPLUS: MO – IEP


Service Summary

47 a-d

Supplementary Aids/Services

Supplementary Aids & Services Ability to Add Narrative or/or Statements Add/Edit Checkbox list, statements from goal book, Category =

Supplementary Aids and Services Need to Add to Maintenance, Manage goal book Codes Check Box for N/A Q/A “MO_IEP; ServiceSummary;SupplementaryAids

48 Program Modifications and Accommodations

Check boxes (2) for Program Modifications, Check Box turns on Form F (5. Service Summary - #500 – Alternate Schedule

F) Check box for N/A Q/A “MO_IEP; ServiceSummary; ProgramMods

49 Supports for School Personnel

Check boxes (2) for Supports for School Personnel Check Box turns on Form F. Check Box for N/A Q/A “MO_IEP; ServiceSummary;SupportsSchoolPersonnel

50 Transportation as a related service

Check Boxes (2) Yes/No No on Top and disable #’s 51-52 Yes Transportation enables Accommodation box (#51) Q/A “MO_IEP; Transportation; TransportationRequired

51 Accommodations or modifications for transportation

FormAnswer, Check Boxes = Yes / No Q/A “MO_IEP; ServiceSummary; TransportationAccommodations Disable (#’s 52) until Accommodations is indicated as Yes. Yes, Add Service, Type = ‘Transportation’, Service = Special Transportation,

form Start/End dates.

52a

Transportation accommodations-Wheelchair

If Yes to #51, enable this section Check goal book checklist box, Statement to capture Transportation

Modification Statement, Category = Transportation (5) Text Boxes (2) for Child Safety Restraint and Other, save as statements. Q/A “MO_IEP; ServiceSummary; TransportationAccommodations, Restraint Q/A “MO_IEP; ServiceSummary; TransportationAccommodations, Other Need to Add to Maintenance, Manage goal book Codes Statements Created = Wheelchair lift

52b Transportation accommodations-Child Safety


Modification Statement, Category = Transportation (5) Text Boxes (2) for Child Safety Restraint and Other, save as statements. Q/A “MO_IEP; ServiceSummary; TransportationAccommodations, Restraint Q/A “MO_IEP; ServiceSummary; TransportationAccommodations, Other Need to Add to Maintenance, Manage goal book Codes Statements Created = Child safety restraining system

IEPPLUS: MO – IEP


Service Summary

52c Transportation accommodations-Door to Door


Modification Statement, Category = Transportation (5) Text Boxes (2) for Child Safety Restraint and Other, save as statements. Q/A “MO_IEP; ServiceSummary; TransportationAccommodations, Restraint Q/A “MO_IEP; ServiceSummary; TransportationAccommodations, Other Need to Add to Maintenance, Manage goal book Codes Statements Created = Door to door pick-up and drop off

52d Transportation accommodations-Curb to curb


Modification Statement, Category = Transportation (5) Text Boxes (2) for Child Safety Restraint and Other, save as statements. Q/A “MO_IEP; ServiceSummary; TransportationAccommodations, Restraint Q/A “MO_IEP; ServiceSummary; TransportationAccommodations, Other Need to Add to Maintenance, Manage goal book Codes Statements Created = Curb to curb pick-up and drop off

52e Transportation accommodations-Aide


Modification Statement, Category = Transportation (5) Text Boxes (2) for Child Safety Restraint and Other, save as statements. Q/A “MO_IEP; ServiceSummary; TransportationAccommodations, Restraint Q/A “MO_IEP; ServiceSummary; TransportationAccommodations, Other Need to Add to Maintenance, Manage goal book Codes Statements Created = Aide

52f Transportation accommodations-Other


Modification Statement, Category = Transportation (5) Text Boxes (2) for Child Safety Restraint and Other, save as statements. Q/A “MO_IEP; ServiceSummary; TransportationAccommodations, Restraint Q/A “MO_IEP; ServiceSummary; TransportationAccommodations, Other Need to Add to Maintenance, Manage goal book Codes Statements Created = Other

IEPPLUS: MO – IEP


REGULAR ED AND PLACEMENT

53

53a

53b

54

54a

54b

54c

55

55a

IEPPLUS: MO – IEP


56

56a

56b

57a 57b

57c

58 58a

58b

58c

IEPPLUS: MO – IEP


Regular Education Participation

53 For Preschool Yes / No Checkbox Control Q/A “MO_IEP; PS_Regular EducationParticipation” No enable 53A & B

53a

To what extent will the child not receive special education and related services in a regular education setting?

Text Box (1) Q/A “MO_IEP; Regular EducationParticipation, PS_NotRegularEd”

53b

Reasons why the IEP team determined that provision of services in the regular education setting was not appropriate

TextBoxCheckBoxListControl Statements - “MO_IEP; RegularEducationParticipation, PS_WhyNotRegularEd Ability to add goal book Statements. Type = Statement, Category = Not Regular

Education Participant, Subcategory = Preschool Add Categories to goal book Code Maintenance

54 For K-12 Yes / No Checkbox Control Q/A “MO_IEP; Regular EducationParticipation” No enables 54A, B & C

54a Child’s name Display Student’s Name (First Middle Last, Qualifier)

54b Time Percentage

Form, Placement, % of time in Special Class Add Calculate button Calculation takes Minutes from the student’s Enrollment Building location and

subtracts Special Education Placement and, Service Types = Related Service and Special Education Service, (Setting = SC), Frequency/Duration to return %. (NOTE: Services: If Amount and Frequency are both displayed and data is only entered in the frequency field OR both Amount/Frequency are blank, these records will NOT be included in the total calculation. Placement: Duration will always calculate x1. For Example 5xWk, 250 minutes per day (5x 1(wk)=5 x 250 (Minutes) X 1(ieDay)=1250 / 1800 (Building minutes))

Save total to Placement % of Time in Special Class. GUI config to be changed to % of Time in Regular Class

(See Also Fields 45 and 46) NOTE: Manage Organization, Identification Tab must have Total Minutes in a School Day (Alternate Code = GESD) to calculate.

54c

Full participation in regular education is not appropriate - reasons

TextBoxCheckBoxListControl Statements - “MO_IEP; Regular EducationParticipation, NotAppropriate” Ability to add goal book Statements. Type = Statement, Category = Not Regular

Education Participant, Subcategory = K-12

55 Physical education

Check Boxes (8) o RegularPE o RegularPE w/Accommodations o APE o No PE

IEPPLUS: MO – IEP


55a

No physical education activities required - reasons

If NO PE, enable next Check boxes (4) o Credit earned o Credit waived o Preschool o Other

Text box = Other Q/A “MO_IEP, NoPE_Other

Placement Considerations and Decision

56 Placement Management Link

Add button/link to Add/Edit Form, Student, Placement, Placement Name field (Recommended & Next Recommended session). Maintenance, Manage Code Tables, Placement, Alternate code types = MOSIS

Code for state reporting District reviewing to determine if they wish to do additional reporting, break down

of various programs (ie Related Service Only, Autistic Program etc.). Need to Add to Maintenance, Manage Code Tables, Placement if does not exist. Display Form Placement, Frequency / Duration (ie 2xWeek, 42 Minutes per

Session), Setting (ie General Ed.), Start/End Dates as outlined below. If Next Recommended is used and not indicated in Form Information, the system

will use the System Start/End Dates.

56a Considered

Placement Continuum (K-12) School Aged: Checkbox list – Question/Answer Form, Placement, Grade – 01-13 Q/A “MO_IEP; PlacementConsiderations (8) = ‘Considered’

Inside regular class at least 80% of time (Alternate Code Type = MOSIS Code =1100) Inside regular class 40% to 79% of time (1201) Inside regular class less than 40% of time (1301) Public separate school (day) facility (1403) Private separate school (day) facility (1402) Public residential facility (0083) (1401) Private residential facility (1701) Homebound/hospital (1601)

IEPPLUS: MO – IEP


56b Selected

Add/Edit/Display FormPlacement (R, NR Sessions), Frequency, Location, Setting, Start/End dates after the list above.

Form, Placement, LOCATION OF INTERVENTION field: Form, Placement, Grade – 01-13 Check appropriate ‘Selected’ option based on Placement, Location of Intervention

field, based on alternate codes (SEE also #45) Inside regular class at least 80% of time (Alternate Code Type = MOSIS Code =1100) Inside regular class 40% to 79% of time (1201) Inside regular class less than 40% of time (1301) Public separate school (day) facility (1403) Private separate school (day) facility (1402) Public residential facility (1401) Private residential facility (1701) Homebound/hospital (1601)

- NOTE: Additional Placement, Location of Interventions will be available in drop down for state reporting other than those above.

- Display under Selected but do not check them off. o State Operated Separate School (1401) (Note same code

as above, check both boxes) o Correctional Facility (1801) o Parentally Placed Private (2100)

57a Considered

Placement Continuum (ECSE) Checkbox list – Question/Answer Form, Placement, Grade not 01-13 Q/A “MO_IEP; PlacementConsiderations (7) = ‘Considered’

Early childhood setting (Alternate Code Type = MOSIS Code =B1) Early childhood special education (B2) Home (B4) Part-time early childhood/Part-time early childhood special education (A2) Residential facility (B3) Separate school (B2) Itinerant service outside the home (B5)

IEPPLUS: MO – IEP


57b Selected

ECSE: LOCATION OF INTERVENTION field: Form, Placement, Grade not 01-13 Add/Edit FormPlacement (R, NR Sessions), Frequency, Location, Setting, Start/End

dates after the list above. (SEE also #45) Check appropriate ‘Selected’ option based on Placement, Placement Name field,

based on alternate codes: o Early childhood setting: Alternate Code Type = MOSIS Code = Alternate

Code 01 o Early childhood special education: Alternate Code Type = MOSIS Code =

Alternate Code 02 o Home: Alternate Code Type = MOSIS Code = Alternate Code 03 o Part-time early childhood/Part-time early childhood special education:

Alternate Code Type = MOSIS Code = Alternate Code = 04 o Residential facility: Alternate Code Type = MOSIS Code = Alternate Code

05 o Separate school: Alternate Code Type = MOSIS Code = Alternate code 06 o Itinerant service outside the home: Alternate Code Type = MOSIS Code =

Alternate Code 07 If the school district does not want to link this section to MOSIS, it is the Placement Name field only; change Alternate Codes to 01-07

57c Educational Environment

ECSE: Form, Placement, Grade not 01-13 Add/Edit FormPlacement (R, NR Sessions) Placement, Location of Intervention field Additional section with Alternate Code type = ‘MOSIS Codes’ (ie A4, A5 etc.) This

area will be reported to MOSIS. Select only 1, saved to Placement records. o 00A4 - IN REGULAR EC PROGRAM 10+ HOURS WITH MAJORITY OF SPED

SERVICES IN REGULAR EC PROGRAM o 00A5 - IN REGULAR EC PROGRAM 10+ HOURS WITH MAJORITY OF SPED

SERVICES IN OTHER LOCATION o 00A6 - IN REGULAR EC PROGRAM LESS THAN 10 HOURS WITH MAJORITY

OF SPED SERVICES IN REGULAR EC PROGRAM o 00A7 - IN REGULAR EC PROGRAM LESS THAN 10 HOURS WITH MAJORITY

OF SPED SERVICES IN OTHER LOCATION o 00B1 - SEPARATE CLASS o 00B2 - SEPARATE SCHOOL o 00B3 - RESIDENTIAL FACILITY o 00B4 - HOME o 00B5 - SERVICE PROVIDER LOCATION

58, 58a-c

Is this student’s placement as close as possible to the child’s home and/or in the school he/she would attend if nondisabled

Yes / No Checkbox & Text box (1) Q/A “MO_IEP; PlacementConsideration; HomeSchool” (FAW_State/Notes) Response = ‘No’ enables text box – Change to ‘No’ enables “IEP team decision”

checkbox, “Parent transfer request checkbox, and “Other” checkbox and text box. Contents of existing textbox should now populate the “Other” textbox. If there are contents, check the checkbox. (Data conversion.)

Add/Edit link: Associated Organization, Type = ‘Home School’. Yes = Associated Organization = blank or Enrollment location and Associated

Organization= Home School matches No = Associated Organization and Placement do not match

59 – 99

NOTE: The mapping fields #59 – 99 are not presently being used in this mapping document. The next section, “Form A: Blind / VI”, begins with mapping field #100.

IEPPLUS: MO – IEP


FORM A: BLIND / VI

Form A: Blind and Visually Impaired

Form Dependent on Special Considerations, Is the Student blind or visually impaired (Question #30) to turn on this form. If page is not going to be displayed, it displays a message indicating which data element activates the page. To turn on this section, go to the Special Considerations section and answer Yes to ‘Is the Student blind or visually impaired?’

100 Braille Instruction No

Check Box No (1) enables Textbox; Q/A “MO_IEP; FormA; BrailleNeeded If there are services (#102 below) then No is not accessible

100a Braille Instruction Yes

Check Box = Yes (1) enables #’s 101-103 If there are services (#102 below) then Yes is always checked and not editable

101 Braille Methods Text Box (1)

102 Braille Date and Duration

Reuse Service popup from previous page Add/Edit Service record, Type = Service, Service Name = Braille Instruction Fill Start/End date with Form date range, enable user to modify dates. Display Frequency/Duration fields also

103 Braille Level Text Box (1)

104 Referral to Rehab Check Box

104a Referral Results

Check Boxes (3) o Agreed o Refused o Previously Referred

105 - 199

NOTE: The mapping fields #105 – 199 are not presently being used in this mapping document. The next section, “Form B: Extended School Year”, begins with mapping field #200.

100

100a

101

102

103

104

104a

IEPPLUS: MO – IEP


FORM B: ESY

200

200a

201 202 204 205 206 207

200b

204 202 205 206 207

201

IEPPLUS: MO – IEP


Form B: Extended School Year

Form Dependent on Special Considerations, Extended Year Services (Question #36) to turn on this form.

200 ESY Eligibility Determination

Check Box

200a ESY Eligibility decision

Check Box Control Check Box = Yes enables Grid below Add Text Box under ESY Eligibility Decision, last check box for notes.

200b ESY Placement / Services / Goals

Add ability to add/edit Placement, Related Services and Goals to the ESY Section Session = Summer If no Summer dates in Form Information, then do not allow add until the user adds

the dates.

201 Goal# Text Box for manual goal entry.

200b

200b

200b

202

202

202

204

204

204

202

205 206 207

205 206 207

205 206 207

201

201

201

206 207

IEPPLUS: MO – IEP


202 Description of services

Match Services to be provided during ESY to Section #5 – Placement, Services, Supplemental Aids/Services Form, Placement, Related Service, Service , Name field Ability to Add ‘Summer’ Session Ability to Add/Edit Statements = Category ‘Supplemental Aids/Services’, Session =

Summer.

203 Amount Suppress ‘Amount’ column based on Manage Screen Configuration = Frequency if set to No. Form, Service, Frequency (2 times per week)

204 Frequency Form, Service, Duration (42 minutes per session)

205 Location Form, Placement & Services, Location Add Setting field for Placement & Services

206 Begin Date Form Service, Start Date

207 End Date Form Service, End Date

208 – 300

NOTE: The mapping fields #208 – 300 are not presently being used in this mapping document. The next section, “Form C: Post-Secondary Transition Plan”, begins with mapping field #301.

IEPPLUS: MO – IEP


FORM C: TRANSITION

307

308

309

310

IEPPLUS: MO – IEP


300

301

302

303

IEPPLUS: MO – IEP


Form C: Post-Secondary Transition Plan

Form Dependent on Special Considerations, Post-Secondary Transition Services (Question #40) to turn on this form.

The Courses of Study sections have been removed in order to allow Form C to fit on a single page (see below). The Courses of Study have been grouped together on a new page which will follow Section C.

300 Education/Training- POSTSECONDARY GOAL(S)

301 Education Transition – After Graduation

TP Goal Description - Narrative and statement selection - Required for age 16 years or older with IEP Form Start/End Dates - Statement, Type = TPGoal: Category = PostSecondary, Subcategory = Education/Training

302 Education Transition - Responsible Party

Narrative and Statement Selection Attachment to TPGoal Statement, Type = TPAttachment, Category = Responsible Party

315

316

317

318

IEPPLUS: MO – IEP


Form C: Post-Secondary Transition Plan

303 Education - Transition Services

- Narrative and statement selection - Statement, Type = TPAttachment: Category = Transition Services - Insure these statements attach to Education/Training Category

304 – 306

NOTE: The mapping fields #304 – 306 are not presently being used in this mapping document.

307 Employment- POSTSECONDARY GOAL(S)

308 Employment Transition – After Graduation

See mapping field #301 above Narrative and statement selection Required for age 16 years or older with IEP Form Start/End Dates –

optional for 15 years and younger Statement, Type = TPGoal , Category = PostSecondary, Subcategory =

Employment

309 Employment Transition -Responsible Party

See mapping field #302 above Narrative and Statement Selection Attachment to TPGoal Statement, Type = TPAttachment, Category = Responsible Party

310 Employment - Transition Services

See mapping field #303 above - Narrative and statement selection - Statement, Type = TPAttachment: Category = Transition Services - Insure these statements attach to Education/Training Category

311 – 314


315 Independent Living- POSTSECONDARY GOAL(S)

316 Independent Living -After Graduation

See mapping field #301 above Narrative and statement selection - required for age 16 years or older with IEP Form Start/End Dates – optional for 15 years and younger Statement, Type = TPGoal , Category = PostSecondary, Subcategory = Independent Living

317 Independent Living - Responsible Party

See mapping field #302 above Narrative and Statement Selection Attachment to TPGoal Statement, Type = TPAttachment, Category = Responsible Party

318 Independent Living - Transition services

See mapping field #303 above - Narrative and statement selection - Statement, Type = TPAttachment: Category = Transition Services - Insure these statements attach to Education/Training Category

319 - 321


IEPPLUS: MO – IEP


FORM C: TRANSITION – COURSE OF STUDY

330

331

334

331

331

330a

330a

330a

IEPPLUS: MO – IEP


331

331

331

330b

330a

330a

IEPPLUS: MO – IEP


330

331

331

331

331

330a

330a

330a

330a

IEPPLUS: MO – IEP


330

331

331

331

330a

330b

330b

IEPPLUS: MO – IEP


Form C: Post-Secondary Transition Plan - Course of Study

Form is dependent on Special Considerations, Post-Secondary Transition Services (Question #40) to turn on this form.

The Courses of Study sections that have been removed in order to allow Form C to fit on a single page have been grouped together on this new page.

When a new IEP is created, this page migrates to the new IEP based on the form system options. Subcategory text/value (Employment”, ”Education/Training”, or “Individual Living”) Level Text/Value pairs – store value

o Text=School Year 1: Semester 1 Value =”11” o Text=School Year 1: Semester 2 Value =”12” o Text=School Year 2: Semester 1 Value =”21” o Text=School Year 2: Semester 2 Value =”22” o Text=School Year 3: Semester 1 Value =”31” o Text=School Year 3: Semester 2 Value =”32” o Text=School Year 4: Semester 1 Value =”41” o Text=School Year 4: Semester 2 Value =”42” o Text=School Year 5: Semester 1 Value =”51” o Text=School Year 5: Semester 2 Value =”52”

330 Course of Study Goal Type

May be “Employment”,”Education/Training”, or “Individual Living”. Uses checkboxes to track.

330a Semester 1: Course of Study

TPStatement Category=”Course of Study” Subcategory = ”Employment”, ”Education/Training”, or “Individual Living”. Level = “11,21,31,41,51 Text=School Year 1: Semester 1 Value =”11” Text=School Year 2: Semester 1 Value =”21” Text=School Year 3: Semester 1 Value =”31” Text=School Year 4: Semester 1 Value =”41” Text=School Year 5: Semester 1 Value =”51”

335

336

331

330b

IEPPLUS: MO – IEP


Form C: Post-Secondary Transition Plan - Course of Study

330b Semester 2: Course of Study

TPStatement Category = ”Course of Study”, Subcategory = ”Employment”, ”Education/Training”, or “Individual Living” Level = 12,22,32,42,or 52 Text=School Year 1: Semester 2 Value =”12” Text=School Year 2: Semester 2 Value =”22” Text=School Year 3: Semester 2 Value =”32” Text=School Year 4: Semester 2 Value =”42” Text=School Year 5: Semester 2 Value =”52”

331 Course of Study Notes

Store as a TP Attachment AT_Category = Course of Study Note. Attaches to the appropriate TPStatement.

The two fields below (#332 & 333) have been moved from the previous section (“Form C: Post-Secondary Transition Plan”) to the bottom of this section instead.

332 Graduation By: Check Boxes (2)

333 Anticipated Graduation Date

Student, Educational Information, Important Date, Anticipated High School – Graduation, Alternate Code = GRAD Select Important Date on or greater than Meeting Date

334 – 399

NOTE: The mapping fields #334 – 399 are not presently being used in this mapping document. The next section, “Form D-Part 1: State Assessments”, begins with mapping field #400.

IEPPLUS: MO – IEP


FORM D1: STATE ASSESSMENTS

400

400a

400b

401

401a

401b

403

403a

404

404a

406 402

404b

405

407

407a

405a

407b

402a

IEPPLUS: MO – IEP


Form D-Part 1: State Assessments

Form Dependent on Special Considerations, State Assessments (Question #38) to turn on this form.

400 Grade Level Assessment: Grade 3-8

Check Box (1) Enables Check Box #400a

400a

Grade Level Assessment, Grade3-8: With/Without Accommodations

Check Box (2) Without Accommodations With Accommodations (Enables Form D-Part2)

400b

Excluded from Grade Level: Grade 3-8: -Eligible For and will participate in the Map-Alternate

Check Box (1) Student, Educational Information, Release/Waiver, type = Participate MAP-

Alternate, MOSIS Code = MAPA Start Date on or before the form meeting date AND End date = blank End

Date or greater than the form meeting date. If no form meeting date select blank end date record with code = MAPA

401 NAEP ; Student will participate

Check Box (1) Enables Check Box #401a

401a NAEP: With/Without Accommodations


401b NAEP Excluded: Eligible For and will participate in the Map-Alternate

Check Box (1) (Turns on MAP-A #412, 413) Student, Educational Information, Release/Waiver, type = Participate MAP-



402 ACCESS for ELLS - K-12 Check Box (1) Enables Check Box #402a

402a ACCESS for ELLS - K-12: – With/Without Accommodations

Check Box (2)

Without Accommodations

With Accommodations (Enables Form D-Part2)

403 EOC: Grade9-12 : Participate in DESE EOC Assessment

Check Box (1) Enables Check Boxes #403a

403a EOC: Grade9-12 : With/Without Accommodations


404 LEA EOC: Grade9-12 : Participate in specific LEA EOC Assessments

Check Box (1) & Text Box +

Goal book statements, Type = Statement, Category = EOC Assessment

404a LEA EOC: Grade9-12 : With / Without Accommodations

Check Box (2)



404b LEA EOC: Grade9-12 : Additional End of course : Subjects

Check Boxes (4)

Subjects: Geometry, Algebra II, English I, American History

405 Additional LEA EOC: Exempt from

Check Box (1) & Text Box

Goal book statements, Type = Statement, Category = EOC Exempt

405a Additional LEA ECO: Grade9-12 : Exempt from Subjects

Check Boxes (4) Subjects: Geometry, Algebra II, English I, American History

IEPPLUS: MO – IEP


Form D-Part 1: State Assessments

406

LEA ECO: Excluded from EOC Participation: Participate in MAP-A information grade11

Check Box (1) - This section is enabled if the Grade = 11 Student, Educational Information, Release/Waiver, type = Participate MAP-



407 ACT: Participate In Check Box (1) Enables Check Boxes #407a

407a ACT: With / Without Accommodations

Check Box (2)



407b ACT Excluded, Participate in MAPA

Check Box (1) - This section is enabled if the Grade = 11 Student, Educational Information, Release/Waiver, type = Participate MAP-



Note: Mapping numbers 408-413 are not current used in this document.

FORM D2: MAP ACCOMMODATIONS

414

415

IEPPLUS: MO – IEP


Form D-Part 2: MAP Accommodations

414 415

414 415

IEPPLUS: MO – IEP


To turn on this form, the form is dependent on: Special Considerations, State Assessments (Question #38) and, One of four ‘With Accommodations’ answers on Form D-Part 1 (Questions #400a, #401a, #403a, 404a, 407a).

414 State Accommodations - Subjects

Statements, Attachments, Category = MAP Accommodations, Sub Category = Subject Areas Maintenance, Manage goal book Codes, Add the following:

o Add Alternate Code type = Order Code. Accommodations, Subject Areas, All Subjects = 01 Accommodations, Subject Areas, Comm Arts (02) Accommodations, Subject Areas, Math (03) Accommodations, Subject Areas, Science (04) Accommodations, Subject Areas, Social Studies (05)

Dynamically display headings based on order codes above Create Statements in goal book and store Attachment ‘Subject Areas’ based on

data selection of the grid

415

State Accommodations - Grids

Statements, Category = MAP Accommodations Sub Categories = (identified below)

o Designated Supports and Accommodations o Modifications

Create Statements and attach subject areas based on data selection of the grid. Use Alternate Codes as outlined on the Accommodations form to indicate proper statements / order.

418 – 429

NOTE: The mapping fields #416 – 429 are not presently being used in this mapping document. The next section, “Form D-Part 3: State Accommodations for ACCESS FOR ELLS”, begins with mapping field #430.

FORM D3: ACT ACCOMMODATIONS

416

IEPPLUS: MO – IEP


Form D-Part 3: ACT Accommodations

To turn on this form, the form is dependent on: Special Considerations, State Assessments (Question #38) and, Form D-Part 1 - ACT With Accommodations (Question 407a).

416

ACT Accommodations - Grids

Statements, Category = ACT Accommodations Sub Categories = (identified below)

o Administration Accommodations o Format Accommodations o Timing Accommodations o Response Accommodations o Additional Accommodations

Create Statements and attach subject areas based on data selection of the grid. Use Alternate Codes as outlined on the Accommodations form to indicate proper statements / order.

FORM D4: ALTERNATE ASSESSMENT (MAP-A)

417

IEPPLUS: MO – IEP


Form D-Part 4: Alternate Assessment (MAP-A)

To turn on this form, the form is dependent on: Special Considerations, State Assessments (Question #38) and, One of four ‘With Accommodations’ answers on Form D-Part 1 (Questions #400a, #401a, #403a, 404a, 407a).

417 Alternate Assessment (MAP-A)

Text Boxes (4)

418 – 429

NOTE: The mapping fields #418 – 429 are not presently being used in this mapping document. The next section, “Form D-Part 5: State Accommodations for ACCESS FOR ELLS”, begins with mapping field #430.

FORM D5: STATE ACCOMMODATIONS FOR ACCESS FOR ELLS

IEPPLUS: MO – IEP


430 431

IEPPLUS: MO – IEP


430 431

IEPPLUS: MO – IEP


Form D-Part 5: State Accommodations for ACCESS FOR ELLS

To turn on this form, the form is dependent on: Special Considerations, State Assessments (Question #38) and, ‘With Accommodations’ answers on Form D-Part 1 (Questions (#402).

Implementation is similar to Form D – Part 5

430 State Accommodations – ACCESS FOR ELLS

Statements, Attachments, Category = State Accommodations ELLs, Sub Category = Assessment Domains Maintenance, Manage goal book Codes, Add the following:

o Add Alternate Code type = Order Code. Accommodations, Assessment Domains, Listening = 01 Accommodations, Assessment Domains, Reading (02) Accommodations, Assessment Domains, Writing (03) Accommodations, Assessment Domains, Speaking (04)

Dynamically display headings based on order codes above Create Statements in goal book and store Attachment ‘Assessment Domains” based on data selection of the grid

431 ACCESS FOR ELLS Grids

Statements, Category = State Accommodations ELLs Sub Categories = (identified below)

o Test Directions o Presentation Format o Setting Format o Timing/Scheduling o Response Format o Other Administration o Not WIDA Recommended

Create Statements and attach accommodation areas based on data selection of the grid.

Use Alternate Codes as outlined on the Accommodations form to indicate proper statements / order.

o Turns on by Questions Form D-Part 1: State Assessments = #400a, 401a, 402a, 403a, 404a, 407a (With Accommodation answer)

If ‘specify’ is in goal book description, display the default text inside text box. Save new text if it doesn’t match the goal book as statement description. (All other statements are labels)

430

431

IEPPLUS: MO – IEP


Form D-Part 5: State Accommodations for ACCESS FOR ELLS

To turn on this form, the form is dependent on: Special Considerations, State Assessments (Question #38) and, ‘With Accommodations’ answers on Form D-Part 1 (Questions (#402).

Implementation is similar to Form D – Part 5

432 – 499 & 506 – 599

NOTES: The mapping fields #432 – 499, and 506 – 599 are not presently being used in this mapping document. The next section, “Form E: District-Wide Assessments”, begins with mapping field #600.

FORM E: DISTRICT-WIDE ASSESSMENTS

(Note – the sample above illustrates when the student WILL participate.)

600

601

602

IEPPLUS: MO – IEP


(Note – the sample above illustrates when the student WILL NOT participate.)

Form E: District-Wide Assessments

This form is dependent on the Special Considerations, District-Wide Assessments (Question #39) to turn on this form.

600 Student will participates in district wide assess

Check Box (1) Enables Boxes below

601 District assessments Text Box AND Statement, Category = District Assessment

603

604

605

606

607

IEPPLUS: MO – IEP


602 Accommodations Text Box AND Statement, type = Attachment, Category = District Accommodations

603

Student will not participate in district wide assessment

Check Box (1) Enables Boxes below - #604-607

604 Name of District Wide Assessment

Text Box save as Statement, Category = DistrictWideAssessment

605 Alternate Assessment

Text Box Save as Attachment to the 604 Statement, Category = Alternate

Assessment

606 Why not regular assessment

Text Box Save as Attachment to the 604 Statement, Category = District Wide

Assessment, Subcategory = Not Regular

607 Why alternative assessment

Text Box NOTE text change Save as Attachment to the 604 Statement, Category = District Wide

Assessment, Subcategory = Why Alternate

Multiple District-Wide Assessment records can be added Fields 601 – 607 will apply for each new record that is added on the form in this section.

432 – 499 & 506 – 599

NOTES:

The mapping fields #432 – 499, and 506 – 599 are not presently being used in this mapping document.

The next section, “Alternate Form F”, begins with mapping field #500.

IEPPLUS: MO – IEP


FORM F: MODIFICATIONS / ACCOMMODATIONS

500

501 502 503

504

504

504

504

IEPPLUS: MO – IEP


504

504

504

504

504

504

504

504

504

501 502 503

IEPPLUS: MO – IEP


504

504

504

504

504

504

501 502 503

IEPPLUS: MO – IEP


504

504

504

504

504

504

504

504

504

504

504

504

501 502 503

IEPPLUS: MO – IEP


504

504

504

504

504

504

504

501 502 503

IEPPLUS: MO – IEP


504

504

504

504

504

504

504

504

501 502 503

IEPPLUS: MO – IEP


504

504

504

504

504

504

504

504

504

504

501 502 503

501 502 503

IEPPLUS: MO – IEP


504

504

504

504

504

504

501 502 503

IEPPLUS: MO – IEP


501 502 503

IEPPLUS: MO – IEP


Alternate Form F: Modifications/Accommodations

NOTE: Addition of asterisks in Frequency and Location Headers. Turns on from Service Summary (#’s 48- Program Mods & Accommodations & 49 - Supports for School Personnel)

There is a page message when the section is off. (Section 5. Services Summary, Program Modifications, Accommodations and Supports for School Personnel must be selected to enable this page.)

500 Location

Statements, Attachments, Category = Accommodations/Modifications, Sub Category = Subject Areas Maintenance, Manage goal book Codes, Add the following: - Add Alternate Code type = Order Code.

o Accommodations, Subject Areas, All Areas = 01 o Accommodations, Subject Areas, Language Arts (02) o Accommodations, Subject Areas, Math (03) o Accommodations, Subject Areas, Science (04) o Accommodations, Subject Areas, Social Studies (05) o Accommodations, Subject Areas, Health (06) o Accommodations, Subject Areas, Fine Arts (07) o Accommodations, Subject Areas, PE/Athletics (08) o Accommodations, Subject Areas, Reading (09) o Accommodations, Subject Areas, Related Services (10) o Accommodations, Subject Areas, Other

Dynamically display headings based on order codes above Create Statements and Attach ‘Subject Areas’ based on data selection of the grid

Text box per row for other, also save as attachment (not in heading)

501 Modifications/Accommodations

Statements, Category = Accommodations/Modifications Sub Categories =

o Grading (1.) o Text (2.) o Lectures (3.) o Test/Exams (4.) o Environment (5.) o Assignments (6.) o Reinforcement (7.) o Pacing (8.) o Other (9.) (Text box) – enable multiple Others

Create Statements and attach subject areas based on data selection of the grid.

o Use Alternate Codes as outlined on the Accommodations form to indicate proper statements / order.

502 Frequency

Statements, type = Attachments, Category = Accommodations/Modifications Frequency Text box per row for other, also save as attachment (not in heading)

– Not implemented. Users must enter additional codes into the appropriate code table.

503 Duration Form, Start Date & Form End Date

IEPPLUS: MO – IEP


Alternate Form F: Modifications/Accommodations

NOTE: Addition of asterisks in Frequency and Location Headers. Turns on from Service Summary (#’s 48- Program Mods & Accommodations & 49 - Supports for School Personnel)

There is a page message when the section is off. (Section 5. Services Summary, Program Modifications, Accommodations and Supports for School Personnel must be selected to enable this page.)

504 & 505

Location and Frequency “Other” explanation

Location “Other” explanation is already implemented on both the web form and report.

Frequency “Other” explanation: No change to the existing web form implementation. Users will continue to enter additional codes into the appropriate code table. Selection of one of the non-hardcoded items will check “Other” on the report.

On the report add “Other Frequency:” to the existing explanation of the “Other “ Selection.

IEPPLUS: MO – IEP


AMENDMENTS

1

2 3

4 5

6a

7

8

9

10 11 12

13

6b

IEPPLUS: MO – IEP


14

15

16

17

IEPPLUS: MO – IEP


IEPPLUS MO: IEP Amendment Mapping

1 Letterhead Maintenance, Manage Letterheads, Letterhead

2 Student name Basic Information, Demographics, First Name, Middle Name, Last Name and Qualifier (read-only)

3 Birth date Basic Information, Demographics, Birth Date (read-only)

4 Grade Form Placement active as of the form service date (read-only)

5 Age Student Age as of form Meeting Date (read-only)

6a Date of Annual IEP Meeting

This field is created by the Revise link. The process puts the original Meeting Date into this field.

6b Meeting Revision History

This field is created by the Revise link. The field populates in descending date order when the user changes the “Date of Amendment to the IEP” field on the form and then finalizes the form. This field will keep track of any changes made to the meeting date when the IEP Amendment is saved and finalized.

7 Date of Amendment to the IEP

Meeting Date

8 Date of implementation of Amendments

Defaults to the Form Start Date. The user can modify this date.

9 Amendments Agreed Upon

2 Checkboxes:

Parent/Guardian/student age 18+/Authorized rep of the LEA

IEP Team at an IEP Meeting

18

19a 19b 19c 19d

IEPPLUS: MO – IEP



10 Name of Parent(s) Displays the Parent/Guardian’s Full Name (Salutation, First, Middle, Last, Qualifier) from Form, Meeting, Attendees.

11 Name of Surrogate Parent

Displays the Surrogate Parent’s Full Name (Salutation, First, Middle, Last, Qualifier) from Form, Meeting, Attendees.

12 LEA

This will display the Salutation, First, Middle, Last, and Qualifier from the Meeting Attendees where the position = Local Ed. Agency Rep., Local Ed Agency Rep, LEA, or LEA Representative.

13 Agreement Made By

4 Checkboxes:

Phone

In Person

Email

Other o ‘Other’ also includes a textbox to enter additional information

14 Section(s) Amended/Modified

17 Checkboxes: 1) Present Level of Academic Achievement and Functional Performance 2) Special Considerations: Federal and State Requirements 3) Annual Goals 4) Reporting Progress 5) Services Summary 6) Transportation as a Related Service 7) Regular Education Participation 8) Placement Considerations and Decision 9) Form A: Blind and Visually Impaired 10) Form B: Extended School Year 11) Form C: Transition Services Plan 12) Form C: Transition Services Plan - Course of Study 13) Form D1: State Assessments 14) Form D2: State Accommodations 15) Form D3: State Accommodations for ACCESS FOR ELLS 16) Form E: District-wide Assessments 17) Form F: Accommodations/Modifications

The applicable checkboxes will be automatically selected (as read-only) when the components on each of the form’s sections listed above are completed and the ‘Revised/Amended’ checkbox is checked on that specific section.

15 Parent Requested Copies

2 Checkboxes (can only select 1):

Amended pages only

Revised IEP with amendments incorporated

16 Date IEP Amendment Documentation Requested

Textbox Type in the date mm/dd/yyyy, or use the mini-calendar pop-up

17 Date IEP Amendment Documentation Provided

Textbox Type in the date mm/dd/yyyy, or use the mini-calendar pop-up

18 Team Team drop-down:

Maintenance, Manage Teams, Team, Main, Team (name of the “team”)

IEPPLUS: MO – IEP



19a Meeting Attendee: Position

‘Add Meeting Attendee’ button: Form Meeting, Meeting Attendee, Meeting Staff, Position (from list below):

Parent/Guardian Position = Parent, or Guardian

Student Position = Student

LEA Position = Local Ed. Agency Rep., Local Ed Agency Rep, LEA, or LEA Representative

Special Education Teacher Position = Special Education Teacher

General Education Teacher Position = General Education Teacher

Interpreter Position = Interpreter

Other Position = (all other meeting attendees whose Position isn’t listed above)

19b Meeting Attendee: Name

Form, Meeting, Attendees, Name

19c Meeting Attendee: Attended

Checkbox: Form, Meeting, Attendees, Attended checkbox

19d Meeting Attendee: Method of Attendance

Drop-down box:

Form, Meeting, Attendees, "Attended" drop-down box

IEPPLUS: MO – IEP


REVISION HISTORY

07/01/2015:

Added Disability(ies) to cover page.

Form D, Part 5: Grayed out sections now have check boxes available for selections.

06/03/2015:

Replaced and Added Forms D1-5.

Section D1: MAP-A text boxes (2) have been removed as there is now a new form.

12/9/2014:

Modified the logic in Data Mapping field 56b to remove the "Do Not Print on Report" from the last three bullet points. The program was modified to now include the three fields on the report.

10/23/2014:

Linking Goals to Services section added. 5/29/2014:

Updated the explanation of field #14 under the “Field Mapping > Cover Page" section.

Added the following subsections under the "Setup and Configuration" section: o Screen Configuration o System Options o Code Table Setup

Updated the Table of Contents. 5/16/2014:

Updated the “#5 Archives” explanation under the ‘Navigation/Tool Bar’ section.

Removed the mention of the “O” & “R” icons on the form Archives under the ‘Revising an IEP’ section & ‘Remove Amendment’ section.

Updated the Table of Contents. 3/6/2014:

Services and Transportation section updated to reflect the addition of following: o Add/Edit Placement button/links o Effective Date field that will display when revising services in order to re-calculate ‘% Time in Regular Class’

Amending Services section added. 2/10/2014:

Added new “Setup and Configuration” section.

Added new “Revise/Amend – Remove Amendment Warning Messages” section under “Setup and Configuration”. 1/29/2014:

Added the “Remove Amendment” section.

Updated the Table of Contents, and header & footer records. 1/24/2014:

Updated some of the mapping fields removing reference to technical design notes not relevant to the end-user. 12/3/2013:

Updated the first paragraph under the “IEP Amendment – Form Creation” section.

IEPPLUS: MO – IEP


Added SunGard copyright information to the cover page and subsequent footer records.

Updated the cover page, Table of Contents, and header & footer records. 10/31/2013:

Updated the following sections of the documentation to mention all the combinations of "LEA" used to populate the Meeting Attendees section of the IEP & IEP Amendment (Local Ed. Agency Rep., Local Ed Agency Rep, LEA, or LEA Representative):

o IEP Amendment – Form Creation o Data Mapping field #22a, and 19a

10/16/2013:

The IEP Amendment is now included in the IEP report. The IEP Amendment will print first as pages #1-2 of the report, immediately prior to the IEP report. The IEP report will restart numbering at page #1 following the IEP Amendment report.

Additional explanation was added to explain the printing of the IEP Amendment. 8/23/2013:

Added additional description of the codes necessary for the “LEA” name to appear on the MO IEP ‘Amendment’ section of the web form and “MO IEP Amendment” report.

Updated screenshots for the IEP Amendment web form and report to illustrate the new “Meeting Revision History” field.

7/25/2013:

Added a new “IEP Amendment – Form Creation” section. Also added it to the Data Mapping section as well.

Added a new “IEP Amendment – Printing” section.

Added detailed ‘Form Completion’ instructions for all sections of the IEP.

Reformatted all field # callouts to the new SunGard blue standard callout formatting.

Enlarged some screenshots to increase legibility.

Updated the table of contents, header, and footer. 4/2/2013: This document has been completely rewritten & reformatted to enhance legibility and bring it in-line with current

SunGard K-12 Education Quality Assurance Department documentation standards.

Section – Cover Page: o The “Method of Attendance” column heading in the Meeting Attendees table has been renamed to “Method of

Attendance/Participation”. o The ability to indicate how/if the person attended the meeting is now recorded for all people on the IEP form. Section – Special Considerations: o There has been wording added to the Limited English Proficiency section. o There has been wording & formatting changes to the State Assessments section, such as the addition of the

Access for ELL, Grade-Level Assessment, and it was made into a new paragraph with bullets and better text alignment.

o Additional text has been added to the District-Wide Assessments section. Section – Services and Transportation o The ‘Amount’ column was removed from the Services Summary Table and the “Amount / Frequency” heading

changed to “Frequency”. o The Location field now displays the Location & Setting in the same field with a backslash “/” separating the two.

IEPPLUS: MO – IEP


o There is a new “% Calculation for Placements“ section that adds all Special Education Services & Related Services based on the Service Setting where Alternate Code = SC. This excludes Services with an Alternate Code = NC – not Counted.

Note – If a district creates Recommended, Next Recommended, or Summer Placement records, then multiple “Services Summary” tables & the associated new “% Calculation for Placements“ section will appear for each session.

o The “Amount” field in the “Amount / Frequency” column in the “Supplementary Aids/Services” table has been

removed, and the column heading now reads as “Frequency” only. o A new checkbox selection has been added to the “Transportation Accommodations/Modifications” line item

called “Curb to curb pick-up and drop-off”. Section – Regular Ed and Placement o In the “Extent of Participation in Regular Education” section under the “For K-12” heading, the “will participate

in regular education” statement has been changed so that the calculation displays as read-only, because it is now actually being calculated on the Services and Transportation section as mentioned above.

o In the “Placement Considerations and Decision” section under the “For K-12 students” heading, clicking on the

No checkbox will bring up three new sub-checkboxes . Section – Form C: Post-Secondary Transition Plan o The order of the transition areas have been rearranged so that the sections are in the following new order:

Employment, Education/Training, Independent Living. o The “Course of Study” section on this form have all been removed and placed onto the following page & section

titled “Form C: Transition – Course of Study”. Section – Form C: Transition Course of Study (this is a new page & section on the IEP form & report) o This is a new section of the IEP form along with the corresponding section on the report. The user can add up to

5 school years of courses (with a maximum 2 semesters per course) & corresponding notes, for each Employment, Education/Training, and Independent Living Course of Study. Adding a Course of Study will require the user to select a Level (Year & Semester combination) from the drop down, unless the goal book is setup to indicate every subject and the appropriate semester.

Section: Form D-Part 1: State Assessments o There are numerous text changes on this section of the IEP form. o A new note (#4) has been added to the “*NOTES” section towards the bottom of the web form.

Section: Form D-Part 2: State Accommodations o A second “04” line item has been added to the “Administration Accommodations” grid. Now there will be two

“04” line items as illustrated below: o Item #20 on the “Timing Accommodations” grid has had some text added to clarify this item. o There have been various text changes made to “Notes” 1, 2, and 4. Section: Form D-Part 3: State Accommodations for ACCESS FOR ELLS (this is a new page & section on the IEP

form & report) o This is a new section of the IEP form along with the corresponding section on the report. This new section is

activated by clicking on the new “With accommodations (complete Form D-Part 3)” checkbox as shown on section “Form D-Part 1: State Assessments”. If the user does not have the checkbox on, then they will see a warning message at the top of the screen explaining how to turn on the new “Form D-Part 3: State Accommodations for ACCESS FOR ELLS” section.

Section: Form E: District-Wide Assessments

IEPPLUS: MO – IEP


o This section was changed so that the report prints each Accommodation with their corresponding Assessment. Originally, everything was printing in a single box.

o In the grid, under the “Accommodations” heading, there has been additional text added. o Text has been modified under the “The student WILL NOT participate ...” section:

- New text = “Statement of why the particular alternate assessment selected is appropriate” - Old text = “Why the particular alternate assessment selected is appropriate”

Documents

Missouri Individualized Education Plan User Guide IEPPLUS Forms/MO_IEP_Mapping.pdfof SunGard Public Sector Inc., with the exception of copies made for your internal use. SunGard, the