Presentation on theme: "Special Education Reporting System (SER)"— Presentation transcript:
1 Special Education Reporting System (SER) Web-based IEP TrainingTraining Linkhttps://sert.doe.louisiana.gov/sertrain
2 IEP Forms Process Flexibility Local security administrators should maintain a list of staff authorized to request access to SER & SER IEP.Majority of IEP data can be entered prior to meeting and teacher can either update the form during the meeting on the computer or the IEP draft can be printed and used as a template during the IEP Team Meeting.Any edits to the IEP during the meeting must be entered on the SER IEP form.Once the parent signs the paper copy, then the IEP can be made OFFICIAL in SER.
3 SER/IEP Form Security Access Local security/confidentiality policies must be followed. The policy should include the minimum requirements:Each LEA/district should have a written security policy that includes IEP security.Each LEA/district should cover security guidelines and policies in local training annually.All requests for IDs/ access to SER and SER IEP security groups should be approved by Special Education Supervisors or their designated representatives prior to being sent to the local security administrators.Each user should be required to sign a confidentiality assurance statement annually.
4 Production URLProduction Link:https://serp.doe.louisiana.gov/ser
5 Sign On Enter USER NAME and Password Click OK Read and adhere to information on the SER Home PageAll student information is confidential and subject to LEA, State and Federal regulations regarding privacy of individual student and family information. Use of SER must be for official school purposes only, and all users must follow local and state security procedures.Before using SER, you should:Be familiar with LEA/System policies regarding confidentiality of individual student information.Be familiar with State and Federal Laws and Regulations regarding confidentiality of individual student information.Follow SER procedures for security.
7 Searching for a Student Student Search (or Quick Search)Enter student’s first and last name or state IDThen press ENTER or click GORegular SearchName or state ID searchLimit search to your LEAThen click SEARCH (not ENTER)
17 Creating an IEP Click IEP forms The IEP Forms Page will display Displays summary IEP informationContains IEP Print Option, Status and the Submitted to SER flagOption to View an existing IEP (only the new IEPs created will be able to be viewed) or ADD NEW
19 IEP StatusesDraftOfficialAmended - DraftAmended - Official
20 Draft IEP IEPs are Drafts until the parent signs A teacher can DRAFT the entire IEP for the IEP Team meetingOnce parent signs, teacher/user changes status to Official in SERMake sure IEP type and Team Meeting Date are correct before marking as official
21 Official IEP The IEP form has been signed by the parent Data is not moved to SER until a supervisor or authorized individual (IEP Form Approver) verifies the information and chooses to submit the data.Any changes to the IEP will result in an Amendment. The only exception to this rule is “Date Achieved” on the Instructional Plan form.IEP Type or Team Meeting date CANNOT be changed once the IEP is marked OFFICIAL.Adding Date Achieved to an objective is not considered an Amendment.
22 Amended - Draft Used to change an Official IEP Parents must be contacted before the IEP is amendedDuring the Amendment process, the status of the IEP will be changed to “Amended – Draft”.Each change to the IEP will be tracked on a form by form basis.Amendments require an explanation prior to completion (made “Amended – Official”).
23 Amended - Official IEP changes have been marked as Official. Data is not moved to SER until a supervisor or authorized individual (IEP Form Approver) verifies the information and chooses to submit the data.There is no system limit to the number of Amendments that can be processed.
25 IEP Forms OperationsThe top toolbar allows the users to perform the following operations:Refresh the screenSave the data on the current pageData also automatically saved:when navigating to a new pagebefore system timeout (after 28 minutes of inactivity)When the VALIDATE button is selected
26 IEP Form Help Each IEP form is equipped with a help screen. Throughout the form clicking on the help buttonAdditional help related to the current IEP form can be obtained by scrolling the window to the particular field help section.The HELP window is closed by clicking the X in the upper right hand corner of the popup.The question mark at the top of each form can be clicked to display the SER/IEP Forms Users Guide in PDF format.
27 Spell CheckAll text areas on the IEP may be checked for proper spelling. Spell check is a manual process and is invoked by clicking the spell check icon on the top toolbar.Spell Check will check the spelling on the current page, not the entire IEP form.
28 Transition ServicesIf the IEP is for a G/T student, go to GSI page and select IEP type for G/T. Transition Services (TS) page will no longer be displayedTransition services must be in effect when a student turns age 16-Transition Services page will be required if a student is age 15 on the Team Meeting Date.If your student does not require TS proceed to the GSI page. Do not enter anything on TS page.
29 Transition PageStudent’s vision statement has been replaced with Measurable Postsecondary Goals.Training or Education and Employment Goals are required. Refer to the HELP page for more information.Postsecondary Measurable Goals – Appropriate measurable postsecondary goals are outcomes that occur after the student has left high school. Measurable postsecondary goals are based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills. These goals articulate what the student would like to achieve after high school taking into account the student’s strengths, preferences and interests.Training or Education Goal A measurable post school outcome goal is required. It can be a Training and/or Education goal.Training: This goal would be written to address the type of training a student would need if the student was interested in short-term employment training (e.g., Workforce Investment Act, Job Corps);Vocational Technical School (less than a two year program).Example: After high school Lisa will receive job readiness training through a vocational rehabilitation service provider in her community.NOTE: A goal stating the student will complete high school with either a regular diploma or a certificate of achievement would NOT be appropriate, because they are NOT postsecondary goals.Education: This goal would be written to address the type of postsecondary education program a student would need to attend to reach his or her long-term goal (e.g., Community or Technical Colleges (two year programs); College/University (four year programs); Continuing Education.Example: After the completion of high school, Shelly will enroll in courses at Bayou Community College.Employment Goal: This goal would be written to address employment includes both paid (competitive, supported, sheltered) and unpaid employment including employment in the military and volunteer work.Example: After high school, John will work at part time at the local pet store.Independent Living (if applicable): This goal would be written to address adult living, daily living, independent living, financial, transportation, etc. This area should be completed based on the individual/functional needs of the studentExample: After graduation Rolanda will effectively utilize an augmentative communication device at home and in the community that allows familiar and non-familiar individuals to communicate with her regarding needs, wants, and desires2929
30 Transition Page (cont) List the multiple assessments – documentation must be kept in IEP folderTransition Assessment(s):Transition assessments should consist of multiple assessments utilizing both formal and informal tools such as interest inventories, behavioral assessment, statewide assessment, career readiness tests, self determination assessments, transition planning inventories, teacher/parent observation, interviews and questionnaires, curriculum based assessments, and situation assessments. It is best practice to use more than one assessment to gather information about the student’s preferences and present level of performance. These assessments should address the student’s career interests, vocational skills, employability, independent living skills, self advocacy and other preferences and interests. Documentation of the transition assessment(s) must be kept in the IEP folder.Refer to the Transition Help Pages for more information3030
31 General Entry Requirements for Action Step Blocks Action step blocks (narrative blocks) cannot be left blankSchoolStudentFamilyAgency (this block can contain NA)
35 General Student Information (GSI) Student Profile Information displays from SERIEP Participant’s position and name must be enteredODR defaults as one of the participantsAge of majority and rights information has been moved from the LRE page to the GSI page for the web-based program only – it remains on the placement/LRE page of the IEP form when printedRequirements for GSI have been broken into separate narrative blocksA narrative block has been added to allow the teacher to record general information about the student and for gifted students, student interests and language needs need to be addressed here
37 This information is grayed out because it is pulled from SER
38 ODR is defaultedType in Participants name - let them either initial or sign
39 If a box is gray, it means you do not have access to it – e. g If a box is gray, it means you do not have access to it – e.g., Section 504 is only applicable to students with only gifted/talented exceptionalities
40 If you have a question or need assistance concerning CONTENT for the IEP, click on the round question mark
41 GSI – Special Factors This section is completed one of two ways: If there is a special factor that needs to be addressed, complete all boxes that apply and put “none” or “N/A” in the other boxes.If after consideration by the IEP team, NO factors need to be addressed at this time, click the check box below the special factors blocks.G/T IEPs - This section of the IEP has been disabled for G/T IEPs
42 If the student has no special factors that need to be addressed, leave boxes blank and check this box
43 GSI – General Requirements Attaching a Individual Graduation Plan to the IEP eliminates the writing of the transition courses of study necessary for the student in the GSI.At least one of the Individual Graduation Plan boxes must be checked in the Transition Course of Study Area.At least one Educational Need must be identified.
44 General Student Information You must select at least one Transition Course of StudyYou must select the appropriate Educational Need area(s)4444
45 Instructional Plan The Instructional Plan has one Goal per page If an Educational Need Area is checked on the GSI then the IP is populatedAs many Goals can be written as needed – just click on ADD NEW
46 Instructional PlanESY Instruction – This box is only checked after the student has been determined eligible for ESYTargeted for Transition – Check this box if the goal supports the student’s transition needs
47 Instructional PlanDate achieved can be left blank. This is the only field that can be changed after the Parent has signed the IEP (IEP made official) without having to amend the IEP.When date achieved is added to the Instructional Plan, teachers should print out a copy of the page and put in IEP folder and send copy home to parent.
49 AccommodationsCheck the accommodations the student needs during instruction and regular classroom assessment.Those accommodations that are bolded transfer to the LEAP box for statewide assessment.For G/T students – accommodations must be addressed on the IAP (504 plan). This page does not display on G/T IEPs.
50 Bolded accommodations are approved statewide accommodations Bolded accommodations are approved statewide accommodations. If a bolded accommodation is checked for instructional purposes then it populates the accommodation section in the LEAP box on the Program Services page
51 ACCOMMODATIONS PAGE Added AT devices to the page Description of Accommodations box has been removedCheck NONE if the student does not need any classroom accommodations
52 This is an individual district requirement, not a state or federal requirement Check NONE if the student does not need any classroom accommodations
53 If tape recorders, calculators, word processors are checked the AT box in the LEAP accommodations will also be checked – but you will still need to write the type of AT being used
54 Accommodations Page (continued) If an accommodation is bolded it is an approved accommodation for statewide assessmentIf AT box is checked on this page it will be checked in the LEAP box on the Program Services Page
55 Program/ServicesLEAP block not required for students in grade 2 or below or for students in grade 12 who have completed all assessment requirements.All other sections are completed as usual except for the Services section.LEAP box has been removed on the GT IEP
56 Program Services PageIf LAA 2 is checked, the content areas the student will take LAA 2 in must be checked
57 Program Services PageCheck NONE if student is in grades K through 2 or a Senior who has passed all required components of the GEE
58 Services sectionSpecial Education Services are no longer identified as direct or related.The student’s total daily instructional minutes must be entered.Only one section of the Timeframe must be used.Use both Timeframes if the student’s schedule changes because of semesters (e.g., block schedule) or changing schools.
59 Services section Instructional Minutes Services Time Frame Name Trigger DateDate To BeginDurationIndividual/Group/Both/NALocation - where student will receive special education services
61 Service DatesTime Frame Name: Name the Time Frame e.g., Jan- May 08, or Fall 2009 (this name will appear on the LRE page for each time frame.Trigger Date: A specific date must be chosen to indicate when the second timeframe goes into effect.Date To Begin: Indicate the actual date the student will begin to receive special education service (s).
62 Time frame name is an optional field-use only if student is on a block schedule. Enter the student’s total instructional day in minutes.Number of days per week student attends school used in the calculation.Click ADD NEW to add additional services.Total minutes in special setting per week is calculated using the above information. The LRE setting percentage is automatically determined (LRE Page) based on this information.
63 Service Duration and Delivery Duration: Indicate how long (e.g., one year, two months) these services will be provided (duration).Indiv/Group: Indicate by selecting I, G, Both, or NA to indicate whether services will be delivered on an individual basis, in a group or both.If the student is receiving special education services in the classroom select NA.
64 Service MinutesWhere student will receive special education services? Indicate the actual minutes per day/sessions per week of direct and/or related special educational services the student will receive in each actual location - regular class, community and/or special class.Where to enter the minutes?If the special education teacher goes to the student’s regular education class to provide services indicate the minutes in the regular class section.If the student is “pulled out of the regular class” to receive services indicate the minutes in the special class section.If the student is brought into the community indicate the minutes in the community section
65 Preschool (Ages 3-5) Length of instructional day must be entered Services are enteredDefaults to the regular early childhood program on the LRE page because of the student’s ageOnce placement defaults, user has the option to modify it if the student is in any early childhood program other than “regular”
66 Program Services Page-ESY Information on ESY refer to
67 Extended School Year Services At least one Criteria for Consideration (not including Special Circumstances must be checked
68 Defaults to the Regular Early Childhood Program based on the child’s age
69 Placement/Least Restrictive Environment (LRE) Only have to justify the placement chosen if other than Inside the regular class 80% or more of the day for students aged 6-21Once placement defaults, user has the option to modify itIf student is in the Options 3 Program, check the Alternative to Regular High School Diploma box
70 Placement/LREThis statement has been revised to indicate a student participating in and passing 2 or more tests with Approaching Basic, earning the required Carnegie Units, etc., would be eligible to earn a regular High School diploma
71 Placement/LRE (cont.) There are no longer approve or refuse boxes. The parent may either give consent for services or revoke consent after the initial provision of services. If the parent disagrees with any part of the IEP, they can pursuit a solution to their complaint through the state’s dispute resolution options but the consent for provision of services box must be checked if the LEA continues to provide services to a student.Refer to the Placement/LRE HELP page for more information.Added instructions related to “parent signature” when an IEP is amended.
72 Only have to justify the placement chosen if other than Inside the regular class 80% or more of the day
73 The age of the child will determine if the preschool or the regular LRE settings are populated
75 SUPPORTING DOCUMENTATION Teachers have access to the current state forms.YES or NA must be checked for validation purposes.
76 HELP Pages The HELP pages of each page of the IEP have been updated. Remember to review these pages oftenInstructional Plan – HELP pages have the standards-based IEP stepsProgram Services – HELP pages have how to make assessment decisions information76
81 Site DeterminationThis page is completed within 10 days of the IEP if the site determination is not made at the time of the IEPPage can be found by clicking the link ‘add/delete forms to IEP’
82 Gifted/Talented IEPIf the student has a Disability and Gifted/Talented (G/T) exceptionality, the student should be on the regular IEP.If there are health concerns, the student should be on an IAP (504 plan).All students, including G/T students, need a Individual Graduation Plan.
83 ValidationsValidation issues must be resolved before an IEP can be marked as Official.The Validate button checks to see that all business rules have been met.If a page does not require any corrections, a green check will be displayed next to the page name.Pages that have not passed validation are indicated by a red X next to the page name.A list of validation errors are shown below the page name.
84 Validations (continued) Print the validation page for quick reference for correcting errors.To correct the errors, navigate directly to the page by clicking on the page name or by selecting the appropriate page from the drop-down box at the top of the screen.The validation screen also lists the data fields that will be moved to SER.
88 Official/Parent Signed To complete an IEP, it must be signed by the parent and marked Official.Before an IEP can be official, all pages will be validated.Once validated, a Submit IEP Information To SER button will display at the bottom of the screen.Clicking this button will signify the form is finished.If the user submitting the form has IEP Form Approver rights, summary IEP data will be automatically created in SER.Otherwise, the IEP Approver can generate a report of IEPs and amendments awaiting approval.Verify the IEP form information and create the IEP record in SER.
89 Submit IEP to SERSubmitted to SER flag displays on the IEP Summary page for each IEP and amendment.If the Flag = N, this is an indicator to the “IEP Form Approver” that the IEP or amendment should be reviewed and submitted to SER (if the status = official).Approvers can generate a listing of all IEPs and amendments in Official status but not yet submitted to SER.
90 SER IEP to IEP FORMS Interaction Fields Pushed to SERTeam Meeting DateIEP TypeParent DecisionParent Signed DatePlacement DeterminationCurrent GradeCommunity Based Services (yes/no)LEAP CodeESY Criteria for ConsiderationFields Pulled from SERLEAFirst NameLast NameSuffixDate of BirthLocal IDHome Based SchoolEvaluation DateExceptionality Codes
91 Printing an IEP Option to print Partial State ID Number Select to print IEPClick to open PDF document. You can select which pages to print from the PDF print menu.See Audit History
92 AmendmentsAn amendment occurs when an IEP requires changing after it has been marked Official/Signed.To open an IEP for amendment, click the View link of an Official/Signed IEP on the IEP Summary page.Initially a submitted IEP will display as read-only, (fields are not editable).Clicking the Amend button will open the IEP and allow the forms to be changed.
93 Amendment Processing Enter changes The amended IEP must be marked Official .All forms of the IEP must meet the validation and business rules before they can be submitted.There is no limit to the number of amendments.Each time an amendment is made to an IEP, a complete copy of that IEP is created. This allows the user to view all versions of that IEP.A copy of the amended IEP is given to the parents and to any personnel to whom the amendment pertains.
94 Viewing AmendmentsA cumulative list of changes made to an IEP can be viewed by selecting the IEP Form, “8. Form Amendments” from the drop-down list at the top of the screen.This page shows the date of the change, Parent Contact Method, the sections modified and an Explanation. The Parent Contact Method and an explanation must be entered before the amended IEP can be re-submitted.