Logging into EasyIEP

Logging into EasyIEP
EasyIEP
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EasyIEP™ End User Manual
Summer 2013 Version 5
Table of Contents
Login Message........................................................................................................................................... 6
Logging into EasyIEP™ ............................................................................................................................... 8
Password Policy..................................................................................................................................... 8
Electronic End-User Agreement............................................................................................................ 9
Electronic Tennessee EasyIEP™ Access Agreement ............................................................................. 9
EasyIEP™ General Information ............................................................................................................... 10
Security ............................................................................................................................................... 10
User Access and Permissions .............................................................................................................. 10
Important Symbols in EasyIEP™ .......................................................................................................... 11
Main Menu Tab ....................................................................................................................................... 12
Message Board.................................................................................................................................... 12
Message of the Day............................................................................................................................. 14
Uploaded Files..................................................................................................................................... 15
My Info Tab ............................................................................................................................................. 16
Change Your Password: ...................................................................................................................... 16
Changing Personal Information: ......................................................................................................... 17
Student Compliance Symbols ................................................................................................................. 18
Common Compliance Symbols ........................................................................................................... 19
ECO Compliance Symbols ................................................................................................................... 20
TEIS Ages 0-3 Compliance Symbols..................................................................................................... 21
Student Transfers .................................................................................................................................... 22
District Student Transfer Contact List ................................................................................................. 22
Out-of-State Transfer – Suggested Guidelines ................................................................................... 23
Students Tab ........................................................................................................................................... 24
Student Search .................................................................................................................................... 24
TEIDS Student Search .......................................................................................................................... 26
Advanced Student Search ................................................................................................................... 27
Searching by Primary Option .............................................................................................................. 28
Searching for Blank Primary Option.................................................................................................... 28
Viewing Caseloads .............................................................................................................................. 29
Personal Tab............................................................................................................................................ 31
Error Checks – Personal ...................................................................................................................... 33
Eligibility Tab ........................................................................................................................................... 34
Definitions ........................................................................................................................................... 34
Accessing Eligibility Information ......................................................................................................... 35
Psychologists’ Review of Cognitive/Adaptive Ability for TCAP-Alt PA Participation .......................... 35
Census Information ............................................................................................................................. 36
Contractual Services ........................................................................................................................... 36
Additional Programs ........................................................................................................................... 36
Error Checks – Eligibility...................................................................................................................... 38
IEP Process Tab ....................................................................................................................................... 40
Personal Page .......................................................................................................................................... 42
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Parents Page ........................................................................................................................................... 44
Parents and Guardians Overview ....................................................................................................... 44
Error Checks – Parents ........................................................................................................................ 46
Team Page ............................................................................................................................................... 47
Present Levels Page ................................................................................................................................ 49
Add an Assessment: ............................................................................................................................ 50
Add Custom Assessments ................................................................................................................... 52
Reorder Assessments .......................................................................................................................... 53
Deleting Assessments ......................................................................................................................... 53
Change ‘Scores Reported’ ................................................................................................................... 54
Error Checks – Present Levels ............................................................................................................. 55
Narratives Page ....................................................................................................................................... 57
Error Checks – Narratives ................................................................................................................... 60
Accommodations Page ........................................................................................................................... 63
Adding Participations .......................................................................................................................... 65
EOC Gateway Test Summary .............................................................................................................. 66
TCAP - English Linguistically Simplified Assessment (ELSA) ................................................................ 67
TCAP - English Language Development Assessment (ELDA) .............................................................. 67
Adding Accommodations .................................................................................................................... 69
ACT, EXPLORE and PLAN ..................................................................................................................... 70
Custom Areas ...................................................................................................................................... 71
District Assessments ........................................................................................................................... 71
TCAP Alternate Assessments .............................................................................................................. 72
Error Checks – Accommodations/Participation .................................................................................. 73
Goals & Objectives Page ......................................................................................................................... 74
Adding Goals: ...................................................................................................................................... 76
Adding Custom Goals: ......................................................................................................................... 78
Adding Objectives: .............................................................................................................................. 80
Adding Custom Objectives: ................................................................................................................. 82
Banking Goals and Objectives ............................................................................................................. 85
Error Checks – Goals & Objectives ...................................................................................................... 94
Services and Supplemental Aids Page .................................................................................................... 96
Supplemental Aids .................................................................................................................................. 98
Special Transportation ........................................................................................................................ 99
Error Checks – Supplemental Aids .................................................................................................... 100
Special Ed Services ................................................................................................................................ 101
LRE Details ......................................................................................................................................... 102
ESY Details ......................................................................................................................................... 103
Re-order Special Services and Related Services ............................................................................... 103
Error Checks – Special Ed Services .................................................................................................... 104
Related Services .................................................................................................................................... 106
Error Checks – Related Services ........................................................................................................ 107
Transition Services Page ....................................................................................................................... 108
Error Checks – Transition Services .................................................................................................... 111
Contacts Page........................................................................................................................................ 112
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Creating IEP and IEP Addendum Documents........................................................................................ 116
Create Draft Page .................................................................................................................................. 117
IEP Draft Document .......................................................................................................................... 117
Initial Eligibility Determination Timelines – Reason for Delay ......................................................... 119
TCAP Alternate Portfolio 1% Assessments ....................................................................................... 121
TCAP-MAAS ....................................................................................................................................... 122
State and District Mandated Tests ................................................................................................... 123
IEP Addendum................................................................................................................................... 124
Error Check - IEP Addendum ............................................................................................................. 124
Create Final Page .................................................................................................................................. 125
IEP Final Documents ......................................................................................................................... 125
Print/View Documents Page ................................................................................................................. 127
Early Childhood Tab .............................................................................................................................. 128
EC Transition ..................................................................................................................................... 128
ECO Ages 3-5 ..................................................................................................................................... 130
Documents Tab ..................................................................................................................................... 133
Upload External Documents (Paperclip) ........................................................................................... 134
IEP At-A-Glance ................................................................................................................................. 136
Services Plan and Services Plan Addendum ..................................................................................... 137
Eligibility Reports .............................................................................................................................. 138
Eligibility Report – Non-Eligible Document....................................................................................... 139
Evaluation, Eligibility, Placement Timeline Extension Request ........................................................ 140
Progress Reports ............................................................................................................................... 141
Re-Evaluation Summary Report – Sections I, II, IV, V ....................................................................... 145
Re-Evaluation Summary Report for Intellectually Gifted - Sections I, II, IV, V ................................. 148
Re-Evaluation Review Section III Documents ................................................................................... 150
Reevaluation Related Service Observation....................................................................................... 152
Reevaluation Special Education Teacher Observation ..................................................................... 153
Release of Information ..................................................................................................................... 153
Student Invitation to a Meeting........................................................................................................ 154
Student Prior Written Notice ............................................................................................................ 154
Summary of Performance ................................................................................................................. 155
Letters ................................................................................................................................................... 159
Initial Consent for Eligibility Evaluation ............................................................................................ 159
Invitation to a Meeting ..................................................................................................................... 160
Prior Written Notice.......................................................................................................................... 160
Correcting Errors in EasyIEP™ ............................................................................................................... 162
Replacing Finalized IEP Documents ...................................................................................................... 163
Contact Log ........................................................................................................................................... 164
Error Checks – Documents ................................................................................................................ 165
Page Views ............................................................................................................................................ 171
Workspace View ............................................................................................................................... 171
Current IEP View ............................................................................................................................... 171
Changing Views ................................................................................................................................. 172
Significance of Changing Views ......................................................................................................... 172
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Deleting an IEP .................................................................................................................................. 173
Date Changes .................................................................................................................................... 174
Options Troubleshooting .................................................................................................................. 175
Correcting an Options problem ........................................................................................................ 177
My Docs................................................................................................................................................. 178
Batch Printing .................................................................................................................................... 179
Wizards ................................................................................................................................................. 180
Progress Report Wizard .................................................................................................................... 180
IEP-at-a-Glance Wizard ..................................................................................................................... 183
Caseload Setup Wizard ..................................................................................................................... 185
Logging out and Exiting EasyIEP™ ......................................................................................................... 186
To Log out and Exit EasyIEP™: .......................................................................................................... 186
Reminders ............................................................................................................................................. 187
Appendix - Revisions to Manual ........................................................................................................... 188
July 2011 Updates ................................................................................................................................. 188
September 2011 Updates ..................................................................................................................... 189
October 2011 Updates .......................................................................................................................... 189
Summer 2012 Updates ......................................................................................................................... 189
Winter 2013 Updates ............................................................................................................................ 190
Summer 2013 Updates ......................................................................................................................... 190
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Login Message
Districts are able to post a ‘Login Message’ on this page alerting users of important dates,
deadlines and other reminders. The messages are posted on the login page in large bold red
print. Statewide messages from EasyIEP™ are in smaller red font on the left.
To view documents in EasyIEP™ Adobe Acrobat Reader must be installed on your computer.
To install the latest version of Adobe Acrobat Reader, select the link ‘Download Adobe
Reader’. The following screen appears:
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Install the program for free by selecting the ‘Download now’ button on this screen.
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Logging into EasyIEP™
1. Open a web browser and enter your district’s URL in the address bar. The district site is
replaced by the appropriate district name.
2. Enter your username on the log in screen
(First Name <space> Last Name)
3. Enter your password (case sensitive)
4. Select the ‘Login’ button.
Having trouble
getting your site to
come up? Make sure
there is an ‘S’ after the
http. All sites start out
with https://.
Note: The username is not case sensitive, but the password is case sensitive and must have at
least eight characters. Please Do Not select ‘Yes’ in the box that asks “Do you want
Internet Explorer to remember this password?”
If the user has previously setup a Forgot Password Question you may click on the link to
‘Forgot Your Password’ to obtain temporary access to EasyIEP™.
Password Policy
As part of on-going efforts to uphold security of the data managed, PCG Education™ is moving
its suite of hosted application to use hardened passwords for system access.
The hardened password policy is as follows:
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Requires use of complex passwords
A minimum of 8 characters
At least one upper case character
At least one alphanumeric character
At least one numeric character
At least one non-alphanumeric, like #, $, % …etc.
Must not match the last 3 passwords the user selected
Password expires every 90 days
Forgotten password link for users, with CAPTCHA option (only available if the user
forgets password)
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Electronic End-User Agreement
Upon initial log-in to the EasyIEP™ system users must acknowledge that they have read and
understand the user policies of the EasyIEP™ system. They acknowledge this by clicking the
‘Agree’ button on the initial log-in page. If a user does not acknowledge and agree by clicking
the ‘Do not Agree’ button, they are automatically logged out of the EasyIEP™ system.
Electronic Tennessee EasyIEP™ Access Agreement
Upon first log-in to EasyIEP™, users must read, acknowledge, and agree to three statements
regarding their access to the Tennessee EasyIEP™ system. The user is required to type their
name as it appears in the system and enter the date of agreement prior to clicking the ‘Agree’
button. If a user does not acknowledge and agree to these statements, their access to
Tennessee EasyIEP™ is denied.
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EasyIEP™ General Information
Security
All EasyIEP™ information is confidential. The server uses Secure Socket Layer (SSL) technology
encrypting all information transmitted through the Internet. This is the same technology used
for protecting credit card numbers and other sensitive information sent over the Internet. The
security level of the website is viewed by selecting the ‘VeriSign Secured’ symbol on the login
page.
Please adhere to the following procedures ensuring security:
 Do not give your username or password to anyone.
 Do not write your password down where it can be seen by anyone.
 Do not save documents or reports to an unsecured computer.
 Always log off of EasyIEP™ and close your browser when you are finished.
 Lock your computer when leaving it unattended. Press CTRL, ALT & DEL simultaneously.
User Access and Permissions
Access to the various areas of EasyIEP™ and the permission to execute various functions are
controlled by the user type assigned to each user. Examples of common user types include IEP
Chairperson, School Administrator and Director. Depending on the user type, individuals are
assigned either ‘view’ or ‘edit’ access to EasyIEP™.
Users with ‘view’ access only see information on a given screen and cannot edit that
information. Users with ‘edit’ access can view and edit information in EasyIEP™. View access
and edit access pages look different.
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Important Symbols in EasyIEP™
This site is secure; there is an ‘s’ after the ‘http’ in the
URL.
All actions in EasyIEP™ are single clicks of the mouse.
Help - This link shows general help information. See
the End User Manual for updated, specific
information.
Drop down menu - Only one selection can be made.
Click once on the gray box and select an option.
Check box - More than one selection can be made. To
add or remove a check, click once on the box.
Spell Check icon – Click on the icon to launch the spell
check function for a specific text box.
Calendar icon – To add a date, click on the calendar
and scroll through the screens to find the appropriate
date.
The tabs along the top on the screen are used to navigate throughout the system. Never use
the back button unless instructed by the EasyIEP™ help desk.
After a change is made, select the ‘Update the database’ button at the bottom of each screen
to save the changes. ‘Update the database’ is equivalent to 'Save'. Any information entered is
lost if the ‘Update the database’ button is not selected.
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Main Menu Tab
EdPlan is the logo used within he EasyIEP™ system.
Message Board
Contact the EasyIEP™ Helpdesk with any questions, concerns, suggestions or bug reports.
Messages are answered as submitted.
To send a Question, Bug Report, Comment or Suggestion:
1. Select the blue hyperlink ‘Send us a Message’.
2. Select which type of message you need to send by selecting the appropriate blue
hyperlink. Message types of ‘Question, Comment or Suggestion’ are for questions,
comments, student transfer requests or suggestions. Use the ‘Bug Report’ type, when a
feature or function of EasyIEP™ is not working correctly.
3. All Message Board requests must include a student’s full name and date of birth for
further research by the EasyIEP™ Help Desk. If the requests are in reference to users or
user types, please include specific examples.
4. To request an IEP transfer, post a message and include the following information:
Student’s full name, date of birth, sending district and receiving district.
5. Type the subject of your message in the ‘Subject’ box. Be as specific as possible.
6. Enter your e-mail address in the ‘Your email address’ box so the EasyIEP™ Helpdesk can
reply to your request. Your e-mail address automatically populates, if your e-mail is
entered under the “My Info” Tab.
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7. Add your message to the text box.
8. Select the ‘Send Message’ button.
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9. A confirmation page appears with the content of your message. Select the ‘Back to
Message Board’ link, once the message is completed.
10. To access a ‘New Mail’ message, select the ‘My Messages’ link.
Choosing this link directs users to the following screen, which displays ‘New Messages’
and/or ‘Previous Messages’. The ‘New Mail’ icon on the “Main Menu” screen
disappears, when all messages are read.
Message of the Day
Below the message link is the ‘Message of the Day’. This message is edited by district
administrators and alerts users of any important information. Please check this message often
to stay informed with district-wide changes or updates.
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Uploaded Files
At the bottom of the “Main Menu” page, various files are available to users for viewing or
downloading. Instead of sending e-mail attachments to everyone in the district, the EasyIEP™
Helpdesk, district administrators or PCG staff often upload the necessary file(s) to the main
page of EasyIEP™. To view a file, select the name of the file (denoted by a blue hyperlink). Files
can be saved to an individual computer when opened. After viewing the file, select the “Main
Menu” tab at the top of your screen. Do not close the browser because the user is still logged
into EasyIEP™.
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My Info Tab
The “My Info” tab is used to add or edit a user’s demographic information. It is also used to
change a user’s password and setup a ‘forgot password question’. In order to change any
information on the “My Info” tab, the user must first enter their current password.
Change Your Password:
1. From the Main Menu, Select the “My Info” tab.
2. Enter current password; this is the current password used to log into EasyIEP™. Enter a
new password in the ‘New Password’ box and enter it again to verify. Passwords are
case sensitive. Please select the ‘How to choose a good password’ hyperlink if
applicable.
3. Select ‘Setup my Forgot Password Question’ to help reset your password yourself.
3. Select the ‘Update the database’ button.
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After updating the database, a confirmation box opens. A user successfully changes their
password by selecting ‘OK’ in the confirmation box. The password disappears for security
purposes. To test the new password, log out of EasyIEP™ and log in again using the new
password. District system administrators can change a user’s password, if necessary.
The “My Info” tab contains a users’ contact information. Confirm the email address and the
phone number is correct.
Changing Personal Information:
1. From the Main Menu, Select the “My Info” tab.
2. Enter current password. Personal information is added and/or edited on this page.
Users must enter their Title, Work Phone and E-mail Address.
3. Users may setup a ‘Forgot Password Question’ to assist with resetting their own
password.
4. Select ‘Update the database’.
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Student Compliance Symbols
Every student in EasyIEP™ has a compliance symbol associated with their name. The
compliance symbol is found in two places in EasyIEP™, the “Students” tab and the “Eligibility”
tab for that student. Both are found next to the student’s name. When viewing a caseload, the
compliance symbols are a quick way to view which students are in or out of compliance, as
well as students who have approaching deadlines. On the ‘Select a Student’ page, the
compliance symbol is to the left of the student’s name.
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Common Compliance Symbols
Meaning
What to do
No Eligibility or IEP information has been
entered for this student; this usually
denotes a regular education student.
To enter the student into special education,
fill in the eligibility page.
All appropriate Eligibility and IEP
information has been entered for this
student.
Make sure the student has a final IEP and
option in the system.
The student has a new Proposed IEP and
the system is waiting for the parent's
response to be entered.
Confirm the parent’s response is received
and entered into the system. (Not used in
TN.)
The student's new IEP has been Rejected
and a new one must be Proposed.
Create a new IEP or modify the current IEP
for the student and propose this for
acceptance. (Not used in TN.)
The student has a Rejected IEP and it has
been over a set period of time after the
rejection.
Create a new IEP or modify the current IEP
for the student. Make sure the newly
proposed IEP has been confirmed for
acceptance. (Not used in TN.)
A transferred student is in the “warning”
period before being out of compliance.
Once the student goes out of compliance,
the standard stop sign symbol will appear.
The IEP Team has 30 calendar days to
create a new IEP.
In the new district, the student is flagged
with the new compliance symbol until an IEP
is finalized. When the IEP has been finalized,
the compliance symbol will show the
student is in compliance (green check mark).
A student has been re-activated. After the
student is re-activated, the team has 30
calendar days to create a new IEP.
A team member must generate an IEP for
the reactivated student using EasyIEP™ to
bring the student into compliance.
Either 1) it has been >335 days since this
student's Last IEP Date, or 2) it has been
>23 days since this student's Eligibility Date
and no IEP has been recorded (i.e. the
student's Last IEP Date field is empty).
When a user generates an IEP for a student
using EasyIEP™, the Last IEP Date will
automatically be updated.
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Either 1) it has been >365 days since this
student's Last IEP Date, or 2) it has been
>30 calendar days since this student's
Eligibility Date and no IEP has been
recorded (i.e. the student's Last IEP Date
field is empty).
It has been >20 school days since this
student’s Initial Consent Received Date and
Eligibility has not yet been determined.
It has been >40 school days since this
student’s Initial Consent Received Date and
Eligibility has not yet been determined.
It has been >1035 calendar days since this
student's Eligibility Date. A triennial reevaluation is due within 2 months.
It has been >1095 calendar days (3 years)
since this student's Eligibility Date. A
triennial re-evaluation is due.
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When a user generates an IEP for a student
using EasyIEP™, the Last IEP Date will
automatically be updated.
When a student's Eligibility status is
determined, an Eligibility Document needs
to be created. The date of the Eligibility
determination and disability is populated
from the Eligibility document.
When a student's Eligibility status is
determined, an Eligibility Document needs
to be created. The date of the Eligibility
determination and disability is populated
from the Eligibility document.
When a re-evaluation is performed, an
Eligibility Document needs to be created.
The date of the Eligibility determination and
disability is populated from the Eligibility
document.
When a re-evaluation is performed, an
Eligibility Document needs to be created.
The date of the Eligibility determination and
disability is populated from the Eligibility
document.
ECO Compliance Symbols
For the Early Childhood Outcome (ECO) students, new ‘sub-compliance’ symbols are displayed
for applicable students on the student results page. Students exiting ECO are flagged for IEP
Team Members for entering outcome information once students are six years old.
These are the business rules regarding when the new compliance symbols show for a student:
If the student is 5.5 to 6 years old and has no outcomes listed, a yellow yield symbol
with the number ‘6’ is displayed.
If the student is 5.5 to 6 years old and has outcomes information, green check sign is
displayed.
If the student is 6 years or older with outcomes information, they will also display a
green check sign.
If the student is 6 years or older with no outcomes information, they will display a red
stop sign with the number ’6’.
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TEIS Ages 0-3 Compliance Symbols
For the Tennessee Early Intervention Systems (TEIS) students, new ‘sub-compliance’ symbols
are displayed for applicable students on the student results page. These symbols are created
for students entering/exiting TEIS and flagged for IEP Team Members.
These are the business rules regarding TEIS compliance symbols for a student:
When the student is imported into EasyIEP™ from the TEIDS System a yellow
yield symbol with the number ‘3’ is displayed.
If a child is 3 years and 1 day older without a finalized IEP a red stop sign with
the number ‘3’ is displayed. The red stop sign will remain until an action is
taken to determine the student’s eligibility.
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Student Transfers
Districts have the ability to request student transfers through the message board. First, the
previous school district must inactivate the student. Please contact the previous school district
to have the student inactivated, and then submit a request to the message board to transfer
student demographics, documents, and workspace information. For those districts that may
have a large constituency of their student population moving to another district (for example,
city vs. county schools), please send a message to the EasyIEP™ message board and request
instructions on how your district should handle such a mass transfer.
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Active student records cannot be transferred. Please ensure the previous district has
In-activated the student record, before posting a transfer requests.
To request an IEP transfer, include the student’s name, date of birth and previous school
district.
When a student is transferred to a new district, a new IEP must be finalized to create an
option of service in the new district. First, update the Providers and Service Dates
selected on the ‘Services – Details’ page. Also update the ‘Goals and Objectives’ dates
and details. Then on the Documents tab, select ‘IEP’, enter the IEP begin date and create
a new Final IEP.
District Student Transfer Contact List
The EasyIEP™ Help Desk maintains a ‘District Student Transfer Contact List’ to assist District
personnel in notifying the Student’s previous District, when the Student has transferred to
another District. Please identify the person in your District to contact, when a Student needs an
inactivation to complete a transfer. Please review the ‘District Student Transfer Contact List’ for
the correct information. The most current version of the ‘District Student Transfer Contact List’
is located on the Main page of EasyIEP™. If there are changes to the contact information for
your District, please send a message to the EasyIEP™ Message Board with the changes and the
correct contact information.
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Out-of-State Transfer – Suggested Guidelines
When a Student transfers from out of state and there is evidence (i.e., IEP or Eligibility Report)
that the Student has a disability, the current School District must provide the Student with
services comparable to those described in the IEP from the previous School District.
The Student is enrolled in EasyIEP™ and should continue to receive comparable IEP services
until an updated eligibility determination.
1. On the “Eligibility” tab, enter a Referral Date and Initial Consent for Evaluation Received
date from out-of-state. (If you do not have the Referral date and Initial Consent date,
then use the last Eligibility date or last IEP date from out-of-state.)
2. On the “Documents” tab, create an Eligibility report based on the last Eligibility
Determination date and disability from out-of-state. (If you do not have the last
Eligibility Determination document from out of state, then use the last IEP date.)
3. If comparable services can be provided, accept the IEP from out-of-state and enter into
EasyIEP™ with a begin date of the Student’s enrollment date in your District. If
comparable services cannot be provided, accept the IEP from out of state until a new
IEP is developed and implemented. If you do not have the IEP from out-of-state, create
a new IEP with services to accommodate the Student’s needs.
4. Complete the state’s ‘Reevaluation Summary Review’ to review existing evaluation data,
which includes current classroom-based observations and input from parent and
teacher.
Note: Most transfer students will be treated as a reevaluation. Only when a
comprehensive assessment is needed will students be initially evaluated under state of
Tennessee criteria.
5. When the Reevaluation Summary Review or Comprehensive Assessment is completed,
create the following documents in EasyIEP™:
1) Create a new Eligibility Determination document with the current eligibility
determination date and disability, and
2) Create a new IEP with the current date and data collected from the
Reevaluation/Assessment.
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Students Tab
Student Search
All students receiving special education services MUST be enrolled in the district’s student
information system (e.g., Star Student, PowerSchool, Skyward, etc.). When searching for
students, both regular education and special education students are listed in EasyIEP™. A
certain number of students appear on the screen depending on the search criteria. Users may
narrow their search by entering the first three letters of the child’s last name and selecting the
‘Special Ed’ check box. The student search screen looks different depending on each user’s
permissions. Some users are only able to view their individual caseload.
1. From the Main Menu, select the “Students” tab.
2. Enter search criteria, such as ‘Student Last Name’. Select a ‘Grade Level’ and /or ‘School’
to narrow the search.
It is best to leave the
search as broad as
possible, as well as narrow
it down if too many
students are returned.
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3. The student record(s) meeting the selected criteria appear.
4. Selecting the ‘View My Caseload’ button displays an individualized user’s caseload.
5. Select the name of the student to open the student’s record.
Note: Sort student records by selecting the blue column headers.
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TEIDS Student Search
1. To search for student records coming from Tennessee Early Intervention Data System
(TEIDS), first go to the student search page and select Grade Level P3 and select ‘View
Students’. Grade level P3 is automatically assigned to all TEIDS records.
2. Below is an example of how the TEIDS student records appear.
3. To find NEW TEIDS records, select the ‘School’ Heading to sort by school. All TEIDS
records that do not have a school assignment will show at the top of the list.
4. Post a message to the EasyIEP™ message board requesting a school assignment for each
TEIDS record.
5. Once the school assignment is completed, assign a Case Manager to the IEP Team.
6. Districts must enter IEP information on the TEIDS record only.
DO NOT enter data on the Student Information System enrollment record (e.g., Star
Student, Chancery, PowerSchool, etc.)
Note: Sort student records by selecting the blue column headers.
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Advanced Student Search
Select the Students tab and select the ‘Advanced Student Search’ button. Use the Advanced
Student Search page to search for students by primary or blank funding option, compliance
status, disability, special education or related services, extended school year and student
records with no case manager.
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Example of an advance student search: Find students with a Referral date and no Initial Consent
for Eligibility Evaluation Received Date.
1. On the Advanced Student page, check the box labeled ‘Referral’.
2. Select the ’View Students’ button.
3. The list of students displayed has a Referral date entered on the “Eligibility” tab.
Searching by Primary Option
1. On the advanced student search page, check the Primary option for the selected search.
2. After selecting a Primary option, select the ‘View Students’ button.
The Student Search Results page lists all students whose Current IEP includes the
Primary option value selected.
Note: The Primary Option search displays each student who has the selected Primary option at
any time period in the Current IEP. For the screenshot example above, Beth Test has 02
as the ‘active’ option in the Current IEP. However, Eng IEP2 Test has primary option 02
for the last couple months in the Current IEP, where the Primary Option field on the
search page is blank because the ‘active’ primary option at this time is 03.
Searching for Blank Primary Option
1. On the Advanced Student Search page, check the box for IEP Compliant and check the
box for Blank Primary option.
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2. Select the ‘View Students’ button.
The Student Search Results page lists all students with a current IEP and a Blank primary
option.
Viewing Caseloads
1. Select the ‘View My Caseload’ button at the bottom of the ‘Student Search’ page.
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2. The following ‘Select a Student’ page lists all the students that a user serves via the
“Team” tab.
Note: If the user is not listed as the Case Manager, then the user serves on the IEP
Team.
Did you know?
You can ‘right click’ a
student’s name and
open their profile in
a new window or
tab. This allows you
to go back and forth
between student
profiles and the list
of all students.
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Personal Tab
The “Personal” tab contains student demographics allowing ‘edit’ or ‘view’ permissions. This
information is imported from the district’s student information system.
If any of the information has changed, the student’s enrollment record must be updated in the
district’s student information system. If additional changes are needed in EasyIEP™, post a
message to the EasyIEP™ message board and include the student’s name, date of birth and
change(s) needed. The Student’s name, Student ID, Social Security Number/PIN Number, Date
of Birth, Gender, School and Race are required fields. Depending on the individual user type,
the ‘Personal’ page may appear different from the illustration below. The fields highlighted with
red boxes are required
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1. When updating the Grade and/or School on the ‘Personal’ page from the drop down
menus, users must fill in the following information:
2. Select ‘Update the database’ once the Grade/School information is edited.
3. The EIS enrollment year is automatically set by PCG for ALL student records prior to
sending the first baseline file to EIS. The EIS enrollment year must be entered on any
student records added after the initial setup of the EIS enrollment year.
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4. Student records imported from the Tennessee Early Intervention Data System have a
new label near the bottom of the page for ‘TEIS Program’. This is part of a future
enhancement creating a new compliance symbol for 3 year old Early Childhood records.
Error Checks – Personal
Error 16.1
Error 16.2
Error 16.3
Error 16.4
Error 16.5
Error 22.1
This student does not currently have a grade entered on the personal page.
Please return to the personal page and assign a grade to this student.
This student does not currently have a race entered on the personal page. Please
return to the personal page and assign a race to this student.
This student does not currently have a school entered on the personal page.
Please return to the personal page and assign a school to this student.
This student does not currently have a gender entered on the personal page.
Please return to the personal page and assign a school to this student.
This student does not currently have a Social Security Number or PIN entered on
the personal page. Please return to the personal page and assign a Social
Security Number or PIN to this student.
The school associated with this student does not have the length of school day
determined. Please contact your district administrators to set the length of
school day on the School Information page.
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Eligibility Tab
Definitions
 Referral Date – The Date the student is referred for special education. If this information
is unknown, use the district’s definition of the referral date.
 Referral Source – This usually is the parent. The Referral Source may be the school or
teacher depending on circumstances.
 Initial Consent for Eligibility Evaluation Received Date – The date the parental
permission is received for an Eligibility Evaluation.
 Initial Consent for Eligibility Evaluation Received Source – The Initial Consent for
Eligibility Evaluation Source is usually the parent. The source is whoever signs the Initial
Consent for Eligibility Evaluation Permission form.
 Eligibility Date – The date the IEP team met determining if the student is eligible for
special education. This date is populated from the Eligibility document.
 Current IEP Begin Date – The begin date of the Current IEP. This date is automatically
filled in when the IEP is created.
Note: TN only tracks the current eligibility date, so all evaluations are required every three
years.
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Accessing Eligibility Information
The user type determines whether the page is view only.
Enter Initial Referral Date and Initial Consent for Eligibility Evaluation Received Date.
The “Eligibility Date” field is read-only reflecting the Eligibility Determination Date based on the
Eligibility document. Districts will not be able to enter the Eligibility Date on the Eligibility tab
requiring ALL Districts to create the Eligibility-Eligible or Eligibility-Non Eligible document.
Districts may use their own Eligibility forms if desired but must create the appropriate Eligibility
document in EasyIEP™.
The eligibility determination date, eligibility status and disability automatically populate upon
creation of the eligibility document.
Psychologists’ Review of Cognitive/Adaptive Ability for TCAP-Alt PA Participation
Directors and psychologists have access to enter or edit information in this section of the
“Eligibility” tab. This section is completed if a student demonstrates a significant cognitive and
adaptive disability which prevents full involvement and completion of the state approved
content standards with program modifications. After entering these data, select ‘Update the
database’.
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Census Information
The Census Information fields appear at the bottom of the “Eligibility” tab and must be
completed prior to creating a Final IEP document. Choose the appropriate ‘Status of Service’
from the drop list of choices. Most students will have a Status of Service of "1. Full Special
Education Services". The only time a student is listed as ‘less than full service’ is when a parent
refuses some of the services that are recommended by the rest of the IEP team. If that is
happening, then the Status of Service would be shown as a 3, 4, or 5 -- depending on the
circumstances. Select a ‘Reason for Less Than Full Service’ from the drop down list of choices,
if necessary.
Contractual Services
The ‘Contractual Services’ field is selected only if the student has a contractual agreement
signed by the TN Commissioner of Education.
Note: If the student’s disability is ‘Developmental Delay’, the Projected Eligibility date is based
off the student’s date of birth. When the student turns 10 yrs. old, the student must have a new
disability and new Eligibility Determination.
Additional Programs
Additional fields are available for
 Date the student entered English as Second Language program (ESL)
 Date of Parentally Placed in Private School.
 This information must be entered by the Director or Psychologist on the Eligibility tab.
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1. Enter the date for ‘Parentally Place Private School’ and click ‘Update the Database’
button.
2. Next, confirm the date entered for ‘Parentally Placed Private School’ by checking the
box labeled as ‘Enter Parentally Placed Private School’ and verify the date entered is
correct.
3. Click ‘Update the Database’ button.
4. Enter the ESL date and click ‘Update the Database’ button.
5. Next, confirm the date entered for ESL and click ‘Update the Database’ button.
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Error Checks – Eligibility
Error 1.1
Error 1.2
Error 1.3
Error 1.4
Error 1.5
Error 1.6
Error 1.7
Error 1.8
Error 1.10
Error 1.11
You have not selected a valid Student Type. Please return to the Eligibility tab
and select an appropriate Student Type.
You have not selected a valid Status of Service for the student. Please return to
the Eligibility tab and select an appropriate Status of Service.
You have indicated that the student’s Status of Service is less than Full Service.
Please return to the Eligibility tab and select the appropriate Reason for Less
Than Full Service.
The student is 10 years old or older and you have indicated the disability for the
student is “Development Delay.” Students of this age cannot have this disability
selected. Please return to the eligibility page of the documents page and adjust
the disability selected for this student.
You have not entered the Written Parental Permission Received Date on the
eligibility page for this student. Please return to the Eligibility tab and enter the
date that written parental permission was received. If you do have the ability to
enter this date because it is read only, then please contact someone at the
district level to assist with this error.
A review of the student files by the school psychologist has not yet been
completed. Please have the school psychologist document the review findings
and enter the date of their review on the eligibility page for the student. ***Not
all users have access to this field; this must be completed by the school
psychologist.
A review of the student files has been completed by the school psychologist but
they have not entered their name in the appropriate field. Please have the
school psychologist enter their name on the eligibility page for the student.
***Not all users have access to this field; this must be completed by the school
psychologist.
A review of the student files by the school psychologist must be completed
annually for TCAP-Alt participation. The last review was done on IEP TCAP-ALT
REVIEW DATE. Please have the school psychologist enter the date of their
current review on the eligibility page for the student. ***Not all users have
access to this field; this must be completed by the school psychologist.
The student’s disability on the Workspace does not match the disability on the
current Eligibility event. Please return to the “Eligibility” tab and update the
disability to match the current Eligibility Event.
The student’s Eligibility Date and/or Primary Disability have not been entered
for this student. Please return to the "Eligibility" tab and enter this information.
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You have indicated that the student has Gateway, EOC and/or TCAP
Achievement Additional Accommodations for English Language Learners, but
you have not addressed the ‘ESL’ Date field on the Eligibility tab. Please return to
the Eligibility tab and enter the student’s ESL date.
If you have a date in the ‘ESL’ Date field on the Eligibility tab, please address it
appropriately with applicable accommodations for state mandated tests.
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IEP Process Tab
When Users select a student record, a new menu bar consisting of ‘Students’, ‘Personal’,
‘Eligibility’, ‘IEP Process’, ‘Early Childhood’ and ‘Documents’ appears. If the user has permissions
to enter Restraint and Isolation incidents, they will also see menu items for
‘Restraints/Isolation’ and ‘View Restraint/Isolation Incidents’.
Select the “IEP Process” tab to begin the development of the student’s IEP information. Select
each button on the “IEP Process” tab to enter and verify information. Items on the left side are
required to complete the IEP while items on the right side may be updated at anytime.
Note the legend at the bottom of the “IEP Process” tab:
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On each page of the “IEP Process” tab is a group of buttons for ‘Save’, ‘Save and Continue’ or
‘Back’.



Save – saves the information entered and stays on the same page
Save and Continue – checks for any errors on the page;
saves the information entered and returns to the previous page
Back – does not save any information entered and returns to the previous page
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Personal Page
From the “IEP Process” tab, select the “Personal Information” button to verify the student’s
demographic information and all required fields. This page is read only.
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Verify the student data on the “Personal” page. If changes need to be made, post a message to
the message board with the student’s full name, date of birth and the fields that need
changing.
Click the ‘Save and Continue’ button to return to the previous page.
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Parents Page
From the “IEP Process” tab, select the “Parents” button to add parents, guardians and other
important people outside the school district who are involved with the student’s IEP.
Parents and Guardians Overview
Adding a Parent/Guardian:
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1. Select the ‘Add More’ button.
2. The following is the ‘Add a Parent(s)/Guardian’ page.
3. The ‘Student Lives Here’ and ‘Guardian Responsibility’ must be checked for at least one
parent/guardian. This is required to finalize the IEP. Select the ‘Include on IEP Team’ if
the parent/guardian is part of the IEP Team.
4. When a student is age 18 or older, the student becomes their own guardian. The
student’s name must be on the Parent tab and must be marked as ‘own guardian
responsibility’. Also, include the student’s address and mark ‘Student lives here’. The
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only exception is if there has been a court order where someone has power of attorney
over the student.
5. Select the ‘Save and Continue’ button when all parent/guardian information is added
and return to the previous page.
Error Checks – Parents
Error 2.1
Error 2.2
Error 2.3
You have not entered a parent or guardian for the student. Please return to the
“Parents” page and add at least one parent or guardian.
At least one person under the “Parents” tab must have Guardian Responsibility.
Please return to the “Parents” tab and check Guardian Responsibility for a
Parent/Guardian.
At least one person under the “Parents” tab must have Student Lives Here
checked. Please return to the “Parents” tab and check the Student Lives Here for
a Parent/Guardian.
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Team Page
From the “IEP Process” tab, select the “Team” button to add IEP Case Manager and Team
Members.
The “Team” page is where users select the student’s IEP Team members.
1. The ‘Case Manager’ is assigned by using the drop down box.
2. Parents are shown as IEP Team members, if the box ‘Include on IEP Team’ is checked on
the Parents tab.
3. Select the ‘Add More’ button to build the IEP team.
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4. To add an IEP Team Member, select the dropdown arrow under ‘Add Team Member’.
5. To allow ‘View Only’ permissions, check the ‘View Only’ box to the right of their name.
6. Select the ‘Save and Continue’ button, when all IEP Team members are added.
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Present Levels Page
From the “IEP Process” tab, select “Present Levels” button to add Assessments.
Present Levels must include three years of current Assessments for the student’s current IEP. All
students require at least one Pre-vocational/Vocational Assessment. If a student turns fourteen years of
age during the life of the current IEP, an age appropriate Transition Assessment is required. (A
Vocational Assessment can be a part of the Transition Assessment).
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Add an Assessment:
1. Select the ‘Add Assessments’ button.
2. Select an Assessment category, Assessment Area, subjects and type of ‘Scores Reported’
from the drop down lists for each Assessment. Subject areas for assessments, if
applicable, populate automatically in the “Subject Areas” column. Each Assessment Area
must be marked as a ‘PL- Area’ to print on the IEP document. Assessments that have
‘Eligibility’ or ‘Other’ as Assessment Areas will not print on the IEP. The list of
assessments includes the Top 100 most commonly used assessments in EasyIEP™ and
are grouped within category.
3. Click the ‘Save’ button at the bottom of the screen.
4. Select the ‘+’ symbol next to the Assessment added to enter a date administered.
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5. Select additional ‘Scores Reported’, if needed. Exceptional Yes/No is a required score on
every assessment and is checked by default. Users are not required to select this score
type and will not receive errors that are associated with omitting this score type.
6. Select the ‘Save’ button.
7. Select the ‘Edit All Assessment Details’ button.
8.
9.
Complete the necessary details for all Assessments. Enter a Narrative for the
Assessment. The Assessment Narrative text box on the ‘Assessment Details’ page must
include the student’s Present Levels of Performance. The test date will automatically
default to the ‘Date Administered’. Enter any other known test scores and test dates.
Exceptional Yes/No is a required score on every assessment and is checked by default.
Users are not required to select this score type and will not receive errors that are
associated with omitting this score type.
Select the ‘Save and Continue’ button to return to the previous page.
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Add Custom Assessments
1. To add a custom Assessment return to the “Present Levels” page and select
‘Add Assessments’ button.
2. Enter the name of the Custom Assessment, select the Assessment Area from the drop
down list, enter the subject area(s) tested and select the type of ‘Scores Reported’ for
the Custom Assessment. One to five subject areas may be entered for a Custom
Assessment. Exceptional Yes/No are required scores reported on every assessment and
are a default score type. Additional score types may be selected, if appropriate.
3. Select the ‘Save and Continue’ button to save information entered and return to the
previous page.
4. Select the ‘Edit Assessment Details’ button.
Complete the necessary details for all Assessments. Enter a Narrative for the
Assessment. The Assessment Narrative text box on the ‘Assessment Details’ page must
include the student’s Present Levels of Performance. The test score date will
automatically default to the ‘Date Administered’ field. Enter any other scores and test
dates available.
5. Select the ‘Save and Continue’ button to check for any errors and return to the previous
page.
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Reorder Assessments
Change the order of assessments by entering new positions in the “New Pos” box.
1. Enter a New Position number under the ‘New Pos’ column.
2. Select the ‘Save’ button.
3. Select the ‘Save and Continue’ button to return to the previous page.
Deleting Assessments
1. On the “Present Levels” page, view the student’s assessments.
2. Click the ‘+’ symbol which expands the Assessment that needs deleting.
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3. Select the checkbox under the ‘Del’ column and click ‘Save’. The entire assessment is
removed. (when you select the checkbox a checkmark appears in the box )
4. Select the ‘Save and Continue’ button to return to the previous page.
Change ‘Scores Reported’
1. To change the ‘Scores Reported’ first expand an Assessment by clicking the ‘+’ symbol.
2. Check the correct scores and uncheck the incorrect scores for removal.
Exceptional Yes/No is a required score type for all assessments.
3. Select the ‘Save’ button to save updated information.
4. Select the ‘Save and Continue’ button to return to the previous page.
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Error Checks – Present Levels
Error 4.1
Error 4.2
Error 4.3
Error 4.4
Error 4.5
Error 4.6
Error 4.7
Error 4.8
Error 4.9
Error 4.10
You have not included an assessment for the student's Present Level of
Performance. Please return to the Assessments tab and enter an assessment for
the student’s Present Levels of Performance. PLP assessments are identified by
selection one of the Areas that begin with the three characters "PL-".
You have not selected "Exceptional Yes/No" as one of the score types for the
Present Levels of Performance Assessment Assessment Name. Please return to
the Assessments tab and add “Exceptional Yes/No” to the score types for the
assessment.
You have not listed the date administered for PL- Assessment Assessment Name
or at least one of its sub-areas. Please return to the Assessments tab and enter
the Date Administered for Assessment Assessment Name or one of its sub-areas.
You have not answered "Yes" of "No" to the Exceptional Yes/No score type for
the PL-Assessment Assessment Name. Please return to the Assessments tab and
select the details button for the Assessment Assessment Name. Enter a Yes/No
response for the “Exceptional Yes/No” score type.
You have not listed the date administered for PL-Assessment Assessment Name
subject area Subject Areas. Please return to the Assessments tab and select the
details button for the Assessment Assessment Name. Enter the date
administered for the subject area Subject Areas.
You have not entered an assessment area of ‘PL-Vocational” or “PL-PreVocational” for any of this student’s assessments. Please return to the
assessments tab and include at least one assessment with an area “PLVocational” or “PL-Pre-vocational”.
You have not entered an assessment area of ‘PL-Transition’ for any of the
student’s assessments. Please return to the assessment tab and include at least
one assessment with the area as ‘PL-Transition’.
You have selected the student has ‘Psychological Turnaround Work’, but have
not selected ‘Type’. Please return to the Assessment tab and select the detail
button and choose from the ‘Type’ drop down.
You have selected the student has ‘Psychological Turnaround Work’, but have
not entered a date for ‘PTE Date’. Please return to the Assessment tab and select
the detail button and enter a date for PTE Date the student.
You have selected the student has ‘Psychological Turnaround Work’, but have
not entered a date for ‘Date Report to School’. Please return to the Assessment
tab and select the detail button and enter a date for Date Report to School.
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You have not included an Area for the student's Assessment. Please return to
the Assessments tab and choose an area from the Area drop down for the
student’s Present Levels of Performance.
You have indicated that the student has taken an assessment with the
assessment area of “Pre-vocational” or “Vocational” but have not included a
Goal with the area of “Pre-vocational” or “Vocational”. Please return to the
Goals page and adjust the goal area for the appropriate goal to either “Prevocational” or “Vocational”.
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Narratives Page
From the “IEP Process” tab, select ‘Narratives’ to enter a current descriptive of student’s
strengths, parent concerns and how the student’s disability affects involvement in the general
curriculum. Considerations of special factors for IEP development must also be addressed.
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All text fields on the “Narratives” page must have an entry. There is a ‘Save’ button after each
text field. Select any of the ‘Save’ buttons to save the entire “Narratives” page.
1. Enter any relevant information and select the ‘Save’ button. If information is not
available or known, enter ‘N/A’ in the appropriate text field. Each Narratives field has a
spell check icon.
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2. When selecting from the drop down menus for ‘Consideration of Special Factors for IEP
Development’, users must enter the sub-question. If a user picks ‘No’ in the first
question, they must pick ‘NA’ as their answer for the sub-question(s).
3. When completed, select the ‘Save and Continue’ button to return to the previous page.
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Error Checks – Narratives
Error 3.1
Errors 3.2
Error 3.3
Error 5.1
Error 5.2
Error 5.3
Error 5.4
Error 5.5
Error 5.6
You have not included a description of the student's strengths. Please return to
the Narratives tab and complete the "Describe the student's strengths"
narrative.
You have not included a description of the concerns of the parents regarding
their child's education. Please return to the Narratives tab and complete the
narrative 'Describe the concerns of the parents regarding their child's
education".
You have not included a description of how the student's disability affects
involvement and progress in the general curriculum. Please return to the
Narratives tab and complete the narrative “Describe how the student's disability
affects involvement and progress in the general curriculum".
You have not selected a Yes or No response from the drop down menu for the
Special Considerations Narratives question "Does the student have limited
English proficiency?" Please return to the Narratives tab and select a Yes or No
response to this question.
You have indicated that the student has limited English proficiency but have not
selected a primary mode of language for the student. Please return to Narratives
tab, Consideration of Special Factors for IEP Development and select a primary
mode of language for the student.
You have not selected a Yes or No response from the drop down menu for the
Special Considerations Narratives question "Is the student blind or visually
impaired?" Please return to the Narratives tab and select a Yes or No response to
this question.
You have indicated that the student is blind or visually impaired but have not
determined whether the student needs instruction in Braille or not. Please
return to the Narratives tab Consideration of Special Factors for IEP
Development and select whether the student needs instruction in Braille or not.
You have not selected a Yes or No response from the drop down menu for the
Special Considerations Narratives question "Does the student have
communication needs?". Please return to the Narratives tab and select a Yes or
No response to this question.
You have indicated that the student has communication needs but you have not
described these needs. Please return to the Narratives tab Consideration of
Special Factors for IEP Development and describe the student's communication
needs.
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Error 5.8
Error 5.9
Error 5.10
Error 5.11
Error 5.12
Error 5.13
Error 5.14
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You have not selected a Yes or No response from the drop down menu for the
Special Considerations Narratives question "Is the student deaf or hard of
hearing?". Please return to the narratives tab Consideration of Special Factors
for IEP Development and select a Yes or No response to the question.
You have indicated the student is deaf or hard of hearing but did not address
question 4a "If the student is deaf or hard of hearing, did the IEP team consider
the student's language and communication needs?". Please return to the
Narratives tab Consideration of Special Factors for IEP Development and answer
yes or no to question 4a.
You have indicated the student is deaf or hard of hearing but did not address
question 4b "If the student is deaf or hard of hearing, did the IEP Team consider
opportunities for direct communications with peers and professional personnel
in the student's language and communication mode?". Please return to the
Narratives tab Consideration of Special Factors for IEP Development and answer
yes or no to question 4b.
You have indicated the student is deaf or hard of hearing but did not address the
question 4c "If the student is deaf or hard of hearing, did the IEP Team consider
necessary opportunities for direct instruction in the student's language and
communication mode?". Please return to the Narratives tab Consideration of
Special Factors for IEP Development and answer yes or no to 4c.
You have not selected a Yes or No response from the drop down menu for the
Special Considerations Narratives question "Is Assistive Technology necessary in
order to implement the student's IEP?". Please return to the Narratives tab and
select a Yes or No response to this question.
You had indicated that the student needs assistive technology to implement the
IEP but have not included a description of the assistive technology needed.
Please return to the Narratives tab Consideration of Special Factors for IEP
Development and describe the assistive technology needed for this student.
You have indicated that the student requires assistive technology in the
Consideration of Special Factors section, item #5 on the Narratives tab. You have
not selected an assistive technology supplemental aid. Please return to the
Supplemental Aids tab and select at least one assistive technology supplemental
aid or edit the response to Question #5 on the Narratives tab. Assistive
technology supplemental aids are preceded by the three characters (AT-).
You have not selected a Yes or No response from the drop down menu for the
Special Considerations Narratives question "Does the student's behavior impede
his/her learning or that of others?". Please return to the Narratives tab and
select a Yes or No response to this question.
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You have indicated that the student's behavior impedes his/her or other's
learning but did not select how the IEP team has addressed the behavior. Please
return to the Narratives tab Consideration of Special Factors for IEP
Development and select how the IEP team has addressed the behavior.
You have indicated the student's behavior impedes his/her or other's learning
and selected "other" as the manner in which the IEP team has addressed the
behavior. You did not include a description of "other". Please return to the
Narratives Tab Consideration of Special Factors for IEP Development and include
a description of the "other" manner in which the IEP team addressed the
student's behavior.
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Accommodations Page
Participations and Accommodations pages have been combined into one page and labeled as
“Accommodations”. From the “IEP Process” tab, select the “Accommodations” button.
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At the top of the “Accommodations” tab, a text box displays guidelines for TCAP, EOC and
District Assessment testing accommodations in a student’s general and special education
classroom instruction.
Each Participation Area defaults to a Participation Level of ‘Not Applicable’.
The “Accommodations” tab contains both the ‘Classroom and Behavior Participations’ (a-r)
and ‘Testing Accommodations for State & District Mandated Tests’.
If an ‘Alternate Assessment’ is chosen from the drop down menu, the user is asked to address
this information on the ‘Create Document’ page before creating the IEP.
Participations selected ‘With Accommodations/Modifications’ automatically appear on the
‘Accommodations’ page after selecting ‘Update the database’ button.
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Adding Participations
Users will first select Participation Level and click ‘Save’ to save selections or click “Add
Accommodations” to save selection and continue to the next page to add accommodations.
Each Participation Area/subject defaults to ‘Not Applicable’ for a new student record. If a
dropdown item has an existing Participation Area, the system retains those choices in the
workspace. There is a ‘Reset Participation Level’ button to reset all Participations to ‘Not
Applicable’.
1. Choose the appropriate ‘Participation Level’ from the drop down menu for each
applicable ‘Participation Area’. Select the ‘Save’ button to save selected Participation
Areas.
2. Select ‘Add/View Accommodations’ to continue with adding Accommodations for the
selected Participation Areas.
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EOC Gateway Test Summary
Enter EOC/Gateway Test Summary in the accommodations page instead of the IEP creation
page. The student must be in grades 9-12 for the ECO Summary Score data to display.
1. Enter EOC/Gateway Test Summary by selecting the “Assessment Completed” in the
Participation Level and click “Save”.
2. On the Accommodations page enter the test status summary for Proficiency level, Date
and if the student passed the course.
3. Check the ‘Met Graduation Requirement’ box if the student met the graduation
requirement.
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TCAP - English Linguistically Simplified Assessment (ELSA)
ELSA is listed as a selection for Participation Level under the four TCAP Achievement subject
areas and added as a Participation Level for EOC Algebra I and English II. The following
Participation Areas have the ELSA Participation Level:
 TCAP English (3-8)
 EOC Algebra I
 TCAP Math (3-8)
 EOC English II
 TCAP Science (3-8)
 TCAP Social Studies (3-8
TCAP - English Language Development Assessment (ELDA)
1. Select ELDA on the “Accommodations” page. This assessment is listed with the regular
subjects and other state assessments.
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2. Select the appropriate Participation Level from the drop down list.
3. Select ‘Save’ after all Participation Areas are selected.
4. Select ‘Add/View Accommodation’ to continue adding Accommodations for each
Participation.
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Adding Accommodations
Each Participation Area will link to the appropriate ‘Accommodations’ for each classroom
activity or state/district assessment.
1. Click the ‘Add List Accommodations’ button to select the appropriate Accommodations
for each Participation Area.
2. Click ‘Save’ button to save selections.
Note: The accommodations for TCAP, Gateway, EOC, ACT, Explore and Plan assessments must
not be altered. If these accommodations are edited, an error message appears when
creating the draft IEP document.
Note: The extended time accommodation reads as: ‘A. Extended time - (only allowed if "Flexible
Setting" and "Flexible Scheduling" are selected from "Allowable Accommodations" for
this test and if extended time is used in classroom. IEP Team determines extended time
limits)
Note: The Allowable and Special Accommodations match the Accommodations chart on the
state’s website. If needed, please visit the following link for more information:
http://www.state.tn.us/education/assessment/doc/Allow_Accomm_Chart_10_11.pdf
http://www.tn.gov/education/assessment/doc/Spec_Accomm_Chart_10_11.pdf
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ACT, EXPLORE and PLAN
1. The ACT, EXPLORE and PLAN are listed within the same list as the regular subjects and
other state assessments.
2. Select the Participation Level for each assessment as needed.
3. Click ‘Add/View Accommodations’ to add accommodations, if needed.
4. Select the ‘Add List Accommodations’ button.
5. Select the appropriate accommodation from the corresponding list.
6. Please note that the accommodations for the ACT are listed in two categories:
 ‘ACT - ACT Approved Accommodations’
 ‘ACT - Tennessee State Approved Allowable and Special Accommodations’
7. For more information, please visit the following website:
http://state.tn.us/education/assessment/ACTtesting.shtml
Note: If a student is participating in the ACT assessment, contact the District Testing
Accommodations Coordinator for more information about the use of State & ACT
Allowable Accommodations.
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Custom Areas
Three custom Participation Areas are available for subjects areas not listed on the
“Accommodations”page. Enter text into the ‘Other Participation Area’ fields and choose the
appropriate Participation level.
District Assessments
Each district has the option to enter three ‘District Assessment’ test at the bottom of the
“Accommodations” page. The ‘District Assessment’ is selected from the extensive list of
assessments by selecting the dropdown arrow. If the District Assessment requires
accommodations, it must be marked on the “Accommodations” page.
Information on the “Accommodations” page regarding the Participation Area and Participation
Level must be completed before Accommodations are added.
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TCAP Alternate Assessments
Users are able to address TCAP Assessments individually (Language Arts, Math, etc.) with two
alternate choices:


Alternate Portfolio 1% – applies to TCAP-Alt PA
Alternate MAAS 2% – applies to TCAP-MAAS
For more information on the TCAP-ALT PA, please visit the following website:
http://www.tn.gov/education/assessment/TCAP-AltPortfolio.shtml
TCAP-MAAS is for special education students with a current IEP in grades 3-8 only. Selecting
TCAP Alternate MAAS 2% Participation requires additional information entered on the IEP
Creation Page. The information captured on the creation page is included in the IEP document.
A Principals signature is not required for TCAP Alternate MAAS 2%.
For more information on the TCAP Alternate MAAS 2%, please visit the following website:
http://www.tn.gov/education/assessment/alt_MAAS.shtml
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Error Checks – Accommodations/Participation
Error 8.1
Error 8.2
Error 9.1
Error 9.5
Error 9.6
Error 9.7
Error 9.8
Error 9.9
You indicated that the Participation Area has the participation level "With
Accommodations/Modifications" but no accommodations/modifications were
selected. Please return to the Accommodations tab and add at least one
accommodation/modification from the list for this participation area.
You have created a custom accommodation for a TCAP or Gateway participation
area Participation Area. Custom accommodations are not allowed for TCAP or
Gateway assessments. Please return to the Accommodations page and select the
available accommodations for Participation Area.
Participation in at least one state or district assessment is required. Return to the
Participations Tab and select the appropriate mandated assessment or alternate
assessment and the participation level for the student.
You have indicated a custom subject/participation area for your student on the
Participations Tab but did not designate an appropriate participation level.
Please return to the Participations Tab and indicate the appropriate participation
level.
You have entered ‘Preparing for Assessment’ for a student who is projected to
be in the third grade for at least a portion of the date range covered by this IEP.
Please return to the Participations Tab and select the appropriate participation
level for their TCAP Achievement tests the student is projected to participate in
during the third grade.
You have entered ‘Preparing for Assessment’ for a student who is projected to
be in the eighth grade for at least a portion of the date range covered by this IEP.
Please return to the Participations Tab and select the appropriate participation
level for their TCAP Achievement tests the student is projected to participate in
during the third grade.
You have entered ‘Not Applicable’ for a student who is projected to be in the
third grade for at least a portion of the date range covered by this IEP. Please
return to the Participations Tab and select the appropriate participation level for
their TCAP Achievement tests the student is projected to participate in during
the third grade.
You have entered ‘Not Applicable’ for a student who is projected to be in the
eighth grade for at least a portion of the date range covered by this IEP. Please
return to the Participations Tab and select the appropriate participation level for
their TCAP Achievement tests the student is projected to participate in during
the third grade.
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Goals & Objectives Page
Access Goals and Objectives information by selecting the “Goals and Objectives” button on the
“IEP Process” tab. Choose Goals and Objectives from list or add Custom Goals & Objectives or
add Goals and Objectives from a personal bank.
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For more information on the TN Core Curriculum Standards , please visit the following web site:
http://www.tncurriculumcenter.org/
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Adding Goals:
1. From the main “Goals and Objectives” page, select the ‘Add Annual Goals from a List’
button.
2. Select an ‘Annual Goal Category’ from the dropdown menu.
3. After selecting a category, a category-specific goal list appears.
4. Check the appropriate goals needed.
5. Select the ‘Save and Continue’ button to return to the previous page.
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6. Goals are added for the regular school year and the extended school year (ESY). If a goal
is addressed during Extended School Year, enter the goal a second time for ESY and
indicate this by checking the ‘ESY’ checkbox.
7. Edit details on all goals by clicking “Edit All Goal Details” button.
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Adding Custom Goals:
1. From the main “Goals and Objectives” page, select the ‘Add Custom Annual Goals’
button.
2. Enter the custom goal in the text box.
3. Select the ‘Save and Continue’ button to return to the previous page.
4. Select an ‘Area of Need’ and address ‘ESY’ for each goal.
5. The field to the right of ‘Area of Need’ is ‘ESY’. If a goal is addressed during Extended
School Year, enter the goal a second time for ESY and indicate this by checking the ‘ESY’
checkbox.
Enter Goal Details
1. Select the ‘Details’ button beside each goal.
2. Enter the ‘Person/Position Responsible’.
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3. Enter ‘Program Modifications/Supports’ in the text field box. This is a required field and
if there are no ‘Program Modifications/Supports’, type N/A or none.
4. Select the ‘Save’ button or ‘Save and Continue’ button to return to the previous page.
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Adding Objectives:
Add objectives on the “Goals and Objectives” page by selecting the ‘Details’ button beside each
goal on the Annual Goals page. Select ‘Add Objectives from List’, ‘Add Custom Objectives’ or
‘Add Objectives from Bank’ button. Select the grade specific Objective/Benchmark Category
and add objective(s).
1. Select the ‘Details’ button for each Goal.
2. Select the ‘Add Objective(s) from Lists’ button.
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3. Select the grade specific ‘Objective/Benchmark Category’ from the dropdown list.
4. The available objectives appear for that category.
5. Select the objectives needed.
6. Select the ‘Save and Continue’ button to return to the previous page.
Select Evaluation Procedure:
Select the Evaluation Procedure on the Objective details page. On the Objective details page,
“Rubric” is a selection option for evaluation procedures.
1. Select the Details button on the ‘Goal Details and Objectives’ page.
2. Select the Evaluation Procedures.
3. Click the ‘Save and Continue’ button to return to the previous page.
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Adding Custom Objectives:
1. Select the ‘Details’ button for each goal.
2. Select the ‘Add Custom Objective(s)’ button.
3. Enter the custom objective in the text box.
4. Select the ‘Save and Continue’ button to return to the previous page.
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Enter Objective Details:
1. Select the ‘Details’ button for each goal.
2. Enter the ‘Begin Date’ and if known enter the ‘End Date’ and ‘Target %’ for each
objective.
3. To add details for one objective, select the ‘Details’ button next to the objective.
To add details for all objectives select the ‘Edit All Goals Details’ button from the Annual
Goals page.
4. Select the ‘Details for All Objectives’ button.
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5. Select the appropriate ‘Evaluation Procedure(s)’.
6. Select the ‘Save and Continue’ button to return to the previous page.
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Banking Goals and Objectives
This feature allows for creation of individual banks of goals and objectives for use when filling in
information on the “Goals and Objectives” tab. The banking option allows users to save the
goals/objectives that are used on a regular basis. Users can develop their banks from the
goals/objectives lists, by adding custom goals/objectives or by importing goals/objectives that
they have already created for other students in their caseload.
Creating Bank of Goals:
1. Select the ‘Add Annual Goals from Bank’ button on the Annual Goals page.
2. Select the ‘Manage your Bank of Goals’ button.
3. Enter the Goal text and select the desired option below:

Select a Category to add goals under a specific category

‘Add Goals from the Lists to my Goal Bank’

‘Import Goals to my Goal Bank from my Caseload’

‘Edit Categories for my Goal Bank’
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‘Add Goals from a List’ to your Goal Bank:
1. Select the ‘Add Goals from the List to my Goal Bank’ button.
2. Select the appropriate goal category from the drop down menu and check the goal
needed. The screen looks identical to the one displayed when adding goals from the list
for individual students.
3. After selecting the Goal(s), select the ‘Save and Continue’ button at the bottom of the
screen.
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4. The goals appear on the main page of the goal bank screen.
‘Add Custom Goals’ to Goal Bank:
1. From the main Goal Bank screen, enter custom goals into the available text boxes and
select ‘Save and Continue’.
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2. The custom goal(s) added to the bank appear on the main goal bank screen with the
goals that were previously added from the list. Custom goals are denoted by the asterisk
in the ‘Custom’ column.
Importing Goals from Caseload into Goal Bank:
1. Select the ‘Import Goals to my Goal Bank from my Caseload’ button.
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2. Check the appropriate option and select ‘Import Goals from my Caseload’.
3. The goals imported appear on the main goal bank screen with goals added from the list
or customized.
Edit Categories in Goal Bank:
Creating categories in a goal bank organizes the goals by subject area. To add categories:
1. Select the ‘Edit Categories for my Goal Bank’ button.
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2. Categories entered into a bank appear at the top of the following page. Enter the names
of the new categories in the spaces provided.
3. Select the ‘Save and Continue’ button. Assign categories to goals from the main Goal
Bank screen.
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4. Once the appropriate categories are assigned, each goal is saved under that category
and removed from the main Goal Bank screen. To access these goals, select the category
from the drop down menu at the top of the screen.
5. Available goals adjust according to the chosen category.
Adding, Customizing and Importing Objectives to an ‘Objective Bank’:
Follow these same steps when creating a Bank of Objectives:
1. Access the ‘Objective Bank’ by selecting one of the goals details button on the main
screen of the ‘Goals and Objectives’ tab.
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2. Select the ‘Add Objectives from Bank’ button at the bottom of the screen.
3. Follow the steps outlined above for adding Goals to the Goal Bank. Adding Objectives to
the Objective Bank follows the same process.
Goals and objectives added to a bank are accessible in saved banks for use in writing future
IEPs. Adding goals/objectives from a goal bank saves time when filling in information on the
‘Goals and Objectives’ tab.
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Error Checks – Goals & Objectives
Error 7.1
Error 7.2
Error 7.3
Error 7.4
Error 7.6
Error 7.7
Error 7.8
Error 7.9
Error 7.10
Error 7.11
You have not listed the person or position responsible for the annual goal.
Please return to the Goals and Objectives tab and list the person or position
responsible for the annual goal.
You have selected a beginning date for the objective 'Objective' that is after the
ending date of the IEP. Please return to the Goals and Objectives tab and select
the details button for the annual goal 'Goal' and select a beginning date for the
objective that is before the ending date of the IEP.
You have not listed any goals for this student. Please return to the Goals and
Objectives tab and create at least one annual goal.
You have not selected the area of need for the annual goal 'Goal'. Please return
to the Goals and Objectives tab and choose an area of need for the annual goal.
You have not listed a target percentage for the objective 'Objective'. Please
return to the Goals and Objectives tab and select the details button for the
annual goal 'Goal'. Add the target percentage to the objective 'Objective'.
You have not listed an evaluation procedure for the objective 'Objective'. Please
return to the Goals and Objectives page and select the details button for the
annual goal 'Goal'. Select one or more of the evaluation procedures check boxes
for the objective 'Objective'.
You have indicated that the student has taken an assessment with the
assessment area of Pre-vocational or Vocational but have not included a Goal
with the area of Pre-vocational or Vocational. Please return to the Goals page
and adjust the goal area for the appropriate goal to either Pre-vocational or
Vocational.
You have entered the begin date of 'Begin Date' for the objective 'Objective'.
This is before the begin date of the IEP which is IEP Begin Date. Please return to
the Goals and Objectives - Details tab and enter a begin date that falls within the
date range of the IEP.
You have entered the end date of End Date for the objective Objective, this is
after the end date of the IEP which is IEP End Date. Please return to the Goals
and Objectives - Details tab and enter an end date that falls within the date
range of the IEP.
You have not listed any objectives for the annual goal “Name of Goal”. Please
return to the Goals and Objectives tab and create at least one objective for this
annual goal.
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You have indicated that the student has taken an assessment with the
assessment area as ‘Transition’ but have not included a Goal with the area of
‘Transition’. Please return to the Goals page and adjust the goal area for the
appropriate transition goal.
You have indicated that the IEP Team has determined that ESY is required for
this student but have not checked the ESY checkbox for any Annual Goals. Please
return to the Goals and Objectives Page and check the ESY checkbox for all goals
to be addressed during ESY.
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Services and Supplemental Aids Page
All Special Educations Services, Related Services and Supplemental Aids are added on one page
titled ‘Services and Supplemental Aids’. From the “IEP Process” tab select ‘Services and
Supplemental Aids’ button.
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Supplemental Aids
“Supplemental Aids” such as Assistive Technology and Special Transportation are added as
“Supplemental Aids and Services”. All “Supplemental Aids” must begin with ‘AT’ for inclusion on
the IEP.
1. On the “Services and Supplemental Aids” page, select the ‘Add Supplemental Aids’
button.
2. Select the appropriate aids and services from the dropdown menu or enter custom
information.
3. Choose the number of sessions per year, week, month or day. Choose the session length
in minutes, hours, periods or blocks.
4. Enter the Start Date and End Date
5. Select the ‘Save and Continue’ button to return to the previous page.
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Special Transportation
The “Supplemental Aids” tab also includes ‘Special Transportation’. ‘Special Transportation
‘must be selected two times in the “Supplemental Aids” section.
1. Select the ‘Add Supplemental Aids’ button.
2. From the dropdown menu, choose ‘Special Transportation’.
3. The number of sessions and session length is not required, but is entered only if needed.
4. Select the ‘Save and Continue’ button to return to the previous page.
5. Select ‘Special Transportation’ a second time and any additional bus type as needed.
(Begin and End dates are not required to finalize an IEP.)
6. Select the ‘Save and Continue’ button to return to the previous page.
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Error Checks – Supplemental Aids
Error 5.13
Error 14.1
Error 14.2
Error 14.3
You have indicated that the student requires assistive technology in the
Consideration of Special Factors section, item #5 on the Narratives tab. You have
not selected an assistive technology supplemental aid. Please return to the
Supplemental Aids tab and select at least one assistive technology supplemental
aid or edit the response to Question #5 on the Narratives tab. Assistive
technology supplemental aids are preceded by the three characters (AT-).
You indicated that the student requires Special Transportation but did not select
a transportation type from the transportation check boxes. Please return to the
Supplemental Aids tab and select at least one transportation type.
You entered a Special Transportation begin date that is outside the range of the
IEP dates. Please return to the Supplemental Aids tab and enter a valid
transportation begin date or remove the current date.
You have entered a Special Transportation end date that is outside the range of
the IEP. Please return to the Supplemental Aids tab and enter a valid
transportation end date or remove the current date.
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Special Ed Services
Special Ed Services, Least Restrictive Environment (LRE) and Extended School Year (ESY) are
added on the “Services and Supplemental Aids” page.
1. On the “Services and Supplemental Aids” page select the ‘Add Special Ed Services’
button.
2. Select a ‘Special Ed Service’ from the dropdown menu or enter a ‘Custom Special Ed
Service’.
3. Choose the ‘Number of Sessions’ per Year, Week, Month or Day and ‘Session Length’ in
minutes, hours, periods or blocks.
Check the box for Consultation or ESY, as need.
Enter the Start date and End date of the services
Select the Provider and the Service Location.
If the services are provided at a school different from the attending school, select a
Serving School. Only select a Serving School, if the services are provided at a different
school.
8. Select the ‘Save and Continue’ button to return to the previous page.
4.
5.
6.
7.
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Notes:
 ‘Consultation’ –BEP Funding requires for Special Education Services are a minimum of
two times per month for 15 minutes.
 ‘ESY’ –If a service is provided during the regular school year and the extended school
year, enter the service a second time for ESY and indicate this by checking the ‘ESY’
checkbox. ESY services do not count towards BEP funding option calculation.
 ‘Start/End Dates’ –Dates must be within begin and end dates for the IEP. Services
cannot begin or end outside the date range of the IEP.
 ‘Percent’ – TN does not require this feature. EasyIEP™ automatically calculates the hours
based on the hours of service.
 ‘Service Provider Location’ is the service location selected for students receiving special
education or related services from a service provider in private clinicians’ offices,
schools’ classrooms, hospital facilities, libraries, and other public locations. ‘Service
Provider Location’ is not selected if the student also receives special education at home
or attending separate early childhood programs or special education programs provided
in separate schools, classes, or residential facilities. Children who receive special
education both in a service provider location and at home are reported in the ‘Home’
category.
 ‘Private Separate School’ is only selected when a district pays to place a student in a
‘Private Separate School’ facility and the student’s IEP is managed by the district
personnel.
 Select ‘Service Provider Location’ for preschool students who only receive
speech/language therapy or home schooled students who receive services.
LRE Details
Scroll down to the LRE and General Education section on the Services page and enter
information concerning ‘Least Restrictive Environment’ (LRE).
1.
2.
Enter the appropriate response to each question in the corresponding text box.
When finished, select the ‘Save’ button.
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ESY Details
Scroll down to Extended School Year section on the Services page and complete the
information for ‘Extended School Year’ (ESY). Click the ‘Save’ button.
Re-order Special Services and Related Services
Users may re-order Special Ed Services and Related Services by entering new positions in the
“New Pos” box. Scroll to the bottom of the page and select the ‘Save’ button.
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Error Checks – Special Ed Services
Error 12.1
Error 12.2
Error 12.3
Error 12.4
Error 12.5
Error 12.6
Error 12.7
Error 12.8
Error. 12.9
Error 12.10
Error 12.12
Error 12.13
Error 12.14
Error 12.15
You have not selected a special education or related service for this student.
Please return to the Special Ed Services tab or the Related Services tab and add
at least on service.
You have not completed the number of sessions field for the Service Class service
service. Please return to the Services tab and add the number of sessions for this
service.
You have not completed the session length for the Service Class service service.
Please return to the Services tab and add the session length for this service.
You have not entered a begin date for the Service Class service service. Please
return to the Services tab and enter a begin date for the service.
You have not entered an end date for the Service. Please return to the Services
tab and enter an Service Class service end date for the service.
You have not selected a location for the Service Class service Service. Please
return to the Services tab and select the Details button for the Service Class
Service and enter the location.
You have entered the begin date of Begin Date for the service Service. This is
before the begin date of the IEP which is IEPBeginDate, please return to the
Services tab and enter a begin date that falls within the date range of the IEP.
You have entered the begin date of End Date for the service Service. This is after
the end date of the IEP which is IEP End Date. Please return to the Services tab
and enter an end date that falls within the date range of the IEP.
You have not selected a provider for the ServiceClass service Service. Please
return to the Details button of the ServiceClass service Service and enter the
provider for this service.
You have entered service Service on the Services tab that is 2 days or less. Please
return to the Services tab and adjust the Start and/or End dates of the service
received.
You have entered the end date of End Date for the service Service which is after
the end date of IEP End Date. Please return to the Special Ed or Related Services
tab and enter an end date that falls within the date range of the IEP.
You have not selected a provider for the Special Ed Service Speech and
Language. Please return to the details button of the Special Ed service Speech
and Language and enter the provider.
You have not selected a provider for the Related Service Service. Please return to
the details button of the Related Service service and enter the provider.
You entered a service on the Special Ed Services tab or Related Services tab
withan end date for the service that is before the begin date. Please return to
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Error 13.1
Error 13.2
Error 13.3
Error 15.1
Error 15.2
Error 15.3
Error 15.4
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the Special Ed Services tab or Related Services tab and adjust the Start and/or
End dates of the services received."
You have not addressed the LRE and General Education statement "Explain the
extent, if any, in which the student will not participate with non-disabled peers
in the regular class." Please return to the Special Ed Services tab and address this
statement.
You have not addressed the LRE and General Education statement "Explain the
extent, if any, in which the student will not participate with non-disabled peers
in extracurricular; and nonacademic activities". Please return to the Special Ed
Services tab and address this statement.
You have not addressed the LRE and General Education statement "and/or,
his/her LEA Home School". Please return to the Special Ed Services tab and
address this statement.
You have not entered the Date ESY program is/was determined. Please return to
the Special Ed Services Page and enter the Date ESY program is/ was determined.
You have not entered a selection to indicate the IEP Team’s determination of
student eligibility for Extended School Year. Please return to the Special Ed
Services page and select the appropriate choice for the IEP Team’s
determination of student eligibility for Extended School Year.
You have indicated that the IEP Team has determined that ESY is required for
this student but have not checked the ESY checkbox for any Special Ed or Related
Service. Please return to the Special Ed or Related Services Page and check the
ESY checkbox for all services to be provided during ESY.
You have indicated that the IEP Team has determined that ESY is required for
this student but have not checked the ESY checkbox for any Annual Goals. Please
return to the Goals and Objectives Page and check the ESY checkbox for all goals
to be addressed during ESY.
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Related Services
Related Services are added on the “Services and Supplemental Aids” page.
1. On the “Services and Supplemental Aids” page, select the ‘Add Related Services’ button.
2. Select the appropriate ‘Related Service’ from the dropdown menu. Choose the ‘Number
of Sessions’ per Year, Week, Month or Day and ‘Session Length’ in minutes, hours,
periods or blocks.
3. Check Consultation or ESY, if needed.
4. Enter a Start date and End date for the related service.
5. Select the Provider and Service Location. Provider and Location are required to create a
Final IEP.
6. If the service is provided at a school different from the attending school, select a Serving
School.
7. Select the ‘Save and Continue’ button to return to the previous page.
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Error Checks – Related Services
Error 12. 1
Error 12. 2
Error 12.3
Error 12.4
Error 12.5
Error 12.6
Error 12.7
Error 12.8
Error. 12.9
Error 12.10
Error 15.3
You have not selected a special education or related service for this student.
Please return to the Special Ed Services tab or the Related Services tab and add
at least one service.
You have not completed the number of sessions field for the ServiceClass service
Service. Please return to the Services tab and add the number of sessions for this
service
You have not completed the session length for the ServiceClass service Service.
Please return to the Services tab and add the session length for this service.
You have not entered a begin date for the ServiceClass service Service. Please
return to the Services tab and enter a begin date for the service.
You have not entered an end date for the ServiceClass service Service. Please
return to the Services tab and enter an end date for the service.
You have not selected a location for the ServiceClass service Service. Please
return to the Services tab and select the Details button for the service Service
and enter the location.
You have entered the begin date of BeginDate for the service Service. This is
before the begin date of the IEP which is IEP Begin Date. Please return to the
Services tab and enter a begin date that falls within the date range of the IEP.
You have entered the end date of EndDate for the service Service. This is after
the end date of the IEP which is IEP End Date. Please return to the Services tab
and enter an end date that falls within the date range of the IEP.
You have not selected a provider for the ServiceClass service Service. Please
return to the Details button of the ServiceClass service Service and enter the
provider for this service.
You have entered service Service on the Services tab that is 2 days or less. Please
return to the Services tab and adjust the Start and/or End dates of the service
received.
You have indicated that the IEP Team has determined that ESY is required for
this student but have not checked the ESY checkbox for any Special Ed or Related
Service. Please return to the Special Ed or Related Services Page and check the
ESY checkbox for all services to be provided during ESY.
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Transition Services Page
Transition Planning must begin at age 14 for all special education students. Transition Services
must begin at age 16 for all special education students.
The Transition Services page is accessed from the “IEP Process” tab.
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1. Select “Transition Services” button.
2. Select ‘Measurable Post Secondary Goals’ from the available drop-down lists. Enter a
description of each goal in the text box below each goal. All fields are required.
3. Click the ‘Save’ button at the bottom of the page.
4. Enter a ‘Course of Study’ for each grade level.
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5. Answer the questions regarding IEP Transition Service Needs and IEP meeting.
6. Select the ‘Save’ button.
7. Select the ‘Add Transition Services’ button.
8. Anticipated Date Range – Enter the date range of the service
9. Service Area – Select the Service Area from the Dropdown list.
10. Activities/Strategies – Document all the activities and strategies that are used to meet
the service goal. Unlimited text box.
11. Person/Agency Responsibilities – Enter Person(s) or Agency(s) responsible for the
activities and their responsibilities.
12. Click the ‘Save’ button at the bottom of the page.
13. Select the ‘Save and Continue’ button to return the “IEP Process’ tab.
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Error Checks – Transition Services
Error 4.7
Error 6.1
Error 6.2
Error 6.3
Error 17.1
Error 17.2
You have not entered an assessment area of ‘PL-Transition’ for any of the
student’s assessments. Please return to the assessment tab and include at least
one assessment with the area as ‘PL-Transition’.
You have indicated the student was not in attendance at the IEP meeting but did
not select how the student's preferences and interests were considered in
determining needed transition services. Please return to the Transition Services
tab and under the question concerning the student's attendance at the IEP
meeting, select all boxes that apply to the method(s) used in considering the
student's preferences and interests in determining transition service needs.
You have chosen "Other" as the method to consider the student's preferences
and interests in determining transition services when the student did not attend
the IEP meeting but did not provide an explanation for the "Other" method.
Return to the Transition Services tab and add an explanation for the "Other"
method that was selected to indicate how the student's preferences and
interests were considered.
The text box labeled "Documentation of other agency participation in planning:"
has been left blank. Please return to the Transition Services tab to add this
information. If other agency participation is not currently part of Transition
Services for this student, then indicate ‘Not applicable’.
The students will be 14 years old before the end of the IEP that you are creating.
Please return to the transition services page and complete a transition plan for
this student.
The student will be 16 years old before the end of the IEP that you are creating.
Please return to the transition services page and add transition services for this
student.
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Contacts Page
The “Contacts” page is used to document any contact information (letters, phone calls,
conversations, etc.) between a district and the Parents/Guardians or any non-Parental contacts
(someone within or even outside of the school system, such as a doctor) regarding a particular
student. The choice to link a contact to a specific document is an option.
From the “IEP Process”tab, select the “Contacts” page.
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Adding a Contact:
1. Select the ‘Add a Contact’ button to enter a Parent Contact and select the ‘Add a non
Parent Contact’ button to add a Non-Parent Contact (e.g., medical doctor).
2. Enter the user’s name in the ‘Person Making Contact’ field.
3. Select the ‘Person Contacted’ name from the drop down list (logging a parental contact
is populated from the ‘Parents’ tab).
4. When adding a Non Parent contact, the ‘Person Contacted’ drop down list populates
from the Team tab and includes all persons on the students IEP team. If the person
contacted is someone other than those on the ‘Team’ tab, enter the name into the
‘External Contact’ field.
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5. Enter the ‘Contact Method’, ‘Contact Date’ and ‘Contact Result’.
6. Enter any necessary information in the ‘Notes’ section.
7. Select the ‘Save and Continue’ button to return to the previous page.
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8. Select the “Contacts” page to find the Parent and Non Parent contacts entered.
9. Select the ‘Save and Continue’ button to return to the previous page.
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Creating IEP and IEP Addendum Documents
The student's current school system is responsible for creating a new IEP for the student for
ever how long the student needs services in that school system. The IEP is most often thought
of as a ‘yearly annual IEP’, since it can run for 365 days or less than 365 days. All special
education pre-k students, whether private or public schooled) must be fully evaluated for all
services and a IEP developed for services needed.
IEP and IEP Addendum documents are created from the “IEP Process” tab.
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Create Draft Page
IEP Draft Document
1. Select the ‘Create Draft’ button on the “IEP Process” tab.
2. Enter the ‘IEP Meeting Date’, ‘Date this IEP Begins’ and ‘Date this IEP Ends’.
3. Select the ‘Meeting Purpose’ – IEP Annual or IEP Addendum.
4. If the parent did not attend the meeting, enter the name of the responsible person
explaining the contents of the IEP to the parents.
5. Select the ‘Parent/Guardian Responsibility’ and the ‘Special Education Teacher’ using
the dropdown list and enter the appropriate names for the ‘LEA Representative’, the
‘Regular Education Teacher’ and the ‘Interpreter of Evaluation Results’.
6. Check if the student is included as a ‘Team Member’.
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7. Type in the names and positions of any additional team members.
8. Select the ‘Display IEP Errors’ buttons to scan the IEP data.
9. Review any errors and make necessary corrections on the student’s IEP workspace.
10. Select the ‘Create Draft IEP’ button to create the IEP draft. Draft documents may be
printed for the IEP meeting.
Note: Draft IEP documents print without entering an eligibility date. Please select the link above
the errors to view the document and print from the adobe toolbar.
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Initial Eligibility Determination Timelines – Reason for Delay
Document the primary reason for the 40 day timeline delay on the IEP Creation Page (if
applicable). This applies to students with federally recognized disabilities that exceeded the 40
day timeline between the Initial Consent for Eligibility Evaluation Received date and Initial
Eligibility date. EasyIEP™ tracks the 40-school day timeline for completion of Initial Eligibility
determinations and requires the entry of a primary reason for delay after 40 school days.
Users must select the primary reason for delay which best fits the unique needs of the student.
Teachers writing IEPs must contact the School Psychologist to obtain the primary reason for
delay. Approval of the Evaluation, Eligibility and Placement Timeline Extension Request does
not overrule an unexcused reason for delay.
Not all ‘reasons’ are ‘excusable’, although it is equally important to document ‘unexcused’
reasons for identifying trends. Numbers three, eight, nine, ten and eleven are excusable
reasons (noted by *).
Reason for Delay:
1. Limited access to professional staff
2. Student/family language delays
3. *Student transfers from another district
4. Student transfers within the district
5. Student transferred from out of state and initial eligibility was previously
determined. In this situation, the 40 day timeline does not apply and user(s) will
not be penalized.
6. Student transitioned from TEIS. If student is determined eligible for special
education services, the IEP is developed by the student's third birthday. In this
situation the 40 day timeline does not apply and evaluator will not be penalized.
7. Waiting on specialist reports
8. *Excessive student absences
9. *Parent did not show for scheduled meeting, or parent cancelled scheduled
meeting outside of timelines, meeting too late to reschedule within timelines, or
parent requested to schedule
10. *Student/parent serious medical issues
11. *Repeated attempts to contact parents failed.
12. *Student shows progress when provided with research-based interventions in
general education classroom.
13. Other
The Primary Reason for Delay entered on the IEP creation page is for federal Annual
Performance Reports (APR). These reasons do not print on the IEP document.
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40 Day Timeline is based on school days, pulled from the district calendar.
Applies to students who exceed the 40 school day timeline for Initial Eligibility
Determination (not reevaluations).
If a student transfers from another school district, use the previous Initial
Consent for Eligibility Evaluation date and indicate the primary reason as
‘Student transferred from another district.’
If a student transfers from out of state with an Initial Eligibility Determination,
the 40 day timeline does not apply.
If a student transitions from TEIS and is eligible for special education services,
the 40 day timeline does not apply.
Additionally, districts may obtain a new currently dated Initial Consent for
Eligibility Evaluation form and continue with the Eligibility Determination.
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TCAP Alternate Portfolio 1% Assessments
Participation in TCAP Alt Portfolio 1% assessment requires additional information on the IEP
creation page. If the student’s “Accommodations” are selected for the ‘Portfolio 1%’ TCAP
Achievement Tests’, answer additional questions on the IEP Creation Page prior to finalization.
Questions to the TCAP-Alt PA appear on the IEP creation page and all answers are required.
Select the month and year for the Individual Cognitive Ability Test and the Adaptive Behavior
Skill Assessment. Complete the information in each field and select the ‘Create Draft Document’
button
Principals select and approve with their signature on the IEP Document the specific TCAP-Alt PA
choice that applies to a student.
For more information on the TCAP-ALT PA, please visit the following website:
http://www.tn.gov/education/assessment/TCAP-AltPortfolio.shtml
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TCAP-MAAS
Participation in TCAP-MAAS Assessment, selected on the “Accommodations” tab, requires
additional information on the IEP creation page. Check Yes or No for student participation in
the TCAP-MAAS Assessment on the IEP creation page.
For additional information and guidance on the TCAP-MAAS Assessment, refer to this link:
http://state.tn.us/education/speced/assessment.shtml
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State and District Mandated Tests
1. Review the contents of the State and District Mandated Tests section on the IEP
creation page.
2. Check to show you have read and understand the information regarding Alternative
Performance-Based Rubric.
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IEP Addendum
The IEP Addendum follows the IEP created in your district. The IEP Addendum dates must fall
within the date range of the IEP created in your district. Do not use the same begin date of the
IEP created in the previous district. To create an IEP Addendum, update the dates on the
‘Special Ed Services’ and ‘Related Services’ and ‘Goals & Objectives’ tabs. The start and end
dates of services must fall within the date range of the IEP Addendum.
Follow the same process of creating the IEP document.
Error Check - IEP Addendum
Error 11.8
You are attempting to create an IEP Addendum with an end date that does not
equal the end date of the current IEP. Please return to the Create Draft
Document page and change the end date to the end date of the current IEP. The
current end date can be found at the top of the Create Draft Document page.
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Create Final Page
IEP Final Documents
From the ”IEP Process” tab, select the “Create Final” button.
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1. Review the IEP dates on the IEP creation page.
2. Scroll to the bottom and click ‘Display IEP Errors’ again to review for any errors.
3. If no errors are found, select the ‘Create Final IEP’ button. Once the IEP or IEP
Addendum is created without errors, it is recognized as the currently valid IEP
document.
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Print/View Documents Page
Print and View IEP or IEP Addendum documents by selecting the “Print/View Documents”
button on the “IEP Process” tab.
Documents created from the IEP Process tab may also be viewed on the “Documents” tab.
Select the ‘Save and Continue’ button to return to the “IEP Process” tab.
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Early Childhood Tab
The Early Childhood Outcomes (ECO) and EC Transition (TEIDS) information is found on the
“Early Childhood” tab. From the main menu bar, select “Early Childhood” tab.
EC Transition
The TEIS data automatically imports into EasyIEP™ after the fifth (5th) and 20th days of each
month. The child must have a state ID number entered in the TEIDS system and must have a
TEIS transition meeting date. Select the “EC Transition” tab for the imported TEIS data from
TEIDS.
1.
Select the “EC Transition” tab on the Early Childhood page.
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2.
Enter the ‘Developmental Information’.
3.
Select ‘Save’ button.
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ECO Ages 3-5
On the Early childhood tab, select the “ECO Ages 3-5” page to enter Early Childhood Outcomes
(ECO) data, Entrance and Exit, on children between the ages of three and five.
On the ECO Ages 3-5 page, the left side of the page is entrance data and the right side of the
page is exit data.
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1. Document progress for ECO Exit Reasons 1, 2, and 3 in appropriate text boxes.
2. Click ‘Save”.
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3. Enter the appropriate answers, from the key below, in the spaces provided for the TEIS
Exit and ECO Exit questions in the screen above.
For additional ECO resources select this link:
http://www.fpg.unc.edu/~eco/pages/outcomes.cfm#COSFandInstructions.
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Documents Tab
The “Documents” tab allows users to create various types of documents and letters. Select the
type of document to create by selecting the document/letter name. EasyIEP™ requires a Draft
document with no system errors before creating a final document. All Drafts print with a ‘Draft’
watermark on each page except for the last two pages, which are for signatures. Drafts are
saved in EasyIEP™ for 20 days and Final documents remain in the system permanently.
Note: IEP and IEP Addendum documents must be created from the “IEP Process” tab.
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Draft and Final documents created for the student are listed at the bottom of the screen in the
‘Documents created’ section. Drafts documents have ‘(Draft)’ in the ‘Received’ column while
Final documents have ‘Accepted’. Select the Document name under the ‘Document’ column to
view.
Upload External Documents (Paperclip)
All districts have the capability to upload external documents using the Paperclip functionality
of EasyIEP™.
1. On the Documents tab select the ‘Upload External Documents’ button.
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2. On the Upload External Ducments screen, click the Browse button to select the file to
upload. Documents are limited to 2.00 mb and several file types are accepted.
3. Enter a name or description with a date of the file uploaded.
4. Select the ‘Upload files’ button.
5. The documents uploaded will appear in the ‘Documents Created’ section on the
Documents tab.
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IEP At-A-Glance
The IEP-AT-A-Glance document pulls from the current IEP document and contains only the
Goals and Objectives, Areas of Participation and Accommodations. This document includes the
student’s date of birth, special ed servcies details, IEP begin and end dates and the case
manager’s name.
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Services Plan and Services Plan Addendum
A Services Plan is for private, parentally placed students served in a school district. This includes
private schools and home schooled students. Service plans do not create BEP funding options.
Speech Only students have a Services Plan only if home-schooled or parentally placed private
school student receiving special education services or related services from the school district.
Preschool children who receive only “walk-in” speech services typically will have an IEP and not
a Services Plan.
All special ed pre-k students, whether private or public schooled) must be fully evaluated for all
services and a IEP developed for services needed.
Assessments do not print on Services Plan; only Goals & Objectives and Special Education
Services print on the Services Plan. Only the Primary Disability appears on the Services Plan.
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Eligibility Reports
The updated Eligibility documents reflect the state’s current Eligibility forms.
On the ‘Eligibility Report – Eligible’ document creation page, the ‘Eligibility Date’ is referred to
as the ‘Eligibility Determination Date’.
A checkbox labeled ‘Update the Secondary Disability Only’ appears on the document creation
page. Select this checkbox to add or edit the secondary disability. Select this checkbox when the
secondary disability is updated as part of an initial evaluation (i.e., the primary disability is
finalized and the second disability is added or changed at a later date). The original Eligibility
Determination Date (and subsequent re-evaluation timelines) is not affected, when selecting
this checkbox to add or edit the secondary disability.
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On the finalized Eligibility Report, a signature line is available for the Special Education Teacher
under the ‘Assessment Team’ header.
Eligibility Report – Non-Eligible Document
On the ‘Eligibility Report – Not Eligible’ Document, two options are available regarding the
student’s non-eligibility.
 This student Is Eligible for Special Education because s/he meets the State of
Tennessee’s eligibility standards for primary disability/secondary disability; however,
the student’s parent/guardian is declining services. This student will not receive special
education or related services.
 This student is Not Eligible for Special Education because s/he does not meet the State
of Tennessee standards for a disability.
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Evaluation, Eligibility, Placement Timeline Extension Request
A Timeline Extension Request is for students with federally recognized disabilities exceeding the
40 day timeline, beginning from the date the parental permission is received to finalizing the
Initial Eligibility report.
All of the Delayed Eligibility Determination (40 Day) Reasons are not required. The following
reasons are excluded from the document:



Student transferred from out of state and initial eligibility was previously determined. In
this situation, the 40 day timeline does not apply and user(s) will not be penalized.
Student transitioned from TEIS. If student is determined eligible for special education
services, the IEP is developed by the student's third birthday. In this situation the 40 day
timeline does not apply and user(s) will not be penalized.
Student shows documented progress when provided with research-based interventions
in general education classroom.
No error checks are associated with creating this document.
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Progress Reports
The Progress Report document in EasyIEP™ is designed to provide summary information to
parents on their child's work toward meeting their IEP goals and objectives. The Progress
Report may be created for a single progress report peiod and/or consecutive reporting periods
to show cummulative progress.
Progress reports must be created timely and fall within the dates of the appropriate progress
reporting period.
 Example: District on 6 week report card periods - IEP dates 4/2012 – 4/2013: User will
send the first progress report on the new IEP with the progress reporting period 6 which
correlates to the final 6 week period of the current school year. The next teacher will
send the Progress Reporting Period #1 report with the student’s first report card of the
new school year.
All progress reports must be completed for the student’s current IEP before finalizing a new IEP
or IEP Addendum. If a new IEP document is finalized before the last progress report is
completed, the next progress report will pull from the new finalized IEP document.
 Example: Progress Report Period #1 is for dates of 8/1/12-9/1/12. Progress Report
Period #2 is for the dates of 9/2/12-10/10/12.
Student has an IEP dated 5/1/12-5/1/13. A new IEP document is finalized with a date of
9/5/12-9/5/13. Progress Report #1 must be completed within the date range of progress
report period #1 and prior to the new IEP document begin date. Progress Report #2 will
pull from the new IEP document and must be created within the date range of progress
report period #2.
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Creating a Progress Report:
1. Select ‘Progress Report’ and choose ‘Create Draft’ button.
Users are required to select a reporting period before creating a progress report. Progress
Report Wizard does not default to current reporting period. Progress Reporting Periods
correlate to the General Education report card schedule.
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Additionally, users are able to select prior school year to accommodate ESY progress reporting.
The system will limit the number of weeks (Progress Report Periods) in the prior school
calendar available for ESY progress reports.
2. Select the students for which a progress report is to be created.
3. Select the status for the goals for which you are responsible and complete the ‘Status
Narrative’ text box for each goal. The Annual Goal Status Narrative is required.
4. Select a ‘Status’ from the dropdown box for each applicable objective.
5. Enter an objective ‘Status Narrative’. This is optional.
6. Enter a current percent of growth for each objective. This is optional.
7. There will be an area of blank space on the reports for those districts that choose not to
use the option of objective summary and objective percent. Many districts use the
option of reporting growth as a percent for each individual objective.
8. Enter the Status Summary Narrative. This is required.
9. At the parent’s request, check the box to ‘Create Cumulative Report’.
10. Select the ‘Create Draft Progress Report’ button.
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11. Create the Final Progress report when all Goals and Objectives progress and Status
Narratives are updated.
12. Select the correct Reporting Period and select ‘Create Final Document’.
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Re-Evaluation Summary Report – Sections I, II, IV, V
This document is available in a ‘type-able’ format on the creation page and reflects the State’s
current form. Information entered on the creation page prints on the document. The page
length of this document is determined by the amount of information entered on the creation
page.
Like the Eligibility Document, the option ‘Remove Draft watermark’ is available. When selected,
the ‘Draft’ watermark does not print on the draft document.
There are no error checks associated with creating this document.
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Under Section II, Item 4, the label ‘Services provided through IEP’ includes special education
and related services.
In Section IV, Item 1, select a month and year for a TCAP Achievement Test.
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The Re-Evaluation Summary Report, Section V document includes the secondary or exited
disability.
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Re-Evaluation Summary Report for Intellectually Gifted - Sections I, II, IV, V
This document is available in a ‘type-able’ format and information entered on the creation page
prints on the document. The page length of this document is determined by the amount of
information entered on the creation page. (It is not a set number of pages as it has been in the
past.)
No error checks are associated with creating this document.
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The option to ‘Remove Draft Watermark’ is available on the document creation page. When
selected, the ‘Draft’ watermark does not print on the draft document.
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Re-Evaluation Review Section III Documents
The following Evaluation Sections are available in a ‘type-able’ format and information entered
on the creation page prints on the document.
Achievement
Adaptive Behavior
Articulation
Cognitive/Intellectual
Development
Fluency/Voice
Hearing Impairment/Deafness
Language
Medical
Other Health Impairment
Social/Emotional/Behavioral/
Autism Spectrum
Visual Impairment
Selecting the ‘Re-Evaluation Review Section III’ document displays a page with all Section III
Evaluation Reviews. Select the checkbox associated with each Evaluation Review. Select the ‘+’
symbol beside the name of each Evaluation Review and enter text or appropriate values.
Selecting the ‘+’ symbol expands or collapses the creation page available for each Review.
The Preschool Section III Document is no longer a part of the Re-evaluation Summary report
Section III and is not available or needed as a state document.
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Select the checkbox next to each Evaluation Review and information entered on the creation
page prints on the Re-Evaluation Section III document. No error checks are associated with
creating this document.
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Reevaluation Related Service Observation
This document is available in a ‘type-able’ format on the creation page and information entered
on the creation page prints on the document. The page length of this document is determined
by the amount of information entered on the creation page.
No error checks are associated with creating this document.
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Reevaluation Special Education Teacher Observation
Information entered on the creation page prints on the document. The page length of this
document is determined by the amount of information entered on the creation page.
No error checks are associated with creating this document.
Release of Information
The Release of Information Form, “Contact” is relabeled “Facility/Professional”.
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Student Invitation to a Meeting
The ‘Student Invitation to Meeting’ document is for any student at any age that needs an
invitation to the IEP meeting. The ‘Student Invitation to Meeting’ document is available under
the Documents section of the Student’s Document page.
This is a required document ensuring LEA’s invite the student to the meeting to discuss
transition services in their next IEP. LEA’s are required to create the ‘Student Invitation to
Meeting’ document, for those students that are 15 years 1 day old at the beginning date of the
IEP (meaning they will turn 16 years old during the life of the IEP).
Error Check 17.03 is triggered if the ‘Student Invitation to Meeting’ document is not created.
Student Prior Written Notice
“Prior Written Notice for Student” document for students over the age of 18 is available under
the “Documents” section of the Documents tab.
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Summary of Performance
The Summary of Performance document is available on the “Documents” tab. For questions or
concerns, please contact: Gayle Feltner, Transition Consultant at 615-741-3834,
Email: Gayle.h.feltner@tn.gov .
At the top of the document creation page for the Summary of Performance is a page note to
create a draft document to save information.
Summary of Performance Document:
1. Student Demographics. Complete requested information. Attach current copies of the
formal and informal assessment reports documenting the student’s disability which
provides additional information assisting in post-secondary planning.
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2. Student’s Measurable Postsecondary Goal. Complete in the spring of the student’s exit
year, if appropriate. Indicate the post-secondary environment and goals for transition,
upon completion of high school. This document pulls the post-secondary goals from the
“Transition” tab.
3. Summary of Performance. The Summary of Performance is critical as a student
transitions from high school to post-secondary education, training or employment. This
information is necessary under Section 504 and the Americans with Disabilities Act
(ADA) establishing eligibility for reasonable accommodations and supports in
postsecondary settings. It is also useful for the Vocational Rehabilitation Comprehensive
Assessment.
Areas of Student Performance:
Three areas of student performance are included: Academic, Cognitive, and Functional.
Complete the student’s present level of performance and accommodations, modifications and
assistive technology essential in assisting the student receiving a Free and Appropriate Public
Education (FAPE) for each of the three areas.
 Academic:

Reading: basic reading/decoding, reading comprehension, reading fluency

Math: calculation skills, math problem solving

Written Language: written composition, written expression, spelling
 Cognitive:

General ability and Problem Solving: reasoning and processing

Attention and Executive Functioning: energy level, sustained attention, memory
functions, processing speeds, impulse control, activity level

Communication: speech, language, augmentative communication
 Functional:

Social Skills and Behavior: interactions with teachers/peers, level of initiation in
asking for assistance, responsiveness to services accommodations, degree of
involvement in extracurricular activities, confidence and persistence as a learner,
emotional or behavioral issues related to learning and attention.

Independent Living Skills: self-care, leisure skills, personal safety, budgeting and
financial management skills
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Environmental Access/Mobility: assistive technology, mobility, transportation
Self-Determination/Self Advocacy Skills: ability to identify and articulate post
secondary goals, learning style(s), strengths, needs, ability to ask for assistance,
ability to describe impact disability and it impact
4. Recommendations to assist student in meeting post secondary goals. Write a brief
narrative describing assistance and supports required for success in a postsecondary
environment, including higher education, training, employment, independent living
and/or community participation.
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5. Student Input. Student provided information related to this Summary of Performance is
recommended. The student’s contribution (a) assists high school professionals complete
the Summary of Performance, (b) students’ better understanding of the impact of
his/her disability on academic and functional performance, and (c) postsecondary
personnel understanding of the impact of the disability. The Student Input is completed
by the student or with the student through an interview.
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Letters
Initial Consent for Eligibility Evaluation
This letter is sent to the parent/guardian requesting a evaluation to determine whether a child
has a disability where Special Education and Related Services are needed.
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Invitation to a Meeting
Purpose of this letter is to invite the parent(s)/guardian(s) and/or student to a meeting.
Included in the invitation is 1) the location of where the meeting is held to discuss the
educational needs and the date and time, 2) the reason(s) for the meeting and the people, with
titles, who are invited to attend and 3) the opportunity to accept the suggested location, time
and date, or request another meeting at a mutually agreed time and location. “Initial” and
“Reminder” checkboxes have been added to the Invitation for a Meeting letter.
Prior Written Notice
Prior written notice means written statements from the school district informing the parent(s)
of recommendation(s) relating to the initiation or change in the identification, evaluation,
educational placement of the student or the provision of FAPE.
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Correcting Errors in EasyIEP™
Finalizing an IEP requires a draft IEP document created free of any errors. If the IEP has errors,
these errors appear after selecting the ‘Create Draft Document’ button from the “Documents”
tab.
Correcting errors:
1. Select the ‘View Errors in a Separate Window’ button. A list of errors appears in a
separate window, and the student’s workspace is in another window allowing for
corrections.
2. Correct each error by selecting the checkbox next to the error. Checking the box(s) does
not automatically update the errors.
3. When finished making corrections, select the ‘Return to the Documents Page’ button.
4. Create another draft IEP.
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Replacing Finalized IEP Documents
EasyIEP™ allows for the creation of a draft IEP document at anytime while working in the
student’s workspace. Always create draft IEPs before finalizing an IEP. Sometimes an IEP
document is finalized with clerical errors or wrong information. If an error is discovered in the
finalized IEP document within 15 days, there is the option to correct the problem and create
another final IEP document to replace the incorrect document.
Example Scenario:
1. After reviewing the finalized IEP document duplicate objectives for a specific goal were
found. Rather than posting a note to the ‘Message Board’ asking for this IEP to be
deleted, return to the “Documents” tab and create another final IEP.
2. After selecting the ‘Create Final Document’ button, a red message indicating an IEP was
created four days ago and gives the option to replace with the new finalized IEP
document. Replace the old/incorrect IEP document by checking the checkbox in the red
message before creating the final document.
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Contact Log
The Contact Log document is available on the “Documents” Tab.
1. Indicate the date range of contacts needed for this Contact Log. Select ‘Create Draft
Document’ or ‘Create Final Document’.
2. Once the document is created, view the Contact Log. The document lists all associated
contacts, including those made for parents and non-parents and any notes entered.
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Error Checks – Documents
Error 1.5
Error 8.3
Error 9.3
Error 9.4
Error 11.1
Error 11.1.1
Error 11. 2
You have not entered the "Initial Consent for Eligibility Evaluation Received
Date" on the eligibility page for this student. Please return to the Eligibility tab
and enter the date that initial consent for an eligibility evaluation received. If you
do not have the ability to enter this date because it is read only, then please
contact someone at the district level to assist with this error.
You indicated that the participation area DistrictAssessmentParticipation has the
participation level "With Accommodations/Modifications" but no
accommodations/modifications were selected. Please return to the
Accommodations tab and add at least one accommodation/modification from
the list for this participation area.
You have indicated that the student is taking the EXPLORE on the Participations
tab, but they are not designated in the appropriate grade level for this
assessment. Please return to the Participations tab and indicate the grade
appropriate assessment(s) for the student.
You have indicated that the student is taking the PLAN on the Participations Tab,
but they are not designated in the appropriate grade level for this assessment.
Please return to the Participations tab and indicate the grade appropriate
assessment(s) for the student.
You have indicated that the student will participate in an Alternate Portfolio 1%
assessment for one or more assessments but did not answer the question "Does
the student demonstrate cognitive ability and adaptive skills, which prevent full
involvement and completion of the state approved content standards even with
program modifications?". Please return to the Document tab and create a draft
IEP. On the Create Draft Document page answer this question yes or no.
You have indicated that the student will participate in an Alternate Portfolio 1%
assessment for one or more assessments on the Participations tab. One or more
of the fields in item 1 of the TCAP Alternate Assessments section of the Create
Document page must be completed or a details explanation must be provided.
Please return to the TCAP-Alt 1% Portfolio section and provide required
information.
You have indicated that the student will participate in an Alternate Portfolio 1%
assessment for one or more assessments but did not answer the question "Does
the student require intense, frequent individualized instruction in a variety of
settings including school, community, home, or the workplace to acquire,
maintain, and generalize functional academics and life skills?" Please return to
the Documents tab and create a draft IEP. On the Create Document Page answer
this question yes or no.
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Error 11.31
Error 11.4
Error 11.5
Error 11.6
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You have indicated that the student will participate in an Alternate Portfolio 1%
assessment for one or more assessments but did not answer the question "Are
there historical data (current and longitudinal across multiple settings) that
confirm the individual student criteria listed above?" Please return to the
Documents tab and create a draft IEP. On the Create Document Page answer this
question yes or no.
You have not selected the checkbox on the IEP Creation Page indicating that you
have contacted the District Testing Accommodations Coordinator. Please return
to the IEP Creation Page and indicate that you have contacted your District
Testing Accommodations Coordinator to ensure that the appropriate State
and/or ACT Allowed Accommodation Request Forms are submitted to the ACT
testing company.
You have indicated that the student will participate in an Alternate Portfolio 1%
assessment for one or more assessments but did not check all of the statements
ruling out conditions other than significant cognitive and adaptive disability as
the primary justification for participation in TCAP-Alt 1% Portfolio. Please return
to the Participations page and chose something other than 'Alternate Portfolio
1%' for Participation Area or return to the Documents tab and create a draft IEP.
On the Create Document Page check each statement in section number 4 of the
TCAP-Alt Portfolio 1% Participation Guidelines.
You have indicated that the student will participate in an Alternate Portfolio 1%
assessment for one or more assessments but did not answer the question “Is the
Decision for TCAP-Alt Portfolio 1% participation based on the needs of the
student and not based upon anticipated impact on system and/or school
performance scores?” Please return to the Documents tab and create a draft IEP.
On the Create Document Page answer this question yes or no.
You have indicated that the student will participate in an Alternate Portfolio 1%
assessment for one or more assessments but did not answer the question "Is the
student unable to complete a regular state approved high school diploma
program, even with extended learning opportunities and/or accommodations?"
Please return to the Documents tab and create a draft IEP. On the Create
Document Draft Page answer this question yes or no.
You selected ‘No’ in response to a question in the first section of the TCAP Alt
Portfolio 1% Participation Guidelines. These questions are asked to ensure that
the student meets the Alternate Portfolio 1% Assessment Criteria. All answers
must be 'Yes'. If any answers are 'No', then the student does not qualify for
Alternate Portfolio 1% Assessments and you must return to the Participations
tab and set the selection for the [Assessment Participation Area] to something
other than "Alternate Portfolio 1%" or return to the Documents tab and create a
draft IEP and review your answers on the Create Document page.
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Error 11.9
Error 11.10
Error11.11
Error 11.12
Error 11.13
Error 11.14
Error 11.15
Error 11.16
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You are attempting to create an IEP Addendum with an end date that does not
equal the end date of the current IEP. Please return to the Create Draft
Document page and change the end date to the end date of the current IEP. The
current end date can be found at the top of the Create Draft Document page.
You are attempting to create an addendum document but have not selected
‘Addendum’ as the meeting purpose on the Create Draft Document page, please
return to that page and select the correct meeting purpose.
You are attempting to create an IEP but you have selected “Addendum” as the
meeting purpose on the Create Draft Document page, please return to that page
and select the correct meeting purpose.
You have indicated that the student has completed the Gateway Test for
Mathematics on the participations tab but have not entered the score of the
most recent test taken. Please return to the create documents page and enter
the value in the score field for Gateway Mathematics.
You have indicated that the student has completed the Gateway Test for
Mathematics on the participations tab but have not selected Below Proficient,
Proficient, Advanced, or Scores Not Yet Available to indicate the student’s
performance level on the test. Please return to the create document page and
select a response in the correct field.
You have indicated that the student has completed the Gateway Test for
Mathematics on the participations tab but have not entered the date of the test.
Please return to the create document page and enter the date of the most
recent Mathematics test taken.
You have indicated that the student has completed the Gateway Test for
Language Arts on the participations tab but have not entered the score of the
most recent test taken. Please return to the create documents page and enter
the value in the score field for Gateway Language Arts.
You have indicated that the student has completed the Gateway Test for
Language Arts on the participations tab but have not selected Below Proficient,
Proficient, Advanced, or Scores Not Yet Available to indicate the student’s
performance level on the test. Please return to the create document page and
select a response in the correct field.
You have indicated that the student has completed the Gateway Test for
Language Arts on the participations tab but have not entered the date of the
test. Please return to the create document page and enter the date of the most
recent Language Arts test taken.
You have indicated that the student has completed the Gateway Test for Science
on the participations tab but have not entered the score of the most recent test
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Error 11.19
Error 11.20
Error 11.21
Error 11.22
Error 11.23
Error 11.24
Error 11.25
Error 11.26
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taken. Please return to the create documents page and enter the value in the
score field for Gateway Science.
You have indicated that the student has completed the Gateway Test for Science
on the participations tab but have not selected Below Proficient, Proficient,
Advanced, or Scores Not Yet Available to indicate the student’s performance
level on the test. Please return to the create document page and select a
response in the correct field.
You have indicated that the student has completed the Gateway Test for Science
on the participations tab but have not entered the date of the test. Please return
to the create document page and enter the date of the most recent Science test
taken.
You have entered a non-numeric value for the Total Battery Score on the
Cognitive Ability Test Taken. Please return to the create document page and
enter a numeric value.
You have entered a non-numeric value for the Highest Component Score on the
Cognitive Ability Test Taken. Please return to the create document page and
enter a numeric value.
You have entered a non-numeric value for the Lowest Component Score on the
Cognitive Ability Test Taken. Please return to the create document page and
enter a numeric value.
You have entered a non-numeric value for the Total Battery Score on the
Adaptive Behavior Skills Assessment Taken. Please return to the create
document page and enter a numeric value.
You have entered a non-numeric value for the Highest Component Score on the
Adaptive Behavior Skills Assessment Taken. Please return to the create
document page and enter a numeric value.
You have entered a non-numeric value for the Lowest Component Score on the
Adaptive Behavior Skills Assessment Taken. Please return to the create
document page and enter a numeric value.
"You have not selected 'Yes' to all three of the Out of Level questions. You are
required to indicate that all other options have been considered to participate in
this assessment. Please return to the Participations page and choose something
other than 'Alternate Portfolio 1%’ or return to the document creation page to
review your responses to the Out of Level questions or select to participate in
the TCAP-Alt PA.
The IEP Team must select participation in either TCAP-Alt PA or TCAP-Alt Out-ofLevel. Return to the Documents tab and select the appropriate assessment type.
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Error 11.30
Error 21.1
Error 22.1
Error 23.1
Error 23.2
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The IEP Team has determined that the student will participate in the TCAP-Alt
PA. At least one subject area must be selected. Return to the Documents tab and
select at least one subject area for this assessment.
You have not selected the checkbox on the IEP Creation Page determining that
you have read and understand the information regarding the Alternative
Performance-Based Rubric for High School End of Course Assessment. Please
return to the IEP Creation Page and indicate that you have read and understand
the Alternative Performance-Based Assessment information.
The student has exceeded the maximum allowed days (40 days) between the
Written Parental Permission Received Date and their initial Eligibility Date.
Please return to the Indicator 11 section on the IEP Creation Page and indicate
which reason applies for this student.
The school associated with this student does not have the length of school day
determined. Please contact your district administrators to set the length of
school day on the School Information page.
You have indicated that the student is participating in a TCAP Alternate MAAS 2%
Assessment for one or more assessments selected on the Participations tab but
have not answered question "Were multiple measures of the students present
levels of performance used as the basis for determining that participations the
TCAP MAAS is the most appropriate form of statewide assessment for the
student?" Please return to the Documents tab and create a draft IEP. On the
Document Creation Page answer this question yes or no.
You have indicated that the student is participating in a TCAP Alternate MAAS 2%
Assessment for one or more assessments selected on the Participations tab but
have not answered the question "Are the student’s instruction and IEP goals and
objectives based primarily on the Alternate Standards, benchmarks and
indicators? (If you selected ‘Yes’, the IEP Team should review the detailed
eligibility criteria for 1%Alternate Assessment to finalize the decision before
documenting on the IEP.)" Please return to the Documents tab and create a draft
IEP. On the Document Creation Page answer this question yes or no.
You have indicated that the student is participating in a TCAP Alternate MAAS 2%
Assessment for one or more assessments selected on the Participations tab but
have not answered the question "Is the student multiple years behind grade
level expectations?" Please return to the Documents tab and create a draft IEP.
On the Document Creation Page answer this question yes or no.
You have indicated that the student is participating in a TCAP Alternate MAAS 2%
Assessment for one or more assessments selected on the Participations tab but
have not answered the question "Does the student need significant changes in
the complexity and scope of the general standards to show progress in the
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curriculum?" Please return to the Documents tab and create a draft IEP. On the
Document Creation Page answer this question yes or no.
You have indicated that the student is participating in a TCAP Alternate MAAS 2%
Assessment for one or more assessments selected on the Participations tab but
have not answered the question "Does the student need supports to significantly
reduce the complexity or breadth of assessment items? (If you selected ‘Yes’, the
IEP Team should review the detailed eligibility criteria for TCAP-MAAS to finalize
the decision before documenting on the IEP.)" Please return to the Documents
tab and create a draft IEP. On the Document Creation Page answer this question
yes or no.
You have indicated that the student is participating in a TCAP Alternate MAAS 2%
Assessment for Participation Area but have not addressed the
accommodation/modifications. Please return to the Accommodations tab and
add at least one accommodation/modification from the list for this participation
area. If no further accommodations are needed, please select the item
‘Participation in TCAP MASS – no further accommodation(s) are needed’ under
the ‘Allowable Accommodations/Modifications’ category.
You have indicated that the student has Gateway, EOC and/or TCAP
Achievement Additional Accommodations for English Language Learners, but
you have not addressed the ‘ESL’ Date field on the Eligibility tab. Please return to
the Eligibility tab and enter the student’s ESL date.
Note: If you have a date in the ‘ESL’ Date field on the Eligibility tab, please address it
appropriately with applicable accommodations for state mandated tests.
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Page Views
Workspace View
‘Workspace’ is the default view in EasyIEP™. The Workspace is used for entering information
into a student’s record. Editing and viewing information in the ‘Workspace’ is available based
on user type permission. An example of the ‘Workspace’ view:
Current IEP View
The ‘Current IEP’ view is available once an IEP is finalized. It is a record of the information from
the student’s currently IEP. The ‘Current IEP’ view cannot be edited. Select ‘Current IEP’ to view
the current IEP document, when editing the workspace or troubleshooting a student’s option of
service. An example of the ‘Current IEP’ view:
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Changing Views
Toggle between the ‘Workspace’ view and the ‘Current IEP’ view by selecting the ‘View’
dropdown list. This drop down list appears at the top of every student-page, if an IEP is
finalized. An example of the ‘View’ dropdown menu is displayed below.
Significance of Changing Views
The ‘Workspace’ view and the ‘Current IEP’ view does not always display the same information
for a student. The ‘Workspace’ view represents what is in the database for that student at that
moment. The ‘Current IEP’ view represents the information saved in the student’s current
finalized IEP. When entering subsequent IEPs for a student, the ‘Workspace’ view changes as
new dates are entered, goals are updated and service information is changed.
Toggle between these two views if:
1. Comparing two different IEPs
2. Troubleshooting a student’s option
3. Checking goals on a Progress Report
Example Scenario:
A student with a finalized IEP document does not have an option. Select “Special Ed Services”
tab to view the ‘Workspace’. Changing the view to the ‘Current IEP’ view, the screen displays
the Special Education Services in the current finalized IEP document. At this point, begin to
troubleshoot the Special Education Services and Related Services listed in the IEP document.
Review the services listed, session length and service dates. If this IEP is not the correct, make
the necessary changes to the workspace and finalize a new IEP document. Be sure the EasyIEP™
Administrator deletes the incorrect IEP document.
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Deleting an IEP
Review the IEP events on the student’s history page and determine which document(s) need
deleting. Only incorrect and/or duplicate IEP events need deletion.
Process for deleting events:
1. Record the ‘Event ID’ for each event which needs deleting. The ‘Event ID’ is a unique ID
assigned to each document or event in the Student History Page.
2. Contact the EasyIEP™ Administrator responsible for deleting events and indicate which
events need deleting. Remember, if a Progress Report(s) is associated with an IEP
document, delete and the Progress Report(s) first and delete the incorrect IEP event.
(Create a new IEP document and applicable Progress Reports.)
3. If the EasyIEP™ Administrator does not have delete permissions, post a message to the
Message Board with the following information. The EasyIEP™ helpdesk will remove the
event from the system:
a. Student Name
b. Student ID#
c. Event ID#(s)
d. Type of Document – IEP, Progress Report, Eligibility
e. Reason
Example Message: Please delete the following IEP for Tony Test. Event ID#: 83220. This was
made in error. The correct IEP is the one with the Event ID# 83900. Thanks!
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Date Changes
Event(s)/documents entered with incorrect service dates:
1. Record the ‘Event ID’ for each incorrect event.
2. Contact the EasyIEP™ Administrator with edit/delete permissions to edit service dates
on the student’s history page.
3. If the EasyIEP™ Administrator does not have edit/delete permissions, post a message to
the Message Board with the following information. The EasyIEP™ helpdesk will edit the
event(s):
 Student Name
 Student ID#
 Event ID#(s)
 Incorrect and Correct Date
 Type of Document – IEP, Progress Report, Eligibility
Example Message: Please change the Eligibility Determination Begin Date for Event ID# 83710.
The incorrect date is 04/09/08 and the Correct Date is 04/10/08. Also, please delete the
following Eligibility Determination: Event ID# 83745. It was made in error.
Note: Once entered, Referral and Initial Consent for Eligibility Evaluation Dates are changed by
a system administrator (EasyIEP™ Helpdesk). Submit a request to the Message Board
asking the ‘Initial Referral’ or ‘Initial Consent for Eligibility’ date change due to clerical
errors.
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Options Troubleshooting
A student’s BEP funding option is displayed at the bottom of the “Personal” page. The options
funding table contains information regarding the student’s primary and secondary options, the
option begin date and the percent of day.
1. Select the ‘Details’ button in the options table to see the student’s option history.
2. The option details displays a student’s option history, IEP document(s) and option begin
date(s).
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3. If a student is identified with no option or incorrect option, select the “Services and
Supplemental Aids” button on the “IEP Process” tab.
4. Change the View from ‘Workspace’ to ‘Current IEP’.
5. Confirm service begin and end dates fall within the date range of the current IEP.
Confirm the provider and location information is correct.
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No option / Incorrect option calculates if:
1. IEP document is not finalized.
2. A service’s begin date is prior to the IEP begin date or service’s end date is after the IEP
end date.
3. Services have future dates.
4. An incorrect ‘Session Length’ or ‘Number of Sessions’ is entered.
5. The correct ‘Location of Service’ or ‘Provider’ is chosen.
6. A ‘Special Ed Service’ is entered as a ‘Related Service’ or vice versa.
Correcting an Options problem
1. Select the ‘Workspace’ view and correct any errors on the “Special Ed Services” and/or
“Related Services” page(s) and ‘Update the database’.
2. Return to the “IEP Process” tab and finalize a new IEP. Changing the workspace only
without finalizing an IEP document does not change the option. A new finalized IEP
reflecting the changes must be finalized before the option calculates correctly.
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My Docs
The “My Docs” tab displays the Case Manager’s student’s documents. This tab allows Case
Managers to view and print all documents for students on their caseload.
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Batch Printing
Batch printing allows users to select specific student documents and print at one time. To print
documents in a batch:
1. Click on the “My Docs” tab.
2. Under the ‘Batch’ column, check the box next to each document to print.
3. Select the ‘View Document Batch’ button. The documents selected open as a single PDF
file in Adobe.
4. To print these documents, use the ‘Print’ icon on the Adobe toolbar.
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Wizards
Wizards are tools used to simplify the process of creating the same document for multiple
students.
Progress Report Wizard
This wizard creates Progress Reports for a case manager’s students. Only the case manager’s
students show in the list of available students. Other IEP Team members are able to update the
status of goals and/or objectives for students on Team member’s caseload.
1. Select the ‘Progress Report Wizard’ link.
2. The ‘School Year’ field will default to the current school year. Select the ‘Reporting
Period’ from the dropdown menu.
3. Select the student(s) needed to update their status and/or generate Progress Reports.
4. Select the ‘Continue’ button.
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5. Select a Status for each Annual goal, enter a ‘Status Narrative’, select a Status for each
Objective, enter the ‘Target Percent’, enter a ‘Status Summary Narrative’ if applicable
and enter the ‘Date Sent to Parent’.
6. Select the ‘Update and Move to Next Student’ button to save the Progress Report.
7. Select the ‘Just Update the database’ button to save the Progress Report. This does not
move to the next student.
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IEP-at-a-Glance Wizard
The IEP-AT-A-Glance document is created from the current IEP document and contains only the
Goals and Objectives, Areas of Participation and Accommodations.
1. Select IEP-at-a-Glance Wizard.
2. Select the students to create an IEP-at-a-Glance document.
3. Select the Continue button.
4. Enter an Academic /Social Management Needs narrative, if applicable.
5. Enter a Comments/Special Needs narrative, if applicable.
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6. Create the IEP-At-A-Glance document. Select ‘Create Draft and Move to Next Student’
or ‘Create Final and Move to Next Student’ or select ‘Update and Move to Next
Student’.
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7. Once the IEP-AT-A-Glance document is created, select the documents to batch print.
Caseload Setup Wizard
The Caseload Setup Wizard simplifies the process of creating the Case Manager’s caseload.
1. Select the Caseload Setup Wizard. Select the case manager or team member by
checking the appropriate boxes left of the students’ names. To add student, select the
‘Add More Students to Caseload’ button and search for the student.
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Log Out and Exiting EasyIEP™
To log out of EasyIEP™, select the “Log Out” tab on the main menu bar. For security reasons,
please log out of EasyIEP™ if finished or leave for the day. If leaving a computer for a short
break lock the screen by pressing CTRL, ALT and Del keys simultaneously.
To Log out and Exit EasyIEP™:
1. Select the “Log Out” tab on the menu bar.
2. Close the browser by using these methods:



Select File in the upper left hand corner of the screen and then choose Exit.
Mac users - Select
PC users – Select the ‘X’ in the upper right hand corner of the screen.
** Always Log Out and Exit the Browser **
If a user does not “Log Out” of EasyIEP™ properly, information in EasyIEP™ is easily accessible
by anyone. All users are responsible for any actions in EasyIEP™ that are performed under that
Log In name.
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Reminders
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EasyIEP™ Help Desk: 1-888-212-3162.
Use the Message Board for asking the EasyIEP™ Help Desk questions, report bugs or
post suggestions. This is found on the Main Menu page of EasyIEP™.
All Message Board requests must include a student’s full name and date of birth for
further research by the EasyIEP™ Help Desk. If the requests are in reference to users or
user types, please include specific examples.
To request an IEP transfer, post a message and include the following information:
Student’s full name, date of birth, sending district, and receiving district.
Use the Navigational Toolbar to navigate through the screens.
Always ‘Update the database’ to save data entered.
When typing long quantities of notes (e.g.,”Narratives” tab) ‘Update the Database’
frequently.
A finalized IEP document is required to create an IEP-At-a-Glance document.
A finalized IEP document is required to create a Progress Report.
Do not use the ‘Back’ button on the browser tool bar.
Contact the District EasyIEP™ Administrator for password resets.
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Appendix - Revisions to Manual
July 2011 Updates
Section
Students Tab
Student Compliance
Symbols
Personal Tab
Eligibility
Participations
Participations
Accommodations
Tab
Goals & Objectives
Early Childhood
Transition
Documents
Documents
Documents
Documents
Documents
Documents
Documents
Documents
Documents
Documents
Documents
Change
TEIDS Student Search
New - ECO Compliance Symbols
New - Item 7 – TEIS Program checkbox
Rev. - Initial Consent for Eligibility Evaluation Received Date
New - Red text box with guidelines for TCAP, EOC and District Assessment
testing accommodations in a student’s general and special education
classroom instruction. Each Participation area will default to ‘Not
Applicable’.
New - Added screen shot for District Assessments on Participations tab.
New - Note about Accommodations in EasyIEP™ now match the
Accommodations charts on the Special Ed website. Added link for the
state’s Allowable Accommodations Chart
Added link for TN Core Curriculum Standards web site.
Users will now be able to document a student’s progress for ECO Exit
Reasons 1, 2, and 3 in appropriate text boxes.
Rev – IEP document creation page – changes for TCAP Alt 1% Assessment
Rev – IEP-At-A-Glance document has IEP dates and case manager’s name
Rev – Eligibility documents now has line for special education teacher
signature
Rev – Evaluation, Eligibility, Placement, Timeline Extension Request form
Rev - Section II, Item 4, the label has been changed to ‘Services provided
through IEP’
Rev – Reevaluation Summary Report – Sections I, II, IV, V – date fields
have been revised to select a month and year. User has the option to
remove the Draft Watermark..
Rev – Reevaluation Summary Report – Sections I, II, IV, V Gifted
Removed – Revaluation Summary Report Section III Preschool has been
removed.
Rev – Revaluation Related Service Observation form
Rev – Revaluation Special Education Teachers Observation form
Rev – Summary of performance document - page note reminding users
the create a draft document to save data on the form
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Rev. – Summary of Performance document – The Post Secondary Goals
will pull for the Transition tab.
September 2011 Updates
Section
Password Policy
Participations
Goals & Objectives
Student Compliance
Symbols
Documents
Documents
Change
Password requirements
Participations Areas
Annual Goals from CSS
TEIS Ages 3-0 Compliance Symbols
Invitation to Meeting Letter
Prior Written Notice Letter
October 2011 Updates
Assessments
Changes to Assessments
Summer 2012 Updates
Section
Advanced Student Search
Assessment tab
Participations and Accommodations tabs
Accommodations tab
Accommodations tab
Accommodations tab
Present Levels tab
Present Levels tab
Present Levels tab
Present Levels tab
Contact Tab
Eligibility Tab
Goals and Objectives
Goals and Objectives
IEP-AT-A-Glance document
Student Invitation to a Meeting
Change
Search by blank option
Present Levels
Combined as Accommodations tab
Reset Participation Level button
‘Add Accommodations’ button to add
Accommodations for each Participation Area
Add EOC/Gateway Test Summary by marking
Participation Level as ‘Assessment Completed’
Reorder Assessments
Exceptional yes/no default
List of assessments reduced to the top 100
Subject areas automatically populate
Progress Report included as a Contact
Eligibility date, Primary Disability, Secondary
Disability will populate from the Eligibility
Document.
“Rubric” added as Evaluation Procedure
Edit All Details button
Includes student’s date of birth and special ed
services details.
New Document
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Student Prior Written Notice
Release of information form
Progress Report
Special Services and Related Services tab
Student Transfers
Student Transfers
Winter 2013 Updates
Section
Progress Report
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New Document
“Contact” relabeled as ‘Facility/Professional”
Select Progress Report Period before creating
the Progress report.
Re-order Services
District Student Transfer Contact List
Out of State Transfer Suggested Guidelines
Progress Report
Entering Parentally Placed Private School Date
Entering English as Second Language (ESL) Date
Change
Option to enter an objective status and
percent of growth.
Option to create cumulative report
Eligibility tab
Eligibility tab
Summer 2013 Updates
IEP Process Tab
Personal Page
Parents Page
Team Page
Contacts Page
Narratives Page
Present Levels Page
Accommodations Page
Goals and Objectives Page
Services and Supplemental Aids Page
Transition Services Page
Create Draft Page
Create Final Page
Print/View Page
Early Childhood Tab
Paperclip – Upload External Documents
New
New
New
New
New
New
New
New
New
New
New
New
New
New
New
New
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