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Spanish Language ProgramWoodcock Johnson III Scoring ProgramPREPARING AMERICAN INDIAN YOUTH FOR TRANSITIONONLINE REFERRAL REMINDERESY is not being added correctly to IEPsDIRECTIONS FOR COMPLETING YOUR IEP FOR ESYBookshare Library Now Free to Students with Print DisabilitiesMasters of Arts in Education: TRIBAL SPECIAL EDUCATION COHORTRoll Out the On-line Referral ProcessNONpublic NONresident RuleSpecial Education File TransfersNotice of Procedural SafeguardsStudents Identified as "Wards of the State"Summer Literacy Session at Camp CourageAmerican Indian Special Education Teachers in the Twin CitiesTest Protocal SharingESY Service Delivery for 07-08Minnesota State Testing EssentialsExpanded MTAS Science test windowSpecial Education Termination - REVISEDCampus Student Information SystemTest Protocal SharingESY Essentials - PriorityBE SURE YOUR IEPs COUNT - ENROLLMENT STATUSMCA ADMINISTRATION DOCUMENTSMETRO AREA SPECIAL EDUCATION DIRECTOR'S LISTINGTERMINATION PROCEDURES-SECONDARY OR RELATED SERVICESCASELOADS ON CAMPUS“INCLUDED SERVICES” on the IEPSPECIAL EDUCATION RULES/UPDATESTBI ManualBST Scores on CAMPUSIRI REMINDER AND REPORTING FORMESY BROCHURE - "A PARENTS GUIDE"UNLOCKING IEPsOUT-OF-STATE and IN-STATE IEP and ESR ProceduresNURSES - ADDING TO SPECIAL EDUCATION TEAMSIRI REMINDER AND REPORTING FORMPSYCHOLOGIST/COMPLIANCE MONITOR ASSIGNMENTSPLACEMENT PROCEDURES INCREASING LRE WITHIN SPPSSPECIAL EDUCATION ELL UPDATESPDF PRINTING on Mac ComputersCAMPUS SYSTEM REQUIREMENTS AND INTERNET BROWSER SETTINGSUSING THE "PROGRESS REPORT" ON CAMPUSSpanish Language Program
SPANISH LANGUAGE
PROGRAM
Program
Description:
In
the past 6 months, the Spanish language program has expanded to offer 7
levels including specialty classes taught by
experienced instructors
fluent in Spanish. The
teaching methodology is highly interactive and student
centered. The
classes are intimate (approx. 5- 16 students), allowing students plenty
of opportunity to practice speaking and listening skills. All
levels include appropriate grammar instruction, vocabulary building and
writing activities to reinforce learning delivered using a variety of
media (lecture, worksheets, DVD, music
etc) Language
is a dynamic course of study and each level incorporates cultural
lectures and discussion, current events, art, music, seasonal
traditions, idiomatic expressions and relevant themes into the
curriculum. The objective
is to offer students the tools necessary to express themselves in
“real” Spanish through creative discussion.
Determining Your
Level Student Assessments are offered prior
to sessions to help determine your appropriate class. No appointment
necessary. Drop
in anytime between the hours below for a thorough written and oral
assessment to assist you in determining your appropriate class.
Testing Fee:
$20.00
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Woodcock Johnson III Scoring Program
New Scoring Disc Available for the WJIII Tests
of
Achievement
The
Woodcock-Johnson Tests of Achievement, Third Edition
(WJIII) has been re-normed and new scoring discs are now available
using these
new norms. One scoring disc
has been
purchased for each building and they are being distributed to LD
teachers in
the buildings. School teams
should
determine the computer in the building on which to load the scoring
disc so
that it is accessible for all who need to administer the WJIII. You should begin to use this new
WJIII
scoring disc once it is received. Until the template is changed on the
Academic
area of the Campus ESR form, please indicate that you are using the
Woodcock-Johnson III Normative Update (WJIII NU) version of the test so
that it
is clear which scoring version was
used.
The
scoring disc comes with a User’s Guide, which will help
you with installation and scoring using the new disc. If you are not located in one of
the regular
elementary, junior high or senior high schools, you can now fax your
scores to
Carol Dady at St. Andrew’s
to have the
test scored and the Compuscore
faxed
back to you. A form has
been developed
for this, and is available in the special education newsletter. Please use this form to ensure that
all the
necessary information is included for
scoring.
If your
building has not received the scoring disc yet or if
you have questions, contact Jan Parkman or Matt Boyle at St. Andrew’s
(651-293-8923).
The fax number at St.
Andrew’s is
651-228-4731. Return to top
WJIII_Scoring_Form_2.doc
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PREPARING AMERICAN INDIAN YOUTH FOR TRANSITION
As part of the SPDG-sponsored Tribal Cohort Project with UMD
and
Augsburg, there'll be a short workshop on transition for
American Indian
students in special education. The
attached flyer provides the details,
including the
all-important, RSVP soon if you want to
participate.
You are
Invited to Attend a Free Workshop
on
Preparing American Indian Youth
for Transition: Expanding the Circle: Respecting the
Past,
Preparing for the
Future
By:
Consultants:
Jean E. Ness,
Ed.D
Dennis W. Olson,
MS
When:
Wednesday,
May 21, 2008
10
a.m. –noon. Lunch
served with r.s.v.p.
Where:
Augsburg
College,
Christiansen
Center, East Commons
Rm.
Minneapolis
MN
Sponsored
by:
UM-Duluth,
Augsburg
College and the
Minnesota Dept of
Education,
Special
Education
State Personnel Development
Grant
RSVP
to:
Cindy Gustafson,
cagustaf@d.umn.edu
by May
14,2008.
Cost:
Free-until full; space is limited,
so please r.s.v.p.
now.
Training Outcomes
Participants will be able
to demonstrate implementation of a model to support students
in:
- Learning about
self, personal expectations, personal support systems, responding to
change, and handling
risk.
- Exploration of the foundational skills and information
needed when planning for their future that includes problem-solving,
self-advocacy, communication, diversity awareness, goal-setting, and
organization skills.
- Exploration of
post-high school options to include postsecondary schools, career, and
military service and finding the “best fit’ for them based on their
family, community, values, aptitudes, and
interests.
- Presenting a composite of their search and exploration
about self and post-high options in a concise manner as an oral
presentation.
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ONLINE REFERRAL REMINDER
ONLINE REFERRAL
REMINDER
The online referral process is going very
well across the district. We continue to identify a few glitches, but
overall the system is working very well. Thank you for your persistence
on implementing this new tool. The benefits to our district will be
tremendous.
Please make sure that everyone (1) is
using the online referral process for ALL initials and re-evaluations,
and (2) that case managers are going back into a student's referral
after the evaluation & IEP are completed to enter the final
determination information and check the "completed" box. Last
week we pulled our first district-wide data from the online system to
get a sense of how we are doing. We need to combine the online data
with the data that the psychologists collected on the
referrals started prior to March 17th for the state reports that are
due in June. In order to have accurate counts, the final determinations
of each student's evaluation must to be
completed.
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ESY is not being added correctly to IEPs
ESY IS NOT BEING ADDED CORRECTLY
TO IEPs
If
the IEP team determines a child should receive Extended
School Year service, TWO lines of
service must be added for each service a
student receives.
1. The first
service line is for the regular school year –
ESY box is not checked.
2. The second
service is the same but with only the dates of
ESY and less minutes than the regular school year – then check
ESY
There should be
TWO service lines for EACH service ESY is
being recommended. If you COPY an IEP
from last year, be sure to check the NAME and service DATES for the
regular year and for summer ESY. The services for ESY from
last year NO LONGER EXIST. Program names are not used, only
the service being provided. Therefore, there is no "ESY Como"
but rather, "ESY DCD" or "ESY Autism".
The way many are
doing it now is added one line of
service and checking the ESY box. But by doing so, it looks like the
student is
getting ESY for the entire year.
The IEP section
“EXTENDED SCHOOL YEAR” must also be
completed with the documentation of regression included. A template bank will assist in
providing the
correct language. See an
example in the PDF below, or
email any of
the following for clarification: mary.kelly/spps.org
laurence.manchester/spps.org
nancy.meyer/soos.org
barbara.stilwell/spps.org
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ESYserviceExample_2.pdf
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DIRECTIONS FOR COMPLETING YOUR IEP FOR ESY
DIRECTIONS FOR
COMPLETING YOUR IEP FOR ESY
The IEP
Team should gather and review information in response to the following
questions as the first step in determining a student’s need for ESY
services. Because the list of factors and questions is not
exhaustive, the IEP Team should also gather, review, and consider all
other information it deems relevant or necessary for its decision
making.
DIRECTIONS:
STEP 1
· On
the current CAMPUS IEP, go to the Services window
· Click "New
Service Provided"
· ON the Services list, select the Service
from the menu (i.e. LD, E/BD, Sp/Lang, etc)
· Check the ESY
box on this page
· Place Start Date and End Date in the
fields
· Complete Minutes
· Click
"Save"
There
will be a service line for the regular school year, AND a service line
for the ESY service needs. (example: DCD 9/4/07-6/10/08
and DCD ESY
6/15/08-8/15/08)
STEP II
·
Click Extended School Year on the IEP menu.
· Click "yes" for
ESY
· Click on template Bank icon (resembling a paper with
corner folded).
· Choose the ESY template by clicking on
title. Edit the
template to fit student needs.
· List Goal #'s from IEP that
are recommended for ESY
If you have any
questions or need clarification please contact Nancy Meyer, or
Barbara Stilwell, Assistant Directors of Special Education at
651-767-8329.
1. What critical skills is the student
working on?
* Does
the student’s IEP have annual goals with skills essential for the
student’s maintenance of academics (for preschool children –
maintenance of appropriate activities), behavior, communication, or
self-sufficiency and independence?
* Is the student working on skills that are required
across a variety of environments?
* Is the student working on decreasing behaviors that
interfere with the student’s functioning at school or in the
community?
* Is
the student working to develop behaviors to increase the student’s
independence or functioning at school or in the
community?
* Is
the student working on skills designed to increase the student’s
independence, such that if the student cannot perform the skills,
assistance from another person will be necessary (e.g., daily living
skills, academic skills, behavioral skills)?
2. Were
any IEP goals unmet?
Are there any barriers to the
student meeting the IEP goals? If so, what are
they?
*
Has the student
had frequent health-related absences that have impeded the student’s
progress on his or her IEP goals?
* Has the student experienced behaviors that have
interfered with the student’s ability to progress toward achievement of
his or her IEP goals?
3. What is impacting the
student’s rate of progress?
* Is the student’s rate of progress or lack thereof
likely to prevent the student from receiving educational benefit during
the school year? [Note: lack of progress on goals
and objectives is NOT a prerequisite to ESY
services.]
4. Is there anything unique about the
student’s present level of performance or the nature of severity of the
student’s disability that would indicate the need for ESY
services?
Is there historical or predictive data
that the student has or will experience skill regression during an
interruption of educational services or that the student has or will
experience difficulty recouping lost
skills?
* Do
the student’s difficulties with regression and recoupment make it
unlikely that the student will maintain the critical skills and
behaviors relevant to the student’s IEP?
5. Is there
a likelihood of the student being placed in a more restrictive
placement?
* Is the student working on skills designed to allow
the student to move to a less restrictive environment or to prevent
placement in a more restrictive environment?
6. Are
continuous or year-round services an integral part of the student’s
ability to acquire or retain a skill or
behavior?
* Is
the student at the point of readiness for acquiring a critical skill
such that an interruption of services will result in the loss or
significant reduction of the student’s ability to acquire the
skill?
7. Are there special circumstances unique to
this student’s situation and not addressed by the other factors that
will have an impact on the student’s need for ESY services or the
provision of a free appropriate public
education?
* Is the student at a critical point of
meeting an IEP goal related to self-sufficiency and
independence?
* If a
student’s behaviors have previously interfered with the student’s
ability to acquire a critical skill, is there a window of opportunity
for assisting the student to acquire that skill because the previously
interfering behavior is currently under control or otherwise
diminished?
· IF THE IEP TEAM
DETERMINES THAT ESY IS NOT NECESSARY THE FAMILY CAN ENROLL THEIR CHILD
IN THEIR REGULAR SUMMER SCHOOL
PROGRAM
· THIS IS STILL AN IEP
TEAM DECISION
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Bookshare Library Now Free to Students with Print Disabilities
BOOKSHARE LIBRARY NOW
FREE TO ALL U.S. STUDENTS WITH PRINT
DISABILITIES
Through a grant from the
Department of Education in October 2007, the Bookshare.org library of
accessible books became free to students with print
disabilities. Bookshare provides print disabled people in the
United States with legal access to over 36,050 books and 150
periodicals that are converted to Braille, large print or digital
formats for text to speech audio. For students who can understand text
being read aloud, but can't read it independently, this resource will
be valuable. Most students will access these books on CD by
listening to them on the computer or MP3 player and following
along in their textbook.St. Paul Public Schools has recently acquired
an organization account with Bookshare.org in order to streamline
qualifiying eligible students and to provide them accessible books they
need. If you have students who would benefit from this
service, download the attached form to sign up your student and order
their books. Call the Assistive Technology Team at 293-8923
for further questions.
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to top
Request_for_Books_2.doc
Request_for_Books_2.pdf
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Masters of Arts in Education: TRIBAL SPECIAL EDUCATION COHORT
Augsburg
College
Masters of Arts in
Education: TRIBAL SPECIAL EDUCATION
COHORT
June 1,
2008 Deadline for Fall 2008
Semester
Admission Criteria – Bachelors Degree 3.0 GPA, No GRE, No
Application
Fee
INFO SESSION:
April 19,
2008, 11am –Noon,
Oren
Gateway
Center. Room
100
Program Overview: Are you
interested in becoming a special education teacher? A two year
cooperative
special education post-baccalaureate licensure program in emotional
behavioral
disorders and learning disabilities, with a tribal focus, will begin
Fall 2008.
The hybrid online program will be offered through
Augsburg
College,
in partnership with the
University
of Minnesota
Duluth.
see attachment for
details
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Naadamaadiwin_FLYER_2.doc
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Roll Out the On-line Referral Process
ROLL OUT THE ON-LINE REFERRAL
PROCESS
As of Monday, March 17,
the Special Education Department is shifting to an on-line student
referral process. At this point, the current paper referral form will
be obsolete. All referrals for initial and re-evaluations in all
schools and programs (with the exception of Early Childhood programs
and Non-public, for now) will be completed on line. Please share this
information with your staff.
Please
arrange for two members from your Child Study Team and one classroom
teacher and/or building tech person to attend one of the following
on-line referral training sessions. The on-line system will be
overviewed and demonstrated, and written manuals will be distributed at
these sessions.
Training participants
should register at PD Express. Administrators will receive basic
information on special education referral and the new on-line referral
system at the Superintendent’s District-wide Administrators Meeting on
Feb 19.
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ONLINE_SE_REFERRAL_MANUAL.2-27-08_2_2.pdf
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NONpublic NONresident Rule
PLEASE
NOTE:
Non-public students who
are non-residents of St. Paul and are receiving special education
services at a St. Paul Public School:
This
is a reminder to teams that the resident district needs to be invited
to team meetings. The parent of the non-resident student
needs to sign a Release of Information prior to sending IEP and ESR
documents to the resident district.
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Special Education File Transfers
SPECIAL EDUCATION FILE
TRANSFER
Spring,
2008
Attention: Principals
and Case Managers:
As we have done every spring,
Special Education IEP file folders of students leaving or transferring
to a new building in the fall (i.e. natural grade progression of
current 6th grade and 8th grade students as well as placement students)
need to have their IEP files reviewed for due process compliance and
delivered to 360 Colborne Street, Special Education Department, for
distribution in the fall to their new sites. All transferring
files need to be delivered to 360 by May 9, 2008. We are
asking for your support to assure this process runs as smoothly as
possible.
Case managers need
to:
§ Assure all IEP
files are in the IEP file cabinet or a sign out card indicating who has
the file is in place
§ Assure
current documents from CAMPUS are in the IEP file
folder
§ History documents have
been removed from the IEP file and have been placed in the cumulative
file
Compliance Monitors will be spending the months
of March through May at their various assigned buildings. We are asking
that you provide a work area for them to complete their tasks.
You will be receiving a report of students leaving
your buildings for transfer next school year. Your building’s
psychologist will also be presenting this report to the Child Study
Team.
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file_transfers_2.doc
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Notice of Procedural Safeguards
NOTICE OF PROCEDURAL
SAFEGUARDS
This brochure provides an overview of parental
special education rights, sometimes called procedural safeguards. These
same procedural safeguards are also available for students with
disabilities who have reached the age of 18. This Notice of Procedural
Safeguards must be given to you at least one time per year, except it
must also be given to
you:
1. The first time your
child is referred for a special education
evaluation;
2. The first time
you file a complaint with the Minnesota Department of
Education;
3. If you or the
district requests a due process hearing;
4. On the date the district
decides to change the placement of your student by removing the student
from school for a violation of the district discipline policy; or
5. Upon your
request.
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Procedure_Safeguard_Notice_2.pdf
Procedural Safeguards
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Students Identified as "Wards of the State"
STUDENTS IDENTIFIED AS "WARDS OF THE
STATE"
The district is in need of
documentation that may be included in student Cumulative Folders or IEP
Folders indicating a student is a "ward of the state".
Building Social Workers may be the best resource for obtaining the
information. Please send a copy of the order in the school
file to the special education office, Joanie Kempffer on any special ed
student where documentation is available. Additonal revenues
are available when we submit the paperwork to MDE by mid
February.
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Summer Literacy Session at Camp Courage
SUMMER LITERACY SESSION AT CAMP
COURAGE
  Applications are
now being accepted for campers for the Literacy Session at Camp
Courage. This session will be from July 26-31, 2008 in Maple Lake, MN.
Although there is a suggested sliding fee, cost should not be a factor.
Parents are asked to pay what they can afford. This year, because of an
extremely busy summer schedule, Karen Erickson will not be able to
teach at the session. Sally Clendon. one of Karen's stellar former doc
students, will be coming from Australia to teach along with Dave
Koppenhaver.
This session also has an
adult participant component. This year the Minnesota Department of
Education has purchased all the adult slot thanks to Joan
Breslin-Larson, Jan Manchester, and Mary Bettlach!
You can view pictures from last summer at
http://www.couragecamps.org/sessionpages/literacycamp_2007/index.html
Here is a description. This is an
amazing experience and opportunity for everyone involved.
Literacy Camp: This
unique session is for struggling readers (all disabilities), ages
12-18, who would like a positive literacy experience. Educators under
the direction of Drs. David Koppenhaver and Sally Clendon, literacy
experts, will be working with campers to determine literacy needs and
intervention strategies to begin to address those needs. Informal
descriptive reports of the assessments and interventions, including
assistive technology solutions, will be provided to families and
campers to take back to their home schools. Campers will also have the
opportunity to participate in the full range of fun camp activities.
Because video of this session will be used for teaching purposes, a
signed media release is a condition for acceptance for this session.
Campers must be ambulatory and independent with self-care.
Contact Barb Wollak with further questions.
barb.wollak@spps.org
(SEE
ATTACHMENTS BELOW)
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accessible_brochure_2008_final_2.doc
Adult_Application_for_Literacy_in_Disabilities-2008_final_2.doc
camperapp_2.pdf
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American Indian Special Education Teachers in the Twin Cities
AMERICAN INDIAN SPECIAL EDUCATION
TEACHERS!
The Tribal Cohort project , which is
supported in part through the MN LI Project, has a research
component to find out from various types of sources the
experiences that native students have in special
education. (What doesn't work, and what does, etc.
) One of those sources/groups is special
education teachers who are native.
The
researchers have a list of potential informants already but are
interested in adding to it. Would you please mention this
project to any American Indian special education
teachers whom you know? If the teacher is
interested in being interviewed, they may contact Tom Peacock at UMD
at tpeacock@d.umn.edu or 218.726.8445
.
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Test Protocal Sharing
TEST PROTOCAL
SHARING:
The most recent information
regarding protocol storage and sharing has
been reflected in a case study. "...if the particular test protocol or
question booklet does not contain information directly related to the
student, it is not considered an education record under FERPA (Family
Educational Rights and Privacy Act)." "...districts must respond to
reasonable requests for explanations and interpretations of education
record such as answer sheets not accompanied by the test question
booklet." "...the district could show the parents the test booklet,
read the questions to the parent, or provide an interpretation for the
student's answer in some other manner adequate to inform the parent."
"Generally, any record that contains any personally identifiable
information, such as name, student identification number, or other
information which would link the document to the individual, is an
education record under FERPA." When a parent requests, please provide
for them where the protocols are stored for future retrieval.
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ESY Service Delivery for 07-08
ESY SERVICE DELIVERY FOR
07-08
As teams work to finalize decisions
for Extended School Year services, please consult the ESY manual for
guidance, specifically remember to base your decisions on ESY
eligibility described in MN rule (see p.5, Subpart 3, A, B & C
in your ESY Manual). The following “Menu” of options has been
prepared to help you think about the ways a child’s ESY needs for
specific goals in the student’s IEP can be met this summer.
As you know, special education “permissive” summer school is no longer
the mindset. As IEP teams make their decisions, consideration
needs to be given to the (a) necessary services needed to provide FAPE
based on the eligibility area (b) setting or location needed to provide
recommended services; they must fit A, B or C from Subpart 3 of MN
Rule, Determination of ESY, example: recoupment/regression;
functional/self help; transition; academic; or behavior; and (c) amount
of time (minutes daily, weekly, monthly needed. Be
conservative.
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ESY_Continuum_2.doc
Recommended_Students_forESY_Newest.doc
Newest Form to Document Students with ESY
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Expanded MTAS Science test window
EXPANDED MTAS SCIENCE TEST DATESApril 28 – May 23: Testing
Window for Science MCA-II
(Grades 5, 8 & High School)Testing Schedule for MTAS ScienceThe
testing window for the MTAS Science is being expanded to May 23 to
allow test administrators additional time to complete the MTAS
science. Reports for MTAS science follow the same schedule as the
MCA-II science. Please note that the MTAS window for reading and math
still closes on May 2. Return to top
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Special Education Termination - REVISED
SPECIAL
EDUCATION TERMINATION - REVISED
12/20/07
When terminating a
student from Special Education, continue to create a new IEP with the
new evaluation date and date service was
ended.
Also, continue to change the "Special Ed
Status" to "7 - IEP Terminated" in the Enrollment Status of the new
IEP.
Please DO NOT change the Special Ed Setting to
"no IEP". Leave the Federal setting as it was last in
Campus. Previous instructions were to change the Federal
Settings which was in error.
Do Not enter any information for services.
Services will automatically stop when the new IEP marked
"7 - IEP Terminated" is locked. This will reduce your work by
one click!
THANK YOU FOR YOU ATTENTION TO THIS
DETAIL.
The remainder of the process is
identical:
Unless a student is aging out of school,
a
student must be reevaluated to be terminated from special
education.
After the reevaluation is completed, hold an IEP team meeting to report
the results of the reevaluation indicating that the student no longer
remains eligible and/or no longer has special education
needs. Once
this determination has been made, do the
following:
1.
Complete a "Notice of Proposed Special Education Services" and mark the
third box indicating that "All current and special education and
related services are discontinued and explain the reasons in the text
box on the form. The date that the Notice is returned with
the parent
signature or 14 calendar days after the Notice has been sent to the
parent is the official termination
date.
IMPORTANT: Only "Save", do not
Refresh the enrollment status.
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Campus Student Information System
CAMPUS STUDENT INFORMATION
SYSTEM
New Campus Student Information System
updates, tricks tips, and alerts will be posted here. Look in
the "New This Week" section to watch for new
topics:
*New Mac
computers using the intel chip are not performing using the Shubert
plug-in. We are waiting for new information from Campus to
determine how to have .plf documents save in the Documents Tab of
Special Education.
* Firefox for Macs, Internet Explorer for Dells, when using
Campus.
* Students
need to have an ACTIVE IEP or
they will not appear on case load
lists.
*
When adding members to the IEP team,
be sure to add them as a "Service
Provider", not "Write".
*
The caseloads lost
their integrity after an update to Campus was made last
spring. We made them aware of it immediately.
Several patches that were supposed to fix the problem were added over
the summer, none of which fixed the situation. The technology
department, who in turn works with Campus to get problems repaired is
making every effort to find the solution.
This past week, many students were
removed from the list by eliminating the "history" from case load
lists. The best we can say,
is we anticipate a solution soon because the problem affects other
districts around the state using the same version of
Campus.
You will continue to see duplicate names, students who have long been
gone from your caseload (history), and current students who are not
displaying on your caseload. At this
point, there is not much that can be done to get your caseload to
reflect the accurate list.
*
When you make a COPY of an IEP,
please be sure to change the start date and end dates on the
IEP and SERVICES. Failure to change the
dates results in duplicate IEPs that cannot be counted.
Thank You
* Text windows will expand as you
type on ESR reports and IEPs so that you are able to see more of the
text. However, be sure to save and save often, if you are not
pasting the text from another application.
* Older documents can be archived by
highlighting and clicking “Archive”; the document is available by
clicking “Show Archive”.
* If you experience problems that interfere with your ability
to use Campus, email laurence.manchester@spps.org and questions will be
answered as soon as possible.
* IF YOU USE A MAC WITH OS 9 and experience considerable
problems with Campus, email:
laurence.manchester@spps
for suggestions or an upgraded
computer.
* Saving
.pdf documents using a MAC can be a problem if the Schuber-it plug-in
is not configured correctly on your computer.
Building techs can usually configure your MAC, but
if problems cannot be solved, contact
laurence.manchester@spps.org for
help.
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|
Test Protocal Sharing
TEST PROTOCAL
SHARING:
The most recent information
regarding protocol storage and sharing has
been reflected in a case study. "...if the particular test protocol or
question booklet does not contain information directly related to the
student, it is not considered an education record under FERPA (Family
Educational Rights and Privacy Act)." "...districts must respond to
reasonable requests for explanations and interpretations of education
record such as answer sheets not accompanied by the test question
booklet." "...the district could show the parents the test booklet,
read the questions to the parent, or provide an interpretation for the
student's answer in some other manner adequate to inform the parent."
"Generally, any record that contains any personally identifiable
information, such as name, student identification number, or other
information which would link the document to the individual, is an
education record under FERPA." When a parent requests, please provide
for them where the protocols are stored for future retrieval.
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top
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ESY Essentials - Priority
ESY ESSENTIALS -
PRIORITY
REMINDER - ESY is not
Summer School! The service minutes you write on the IEP
for ESY cannot exceed those the student receives during the
regular school year.
We want to provide service so that
regression does not occur during periods when school is not in
session. Therefore, we would not provide additional service
during non-school periods. Return to top
|
BE SURE YOUR IEPs COUNT - ENROLLMENT STATUS
BE SURE YOUR IEPs COUNT - ENROLLMENT
STATUS
The following three boxes must be checked
in the "Enrollment Status" window of the IEP in order for the document
to count:
PRIMARY DISABILITY
SPECIAL ED
STATUS (will always be option 4 "receiving services"
FEDERAL
SETTING
It is imperative these three boxes be marked
correctly before locking the IEP. The data you enter is
pulled from the Campus data base and directly affects funding we
receive for each special education student. Thank You for
being prudent in following these directions.
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top
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MCA ADMINISTRATION DOCUMENTS
<font color="#9900ff">These are the most recent documents for the
Minnesota Department of Education providing details for parents and
teachers about preparation and time tables for the MCA testing
sessions.<br></font><br><a href="#top">Return
to top</a><br><br><br>
Administration_Time_Table_MCAII_2.pdf
Test_Prep_MCAII_2007-08_2.pdf
|
METRO AREA SPECIAL EDUCATION DIRECTOR'S LISTING
When you
have an out of district student, you need to be inviting the home
district of the student. This document will provide you with
names, addresses, phone numbers and email addresses of those
individuals from other districts.
Return to
top
MetroAreaDirectors_2.pdf
|
TERMINATION PROCEDURES-SECONDARY OR RELATED SERVICES
An Improvement We now can discontinue
Secondary OR Related services without an evaluation. We still must
evaluate to terminate speech as a primary service. This is a great
change! The following procedures will now apply when discontinuing a
secondary or related speech-language service on an IEP. This does not
apply to discontinuation of speech as a primary service.1. If the IEP is being rewritten annually or after a reevaluation:a.
In the present level of performance, document progress/lack of progress
and other significant information regarding discontinuation of
secondary or related service.b. If parent attends meeting, review
present level, including reasons for discontinuation of the service.
Be sure that the second box on the Notice of Proposed Special Education
Services form is checked and fill in the five description/explanation
statements on that form, including data. Have parent sign form. If
parent does not attend the meeting, send home the paperwork for
signature. The 14 day rule applies in this case if appropriate.2. If the service is being discontinued at a time other than the annual IEP rewrite:a. The team must hold a IEP team meeting. Be sure that the Notice of a Team Meeting is sent to the parents.b. Follow the procedure described above.c. Be sure parent signs Notice of Proposed Special Education Services form.3. In your electronic documentation ( EasyIEP) for third party reimbursement, document discontinuation.Return to top |
CASELOADS ON CAMPUS
Caseloads for all instructional
staff will be tallied from the Campus Student Information System before
October 1st. Be sure you are listed as CASE MANAGER for each student
you manage so your list will be accurate. There may be some
inconsistancies when you view the list on Campus, but the Summary
Report will print only those you are marked as case manager and have no
expired date.Did you know you can get a Caseload Summary Report from Campus?In
"Student Information" look down below Special Ed to "Reports". Click
the + sign. The second report is titled CASELOAD SUMMARY and delivers
an accurate report when you click on your name, CaseManager, and the calendar where you work.Return to top |
“INCLUDED SERVICES” on the IEP
Most
of the services in Campus are listed twice; once as “Included” and
again as a regular service. We use “included
services” when a student’s day has services that extend beyond the
normal 1650 or 1800 minutes, and are considered “stacked”.
unless you work with ECSE, including children with special
education services in SPPS 4 year old programs, Bridgeview,
etc. Unless you have been specifically trained on
using “included services”, ignore them and use the general service
(i.e. DCD, Social Work, E/BD) as you always
have.
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SPECIAL EDUCATION RULES/UPDATES
The Minnesota Department of Education is revising rules pertaining to
special education in order to reflect recent changes to federal
regulations as well as other necessary changes to Minnesota's special
education rules.
Below you will find links to the proposed Special Education
Rule changes, as well as an opportunity to provide feedback/comments on
proposed rules.
Comments may be directed to Compliance and Assistance at
MDE.
Return to
top
 SPECIAL EDUCATION RULES/UPDATES- Link to MDE
|
TBI Manual
A brief overview including
Definition, Charateristics, Educational Implications and other
information is contained in the "brief" manual.
We
are in the process of providing each school/program with the full TBI
Manual and will be distributing them sometime in December.
The document can be printed here if desired (115
pages).
Return to top
TBI_Brief_2.pdf
short verion
TBI_Manual_2.pdf
TBI Manual-115 PAGES
|
BST Scores on CAMPUS
How to Ensure Students BST Scores are on
CAMPUS
***Teachers of 8th graders and below leave BST
blank.
High School teams will determine
the level of performance required to graduate. No additional
forms are required than what is documented on the
IEP.
In order for the District to be informed of
those students in need of "Pass Individual", you need to write PI where
it says "individual" (no score required, the computer will pick it up)
and the EXACT date the test was taken that you are modifying.
Dates are below. Testing dates from previous years are fine
providing it was date that the student took the test. A query
will pick that information up and change the student record to indicate
they have passed indivudual.
Alternate Assessment -
MTAS - the date the BST was administered in the
district.
If using scores from this spring testing,
use the following dates:
Written
Language - January 23, 2007 or senior make-up April 10, 2007;
Math - February 6, 2007 or senior make-up
April 11, 2007;
Reading - February 8, 2007
or senior make-up April 12, 2007
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top
|
IRI REMINDER AND REPORTING FORM
Don’t forget that Informal
Reading Inventory (IRI) scores for all special education students are
due by Nov. 1, 2007. Please e-mail or fax (651 228-3626)
these to Barb Stilwell by that date. A class list reporting
form that you can use is included here.
The IRI is an extremely useful tool for
guiding your instructional decisions around reading instruction, most
appropriate materials, and choices of appropriate assistive
technology. All teachers are expected to use this tool to
plan for the most effective reading instruction. If not used
in this way, it will not be a good use of time for either you or your
students. You are required to administer this assessment at
least one time per year, although it is recommended that it be
administered again in the spring to look for reading growth and to know
if your interventions have been effective. This assessment
should be administered individually to students.
Giving the IRI in a group invalidates the data because you are changing
the response mode.
The IRI will give you
three scores to compare: Word Identification, Silent Reading
Comprehension, and Listening or Language Comprehension. The
lowest score of the three indicates the area of emphasis for reading
instruction in order to increase silent reading comprehension to the
next grade level. The IRI manual given to each teacher at the
training has Forms A and B from the Jerry Johns Reading
Inventory. If you would like additional passages to use with
your students, you can use Forms C and D from the Jerry Johns book that
was given to each school two years ago.
The IRI is only appropriate for students
with reading or listening skills above the Pre-primer level.
If you have students whose reading skills are lower than this, it is
still recommended that you use an appropriate assessment tool that will
measure their literacy progress, such as the DIBELS. If you
have questions about an appropriate tool for you to use with your
students, contact your disability resource teacher.
If you have additional questions, please
consult with your Special Education Resource
person.
Return to
top
IRI_Reporting_Form.pdf
Not Writeable
IRI_Caseload_Reporting_form_2.doc
WORD-write
|
ESY BROCHURE - "A PARENTS GUIDE"
"Extended School Year Services" is a
brouchure that will be distributed to all building in the next week.
They will be sent to a Learning Disabilities teacher who can distribute
them to special education staff. The brouchure is intended to provide
information to parents regarding who qualifies and recieves Extended
Year Services from special education. Please distribute to parents you
might consider for ESY. |
UNLOCKING IEPs
IEP's that are currently locked mean that they are completed
documents. Compliance Monitors have not been authorized to
unlock IEP's. If there is a need to unlock an IEP, please
forward that request to Mary Kelly, with the student’s identification
number, building and reason for the document to be
unlocked.
Documents that are locked are considered
finished and should NOT be altered, including significant changes in
minutes, Federal setting, and services. By changing completed forms, it
jeopardizes he integrity of due process. Documents can be
viewed or printed by clicking on the specific document and clicking
print
If the document needs changing, and it was
considered complete, a COPY of that document can be made, and edited to
reflect a new IEP. Highlight the document you need to change
and click "copy". Being that you are creating a new IEP, a
team mtg. notice and Notice of Special Ed Services would need to be
completed to reflect the changes. A NEW start and end date
must be entered or duplicate IEPs occur. A student can only
have one IEP, thus a duplicate will cause
errors.
When contacting the compliance
monitor for your building, please include in your communication the
student's full name, student identification number and
building/site.
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top
|
OUT-OF-STATE and IN-STATE IEP and ESR Procedures
Out of State IEPs and
ESRs. When a student arrives with an out of
state IEP and ESR, the team must determine if they will accept the
documents. First, the team must determine if the ESR contains
sufficient data to document the student meets Minnesota initial
criteria and then accepts the ESR, we do not need to complete an
evaluation. Second, the team must determine that the school
can implement the out of state IEP. If the out of state IEP
can be implemented as written, the IEP case manager must complete the
following steps: The Compliance Monitor puts a 75 day IEP on
CAMPUS. This page 1 must include imported information about
the student; services that are needed; the IEP date and ESR date that
the team accepted. The accepted IEP from out of state needs
to be implemented immediately as written. At this point, all
due process procedures should be followed. This
includes: a team meeting scheduled with Notice of Team
Meeting sent; Notice of Special Education Services with parent
signature; documentation of two attempts to get parental
consent. A parent signature is not required. The 75
day re-write date or the date of the accepted IEP will be the
expiration date of the page 1 IEP document.
If the
team determines to not accept the ESR or the IEP from out of state, due
to not meeting eligibility criteria or the IEP is not appropriate for
our district, the team must call a team meeting immediately to develop
an evaluation plan and/or IEP. The evaluation would be
considered an INITIAL evaluation because the team determined that
eligibility had not been established by the previous out of state
district. This would also require that the student meet
initial criteria for the area(s) of disability. If the ESR is
not accepted and there is an evaluation being completed, the team will
provide services based on the accepted out of district IEP or the newly
written one for the district that is approved by the parent.
Parent signature must be received before proceeding into evaluation and
prior to implement the new IEP.
In State IEPs and ESRs. When
a team receives an IEP/ESR from within the state; the team must review
the documents. If the team accepts the IEP as written, and
the ESR supports eligibility, a Notice of Special Education Services is
sent home indicating acceptance of the documents. If the
in-state IEP can be implemented as written, the IEP case manager must
complete the following steps: the case manager puts a page 1
of an IEP on CAMPUS. This page 1 must include imported
information about the student; services that are needed; the IEP date
and ESR date that the team accepted. The front page of the
ESR needs to be created using the date of the accepted ESR.
Background information would state the team reviewed and accepted ESR
from _______ dated _________.
When a team determines
not to accept the in-state ESR, due to it not having data supporting
eligibility the team must re-evaluate. This is considered a
re-evaluation. All applicable due process procedures must be
followed. This includes scheduling a team meeting to conduct
the evaluation planning and completing an evaluation plan that is sent
to the parents for consent. This evaluation also requires the
student meeting initial criteria for the area(s) of
disability.
If the team decides not to accept the
IEP, the team must convene immediately to write a new IEP.
All relevant due process steps must be followed to obtain consent for
the implementation of the new IEP. Staff must implement the
IEP from the previous Minnesota district until parental consent is
received to implement the revised
document.
Procedures for Due Process Review from
10/29/07-11/9/07
When all components of an
IEP/ESR are completed, the IEP manager needs to lock the document and
notify the building compliance monitor by email. Compliance
monitors will check for compliance and review Contact Log
information. There will not be hard copy review of documents
as they are completed. An in-house hard copy audit of files
will occur throughout the school year. Every IEP manager will
have their files reviewed at some time during the school
year.
PLEASE NOTE FROM
10/29-11/9/07 COMPLIANCE MONITORS WILL BE CONCENTRATING ON OUR DECEMBER
1ST COUNT. YOUR EMAILS WILL BE RESPONDED TO AS QUICKLY AS
POSSIBLE FOLLOWING THIS PERIOD OF TIME. IF THIS IS A DOCUMENT
THAT NEEDS IMMEDIATE REVIEW FOR THE DECEMBER 1ST COUNT, PLEASE SEND AS
A PRIORITY EMAIL.
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NURSES - ADDING TO SPECIAL EDUCATION TEAMS
From: Janet
Lowe and Mary Kelly
Date:
9/4/07
Re: Adding
Nursing Service to the IEP when the IEP is already in
Effect
Problem: Nursing Service is being
provided and is, at times, not on the IEP. Nurses are asking
the Case Managers to “unlock” IEPs. IEPs cannot be “unlocked”
to add Nursing Service to the IEP. Due Process must be
followed to add Nursing Service to the IEP. If Nursing
Service is not on the IEP, Nursing Services cannot be billed under
Third Party Reimbursement and SPPS is losing revenue. To both
maximize Third Party Reimbursement for the District and follow Due
Process, please adhere to the following.
Long Term
Plan: As the IEPs are being developed, the school nurse
should go into Campus and add Nursing Service to the IEP under the
Special Education and Related Service area and the Adaptations before
the Notice of Districts Proposed Special Education Services form and
IEP are sent home.
Short Term Plan:
ÿ If Nursing
Service is being provided and is not on the IEP, Nursing Service needs
to be added to the IEP.
ÿ Nursing Service
documentation cannot be logged in EasyIEP for Third Party Billing until
Nursing Service is added to the IEP.
1. Communicate
with the Case Manager about the need to add Nursing Service to the IEP
and let the Case Manager know that you have some directions on how to
Add Nursing Service to the IEP
2. The School Nurse
should contact the parent and let them know that Nursing Services were
inadvertently left our of the current IEP and that Nursing Services
should be added to the IEP. Give the parent an option of coming in for
a meeting, or discuss with the parent that Nursing Service will be
added to the IEP and a Notice of Districts Proposed Special Education
Services form will be sent home for the parent to sign and return to
school. If the form is sent home and the parent does not
respond within 14 calendar days, Nursing Services on the IEP cannot
start until 14 calendar days after the form was sent
home.
3. Log your communication with the parent in
Campus by clicking on the Contact Log. Enter the Date of the
contact. Under the dropdown choose the Contact
Type. Under Contacted, enter the name of the person
contacted. Enter narrative regarding the contact in the Text
box.
4. To add Nursing Service to the
IEP:
1) Click on Index
2) Click on Student
Information
3) Click on Special Education
4) Click on
Documents
5) Copy the current IEP by clicking on the current
IEP, and click on Copy up at the top. You will receive a
WARNING: you are about to copy this Education Plan. Do you
want to continue?, Click OK.
6) Double click on new
IEP
5. To Add Nursing services under Special
Education and Related Services of the IEP grid
1) Click on
Services (on the Left)
2) Click on New Service
Provided
3) Choose School Nurse from the Dropdown under
Service
4) Enter the Service Provider under the
dropdown. If your name is not in the Dropdown, send Larry
Manchester an email and let him know that your name does not show up on
the Dropdown.
5) Enter the name of the school under the
Special Ed Location and General Ed Location
6) Enter the Start
Date – you can enter this date as the date the parent agreed, either
IEP meeting or phone call, to add Nursing Service to the IEP, or 14
calendar days after the form was sent to the parent.
7) Enter
the End Date as the End Date of the IEP
8) Enter Minutes per
session, direct and indirect
9) Enter # session per - enter
the number of times that you provide Nursing Services per
week
10) Enter the Service Frequency
11) Click Save
& Continue
6. To Add Nursing Services under
the Adaptations in General and Special Education
1) Click on
Adaptation
2) To access the template:
3) Click on the
White Envelope
4) Click on the + sign
5) Highlight
and delete the language that you do not want, or adapt the language as
necessary
6) Click on Save &
Continue
7. Click on the IEP Plan and click on Print
and print a copy to send to the parent
8. Send the
Notice of Districts Proposed Special Education Services Form with the
IEP to the parent.
1) Click on Documents
2) Click on
Create New Form
3) Choose from the dropdown choose, Notice of
Districts Proposed Special Education Services
i.
Student Name, Date, Student ID, DOB, School, Grade will prefill on the
form.
9. On this form write the date of the proposed change
(this is the date the parent agrees, in either the IEP meeting or a
phone call, to the change on the IEP)
10. Check the
second box “Your child’s IEP or IFSP or IIIP is changed as noted in the
attached form. The school district will proceed with this change unless
you object in writing within 14 calendar days of receiving this
notice.”
11. Under Description of action: Indicate that
Nursing Service is added to the IEP under Special Education and Related
Services and in the Adaptations of the IEP
12. Sign the Notice
of Districts Proposed Special Education Services form and send to the
parent with the changes in the IEP
13. Do not change the Start
Date and the End Date of the IEP.
14. After sending the
paperwork home, email Mary Kelly and cc the case manager that you have
sent the new IEP home with the Notice of Districts Proposed Special
Education Services form.
15. You can start your documentation
in EasyIEP as of the date the Start Date of the Related Service, or 14
days after the new IEP and Notice of Special Education Services form
went home.
Return
to top
|
IRI REMINDER AND REPORTING FORM
Don’t forget that Informal
Reading Inventory (IRI) scores for all special education students (or
do we want to say students with reading goals?) are due now.
Please e-mail or fax (651 228-3626) these to Barb Stilwell by that
date. A class list reporting form that you can use is
included here.
The IRI is an extremely
useful tool for guiding your instructional decisions around reading
instruction, most appropriate materials, and choices of appropriate
assistive technology. All teachers are expected to use this
tool to plan for the most effective reading instruction. If
not used in this way, it will not be a good use of time for either you
or your students. You are required to administer this
assessment at least one time per year, although it is recommended that
it be administered again in the spring to look for reading growth and
to know if your interventions have been effective. This
assessment should be administered individually to
students. Giving the IRI in a group invalidates the
data because you are changing the response
mode.
The IRI will give you three scores
to compare: Word Identification, Silent Reading Comprehension, and
Listening or Language Comprehension. The lowest score of the
three indicates the area of emphasis for reading instruction in order
to increase silent reading comprehension to the next grade
level. The IRI manual given to each teacher at the training
has Forms A and B from the Jerry Johns Reading Inventory. If
you would like additional passages to use with your students, you can
use Forms C and D from the Jerry Johns book that was given to each
school two years ago.
The IRI is only
appropriate for students with reading or listening skills above the
Pre-primer level. If you have students whose reading skills
are lower than this, it is still recommended that you use an
appropriate assessment tool that will measure their literacy progress,
such as the DIBELS. If you have questions about an
appropriate tool for you to use with your students, contact your
disability resource teacher.
If you have
additional questions, please consult with your Special Education
Resource person.
Return to top
IRI_Caseload_Reporting_form_3_2.pdf
IRI_Caseload_Reporting_form_3.doc
|
PLACEMENT PROCEDURES INCREASING LRE WITHIN SPPS
* The IEP Team at the building
level determines there are unmet needs on a student currently receiving
services. This could include:
- insufficient progress towards goals and objectives;
-escalating behaviors;
-academic regression or;
-insufficient progress in educational functioning at the building level
*
The IEP team is would review current goals/objectives and level of
service being provided. Systematic data-driven interventions on the
part of the special education team at the building level would be put
in place involving all resources at the building level.
* The
Lead Resource TOSA for the disability would be available to consult
with the IEP Team to determine other resources that may include and
ADHD referral to Wilder or alternate and supportive curriculum
materials prior to a consideration of a more restrictive environment.
*
Lead Resource for disability area is invited to observe student and
consult with referring teacher at the building level. Prior to any
discussion with a parent regarding any reference of specific sites
and/or programs, the Lead TOSA needs to be involved. More often than
not, lead resource TOSA would participate in an IEP Team meeting with
the parent and principal in attendance. This may not necessarily
involve a change in location or a move to a specific program.
*
When the team has determined a need for a more restrictive environment
for the student, the parent would indicate their agreement through a
signed Notice of Proposed Services. The file would be reviewed for Due
Process compliance.
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SPECIAL EDUCATION ELL UPDATES
Academic Norms for Students from WAT camp: We now have academic
norms on how these students have progressed in learning basic skills in
reading, writing, and math. If a teacher raises concerns about a
student who fits this description, be sure to contact your ELL
Assessment Resource teacher for further information.
Clarification of LD criteria for English Language Learners:
All LD teachers who assess ELL students please note that the criteria
for eligibility has two components regarding academics. The student
must be BOTH
-
Significant discrepant from educational, linguistic and cultural peers AND - Two years behind their current grade placement.
Please contact your ELL Assessment Resource Teacher with Further Questions.
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PDF PRINTING on Mac Computers
If you are using a Mac, it is necessary to click on the black diamond next to the letters "PDF" when Firefox displays the form. Then Acrobat reader should put the document in a form in which it can be saved to Campus. If "Preview" comes up instead of Acrobat Reader, the file helpers need to be configured differently. Most building techs can do that; if directions are needed contact laurence.manchester@spps.org. But if the form is not in Acrobat Reader, it will not save.
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CAMPUS SYSTEM REQUIREMENTS AND INTERNET BROWSER SETTINGS
Department of Educational Technology
Campus 2006 System Requirements
and Internet Browser Settings
WINDOWS COMPUTER (PC)
Internet Explorer System Recommendations:
Internet Explorer 6.0 with 128-bit encryption. (Must have minimum 5.5)
Internet Explorer Settings:
I. Page Refresh Option (Set this up one time only.):
Updates your Campus page when changes are made. Speeds up Campus response time.
1. On menu bar, go to Tools.
2. Choose Internet Options.
3. Choose General tab.
4. Halfway down page, select Settings button.
5. Click on Every visit to the page.
6. Click OK button.
II. Turn Off Auto Complete (Set this up one time only.):
Prevents user name and password from automatically appearing when you log in.
(Important for security of data.)
1. On menu bar, go to Tools.
2. Choose Internet Options.
3. Go to Content tab.
4. On bottom half of box, click on AutoComplete button.
5. Under “Use AutoComplete for,” the only box that should be checked is: Web addresses.
6. Click on Clear Forms, then click OK.
7. Click on Clear Passwords, then click OK.
III. Delete Temporary Internet Files (Do this weekly for best Campus speed.):
1. On menu bar, go to Tools.
2. Choose Internet Options.
3. Choose General tab.
4. Halfway down page, in the box labeled Temporary Internet Files, click button: Delete Cookies (if
available to you).
5. When Delete Cookies box appears, click OK.
6. In the Temporary Internet Files box, click the Delete Files button.
7. When Delete Files box appears, click OK. (May take 15 minutes or more to complete.)
8. When complete, click OK button.
MACINTOSH COMPUTER
FireFox 1.5 Settings:
I. Page Refresh Option
Updates your Campus page when changes are made. Speeds up Campus response time.
1. On the menu bar, select FireFox pull-down menu.
2. Choose Preferences.
3. In dialog box on left side, select Privacy button.
4. Toggle to open the Cache option
5. Enter “0” in the box that says “Use up to ____ kb of disk space for cache.”
6. Click “OK”
II. Turn off Saved Passwords
Prevents user name and password from automatically appearing when you log in. (Important for
security of data.)
1. On the menu bar, select FireFox pull-down menu.
2. Choose Preferences.
3. In dialog box on left side, select Privacy button.
4. Toggle to open the Saved Passwords option
5. De-select “Remember Passwords”
6. Click OK
Operating System: OS 9.2
Internet Explorer System Recommendations:
Internet Explorer 5.1
Internet Explorer Settings:
I. Page Refresh Option
Updates your Campus page when changes are made. Speeds up Campus response time.
1. On menu bar, go to Edit. (On Macintosh OS10, go to Explorer on the menu bar.)
2. Choose Preferences.
3. Choose Web Browser heading.
4. Select Advanced.
5. In Cache box, select Always.
6. Click OK button.
II. Turn Off Auto Complete:
Prevents user name and password from automatically appearing when you log in. (Important for
security of data.)
1. On menu bar, go to Edit. (On Macintosh OS10, go to Explorer on the menu bar.)
2. Choose Preferences.
3. Choose Forms Autofill heading.
4. Click on Forms Auto Complete.
5. Select Disabled.
6. Click OK button.
Operating System: OS10
Recommended: FireFox 1.0 browser
Not Recommended: Internet Explorer 5.2 (See settings for OS9.2 below)Department of Educational Technology
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USING THE "PROGRESS REPORT" ON CAMPUS
When the statement “written report” is added to the “Frequency and method(s) for reporting progress to parents” section of the IEP, the Progress Report form should be in the IEP folder. Campus allows us to create Progress Reports that import the goals to that document. Do not import the objectives; it is a woeful task and is not required by the state. Here are some tips.
1). Be sure to use the document titled Progress Report, not Progress Report MN (it is a PDF and does not import goals).
2) After you click on Progress Report, choose the document you wish to review. Be careful because the dates shown on the menu do not directly correspond to the date of the IEPs. The dates presented on the menu are the dates the IEPs were created, not the start date.
3) Once you have selected the correct IEP to review, click “save and continue”, and check the imported information. “Save and continue” to go to Goals.
4) Click on “+Add a Goal/Objective Progress Assessment”, and click on Goals. Choose the first goal to review – do not choose an objective, as your patience will be tested to the limit. Go on to choose: Insufficient Progress, Adequate Progress, or Goal Met. Provide data in the comment box to support your choice. Go back to "Add Goal/Objective Progress Assessment" button and import the next goal, and so on.
5) After all the goals are reviewed, SAVE, and click on the Document Tab. Highlight the Progress Report you have created and print the report.
6) It seems most prudent to print or copy enough hard copies to complete the year. By printing extra written reports, it would eliminate your need go into Campus each time to report progress. However, if you choose to print reports for the full year, the comments section should be left blank and handwritten.
7) As with all Campus forms, always SAVE before clicking on one of the Outline topics listed on the left. In most cases, that will cause your efforts to be lost. ALWAYS use the SAVE or SAVE & Continue buttons that are integrated into the program.
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