1. eSIS Special Education Module
Referral for Evaluation (PR-07)

2. Individualized Education Program (PR-07)
SEWOH71
Navigation through the IEP form is based upon the Arrows and Tabs.
The arrows move user to the different components of the IEP while the Tabs move user to sections within the different components.
Part 1 – Main/Planning/Needs/Goals/Services/Special Factors/Other Considerations
Part 2 – Vision Impairments 1/Vision Impairments 2/Vision Impairments 3
Part 3 – Statement of Transition/Employment/Adult Living/Community Participation
Part 4 – Testing/Participants/Other Information/Separate Facility

3. Summary screen for IEPs on file for student.
Note: Addendums to IEP are handled by choosing the “Copy IEP” button. This creates a copy of the existing IEP. Once the new plan is finalized, eSIS stamps an end date on the older version of the IEP.

4. IEP Numbers are automatically assigned chronologically.
Parent Information is populated from eSIS. The scroll bar on the right allows user to scroll through the parent information. To select parent information to print on form, check the “Print on form” box for the respective parent/guardian.
User may include new guardian contact information by selecting “New” and entering the information. Adding information in this manner will update data for the special education module only – not the general eSIS data. If the new data reflects a permanent change – please notify the building/district personnel responsible for updating eSIS data.
The effective end date for the IEP cannot reflect more than one year from the meeting date at this time.
Ohio has applied to be one of the pilot districts to look at multi-year IEPs – but for now we must work with the timeframes established by current legislation.
Chairperson must be assigned, and once assigned, is the only person who can finalize the IEP – The Chairperson should be administrator/decision maker who insures all information is accurate. Once an IEP is finalized, it cannot be modified.
Spell-check should be run before finalization; as a finalized document cannot be modified in any way.
Again – allows selection of which contact information to print on the IEP.
If plan is a services plan, indicate here.

5. Present Levels of Performance – Summary from ETR will be able to print here in a future release.

6. Field Description
Step 1 – Future Planning This area is a free-form text up to 1000 maximum characters for users to describe the student’s preferences/interests. (A 2000 maximum characters has been requested) Step 2 – Levels This area is a free-form text up to 2000 maximum characters for users to describe the student’s current level of performance. (A 3000 maximum characters has been requested) Left and Right Arrows On the bottom left-hand side of the PR-07 IEP, user’s can access the various parts of PR-07 by clicking on the arrow keys (either right or left). This activates the screens that comprise ALL of the PR-07 IEP. These are much like the scroll bars, but take users
Services area on this release screen will be modified in future release – will not be forced to populate all services such as extended time for testing up to time and a half, access to text-to-voice technology, etc.).

7. Banking for needs – click on F9 while the cursor is in the Need description field to access banking; can also be accessed from SPED main screen: Main Menu > Bank Editor. Choose the phrase to add to the need and click the ‘Select’ button. Can also add and remove needs from the above list on this screen. The substitution characters can be used to make phrases and sentences more adaptable to different students.

8. Goal and Objective bank editor
Goal and Objective bank editor. Click on F9 while cursor is in the goal description or benchmark description fields to access banking; can also be accessed from SPED main screen: Main Menu > Goal Bank Editor. Choose the phrase to add to the goal or objective and click the ‘Select’ button. Can also add and remove phrases and sentences from the above list on this screen. The substitution characters can be used to make phrases and sentences more adaptable to different students.

9. Progress screen allows for entering how progress will be measured.
Note: Arrow keys on bottom-left hand side, these “scroll” through various screens that make up PR-07 Helpful Tips: • The numbering in the above Need, Goal and Benchmarks relate very closely to each other. If you review the screenshot above, you can see that Need #1, ties to Goal # 1.1 and the Benchmarks (which there are two) are listed as 1.11 and The system automatically assigns these to ensure the 3 areas are tied together for each Need that is added to this particular IEP.
Step 3:
Need # By clicking on the Add button above the Need # section, a number is automatically generated for the IEP user is working on. Note, that a number of needs can be generated for the same IEP and a scroll bar will activate if there is more than one need for this particular IEP.
Need Description A user must give a Need Description up to 1000 maximum characters. (A 500 character limit has been requested)
Step 4:
Goal # By clicking on the Add button above the Goal # section, a number is automatically generated for the IEP user is working on which ties back to the Need # shown above. Note, that a number of needs can be generated for the same IEP and a scroll bar will activate if there is more than one need for this particular IEP.
Content Area Addressed A user can select a choice from the drop down menu which pulls from SEW910 – Content Area
Goal Description A user must give a Need Description up to 100 maximum characters. (A 500 character limit has been requested)
Progress button The Progress button is a pop up box (see screenshot above) that allows for free-form text up to 500 maximum for a Statement of Progress
Benchmark # As part of Step 4, setting the Goal, an associated Benchmark must be added to describe what the objectives are in reaching the goal. Again, the number relates directly back to the goal which relates back to the added Need.
Benchmarks or Short-term Objectives A user must add an objective in the free-form text field to a maximum of 100 characters. (A 500 maximum characters has been requested)
Step 5:
Identify Services This area lists the services the student may be required to receive in order to meet the goals identified under the need:
• Services – drop down which pulls from SED393 – Special Services Codes and SEW920 – Services.
• See Goal – User to manually add the goal that this service applies to if different from the current goal.
• Start Date and End Date – can be modified by the user to determine how long this service will be active for this identified need. System should automatically populate dates with effective from/to dates of IEP.
• Duration – drop down pulls from SEW790 – Duration Codes which lists various timeframes (in minutes) that the service will be required
• Frequency – a drop down which pulls from SYS474 – Frequency Codes that lists various times in days, weeks, months, etc. that the service will be required.
Least Restrictive Environment This area shows the Least Restrictive Environment the student may need in order to meet the goals identified under the need:
• LRE – drop down pulls from the Least Restrictive Environment that the service can be performed in.
• LRE Statement – a Free-form text box which allows user up to 200 maximum characters to describe the LRE chose
• Per Adoptive School Calendar – a checkbox that can be utilized to identify if according to adoptive school calendar

10. Service Description Box.

11. Individualized Education Program (PR-07)
Special Factors

12. Special factors are indicated here by selecting the appropriate box.
Unwanted selections can be removed by deselecting the box to eliminate the X.

13. If “Assistive Technology Services and Devices” is chosen to “”Add Description”

14. Other considerations are selected here by selecting the appropriate boxes.
Unwanted selections can be removed by deselecting the box to eliminate the X.

15. Before leaving certain screens user is prompted whether to save the changes.

16. A dialogue box will appear after saving to verify that the record has been updated.

17. Individualized Education Program (PR-07)
Vision Impairment Form

18. A series of 3 screens allow for completion of the vision impairments form. If a vision impairment is not present – user can tab out of the series by using arrows at left.
Do not complete this form is student does not have a vision impairment – simply tab out of this section using the arrow keys at the bottom left of the screen.
To tab between vision impairment screens – use Tabs labeled Vision Impairments 1 – Vision Impairments 2 – Vision Impairments 3

19. Continuation of the Vision Impairments Form

20. Continuation of the Vision Impairments Form

21. Individualized Education Program (PR-07)
Transition Form

22. When selecting Persons responsible for transition services from Member names, user can utilize the staff list by selecting the [?] Box next to member name or enter free form text.
Statement of transition service needs are entered in free text format.
Preview allows user to view the information as it will appear when printed.

23. Allows for transition activities to be entered in the area of Employment and Post Secondary Education.
Selecting the “Multi” button will allow existing goals and objectives to appear.

24. Allows for transition activities to be entered here in the area of Post School/Adult Living.
Selecting the “Multi” button will allow existing goals and objectives to appear.

25. Allows for transition activities to be entered here in the area of Community Living.
Selecting the “Multi” button will allow existing goals and objectives to appear.

26. Individualized Education Plan (PR-07)
Testing, Participants, and
Separate Facility Information

27. “Multi” button will allow user to access table of accommodations
“Multi” button will allow user to access table of accommodations. Users are able to select multiple accommodations from the table or free text enter data.
Remember: Accommodations placed in this area must be used throughout the school year in the classroom.
Selecting the “Multi” button will allow existing goals and objectives to appear.
State Test data is directly stored for EMIS purposes once the record is finalized.

28. IEP Participants and Primary LRE is recorded here.
Service Summary appears from IEP fields.
User can utilize the Staff list by selecting the [?] Box next to IEP Meeting Participants name or enter free form text.
EMIS Reportable services will be listed here under “Summary of Special Education Services”. Chairperson must select Primary LRE (Least Restrictive Environment).
Caution: eSIS will allow Finalization by user who is logged onto the system; however, not all eSIS users should finalize an IEP. A District appointed representative should be the person to log on to eSIS and finalize the IEP.

29. Separate Facility information is recorded here.