Classic View: Student Information > Special Ed > General > Documents > Plans
Search Terms: Documents
The Individual Education Plan is used to capture student special education plan information and match the required documentation provided by the state of Pennsylvania. This document describes each editor, the section(s) of the print format that include the entered information, a description of each field on the editor, and any special considerations and instructions.
The current print format of this document is the PA IEP 2022. Plan formats are selected in Plan Types.
Editor Home
The Editor Home lists the editors available on the student's Individual Education Plan.
PA Editor Home
Header
Description
Name
The name of the editor.
Status
The state of the editor. Statuses can be:
In Progress indicates a user has entered and saved data in that editor.
Not Started is the default status for all editors.
Complete indicates a user has clicked the Complete button on the editor and the editor is read only. This does not lock the editor from further editing, but indicates the user considers the editor to be finished.
Not Needed indicates a user has clicked the Not Needed button on the editor. This is usually done for editors that do not apply to the student.
Modified By
The date and the user by whom the editor was last edited.
Completed By
The date and the user who clicked the Complete button for that editor.
General IEP Information
The following table lists the buttons available for the editors:
Button
Description
Save
Different editors have different save options. Click the arrow next to the Save & Stay button to view all saving options for any given editor.
Save captures progress and navigates the user to the Editor Home or to the List Screen for List editors. See the Editor Types section for additional information.
Save & Stay captures progress and keeps the user on the current editor. This save button is the default save option and usually found within the detail screen of List editors, such as Goals and Objectives.
Save & Next captures progress and navigates the user to the next editor.
Save & New captures progress and creates a new record. This save button is usually found within the detail screen of a list editor, such as Goals and Objectives. See the Editor Types section for additional information.
Refresh
Retrieves a new copy of data from the student's record. This includes enrollment, student, parent/guardian, and team member information. This also returns any accidentally deleted people records. Manually entered fields do not change when the refresh button is clicked. The user must Save after clicking Refresh to capture changes.
A side panel displays listing all applicable Enrollment records for the student. See the Enrollments tool documentation for additional information.
Cancel
Navigates the user to the Editor Home screen or to the List Screen for List editors.
Status
i.e. Complete, Not Needed, etc.
Changes the status of the editor.
Complete indicates the editor is finished. This makes the editor read-only. However, this does not lock the editor from further editing. To further edit after an editor is marked Complete, the user must click In Progress.
Not Needed indicates the editor does not apply to the student's plan. This makes the editor read only. However, this does not lock the editor from further editing. To further edit after an editor is marked Not Needed, click the In Progress button.
In Progress only displays when the editor is in the Complete or Not Needed status and allows additional edits to be made.
Print
Prints the entire plan.
Editors
Opens a side panel listing all the available editors and their status. Select an editor from this list to navigate to that editor or click Close to collapse the side panel.
Previous
Navigates the user to the previous editor.
Next
Navigates the user to the next editor.
Editor Types
There are two types of editors available: List or Basic editors. When navigating to a Basic editor, the list of fields within the editor display. List editors display a list of all records within that editor. Clicking an existing record or the New button opens the detail view for an individual record. An example list editor is the Goals and Objectives editor.
Padlock Icon
Only one user at a time can actively work on an editor. A person with a padlock icondisplays in the Editors side pane, Editor Home, and List Screen of list editors indicating which editors currently have users working on them. Hovering over the icon displays the name of the user who has checked out the editor, including the current user (you).
Editors that are currently being edited are read only for all other users. The name of the person working on the editor displays in the header. Once the editing user navigates away from an editor, that editor becomes available to work on.
Template Banks
Certain fields within several editors have a paper icondisplays next to their name. When the icon is clicked, a side panel displays with the available library of predetermined text for that field. Template Banks are managed in System Administration.
Editors
The following section lists each editor and describes each field on the editor.
Education Plan
The Education Plan editor includes the various dates associated with the plan, why the IEP meeting was held, and how student progress is reported.
This editor must be saved before entering data into other editors.
Education Plan Editor
Field
Description
Ad Hoc
Validation
Meeting Date Required
The day the team met.
Learner Planning > Learning Plans > meetingDate
This field defaults to blank and must be entered before the Implementation Date.
Implementation Date Required
The day on which the plan begins for the student.
Learner Planning > Learning Plans > planStartDate
When a Meeting Date is selected or entered, the IEP Implementation Date auto-populates to one day after the Meeting Date.
Anticipated Duration Date Required
The day on which the plan ends for the student.
Learner Planning > Learning Plans > planEndDate
When a Meeting Date is selected or entered, the Anticipated Duration Date auto-populates to one year minus one day after the Meeting Date.
Was this student placed by an agency?
Indicates if the student was placed by a Special Ed agency.
N/A
N/A
Other Information
Any additional comments related to the student's education plan.
N/A
N/A
The LEA and parent have agreed to make the following changes to the IEP without convening an IEP meeting, as documented by:
A text box used to document the changes being made to the IEP without an IEP meeting.
The Enrollment Information editor reports Special Education information from the student's Enrollment.
When the most recent locked Evaluation for the student was created using the classic Campus style, the Refresh button retrieves information from the student's Enrollment record. When the most recent locked Evaluation for the student was created using the updated Campus style, the Refresh button retrieves the Eligibility Date(s) and Disability information from the Evaluation. All other fields still pull from the Enrollment record.
Enrollment Information Editor
Field
Description
Ad Hoc
Validation
Primary Disability
The primary disability of the student.
Learner Planning > Learning Plans > disability1
This field is pulled from the Enrollment record.
Note: This field is a locked attribute, Enrollment.disability.
Secondary Disability
The second disability of the student, if applicable.
Learner Planning > Learning Plans > disability2
This field is pulled from the Enrollment record.
Note: This field is a locked attribute, Enrollment.disability.
Tertiary Disability
The third disability of the student, if applicable.
Learner Planning > Learning Plans > disability3
This field is pulled from the Enrollment record.
Note: This field is a locked attribute, Enrollment.disability.
Disability 4
The fourth disability of the student, if applicable.
Learner Planning > Learning Plans > disability4
This field is pulled from the Enrollment record.
Note: This field is a locked attribute, Enrollment.disability.
Special Ed Status * Required
The student's special ed status. Option is either Yes or No.
The Parent/Guardian Information editor populates based on the guardian checkbox on the student's Relationships tool. The editor includes Demographics information for the student's guardian.
The Delete button next to each parent/guardian can be used to remove a parent/guardian from the IEP.
The Refresh button retrieves a new copy of parent/guardians' data. This also returns any accidentally deleted people. Manually entered fields do not change when the refresh button is clicked. The user must Save after clicking Refresh to capture changes.
Parent/Guardian Information Editor
Field
Description
Ad Hoc
Validation
Last Name
The last name of the parent/guardian.
Census > People > Demographics > Last Name
identity.lastName
This field populates from Census. This is part of the header for the parent/guardian.
First Name
The first name of the parent/guardian.
Census > People > Demographics > First Name
identity.firstName
This field populates from Census. This is part of the header for the parent/guardian.
Middle Name
The suffix of the parent/guardian.
Census > People > Demographics > Suffix Name
identity.suffix
This field populates from Census. This is part of the header for the parent/guardian.
Suffix
The suffix of the parent/guardian.
Census > People > Demographics > Suffix Name
identity.suffix
This field populates from Census. This is part of the header for the parent/guardian.
Relationship
The relation of the parent/guardian to the student.
Census > People > Relationships
This field populates from Census. This is part of the header for the parent/guardian.
Print Sequence
The print order of the parent/guardian(s) on the IEP.
N/A
When no Sequence is selected, parent/guardian(s) print in the order displayed in the UI. When any Sequences are selected, only parent/guardian(s) with a sequence number prints in the order defined.
When there are multiple addresses for a person, a drop down with an option to select which address displays. When there is only one address, the drop down only has one option. The populated address is the one marked "Primary."
Home Phone
The home phone number of the parent/guardian.
Census > People > Demographics > Household Phone
This field populates from Census.
Work Phone
The work phone of the parent/guardian.
Census > People > Demographics > Work Phone
This field populates from Census.
Cell Phone
The cell phone of the parent/guardian.
Census > People > Demographics > Cell Phone
This field populates from Census.
Email
The primary email address for the parent/guardian.
Census > People > Demographics > Email
This field populates from Census.
Home Primary Language
The home primary language of the parent/guardian.
Census > People > Demographics > Home Primary Language
identity.homePrimaryLanguage
This field populates from Census.
The dropdown options are pulled from the Home Primary Language Attribute/Dictionary list.
Note: This field is a locked attribute, Definition.iso639-2Language.
The Team Meeting editor lists the team meetings held regarding the student and the participants of the meeting. Team Meetings display based on the Meeting Date. The Print in Plan slider must be marked On for the team meeting record to appear on the printed document.
Team members added on the Team Members tool can be added to team meetings. Team members can be added manually on this editor, but are not saved in the system and have to be created each time they are included in a meeting.
Team Meeting List Screen
Team Meeting List Screen
Field
Description
Ad Hoc
Padlock Icon
The user currently editing the team meeting record.
N/A
Meeting Date
The date of the meeting.
This is pulled from the Meeting Date field on the Team Meeting detail screen.
Meeting Location
The location of the meeting.
This is pulled from the Meeting Location field on the Team Meeting detail screen.
Print in Plan
Indicates this meeting prints in the IEP.
This field defaults to unmarked. Any action taken with this slider automatically updates on the Print in Plan slider on the Team Meeting list screen.
Team Meeting Detail Screen
Select an existing record or click New to view the Team Meeting detail screen.
Team Meeting Detail Screen
Field Name
Description
Validation
Team Meeting
Print in Plan
Indicates this meeting prints in the IEP.
This field defaults to unmarked. Any action taken with this checkbox automatically updates on the Print in Plan slider on the Team Meeting list screen.
Meeting Date
Required
The date of the meeting.
N/A
Meeting Time
The time of the meeting.
N/A
Meeting Location
The location of the meeting.
N/A
Invite Date
The date the invitation for the meeting was sent to participants.
N/A
Comments
The notes regarding the meeting.
N/A
Attendance
First Name/Last Name
The name of the participant.
The Team Member names listed are read-only. The name is pulled from the person's District Assignment and cannot be modified.
Role Name
The title of the participant.
The options available in the dropdown include the following locked attribute/dictionary list:
Parent/Guardian/Surrogate
Student*
Regular Education Teacher**
Special Education Teacher
Local Ed Agency Rep
Career/Tech Ed Rep***
Community Agency Rep
Teacher of the Gifted****
Additional roles can be added to an unlocked attribute/dictionary and display at the bottom of the dropdown below the locked values above.
When any of the titles on the Team Member tool match these roles exactly, they auto-populate based on the assigned title on the Team Members tool. Otherwise, this field is blank.
Invited
Indicates the participant was invited.
This determines whether or not the team member prints on the IEP.
Written Input
A team member who provides a written statement instead of attending the team meeting in person.
N/A
Delete Button
Removes the participant from the meeting.
N/A
Add
Creates a new participant to participate in the meeting who is not listed on the Team Members tool.
This does NOT create a record for the person on the student's Team Members tool.
The Special Considerations editor describes other factors that may affect the student's progress, including behavioral issues, limited English proficiency, visual or hearing impairment, communication needs, or assistive technology.
Special Considerations Editor
Field
Description
Validation
Is the student blind or visually impaired? Required
Indicates if the student is blind or has a visual impairment.
Yes/No or Blank
Is the student deaf or hard of hearing? Required
Indicates if the student is deaf or hard of hearing.
Yes/No or Blank
Does the student have communication needs? Required
Indicates if the student has communication needs.
Yes/No or Blank
Does the student need assistive technology devices and/or services? Required
Indicates it the student is in need of assistive technology services or devices.
Yes/No or Blank
Does the student have limited English proficiency? Required
Indicates if the student has limited English proficiency.
Yes/No or Blank
Does the student exhibit behaviors that impede his/her learning or that of others? Required
Indicates if the student has behavior that impedes their learning or the learning of others.
Yes/No or Blank
Other (specify):
A text field used to document any other considerations.
The Present Level of Academic Achievement and Functional Performance (PLAAFP) editor describes the academic, developmental, and functional needs of the student, including the student's current strengths, parental concerns, the student's needs, the results of assessments, and the impact of the student's exceptionality on their progress.
PLAAFP List Screen
PLAAFP List Screen
Field
Description
Validation
Padlock Icon
The user currently editing the team meeting record.
N/A
Sequence Number
The order in which the PLAAFP records display.
This pulls the Sequence Number field from the Detail Screen.
PLAAFP Area
The area
This pulls the PLAAFP Area field from the Detail Screen.
PLAAFP Detail Screen
Select an existing record or click New to view the PLAAFP detail screen.
PLAAFP Detail Screen
Field
Description
Validation
Sequence Number
The order in which the PLAAFP records display.
N/A
PLAAFP Area Required
The area in which the student's level of academic achievement and functional performance is documented in the IEP.
Options include:
Academic Achievement
Functional Performance
Postsecondary Transition Goals
Parental Concerns
How Disability Affects Gen Ed
Strengths
Needs
When printed, these display in the same order as the drop down with duplicates placed together.
Include information related to the above PLAAFP Area.
A text area used to document information about the details concerning the PLAAFP Area.
Template banks can be used to auto-populate canned information.
The Transition Goals and Services editor lists measurable goals based on transition assessments related to specific areas of the student's development.
Transition Goals and Services List Screen
Transition Goals and Services List Screen
Field
Description
Validation
Padlock Icon
The user currently editing the team meeting record.
N/A
Sequence #
The order in which the transition goal displays.
This pulls the Sequence field from the detail screen.
Area
The area in which the student has goals for transitioning into post school life.
This pulls the Area field from the detail screen.
Goal
The goal related to the area in which the student has goals for transitioning into post school life.
This pulls the Goal field from the detail screen.
Transition Goals Detail Screen
Select an existing record or click New to view the Transitions Goals detail screen.
Transition Goals and Services Detail Screen
Field
Description
Validation
Sequence Number
The order in which the transition goal displays.
N/A
Area Required
The area in which the student has goals for transitioning into post school life.
Options include:
Postsecondary Education and Training
Employment
Independent Living
When printed, these display in the same order as the drop down with duplicates placed together.
Measurable Annual Goal
Indicates if the goal is measurable.
N/A
Goal
The goal related to the area in which the student has goals for transitioning into post school life.
Template banks can be used to auto-populate canned information.
Courses of Study
The school courses that aids the student in achieving their transition goal.
Template banks can be used to auto-populate canned information.
Transition Service Activity
Sequence Number
The order in which the transition service activity record displays.
N/A
Transition Service/Activity Required
The name of the transition service or activity.
Template banks can be used to auto-populate canned information.
Location Required
The location where the transition service or activity takes place.
N/A
Projected Beginning Date Required
The start date of the service or activity.
This field auto-populates based on the Plan Start Date.
Anticipated Duration Date Required
The end date of the service or activity.
This field auto-populates based on the Plan End Date.
Sessions not applicable
Indicates this service or activity does not require multiple sessions.
N/A
Amount of Time (in minutes)
The number of minutes participating in the service or activity per session.
This field is unavailable when the Sessions not applicable checkbox is marked.
# time per Required
The number of times the session takes place.
This field is unavailable when the Sessions not applicable checkbox is marked.
Frequency Required
The frequency of the session.
This field is unavailable when the Sessions not applicable checkbox is marked.
Frequency *Required
A narrative explanation of the frequency and duration.
This field is required when the Sessions not applicable checkbox is marked.
Person/Agency Involved
The person or agency involved in administering the service or activity.
The State Assessments editor is used to document the state or alternative tests the student takes.
State Assessments Editor
Field
Description
Validation
Instructions for IEP Teams: Please select the appropriate assessment option. Information on available testing accommodations may be fond in the Accommodations Guidelines available on www.education.pa.gov.
Not Assessed
Indicates the student was not assessed for the following options.
Options include:
No Statewide assessment is administered at this student's grade level
No English proficiency assessment administered because the student is not an English Learner
PSSA
Math
Indicates if the student requires accommodations for the Math PSSA assessment.
When "With Accommodation" is selected, the "Accommodations to be Provided" field displays and is required.
Science
Indicates if the student requires accommodations for the Science PSSA assessment.
When "With Accommodation" is selected, the "Accommodations to be Provided" field displays and is required.
ELA
Indicates if the student requires accommodations for the ELA PSSA assessment.
When "With Accommodation" is selected, the "Accommodations to be Provided" field displays and is required.
Keystone Exam
Algebra 1
Indicates if the student requires accommodations for the Algebra 1 Keystone assessment.
When "With Accommodation" is selected, the "Accommodations to be Provided" field displays and is required.
Literature
Indicates if the student requires accommodations for the Literature assessment.
When "With Accommodation" is selected, the "Accommodations to be Provided" field displays and is required.
Biology
Indicates if the student requires accommodations for the Biology assessment.
When "With Accommodation" is selected, the "Accommodations to be Provided" field displays and is required.
Keystone Project Based Assessment
Algebra 1
Indicates if the student requires accommodations for the Algebra 1 assessment.
When "With Accommodation" is selected, the "Accommodations to be Provided" field displays and is required.
Literature
Indicates if the student requires accommodations for the Literature assessment.
When "With Accommodation" is selected, the "Accommodations to be Provided" field displays and is required.
Biology
Indicates if the student requires accommodations for the Biology assessment.
When "With Accommodation" is selected, the "Accommodations to be Provided" field displays and is required.
Validated Local Assessment
Algebra 1
Indicates if the student requires accommodations for the Algebra 1 local assessment.
When "With Accommodation" is selected, the "Accommodations to be Provided" field displays and is required.
Literature
Indicates if the student requires accommodations for the Literature local assessment.
When "With Accommodation" is selected, the "Accommodations to be Provided" field displays and is required.
Biology
Indicates if the student requires accommodations for the Biology local assessment.
When "With Accommodation" is selected, the "Accommodations to be Provided" field displays and is required.
PASA
Indicates if the student participates in the PASA assessment.
N/A
ACCESS for ELs
Listening
Indicates if the student requires accommodations for the Listening ACCESS assessment.
When "With Accommodation" is selected, the "Accommodations to be Provided" field displays and is required.
Reading
Indicates if the student requires accommodations for the Reading ACCESS assessment.
When "With Accommodation" is selected, the "Accommodations to be Provided" field displays and is required.
Writing
Indicates if the student requires accommodations for the Writing ACCESS assessment.
When "With Accommodation" is selected, the "Accommodations to be Provided" field displays and is required.
Speaking
Indicates if the student requires accommodations for the Speaking ACCESS assessment.
When "With Accommodation" is selected, the "Accommodations to be Provided" field displays and is required.
Alternate ACCESS for ELs
Indicates if the student participates in the Alternate ACCESS for ELs assessment.
The Local Assessments editor is used to document the type of local assessment the student participates in.
Local Assessments Editor
Field
Description
Validation
Local Assessment
The type of local assessment the student participates in.
Options include:
Local assessment is not administered at this student's grade level
Student will participate in local assessments without accommodations
Student will participate in local assessments with the following accommodations
Student will take a local alternate assessment
State Accommodations
Indicates which accommodations the student needs to participate in the local assessment.
This field displays when the "Student will participate in local assessments with the following accommodations" option is selected for the Local Assessment field. Options include:
Amplification Device
Audio
Augmentative Alternative Communication
Braille, Refreshable Braille (presentation)
Braille, Note Taker (response)
Calculator (must meet calculator policy)
Calculator Apps on Devices
Changed Test Schedule
Color Chooser/Contrast; Color Overlay
Computer Assistive Technology (presentation)
Computer Assistive Technology (response)
Cueing System for On Task Behavior
Dictionary
Enlarged Print (English only)
Frequent Breaks
Hospital/Home
Interpret/translate Test Directions
Interpret/translate test items for Math, Science, Algebra 1 and/or Biology tests
Interpret/translate Text Dependent Analysis prompt
Keyboarding/Typing
Magnification
Manipulatives
Pointing by Student to Answer Choice
Read Aloud Test Directions
Read Aloud Some Allowable Items at Student Request
Read Aloud All Allowable Items
Reads Test Aloud to Self (Student)
Separate Setting
Small Group (1-5) (1-12)
Spanish-English Version (presentation)
Spanish-English Version (response)
Transcribe
Video Sign Language
Visual/Graphic Organizers (presentation)
Visual/Graphic Organizers (response)
Explain why the student cannot participate in the local regular assessment
A text field used to describe why the student cannot participate in local regular assessments.
This field displays when the "Student will take a local alternate assessment" option is selected for the Local Assessment field.
Explain why the local alternate assessment is appropriate
A text field used to describe why the local alternate assessment is appropriate for the student.
This field displays when the "Student will take a local alternate assessment" option is selected for the Local Assessment field.
The Plan Goals editor lists goals for the student in regards to their IEP. This includes Condition, Name, Behavior, and Criteria for the goal.
Plan Goal List Screen
Plan Goals List Screen
Field
Description
Validation
Padlock Icon
The user currently editing the team meeting record.
N/A
Sequence Number
The order in which the goals displays.
This pulls the Sequence Number field from the detail screen.
Goal
The name of the goal.
This pulls from the Measurable Annual Goal field from the detail screen.
Plan Goals Detail Screen
Select an existing record or click New to view the Plan Goals detail screen.
Goal Detail Screen
Field
Description
Ad hoc
Validation
Sequence Number
The order in which the goals display.
goalID planID type
N/A
Extended School Year
Indicates the student will participate in the extended school year program.
N/A
N/A
Measurable Annual Goal Required
A text field used to describe the student's goal.
Learner Planning > Learning Plans > Plan Goals > AnnualGoal
Template banks can be used to auto-populate canned information.
Describe how the student's progress toward meeting this goal will be measured
A text field used to document how the student's progress will be measured.
Learner Planning > Learning Plans > Plan Goals > MethodOfEvaluation
N/A
Describe when periodic reports on progress will be provided to parents
A text field used to describe when progress reports will be provided to the student's guardians.
N/A
N/A
Report of progress
A description of the how the progress of the goal will be reported.
N/A
N/A
Plan Objectives Detail Screen
Select the plus (+) icon or click Add to view the Objectives detail screen.
Objectives Detail Screen
Field
Description
Validation
Sequence Number
The order in which the objectives display
N/A
Extended School Year
Indicates the student will participate in the extended school year program.
N/A
Short Term Objective Required
A test field used to document the student's short term benchmark that leads them to achieving their annual goals.
This field is required for students with disabilities who take alternate assessments aligned to alternate achievement standards (PASA). Template banks can be used to auto-populate canned information.
The Services editor is used to document supplemental aids and services, as well as adaptations, accommodations, or modifications to the regular education curriculum for the student.
Services List Screen
Services List Screen
Field
Description
Validation
Padlock Icon
The user currently editing the team meeting record.
N/A
Sequence
The order in which the services record displays and prints.
This is pulled from the Sequence field on the Detail Screen.
Service Type
The type of service to be provided to the student.
This is pulled from the Service Type field on the Detail Screen.
Service
The name of the service to be provided to the student.
This is pulled from the Service field on the Detail Screen.
Projected Beginning
The first day services will be administered to the student.
This is pulled from the Projected Beginning Date field on the Detail Screen.
Anticipated Duration
The last day services will be administered to the student.
This is pulled from the Anticipated Duration Date field on the Detail Screen.
Area
Indicates if the service is part of the ESY or Positive Behavior Support Plan.
N/A
Services Detail Screen
Select an existing record or click New to view the IEP Services detail screen.
Services Detail Screen
Field
Description
Ad hoc
Validation
Sequence
The order in which the services record displays and prints.
N/A
N/A
Service Type Required
The type of service to be provided to the student.
N/A
Options include:
Specially Designed Instruction
Related Services
Supports for School Personnel
Positive Behavior Support Plan
When the Service Type of "Positive Behavior Support Plan" is selected, the Positive Behavior Support Plan Checkbox is marked automatically.
Positive Behavior Support Plan
Indicates that the service is part of a positive behavior support plan.
N/A
This is automatically marked when the Positive Behavior Support Plan is selected in the Special Considerations editor.
Extended School Year
Indicates this service will be provided during the extended school year program.
N/A
N/A
Service * Required
The name of the service to be provided to the student.
The list of values are pulled from Attribute/Dictionary at System Administration > Custom > Attribute/Dictionary > PlanService > Related Service Location
Note: This is an unlocked attribute, PlanService.serviceLocation.
School Personnel to Receive Support
The name of the person to receive support.
N/A
When a Service Type of "Supports for School Personnel" is selected, the School Personnel to Receive Support field displays.
Note: These options are available in the Attribute Dictionary at Plan > School Personnel to Receive Support.
Duration and Frequency
Projected Beginning Date Required
The first day services will be administered to the student.
The date must be between or on the plan start and end dates and after or on the Service start date. This date defaults to the plan end date.
When "Extended School Year" is selected this field DOES NOT autopopulate based on the meeting date in the Education Plan Editor
Sessions not applicable
Indicates that sessions do not apply to the service being provided to the student.
N/A
When "Sessions not applicable" is marked, the "Amount of time", "# times per" and "Frequency" fields are not required. The "Frequency" text area becomes required.
Amount of Time (in minutes) * Required
The number of minutes spent administering the service per session.
The Extended School Year editor indicates if the student requires services beyond the standard school time, such as beyond school hours or during breaks.
Extended School Year Editor
Field
Description
Validation
Eligibility Required
Indicates if the student is eligible for Extended School Year services.
Options include:
Student IS eligible for ESY
Student is NOT eligible for ESY
Student eligibility selected above is based on the following information or data reviewed by the IEP team: Required
A text field used to describe the information used to determine the student's ESY eligibility.
N/A
The Annual Goals and, when appropriate, Short Term Objectives from this IEP that are to be addressed in the student's ESY Program are:
The annual goals and/or objectives that will be addressed in the ESY program.
This field is read-only.
These are pulled from the Plan Goals editor for those goals marked as Extended School Year.
Note: This field is a locked attribute, Enrollment.specialEdSetting.
Primary Disability
The primary disability of the student.
Learner Planning > Learning Plans > disability1
This field is pulled from the Enrollment Status editor.
Note: This field is a locked attribute, Enrollment.disability.
Amount of special education supports
A definition of the amount of time the student requires special education supports.
N/A
Options include:
Itinerant: Special education supports and services provided by special education personnel for 20% or less of the school day
Supplemental: Special education supports and services provided by special education personnel for more than 20% of the day but less than 80% of the school day
Full-Time: Special education supports and services provided by special education personnel for 80% or more of the school day
Type of Special Education Supports
The primary way the student requires special education supports.
N/A
Options include:
Autistic Support
Blind-Visually Impaired Support
Deaf and Hard of Hearing Support
Emotional Support
Learning Support
Life Skills Support
Multiple Disabilities Support
Physical Support
Speech and Language Support
C. Location of Student's Program
Name of school district where the IEP will be implemented:
The name of the district where the student's plan will be implemented.
N/A
N/A
Name of school building where the IEP will be implemented:
The name of the school building where the student's plan will be implemented.
N/A
N/A
Is this school the student's neighborhood school?
Indicated if the school is the student's neighborhood school.
N/A
Yes, No, or Blank
If the answer is "no", select the reason why not
Additional explanation for why the above answer is No.
N/A
Options include:
Special education supports and services required in the student's IEP cannot be provided in the neighboring school.
Other *
* When "Other" is selected, a text box, "Please explain," displays.
The Educational Environment editor identifies the percentage of time the student participates in the regular classroom with individuals with and without disabilities.
Note: This value was defined in the Enrollment Status Editor, please make any necessary changes to the Special Ed Setting within the Enrollment Status Editor.
Section
N/A
Section A or Section B
Section A: For Students Educated in Regular School Buildings with Non Disabled Peers
Calculation for this student:
Indicates the percentage of time inside the regular classroom for this student.
N/A
N/A
Total hours the student spends in the regular classroom per day
The hours the student spent in a regular education classroom with their peers.
N/A
Regular Hours must be equal to or less than 99
Total hours in a typical school day (including lunch, recess and student periods)
The total hours in the school day.
N/A
Regular Hours must be equal to or less than 99
The percentage of time student spends inside the regular classroom
The calculation of time the student spends inside the regular classroom.
N/A
Percentage limited to 5 characters, with format of 3 places before decimal point and 2 places after decimal point.
This field auto calculates based on first two field values.
Section B: This section required only for Students Educated OUTSIDE Regular School Buildings for more than 50% of the day
When a students spends less than 50% of the day in one of these locations, the IEP team must do the calculation in Section A.
Select and indicate the Name of School or Facility on the line corresponding with the appropriate selection
Options include:
Approved Private School (Residential)
Approved Private School (non Residential)
Other Private Facility (Residential)
Other Private Facility (Non Residential)
Other Public Facility (Residential)
Other Public Facility (Non Residential)
Hospital/Homebound
Correctional Facility
Out of State Facility
Instruction Conducted in the Home
N/A
Once an option is chosen for Section B, a "Specify" text field displays underneath to allow the user to enter the Name of the School or Facility similar to example under "Instruction Conducted in the Home"
The Text field displays under the chosen option.
Specify
A text field used to provide additional information.
The Communication Plan editor is used to document the student's communication needs.
This editor only needs to be filled out for students marked as deaf or hard of hearing in the Special Considerations editor.
Communication Plan Editor
Field
Description
Validation
I. Language and Communication Needs
1. The student's current Primary LANGUAGE is one or more of the following (select all that apply)
Indicates the student's home primary language.
This is a locked attribute.
2a. The student's current RECEPTIVE COMMUNICATION MODE is one or more of the following (select all that apply)
Indicates the student's receptive communication mode.
This is a locked attribute.
2b. The student's current EXPRESSIVE COMMUNICATION MODE is one or more of the following (select all that apply)
Indicates the student's expressive communication mode.
This is a locked attribute.
3. Is the language and/or mode of communication the student is using adequate with his/her family/caregivers?
Indicates if the family caregiver language and mode of communication aligns with the student's.
N/A
4. Is the language and/or mode of communication the student is using adequate with his/her peers?
Indicates if the student's peers language and mode of communication aligns with the student's.
N/A
5. If deafblind, does the mode of communication provide access to visual and environmental information?
Indicates if the the mode of communication provides the student's access to visual and environmental information, if applicable.
N/A
II. Opportunities for direct communication
1. Describe opportunities for direct communication with peers that are to addressed in the IEP
A text field used to describe opportunities for the student to have direct communication with their peers.
N/A
2. Describe the opportunities for direct communication with professional staff and other school personnel that are to addressed in the IEP
A text field used to describe opportunities for the student to have direct communication with school personnel.
N/A
3. Describe the opportunities for direct instruction in the student's language and communication mode that are to be addressed in the IEP
A text field used to describe opportunities for the student to have direct instruction in their preferred language.
N/A
III. Academic Level, Assistive Technology, Devices and Service
What language and communication supports are needed for the student to participate and make progress in the general education curriculum?
Indicates the student's language and communication supports they need to participate and succeed in the general education curriculum.
Options include:
General education curriculum delivered directly by a teacher proficient in the language(s) and communication modality(s) identified in Part 1 questions 1 and 2.
General education curriculum delivered through use of qualified interpreter and/or intervener (if deafblind)
Assistive devices/services have been considered
Are the language and communication supports adequate to meet the student's needs?
Indicates if language and communication supports are adequate for the student's needs.
N/A
IV. Full Range of Needs
The IEP team has addressed the full range of needs (e.g. social, emotional, cultural) for this student, including
Indicates the IEP team has adequately addressed the student's full range of needs.
The Behavior Plan Team Meeting is used to documents meetings held to discuss the student's behavior plan.
This editor only needs to be filled out for students who have been identified as exhibiting behaviors that impede his/her learning or that of others within the Special Considerations editor.
Behavior Plan Team Meeting List Screen
Behavior Plan Team Meeting List Screen
Field
Description
Validation
Padlock Icon
The user currently editing the team meeting record.
N/A
Meeting Date
The date of the meeting.
This is pulled from the Meeting Date field on the Team Meeting detail screen.
Meeting Location
The location of the meeting.
This is pulled from the Meeting Location field on the Team Meeting detail screen.
Print in Plan
Indicates this meeting prints in the IEP.
This field defaults to unmarked. Any action taken with this slider automatically updates on the Print in Plan slider on the Team Meeting list screen.
Behavior Plan Team Meeting Detail Screen
Select an existing record or click New to view the Behavior Plan Team Meeting detail screen.
Behavior Plan Team Meeting Detail Screen
Field
Description
Validation
Team Meeting
Print in Plan
Indicates this meeting prints in the IEP.
This field defaults to unmarked. Any action taken with this checkbox automatically updates on the Print in Plan slider on the Team Meeting list screen.
Meeting Date
Required
The date of the meeting.
N/A
Meeting Time
The time of the meeting.
N/A
Meeting Location
The location of the meeting.
N/A
Attendance
First Name/Last Name
The name of the participant.
The Team Member names listed are read-only. The name is pulled from the person's District Assignment and cannot be modified.
Role Name
The title of the participant.
The options available in the dropdown are an unlocked attribute.
Participated
Indicates the person was involved in the meeting.
N/A
Delete Button
Removes the participant from the meeting.
N/A
Add
Creates a new participant to participate in the meeting who is not listed on the Team Members tool.
This does NOT create a record for the person on the student's Team Members tool.
The Behavior Pan Assessment Summary is used to describe the student's overall behavior concerns and plan to address those concerns.
Behavior Plan Assessment Summary
Field
Description
Validation
The IEP Services that are to be addressed in the student's Positive Behavior Support Plan are:
The services addressed in this editor.
This is a read only field and pulls from the Goals editor.
Antecedents to the behavior of concern Required
A text field used to document events related to the student's behavior of concern.
N/A
Behavior of Concern Required
A text field used to describe the student's behavior of concern.
N/A
Consequences maintaining the behavior of concern
Required
A text field used to describe the consequences of the behavior if it continues.
N/A
Perceived function of the behavior To Gain
A text field used to describe the behavior functions that help the student.
N/A
Perceived function of the behavior To avoid, escape, or postpone
A text field used to describe the behavior functions that hinder the student.
N/A
When/In Order to Required
A text field used to describe...
N/A
Refer for further assessment (Check here and describe plan for assessment of skills deficits have not previously been assessed and identified)
A checkbox to indicate further assessment is needed.
N/A
Describe
A text field used to document the area in which the student requires additional assessment.
N/A
Educational deficits addressed in other areas of IEP: (Check here if deficits have previously been assessed and identified and describe how they are being addressed in the IEP
A checkbox to indicate the student has educational deficits addressed in other areas of the IEP.
N/A
Describe
A text field used to document the educational deficits and how they are addressed in the IEP.
PA Editor Home
displays in the Editors side pane, Editor Home, and List Screen of list editors indicating which editors currently have users working on them. Hovering over the icon displays the name of the user who has checked out the editor, including the current user (you).
displays next to their name. When the icon is clicked, a side panel displays with the available library of predetermined text for that field. Template Banks are managed in System Administration.
Education Plan Editor
Enrollment Information Editor
Student Information Editor
Parent/Guardian Information Editor
Revisions List Screen
Revisions Detail Screen
Team Meeting List Screen
Team Meeting Detail Screen
Special Considerations Editor
PLAAFP List Screen
PLAAFP Detail Screen
Transition Goals and Services List Screen
Transition Goals and Services Detail Screen
State Assessments Editor
Local Assessments Editor
Plan Goal List Screen
Goal Detail Screen
Objectives Detail Screen
Services List Screen
Services Detail Screen
Gifted Supports List Screen
Gifted Supports Detail Screen
Extended School Year Editor
Educational Placement Editor
Educational Environment Editor
Communication Plan Editor
Behavior Plan Team Meeting List Screen
Behavior Plan Team Meeting Detail Screen
Behavior Plan Assessment Summary
