Web Based IEP System Documentation
Web Based
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User Manual
Ottawa-Carleton District School Board
Business & Learning Technologies
September 2014
|Contents |Page | |
| | | |
|Introduction | | |
|Accessing IEP System|……………………………….……………………………………….………………………………………. |5 | |
|Site Menu |……………………………………….……………………………………….………………………………………. |5 | |
|Selecting School and Position |………………….……………….……………………….………………………………… |5 | |
|IEP System Access ...Levels |………..…….………………………………………………………………………………………………………………….. |6 | |
|Selecting |…….………………………………………………………………………………………………………………………………………….. |6 | |
|Students | | | |
|Consent Form & Table |………………………………………………………………………………………………………………………………….. |7 | |
|IEP Data Entry Forms | | |
| |Creating/Editing |………………………………………………………………………………………………………………………………….. |8 | |
| |Information Carried Forward |………………………………………………………………………………………………………………….. |9 | |
| |Student Menu |……………….…………………………………………………………………………………………………………………….. |10 | |
| |Entering Information in IEP System |…………………………………………………………………………………………………………………….. |11 | |
|Determination Records |……………………………………………………..…………………………………………………………….. |12 | |
| |IPRC Information |………………………………………………………………………………………………………………………………….. |12 | |
| |Trillium and Recommended Exceptionalities |……………….………………………………………………………………………….. |12 | |
| |IPRC Meeting Attendance |………………………………………………………………………………………………………………………. |13 | |
| |Areas of Strength |………………………………………………………………………………………………………………………………….. |13 | |
| |Areas of Need |………………………………………………………….………………………………………………………………………….. |13 | |
| |Trillium and Recommended Placement and Program |…..…………..………………………………………………………………….. |14 | |
| |Acceptance of Committee Recommendation |………..……………..………………………………………………………………….. |15 | |
| |Printing the Determination Record Report |……….…………………..………………………………………………………………….. |15 | |
|IPRC Invitations & Waiver Forms |……….……….……….…..……………..………………………………………………………………….. |16 | |
| |Printing Invitations & Waiver Forms |……….……….……..…………..………………………………………………………………….. |16 | |
|Individual Education Plan |……………….……….……….……….……..……..………………………………………………………………….. |17 | |
| |Page 1 |……………….……….……….……….……….……….……….……….……….……….……….……….…… |17 | |
| |Student Profile, Exceptionality, Program & Placement |…….…….………….……….……….……….……….……….……….………. |17 | |
| |Assessment Data |.……….……….………...........................................................................................................|17 | |
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| |Strengths |.……….……….……….…...................................................................................................................|18 | |
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| |Needs |..……….……….……….…....................................................................................................................|18 | |
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| |Health/Personal Support |……….……….………..................................................................................................|18 | |
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| |Summary Layout Comments |……….….…….……….……….……….……….……….……….……….……….……….……….……… |18 | |
| |Page 2 |……….………....................................................................................................|19 | |
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| |Subjects/Courses/Alternative Programs |….……….……….….................................................................................|19 | |
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| |Editing Subjects/Courses |...............................................................................................................|20 | |
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| |Elementary program Exemptions or Secondary Course Substitutions |……….……….....................................................|20 | |
| | |.. | | |
| |Student Attainment |….…….……….……….......................................................................................................|21 | |
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| |Accommodations |….…….……….………...........................................................................................................|21 | |
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| |Equipment |….…….……….……….…..................................................................................................................|21 | |
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| |EQAO Provincial Assessments, Accommodations, Exemptions |……….………...........................................................|22 | |
| | |...... | | |
| |Page 3 |……….…….....................................................................................................|23 | |
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| |Selecting Subject/Course |……….……….……….................................................................................................|23 | |
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| |Modified and Alternative Programs |……….……….……….……….……….……….……….……….……….……….……….………. |23 | |
| |Learning Expectations, Teaching Strategies, Assessment Methods |……….……….……….……….……….……….……….…… |25 | |
| |Page 4 |……….…….....................................................................................................|26 | |
| | |.............. | | |
| |Human Resources – Teaching & Non-Teaching |……….……….……….……….……….……….……….……….……….………….. |26 | |
| |Evaluation Reporting Dates & Format |……….……........................................................................................|26 | |
| | |........... | | |
| |IEP Developed By Staff |……….….…….........................................................................................................|27 | |
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| |Sources Consulted in the Development of the IEP |………..........................................................................|28 | |
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| |Date of Placement |……….………..............................................................................................................|28 | |
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| |Page 5 |………..……....................................................................................................|29 | |
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| |Log of Parent/Guardian Consultation |……….……….…....................................................................................|29 | |
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| |Involvement |……….……….……….…................................................................................................................|29 | |
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| |Parent/Guardian and Student Comments |……….…..……….................................................................................|29 | |
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| |Page 6 |…………..……….…..………..........................................................................................|30 | |
| | |... | | |
| |Transition Plan |………….……….………………….…..………............................................................................................. |30 | |
| |Printing the IEP |……….……….………………….…..………............................................................................................. |31 | |
|Alternative Report Cards |32 | |
| |Simple |……….……….……….……….……….……….…..………............................................................................................. |32 | |
| |Complex |……….……….……….……….…..……….…..………............................................................................................. |34 | |
|History |38 | |
| |IEP History |.……….……….……….……….……….…..………............................................................................................. |38 | |
| |Education Assessment History |……….……….…..………..........................................................................................|39 | |
| | |... | | |
| |Non-IEP Transition Plan |……………….……….…..………............................................................................................. | | |
|Find/Replace – Group Editing |40 | |
| |Find |……….……….……….……….……….……….…..………............................................................................................. |40 | |
| |Replace |……….……….……….……….……….……….…..………............................................................................................. |42 | |
| |Determination/IEP Summary |43 | |
| |IPRC Date |..……….……….……….……….……….…..………............................................................................................. |43 | |
| |IPRC Time |..……….……….……….……….……….…..………............................................................................................. |43 | |
| |Recommended Exceptionalities 1 and 2 |………….…....................................................................................|43 | |
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| |Recommended Placement and Program |……….……....................................................................................|44 | |
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| |Needs and Strengths |……….……….…..……….…..……….............................................................................................|44 | |
| |Individual Education Plan |45 | |
| |Health Support |……….……….…………..……….…..………............................................................................................. |45 | |
| |Exemptions and Substitutions |……….……….…..……….........................................................................................|45 | |
| | |.... | | |
| |Accommodations |……….……….……….……….…..………............................................................................................. |45 | |
| |Equipment |……….……….……….………..……….…..………............................................................................................. |45 | |
| |EQAO Assessments, Accommodations, and Exemptions |…………..................................................................|46 | |
| | |........ | | |
| |Achievement/Annual Goals |……….….……….…..………..........................................................................................|47 | |
| | |... | | |
| |Expectations, Strategies, Methods |……..….…..……….....................................................................................|48 | |
| | |........ | | |
| |Human Resources Teaching and Non-Teaching |……….…............................................................................|50 | |
| | |......... | | |
| |Evaluation Reporting Dates & Format |……….…..………....................................................................................|50 | |
| | |......... | | |
| |IEP Developed By Staff |……….……………….…..……….............................................................................................|50 | |
| |Sources Consulted in the Development of the IEP |…………...........................................................................|50 | |
| | |.......... | | |
| |Date of Placement |……….……….……….……….…..………............................................................................................. |51 | |
| |Parent/Guardian Log-Consultation |………….…..………......................................................................................|51 | |
| | |....... | | |
| |Transition Plan |……….……….…………..……….…..………............................................................................................. |51 | |
|Forms Entry |………….……….…..………...........................................................................................|52 | |
| |.. | | |
| |Creating the Referral Authorization |.……….…..……….....................................................................................|52 | |
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| |Creating the Release/Exchange |....................................................................................................|54 | |
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| |Creating the Non-IEP Transition Plan |……….....………...................................................................................|54 | |
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| |Consent for Intervention/Assessment |……….....………...................................................................................|55 | |
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| |Creating the Ed. Assessment |………………….…..………..........................................................................................|56 | |
| | |... | | |
| |Creating the Case History |………...…...……….…..………........................................................................................|59 | |
| | |..... | | |
|Reports | | |
|Administration & School Reports |61 | |
| |Information Report |……….……………...……….…..………............................................................................................. |63 | |
| |IEP Summary Report |…………….……….……….…..………............................................................................................. |63 | |
| |Review Schedule |..……….……….……….……….…..………............................................................................................. |63 | |
| |Columnar List |..……….……….……….………….…..………............................................................................................. |63 | |
| |SEA Report |…..……….……….……….……….…..………............................................................................................. |64 | |
| |EQAO Accommodations |..……….…………….…..………...........................................................................................|64 | |
| | |.. | | |
| |Assessment Accommodations |…..……….…..………......................................................................................|64 | |
| | |....... | | |
|Group Reports |65 | |
| |IEP Based Reports |….……….……….…..………..........................................................................................|66 | |
| | |... | | |
| |Determination Record |………….……….……….…..………............................................................................................. |66 | |
| |IEP Summary Layout |…..……….……….……….…..………............................................................................................. |66 | |
| |Individual Education Plan |……….……….……….…..………...........................................................................................|66 | |
| | |.. | | |
| |IEP Page 3 |.……………...….…….….…………….…..………............................................................................................. |66 | |
| |IEP Transition Plan |.…….….…….….…….….…….……….…..……….........................................................................................|66 | |
| | |.... | | |
| |Invitations |…….….…….….…….….……..……….…..………............................................................................................. |67 | |
| |Waiver Form |…….….…….….…….….….……….…..………............................................................................................. |67 | |
| |Alternative Report Card - Complex |…………….…..………........................................................................................|67 | |
| | |..... | | |
| |Alternative Report Card - Simple |……..……….…..……….......................................................................................|67 | |
| | |...... | | |
| |IEP Page 5 |…….….…….….…….….…….….…….......................................................................................................|67 | |
| | |.. | | |
| |Non-IEP Reports |…….….………..................................................................................................|68 | |
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| |Consent Form |…….….…….…...............................................................................................................|68 | |
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| |IEP Letter/Consultation Form |…….….…….…...............................................................................................|68 | |
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| |Release/Exchange of Information |…….….…............................................................................................|68 | |
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| |Case History |……….…….…....................................................................................................................|68 | |
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| |Referrals |……….…….…....................................................................................................................|68 | |
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| |Non-IEP Transition Plan |….......…....….....................................................................................................|68 | |
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|Student Entry & Delete | | |
| |Functions and Search |….......…....….....................................................................................................|69 | |
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| |Annual Review |….....…....…....…........................................................................................................|71 | |
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| |Transferred Students |…....…...........................................................................................................|72 | |
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| |New Entry |.…....…....…....…..........................................................................................................|73 | |
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| |Delete |…....…....…....…....…....…....…....…....…....…....…....…....…....…....…....…....…....…....…....…....….... |74 | |
| |Removing Forms |…....…....…..............................................................................................................|75 | |
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|Printing | | |
|Printing Reports |…....…....…....…..............................................................................................................|76 | |
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|Selecting a Student Report in the IEP Entry Pages |…..................................................................................|76 | |
| |............... | | |
|IEP System Life Cycle | | |
|For Exceptionality – Placement - Program |…....…........................................................................................|77 | |
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|Appendix A - Dropdowns | | |
| |Trillium and Recommended Exceptionalities |…....….............................................................................|78 | |
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| |Trillium and Recommended Programs, Placement |…............................................................................|78 | |
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| |Recommended Program Details, Reasons |…....…....…............................................................................|78 | |
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| |Strengths, Needs, Assessment Sources |…....…....…..............................................................................|79 | |
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| |Assessment Summary |…....…....…....…..............................................................................................|80 | |
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| |EQAO Assessments, Exemptions, Accommodations |….........................................................................|80 | |
| | |............. | | |
| |Equipment, Health Support |…....…....…...............................................................................................|80 | |
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| |Accommodations |…....…....…....…....................................................................................................|81 | |
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| |Human Resources – Teaching & Non-Teaching |…..............................................................................|81 | |
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| |Human Resources Location, Service Type |…....…...............................................................................|81 | |
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| |Education Assessment Result Types, Itemset |…..................................................................................|82 | |
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| |Transition Plan Context/Goals, Persons Responsible |…..............................................................................|82 | |
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| |Transition Plan Support/Needs |…....…....…..............................................................................................|83 | |
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| |Transition Plan Timeline |…....…....…....…................................................................................................|84 | |
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| |IEP Developed By |…....…....…....…....................................................................................................|84 | |
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| |Education Assessment Test Batteries |…....…....…....................................................................................|85 | |
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|Appendix B – Trillium | | |
| |Student Information |…....…....…....………...............................................................................................|88 | |
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| |School Information |…....…....…....…..................................................................................................|88 | |
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| |IEP & Summary Layout |…....…......................................................................................................|88 | |
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|Appendix C – Access | | |
| |Access Levels |…....…....…................................................................................................................|89 | |
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|Appendix D – Troubleshooting Tips | | |
| |Troubleshooting |…....…....…................................................................................................................|90 | |
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| |Data Terms |…....…....…................................................................................................................|92 | |
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Introduction
Accessing IEP System
Note: When a spinning circle appears on the tab, or green bars are building in the status bar at the bottom, it indicates information is processing; just wait. Clicking buttons or links on web pages may cause the page to flicker. When large amounts of data are processed, the ‘flicker’ is longer; wait for the screen to stabilize before clicking or entering information.
• Open a browser. (IEP System is designed for and best viewed in Internet Explorer (IE); other browsers are not currently supported for OCDSB web applications).
• Go to
• Hover over the Staff tab and click Staff Room (BETA) in the menu that appears.
• In the login window, type user name (c and your EIN)
• Type your current Active Directories (AD) password, the same as logging into your computer; this is the only password that will grant entry; click okay. *If you cannot log in, see Appendix D.
• In the staffroom in the left hand panel, click 'Individual Education Plan'. A new window will open at the Welcome page of the IEP system.
Site Menu
The site menu is on the left hand side of the web page. The purple buttons will appear depending on your position, level of access and items selected on pages. Initially only the Home button is active. Selecting a school/position will take you to the search page, the site menu will appear like this and active buttons will change color when the mouse is rolled over them:
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Selecting School and Position
Select your school/position on the Home page. It is not necessary to return to the home page once a selection has been made, however, if you have more than one school and/or position, you can return to the homepage to change your selection. If you do return to the homepage at any time, you must make a school/position selection to reset and continue working. If a timeout occurs and an error page appears, return to the homepage and re-select your school and position to reset. If there are no school/positions listed, advise your Learning Support contact.
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IEP System Access
Access defines what users can view and edit in IEP System and is dependent on your position. Some users have full access, some have limited editing, and some can view only. View only users will be automatically directed to the reports page where they can view the IEP and related documents in report form.
Principals and class teachers have access based on Trillium; the Office Administrator must assign teachers to classes and must check one and only one principal flag in Trillium. Other users, including rotary teachers, should ask the principal or Learning Support contact to provide LS Administration with your name and position to receive the correct access level. For an explanation of positions and access, see Appendix C – Access.
Note: Please do not ask that users be assigned access that is not related to their position. The access tables need to be accurate so that administration knows the Learning Support staff contacts at the schools.
Selecting Students
Select the class or enter part of the student name and click ‘Find Student’. The name search is based on the legal student name, it is not case sensitive, and the full name is not necessary. If the message says the student cannot be found, check the spelling, check the legal name, and make sure the student is active at the school. Legal names are used throughout IEP System, including staff and student contacts.
In the class list and the student name search results, the ‘x’ in the IEP current year or Previous Year columns indicate the student has IEP System information in the system. The default selection in forms list is IEP; select the correct form and click ‘Go’ beside the student name in either table. Return to the search page to select another student. Forms available on this page are the IEP, Determination Record, Referral Authorization, Release/Exchange of Information, Education Assessment, Case History, Consent (formerly Permission), History, and Non-IEP Transition Plan.
Note: a) If a student becomes inactive before the end of the school year and there is a need to print the IEP for the OSR, documents for inactive students can be printed from the Reports page if the school year has not changed. If the student becomes active at another school, the new school can transfer in the IEP. See ‘Student Entry’ and ‘Information Carried Forward’ for details.
b) New! In elementary, students should only appear in their most recent class, however, if the start dates in Trillim are not entered properly, they may appear in two classes. This has no impact on the IEP; the student has a single IEP for the current school year and it is NOT connected to their class; selecting the student from the wrong class list will NOT create a new IEP for the student and does not affect anything in Trillium. If a teacher finds a student listed in their class incorrectly, they should not select them for editing and ask administration to check that the class start and end dates are correct in Trillium and that the student has the correct class.
c) New! In secondary, the students may appear in two classes, one for each semester, if the school has populated the classes for both semesters. Again, it does not matter which class the student is selected from; there is only one IEP for the student and the same IEP is accessed no matter which class they are selected from.
d) EDP classes are not included in the class list selection. EDP students should have their IEP created and edited from their regular classes.
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Consent Form and Table - LST’s only:
If a Consent for Intervention/Assessment Form has been saved for students, the message ‘*The Consent table contains information.’ appears at the top right of the screen and the student names, referred to staff, and dates appear in a table at the bottom of the page.
When parents/guardians agree to services and the form has been signed and returned, enter the date received, select the ‘Consent Received’ box for the student, and click ‘Save’. If the consent received has been entered accidentally, click the student name to edit the consent form, remove the date from the consent received box, and save the form. A consent form with a consent received date entered cannot be printed; consent received indicates the form has already been printed, sent home, and returned signed by parent/guardian.
The Consent form can be printed on the Reports page. Only student with a consent form saved in the database will appear in the search results.
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If there is a need for the consent form to be removed, it can be deleted in the Student Entry module. Click ‘Student Entry’ in the site menu, select ‘Delete’ in the radio buttons, and find the student by class or name. Under ‘Delete a Consent Form:’ the student and consent date will appear in the table IF there is no consent received date. Forms with a consent received date indicate the services have been agreed to and the form has been signed and returned: it cannot be deleted.
IEP Data Entry Forms
Users with edit only privileges should proceed to the next page.
Users with view only privileges should proceed to the reports section of the manual.
Creating the IEP:
MESSAGES APPEARING ON THE PAGE PROVIDE INSTRUCTIONS; PLEASE READ THEM BEFORE CLICKING!
❖ If a student already has an IEP for the current year, only create a new IEP if the student is re-IPRC in the current year. If a second IEP is created accidentally, see Student Entry on removing an IEP.
❖ Do NOT create a new IEP for a new term/semester; the IEP is accumulative for the school year.
• To create a new IEP for a student with no IEP, select the current school year and click 'Save'.
• To create a new IEP for the next school year, select the next school year and click ‘Save’.
• When creating an IEP for the current year or next year, if a previous IEP exists in the system, the information from the last IEP created will carry forward into the newly created one. (See Information Carried Forward).
← Also see Student Entry – New Entry/Transferred Students, and Student Entry – Annual Review.
When an IEP already exists, these buttons can appear on the page:
• Edit Current Year: click to edit the existing current year IEP for the student.
• Edit Next Year: click to edit next year’s IEP.
• New:
← If the student already has an IEP for next year, an IEP can only be created in the current year, so the year dropdown will not appear. Click ‘New’ to create a new IEP in the current school year only if the student does not already have a current year IEP or is re-IPRC in the current year.
IF a new IEP is required for the current OR next year, see ‘Information Carried Forward’ to understand what information carries forward and what does not.
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Users who can edit only:
• Edit Current Year: click to edit the current year IEP for the student.
• Edit Next Year: click to edit next year’s IEP; only appears for some positions. (See Appendix C – Access)
◆ If the IEP does not exist, contact your LST or staff member responsible for creating the IEP.
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Users with ‘View Only’:
• When you log in, you will bypass the student search page and proceed directly to ‘Reports’.
Information Carried Forward
IEP information carries forward from the last IEP that exists in the system, even if there is a gap between years. When the IEP is carried over between school years (as for the Annual Review), Strengths, Needs, Health Support, Summary Comments, Accommodations, Equipment, Assessments and Course Exempts & Substitutions is carried for all schools, and IEP Transition Plan information is carried only for secondary schools.
The Trillium Exceptionality, Program, & Placement are carried over to Recommended Exceptionality, Program, and Placement. (See IEP Life Cycle)
▪ If the IEP information has not been carried forward from the last IEP yet, the message states the school and year of the last IEP information saved for the student.
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When carried forward during the same school year (if a student is re-IPRC in the same school year OR the student transfers schools during the school year), the Page 2 subject/course information and related Page 3 and Alternative Report Card information, Page 5 Log/Consultation information, and the IEP Transition Plan will also be carried.
Please be aware when Page 2, Page 3, and Alternative Report Card information is carried forward:
Elementary subjects remain the same for all schools; however the transferred information for a subject may not be relevant at the new school. Make sure to check the subject, Page 3, and Alternative Report Card information and edit as needed or re-assign to another subject if required.
Secondary courses used by one school may not be in use at another; if a transferred student has a course that does not exist at your school or the student is not taking that course at your school, the information can be re-assigned from the transferred course to an appropriate course at your school, and the information edited as needed.
Any subject or course transferred can be deleted if not required, but check carefully before removing; deleting a subject or course from Page 2 removes all its Page 3 and Alternative Report Card information, and it cannot be retrieved!
Principal, VP, LST, LRT:
If an IEP is created for the current year in error, notice the ‘Developed By’ (Page 4), ‘Log/Consultation’ (Page 5), and the IPRC Attendees information will disappear since it is not carried forward; if an IEP is created in error and it needs to be deleted, follow the directions in Student Entry - Delete - Removing IEP’s. Only Principals, VP’s, LST’s, & LRT’s can remove IEP’s. If an IEP created in error has had substantial entries made since its creation, that information will have to be re-entered if deleted, so it is probably best to NOT delete it; instead, rebuild the ‘Developed By’, ‘Log/Consultation’, and IPRC Attendees list in the new one to avoid losing entries. Use the student IEP History page to track IEP’s and the information entered.
Student Menu
After selecting an edit button, the entry form for Page 1 of the IEP with the student IEP menu, the Reports dropdown, and the student demographic information from Trillium will appear. Note that the button for the page currently being edited has a pink background, and buttons rolled over with the mouse will turn white.
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For some access levels, only Page 3, ‘Alt Sim’ and ‘Alt Com’ buttons will be active and the first page they will see is Page 3 (see Appendix C - Access). This allows staff like rotary teachers to enter information for all students in their classes for the courses they teach.
Now the student pages can be navigated using the student menu; it provides acces to:
• IPRC - Determination Record)
• Invite - IPRC Invitations & Waiver forms
• IEP - Pages 1 through 6 of the IEP
• Alt Sim - Alternative Simple Report Card (current year only)
• Alt Com - Alternative Complex Report Card (current year only)
• Forms - not requiring a saved IEP (Referral Authorization, Release/Exchange of Information, Education Assessment, Case History, Consent for Intervention/Assessment, Non-IEP Transition Plan) (see Page 8).
• History - where the student current and past IEP history can be viewed.
• Change - button to easily switch to another year’s IEP for the student. Always use this button if the intention is to create a new IEP, do NOT use the browser back button (see page 10). The ‘Change’ button is not available to view only users or users who can only edit in the current year.
At the bottom of each page there is a link to quickly return to the top of the page for the menu and reports.
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Reports requiring an IEP are accessed from the report dropdown beside the ‘Go’ button:
• Individual Education Plan, IEP Summary, and Determination Record are available from all pages in the menu.
• IEP Page 3 and Page 3 + 5: from Page 3 of the IEP.
• IEP Page 5: from Page 5 of the IEP.
• IEP Transition Plan and + 5: from Page 6 of the IEP.
• IPRC Invitation & Waiver Form: from IPRC Invitation page (Invite).
• Simple Alternative Report Card: from Alt Sim.
• Complex Alternative Report Card: from Alt Com.
Select a report and click ‘Go’. (See Reports for details on all reports)
Report pages have a ‘Back’ button at the top of the page. When using Find/Replace or Reports search, to remove all selections on the previous page, use this Back button.
To maintain the selections of the previous page and make minor changes, especially in Find/Replace and Reports, use the back button on the browser.
This button is the equivalent of
a) Hold ‘Alt’ and click left arrow on the keyboard
b) Right click on the web page and click ‘Back’ on the menu
c) On a 4 button mouse, buttons on the bottom left and right sides are back and forward respectively.
Entering Information in IEP System – PLEASE READ before entering IEP information!
• 'Mandatory field' means you must enter information in that field to save the record. Always check to make sure the record has saved before navigating away from a page. If you leave a page and the record has not saved, you will lose the information you entered.
• The new record will appear in the table indicating that the record has been successfully saved. Sometimes, especially for checkbox or radio button fields, the text on the save button will change to 'Update'. This will also happen when editing a record. Remember: 'Save' or ‘Insert’ means you are saving a new record that does not exist yet, 'Update' means changing the existing record. This is very important especially in Find/Replace.
• Check for the red error messages that display when a field has the wrong information. The error message should explain what is wrong; it may say the text box has too many characters and will provide the number allowed, it may say a date has an incorrect format or a field has not been entered, or it may indicate attempting to enter a duplicate record, or trying to delete a record that has other records attached to it called ‘child’ records.
• Special characters may be used in text boxes such as ampersands (&), exclamation (!), tildes (~), symbols such as division (÷), and single or double quotes (‘) (“). Text that starts with an ampersand (&) will have the ampersand automatically removed. Text with greater/less than symbols (< >) will have spaces automatically inserted around them before saving to prevent html errors.
• Boxes outlined or highlighted in teal or text in teal indicate information from Trillium. Trillium information cannot be edited in IEPS! If Trillium information is missing or incorrect, contact the school Office Administrator.
■ *See Appendix A & B for Trillium and IEP values contained in the dropdown lists.
• The program will only accept certain date formats. Use the date buttons to select the date to ensure a correct date format. Once a date is selected, it can be edited as long as it remains in an acceptable date format.
• If the calendar disappears or you cannot enter information on a page, look on your task bar for the calendar window and click it to make it reappear; the calendar window must be closed to continue entering.
• New! Unfortunately the calendar control does not work with Google Chrome. Investigation is underway, but it appears that a fix or workaround will not be provided in the near future. Please continue to use IE to access IEPS or if Chrome is preferred, type the date in the correct format.
• If you receive a ‘Runtime Error’ message, it usually indicates a time-out or server error has occurred, and often the web page or server will lose information that it needs to continue. Do not use ‘Refresh’, you will receive the same error. The best solution is to go back to the ‘Home’ page, re-select your position/school, and navigate back to the page you were working on. If the errors persist, it is recommended to close all browser windows and log in again from a new window. It is important to close all browser windows, even if not used to access IEPS.
• When a student is demitted and made ‘Inactive’ in Trillium, the student will not be found on the ‘Search’ page and their individual IEP pages will not be accessible. Recommended practice is to ensure the OSR has a copy of the IEP before a student is demitted. If that is not possible, the IEP can be edited in Find/Replace (for example to indicate demit) and printed in group reports after the student becomes inactive, but only in the current year. Previous years cannot be edited or printed.
• Multiple entries can cause the printed report to run onto extra pages. The most common culprits are long lists of accommodations, developed by staff, strengths, needs, and IPRC attendees. When there is a necessity for many entries, be aware that it can disrupt the formatting of the page; only so much text can fit on a single page.
• Requests for additions or changes to IEP System must be presented to the Learning Support Consultants for discussion and approval.
*Note that data shown in tables in this manual is for demonstration purposes only.
The next section instructs on entering information in Determination Records and the IEP. Note that some entry instructions may be different from others due to the type and scope of information that can be entered in an IEP, but the most important instruction for any entry is ‘click the save/update button’ to avoid loss of information entered.
• (*F/R) in the following set of entry instructions means that the section of the DR or IEP is available for editing in Find/Replace. See Find/Replace in this manual for details on entering information.
Determination Records - Click 'IPRC' on the student menu at the top of the page.
IPRC Information (*F/R – IPRC Date and IPRC Time)
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• Mandatory fields are IPRC Date, IPRC Type, and if the IPRC is 'Review', the type of review.
• Click the IPRC date button and select the IPRC date from the calendar; select the IPRC type and if IPRC is Review, select the review type.
• If known, enter the review meeting time in hours, minutes, and a.m. or p.m.; the time will appear on the invitation and the review schedule (in Reports).
• If it applies, click waived and select a waive date. If waived, the time will not appear on the Determination.
• If it applies, enter the number of years in specialized program placement.
• Click ‘Save IPRC info’. The button text will now say 'Update IPRC Info'. To change the IPRC information, make the changes and click 'Update IPRC Info'. IPRC information can be removed in F/R.
Trillium and Recommended Exceptionalities (*F/R – Recommended Exceptionalities 1 & 2)
• If the student has Trillium Exceptionalities, they will display in the Trillium boxes (teal).
• Click ‘Accept’ to save the Trillium exceptionalities to Recommended Exceptionalities. The first Recommended Exceptionality must be saved for the student to appear on the Information Report.
• To change or add exceptionalities, use the 'Recommended Exceptionalities' section. Select the exceptionality from the dropdown list and click 'Save Exceptionality' or 'Update Exceptionality'.
• After saving or accepting, the definition will appear.
• Exceptionality 2 cannot be entered and saved if there is no Exceptionality 1 or if Exceptionality 1 is 'No Exceptionality'. Exceptionality 1 cannot be deleted and cannot be changed to ‘No Exceptionality’ if Exceptionality 2 has been entered and saved.
Note: Deleting Exceptionality 1 will delete the recommended exceptionality for the current Determination Record and the student will NOT appear on the Information Report.
Note: Changes ONLY occur on the Determination Record, not Page 1 of the IEP. Information Reports must be signed by the Principal and sent to Administration and Support Contact (see IEP System Life Cycle).
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IPRC Meeting Attendance
• If there are no entries, click ‘Insert New’.
• Select the attendees; if other attendees are needed, select ‘Other’ and enter names of attendees (one name per line, press Enter after each name)
• Click ‘Save Attending’.
• Only ‘Other’ attendees can be edited. Click 'Edit' button in the table to make changes and click ‘Update’ to save; use 'Delete' to remove an attendee.
• Attendees do not carry between IEP’s. (see ‘Information Carried Forward’)
• Note: Over five (5) entries may cause the Determination Record to continue onto another page.
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Areas of Strength (*F/R - Strengths)
• Select a Strength from drop down (type fills automatically); if necessary, qualify in the comments.
• Click 'SAVE Strength' after each selection; table of strengths will appear after first save.
• Use the 'Edit' button in the table to make changes to comments and 'Delete' to remove a strength.
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Areas of Need (*F/R - Needs)
• Select a Need from drop down, if necessary, qualify the need with comments.
• Click 'SAVE Need' after each selection; table of needs will appear after first save.
• Use the 'Edit' button in the table to make changes to comments and 'Delete' to remove a Need.
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Trillium and Recommended Placement and Program (*F/R – Recommended Placement & Program)
• If the student has Trillium placement and program, they will appear in the Trillium boxes (teal).
• Click ‘Accept’ to save the Trillium placement and program to ‘Recommended’ placement and program. When the table appears, select 'Edit' to add details, location, and reason for placement from the dropdowns.
• If no Trillium placement and program exists or they are changing, select from the dropdowns and save.
• Use the 'Delete' button to remove the placement and program record. The recommended program and placement must be saved to appear on the Determination Record and Information reports.
• Click ‘Save Program and Placement’ or 'Update Program and Placement' and the saved or updated record will appear in the table. Clicking ‘Cancel’ will clear all selections in the drop down lists.
• An entry with only the recommended location selected will not save; if the placement is not applicable, select the appropriate ‘Details’ to save (example ‘Graduating (placement not applicable)’)
• The recommended location does not appear on the Determination Record. It does appear on the information report and is used to inform administration and receiving schools of transferred students. It should always be entered, even for demit students.
• Note – Placement reason list: Dropdowns cannot be wrapped. The program name was placed at the beginning of the placement reason to make selection easier. On the printed report, the entire reason is visible.
*See Appendix A for dropdowns concerning placement, program, details, and reason.
Acceptance of Committee Recommendation
• This area is provided to select the date and relationship to the student of the persons signing the IPRC, but it is not mandatory. Space is provided on the printed report to fill this area manually.
• The relationship values in the dropdown list are the student and the relationship of the student's first two parent/guardian contacts in Trillium.
• Click ‘Insert New’ to enter the dates and contacts and to indicate understanding and acceptance of the committee recommendation, and click ‘Save Signature Info’.
• To edit, click ‘Edit’ in the table; click ‘Update’ to save.
• Clicking ‘Delete’ deletes the dates and relationships and they will not appear on the report.
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Printing the Determination Record Report
Do NOT print reports from the browser window using ‘File’ and ‘Print’ or right click and ‘Print’.
Follow the instructions here or in the 'Printing Reports' section of the manual to print:
• Select 'Determination Record’ from the Reports dropdown and click ‘Go’. A web page containing a ‘report viewer’ will appear displaying the finished Determination Record report. Do not be concerned if the report format looks wrong in the viewer, once the report is exported to PDF, it will display correctly.
• Generate the PDF: select ‘Acrobat (PDF) file’ from the ‘select a format’ droplist and click 'Export'. A message will appear asking whether to open or save the file; click ‘Open’. Print the document from the PDF file menu.
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Do NOT print reports from the browser file menu!
• Recommendation is to open, view, and print. There is no need to save this document; it can be viewed on the web any time.
• Determination Records can also be printed in ‘Group Reports’ on the Reports page.
• Note: a) If the reports are not appearing correctly, you may be attempting to print from the web page file menu or ‘print preview’. Follow the export to PDF instructions above. b) Too many entries in strengths, needs, and attendees may cause the report to ‘push’ onto another page.
IPRC Invitations & Waiver Forms
• Click 'Invite' in the student menu at the top of the page.
• Select a salutation from the selections provided including the student, parents and/or guardians, and a blank. Only select student if the student is over 18.
• For Waiver Forms, select ‘Waiver Form’ from the report dropdown and click ‘Go’. Note that a student must have a recommended exceptionality entered on the Determination for the waiver form to contain information.
• For invitations, select the location (default is the current school), and the duration of the meeting.
• Select the name of the staff member who should receive the returned invitation.
• Check the table at the bottom for the meeting date, time, and type. If they have not been entered, they will not appear on the invitation; enter them on the Determination Record in 'IPRC Information'.
• Select 'IPRC Invitation' from the Reports dropdown and click ‘Go’.
Note: see Appendix B for information on contact/parent/guardian information from Trillium.
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Printing Invitations and Waiver Forms
• Follow the printing instructions in the 'Printing Reports' section of the manual.
• Always generate the PDF using 'Export' and print the report from the PDF file menu.
• Do NOT print reports from the browser window using ‘File/Print’ or right click/print or print preview.
• Invitations and Waiver Forms can also be printed in ‘Group Reports’ on the Reports page.
Individual Education Plan
Page 1 - Select 'Page 1' from the student menu at the top of the page.
Student Profile, Trillium Exceptionality, Program & Placement
The demographic data and the exceptionality, placement, and program cannot be edited in the IEP. This information comes directly from Trillium. Entering or changing this information on the Determination Record will NOT change it on page 1 of the IEP; it must be entered in Trillium.
• If demographic or school data is incorrect or missing, contact the school office administrator.
• If IPRC Date and Date Annual Review Waived by Parent/Guardian are incorrect or missing, they can be edited on the Determination Record or in Find/Replace.
• If exceptionalities, program, and placement are incorrect or missing, note:
Page 1 of the IEP shows the Trillium Exceptionality, Program, and Placement. To change it, enter the Recommended Exceptionality, Program, and Placement on the DR or in Find/Replace. Run the Information or IEP Summary Report, have it signed by the Principal, and sent to Learning Support Administration to have it entered in Trillium and displayed on Page 1 of the IEP. (See IEP Life Cycle)
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Assessment Data
• Assessments may already exist from a previous IEP.
• Select an assessment, select the date, select Summary of Results, and add comments if relevant.
• Click 'SAVE’ Assessment' for each entry.
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Strengths (*F/R)
• Strengths may already exist from the Determination Record or previous IEP.
• Entry is the same as for Strengths on the Determination Record.
• See Determination Records – Areas of Strength
Needs (*F/R)
• Needs may already exist from the Determination Record or previous IEP.
• Entry is the same as for Needs on the Determination Record.
• See Determination Records – Areas of Need
Health/Personal Support (*F/R)
• Health Support may already exist from a previous IEP.
• Click ‘Insert New’ to insert a health support.
• Select a health support, add comments if relevant, and click ‘Save Health’.
• Click ‘Edit’ to edit the health support and ‘Update’ to save changes.
• Click ‘Delete’ to remove the health support from the report.
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Summary Layout Comments
• Summary layout comments only appear on the IEP Summary Layout report. It is essentially page 1 of the IEP but includes the IEP Developed By (Pg. 4), modified courses or subjects, and the summary layout comments.
• Enter the comments and click ‘Save Comments’.
• Click ‘Edit’ to edit the comments and ‘Update’ to save changes.
• Click ‘Delete’ to remove the comments from the report.
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Page 2 - Select 'Page 2' from the student menu at the top of the page.
Subjects, Courses, Alternative Programs
• The table in teal/turquoise displays the Trillium courses in the student schedule for secondary and the school subjects for elementary.
• Courses and Subjects only become available after the start of the current school year.
• Select MOD, AC, or ALT for the courses/subjects to add.
• Click 'Save'. All of the selected courses will move from the teal table to the purple table.
• To add alternative courses, type the title of the course in the alternative text box, click MOD, AC, or ALT, and click 'Save Alternate'. Do NOT enter subjects or courses already on the subject list or student schedule using the alternative entry because:
▪ In elementary; the previous year subject marks cannot be retrieved.
▪ In secondary, the grade/level and the Learning/Employability Skills marks, lates, and absences used in the alternative report card cannot be retrieved from Trillium.
Note: For secondary schools, the grade/level box automatically populates for secondary ministry defined courses, (but not 'K' courses).
Note: For elementary schools, the recommendation is to add French as 'Second Language' and specify on Page 3 if needed.
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Editing Subjects/Courses:
• To change MOD/AC/ALT for a subject or course, select 'Edit' in the purple table. The course title and code (if it exists) will appear in the 'Alternative Course/Subject' boxes. Change the checkboxes to the appropriate values and click 'Update Course'.
• Note that courses and subjects should never be MOD and ALT at the same time.
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• To remove a course/subject from the IEP, click 'Delete' in the purple table.
← Note!! Clicking 'Delete' will also delete any Page 3 or Complex Alternative Report Card data for that course/subject! There is no 'Undo', use 'Delete' with caution!
• To reassign Page 3 data and Complex Alternative Report Card data to another course/subject (if the student changes courses or sections or transfers schools after page 3 data has been entered and you wish to keep the page 3 data for the new course/subject), follow these instructions:
■ Select the new course/subject with MOD, AC, or ALT in the teal table (only one course at a time for the reassign procedure) and click ‘Add’ for the course/subject.
■ Click 'Reassign' in the purple table for the course/subject being replaced.
■ The old course/subject will be removed from the purple table and be replaced by the new course/subject. Any Page 3 and Complex report card data previously assigned to the old course will now appear for the new course.
← Note: See Page 3 - Selecting Subject/Course for instructions on retrieving marks (elementary) and prerequisite marks (secondary).
• The instructions for ‘Reassign’ are available on the webpage by clicking the button labeled ‘Instructions for Reassign and Delete’.
Elementary Program Exemptions or Secondary Course Substitutions (*F/R)
• Click on Yes or No
• Clicking 'Yes' will provide a comment box for the rationale, enter the rationale.
• Click 'Save Exemptions'
• If 'Save' has been clicked once, the button will always read 'Update Exempt/Sub'; if changing from 'Yes' to 'No' or vice versa, 'Update Exempt/Sub' must be clicked to save the changes.
• Exemptions/Substitutions can be deleted in F/R.
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Student Attainment (secondary only)
• This data comes from Trillium. If it is incorrect, contact the school office administrator.
Accommodations (*F/R)
Click ‘Insert New’ to insert appropriate accommodations
• Select accommodations, specify if necessary, and click the appropriate save button: ‘Save Instructional’, ‘Save Environmental’ or ‘Save Assessment’.
• Select ‘Edit’ to edit an accommodation and ‘Delete’ to delete an accommodation.
• If specify is entered, on reports it will appear beside the accommodation after a hyphen.
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Equipment (*F/R)
• Click ‘Insert New’, select the equipment, add comment if required, check SEA if applicable,
• Click ‘Save Equipment’.
• If the equipment is not in the list, select ‘Other’ and specify in the comment box, and indicate SEA before or after the item. To enter more than one item presented in a list form on the report, press enter after each item.
Note: SEA equipment is not in Trillium, it cannot be imported into IEPS.
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EQAO Provincial Assessments, Accommodations, Exemptions (*F/R)
• Select applicable assessment from drop down box and click 'Save'.
• Saving an assessment will allow you to enter accommodations and exemptions for the assessment
← Accommodations: Click ‘Insert New’, select accommodations, add comments if required and click ‘Save’.
← Exemptions: Click ‘Insert New’, select exemptions, add comments if required and click ‘Save’.
• While not common practice, saving more than one assessment is allowed. However, if any accommodations or exemptions have been saved, deleting all assessments will not be allowed, at least one must exist when accommodations or exemptions have been entered.
It will appear like this when no assessment is saved:
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It will appear like this with an assessment saved and accommodations and exemptions entered:
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Page 3
Selecting Subject/Course (*F/R)
• Select the subject or course from the dropdown to add Page 3 data.
• If the subject or course already has entry, it will be displayed on the page.
Note: Only courses/subjects in the purple table on page 2 with MOD or ALT appear in the dropdown. Courses/subjects MUST be added to Page 3 to appear in the IEP.
Modified and Alternative Programs
• Secondary: if the student has taken previous courses, the prereq dropdown will display them; select the prerequisite course and if there is a mark, it will appear. To remove the prereq course and mark and clear the text boxes, select “-- Select PreReq --" in the dropdown and save.
• Elementary: if the subject has marks from last June, they will automatically appear from Trillium. Removing marks is not recommended (as per Ontario IEP resource guide). If they are removed, they can be retrieved by clicking ‘Retrieve Marks’ (you MUST click ‘Save’ or ‘Update’ to save the marks after retrieving them) or Find/Replace. If no marks appear after clicking ‘Retrieve Marks’, there are no marks for that subject to retrieve.
• For modified courses/subjects, enter the curriculum grade level (modified grade for the subject based on previous years IEP) if necessary, and check the box to have ‘(MOD)’ added in the report.
• For alternative courses/subjects, check the box to have ‘(ALT)’ added to the course/subject title.
• Enter annual program goals.
• If the course/subject is alternative, enter level of achievement for alternative program.
• Click 'Save'. This section must be saved to enter learning expectations, teaching strategies, and assessment methods for the selected course. If the message under the save/update button says 'Achievement and annual goals not entered', click 'Save' and entry boxes will appear.
Secondary Program Sample
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Elementary Program Sample
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• Even though it should never be done, it is possible to select both MOD and ALT on Page 2; in that case, to avoid conflict ALT overrides MOD on Page 3 and the level of achievement entry box appears.
Note: The Save, Update, and Delete buttons affect all fields inside the Special Education Program box. If any field is changed, you must click 'Save' or 'Update' to keep the changes. If you navigate away from the page without saving or updating, you will lose the changes.
Delete will not be allowed if there are already expectations, strategies, and methods attached to the subject or course. To delete a course with all attached Page 3 and Alternative report card data, return to page 2 and follow the instructions.
Learning Expectations, Teaching Strategies, Assessment Methods (ESM) (*F/R)
• The dropdown has semester 1 and 2 for secondary and reporting periods 1 and 2 for elementary. Secondary still uses 2 semesters, each semester consisting of 2 reporting periods. Elementary will apply reporting period 1 in the IEP to both the progress report and report card 1.
• Select a reporting period/semester; enter the expectations, strategies and methods, and click 'Save'.
• On the printed report, each set of ESM is numbered and entries will align across the page accordingly; do NOT enter numbers for each set.
• To create a list inside an individual entry, select ‘enter’ after each list item.
Note: Long entries and lists will push the report into another page; not recommended.
• To enter Page 3 data for another course/subject, select it from the dropdown at the top of the page.
• If data already exists for the course/subject, it will appear on the page.
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• To edit ESM, click ‘Edit’ in the table, make changes, and click ‘Update’ to save.
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Carry:
When there are few or no changes to the page 3 entries from one reporting period to another, the ‘carry’ function may be used to carry the expectations, strategies, and methods from the first reporting period or semester to the second. Secondary can carry from semester 1 to 2, elementary can carry from reporting period 1 to 2, and the carried data can be edited to reflect the current reporting period. Please note that other than the above circumstances, carry is not a recommended action for Page 3; entries should be made appropriately for each reporting period.
Page 4
Human Resources – Teaching & Non-Teaching (*F/R)
• Click ‘Insert New’ in Human Resources teaching or non-teaching.
• Select a resource, service type, and enter a date using the calendar. The year can be edited in the textbox.
• Enter frequency/intensity (e.g. Weekly Support, Support available during literacy block, or 40 min 2x per wk (if this specific, be sure it can be delivered)).
• Select a location or specify other location (e.g. Computer lab, Guided Reading Group, Guidance Office).
• Click 'Save Teaching' after each teaching resource entered.
• Click 'Save Non-Teaching' after each non-teaching resource entered.
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Evaluation Dates (*F/R)
• The reporting dates from Trillium appear here when they have been entered. They may not appear at the beginning of the school year; be patient, they will be entered as soon as they are issued. Check the boxes beside the dates to accept them and click 'Save Dates'.
• If alternate report dates are required, click 'Select Date' and choose from the pop-up calendar. Click 'Save Calendar Date' after selecting each date.
• There is a limit of 4 reporting dates.
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Reporting Format (*F/R)
• Click on applicable choice(s) and click 'Save Format'.
• The save button will change to ‘Update Format' after saving.
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IEP Developed by Staff (*F/R)
School Staff:
• Click ‘Insert New’ and select school staff and position from lists.
• To place the staff member at the top of the developed by list on the IEP and IEP Summary layout, check the main developer box. Only one school staff member may be the main developer
• Click 'Save School Staff'.
Board Staff:
• Click ‘Insert New’ and select board staff and position from the lists and click 'Save Board Staff'. Note: If a board staff member you wish to enter is not on the dropdown list, contact Learning Support Administration.
Developed by staff have a number in the board flag field; 1 is always the main developer, 2 is other school staff, and 3 is board staff. On documents they are sorted by this number first and then alphabetically. The main developer will be the first name on the list followed by school staff sorted alphabetically, then board staff sorted alphabetically.
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• To edit the position or change the main developer, click ‘Edit’ in the table and ‘Update’ to save.
• To change the main developer, edit the existing one, change the dropdown to ‘No’ and click ‘Update’. The 1 will disappear. Edit the record for the new main developer, change the dropdown to ‘Yes’ and click ‘Update’.
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Sources Consulted in the Development of the IEP (*F/R)
• Click ‘Insert New’, check all applicable boxes and save.
• To save a list of ‘Other Sources', enter a source in the textbox and press 'Enter' after each source; the ‘Other’ box must be checked to save the text in ‘Other Sources’.
• Click ‘Save Information Sources’.
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• To edit, click ‘Edit’ in the table, make changes, and click ‘Update’ to save.
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Date of Placement (*F/R)
• Make the appropriate selection (only one can be checked), then select the date of placement using calendar, and select completion date of IEP development if known.
• Click 'Save Placement'.
• The save button will say 'Update Placement' after saving.
• Date of Placement can be deleted in F/R.
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Page 5
Log of Parent/Guardian Consultation (*F/R)
• Click ‘Insert New’, select a date using the calendar, enter the activity/consultation details, and enter the outcome as the action or response to consultation if appropriate.
• Click 'Save Log' after each log/consultation entry.
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Involvement
• Click on the appropriate boxes and click 'Save Involvement'.
• The save button will say 'Update Involvement' after saving.
• Clicking both consulted and declined will not be accepted.
Parent/Guardian and Student Comments
• Click ‘Insert New, select a person, select a date, and enter comments from parent, guardian or student.
• Click 'Save Comments' after each entry.
• To edit, click ‘Edit’ in the table, make changes, and click ‘Update’.
Note: This section is provided as courtesy, it is not mandatory. Comments entered here will appear on the report, but a section to enter written comments is provided on the printed IEP report.
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Page 6
New!
Transition Plan (*F/R)
Elementary and secondary have different groups for context/goals, support/needs, and persons responsible (see appendix); when the radio buttons are selected, the drop lists will change to the appropriate values.
• Select a group for the context/goal, then select a context/goal
• Select a group for the support/needs/strategies-actions, then select a support/need
• Add comments if necessary
• Select a group for persons responsible, then select persons responsible
• Select a timeline and save
• Cancel will clear all textboxes and reset the drop lists
Elementary Groups and Selection
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Secondary Groups and Selection
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• After saving, the record appears in the table
• The context/goal drop list will retain the previous selection to enter more support needs without having to select the context/goal for each one.
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• When ‘Other’ is selected for support/needs, the drop list is greyed out and a text box appears
• When ‘Other’ is selected for persons responsible, the drop list is greyed out and a text box appears
• In both cases, other must be specified in the text box for the record to save.
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• After saving, if ‘Other’ has been entered for either support/needs or persons responsible, the text entered in the specify box will display in the table and in the report.
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• When ‘No Actions Required’ is selected, all droplists and text boxes are greyed out except timeline. A timeline must be selected to selected to save, and a student can have no actions for one term/semester but still have actions assigned in another term/semester. Note that if ‘No Actions Required’ is select for a term/semester, there should be no other actions entered for the same term/semester.
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• In elementary, the transition plan does not carry from year to year
• In secondary, the transition plan does carry from year to year
• In both, the transition transfers with the IEP from school to school within the current school year
Printing the IEP
• Follow the printing instructions in the 'Printing Reports' section of the manual. Do NOT print reports from the browser file menu or print preview. Always generate the PDF using 'Export' and print the PDF.
• The IEP can also be printed in ‘Group Reports’ on the Reports page.
Alternative Report Cards
Alternative report cards are for students with a full complement of alternative subjects or courses. Click 'Alt Sim' for the elementary alternative report card entry and 'Alt Com' for the secondary complex alternative report card entry on the student menu. Alternative report cards are only available for editing in the current school year; they are disabled when editing next year. The complex report card is only available to secondary schools and is disabled in elementary schools; the fields do not match the report card fields in elementary.
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Simple Alternative Report Card
The simple report card is designed for elementary but can be used in secondary if needed. It displays 2 reporting periods for elementary and 4 for secondary. The simple report card is accumulative: do NOT delete report card entries from previous reporting periods; they should all be displayed on the final report.
• Select a reporting period from the dropdown below the purple table
• Enter report card comments and the reporting date. Warning: the entry will NOT save if there is no reporting date. If the entry does not save and you navigate away from the report card page, you will lose the entry.
• To view Learning Expectations, Teaching Strategies, and Assessment Methods for subjects/courses in that reporting period, select the subject/course from the dropdown below the entry. The blue table will display Page 3 entries for the course/subject in that reporting period or semester.
• Expectations, strategies and methods can be copy/pasted from the table into the term comment boxes and edited appropriately.
• To print the report card, select 'Simple Alternative Report Card' from the Reports dropdown and follow the printing instructions in ‘Printing Reports'.
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• To edit an existing report card entry, click ‘Edit’ in the table, make the changes and click ‘Update’.
• The ESM for alternative courses for the selected report period can be viewed while editing by selecting them in the dropdown.
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Simple Alternative Report Card Format:
• Student information appears followed by the term and comments entered on the report card entry page. Below each comment is the reporting date and signature line. Data shown is for demonstration only.
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Complex Alternative Report Card
The complex report card is for use by the secondary schools; it is not compatible with elementary subjects.
For courses on the student schedule in Trillium, entry for learning and employability skills will still take place in Trillium and be transferred to the complex report card when the report is generated. For Alternative courses not available in Trillium, entry has been provided in IEP System.
Step 1: Add Courses for the Reporting Period
Select a reporting period. Select courses to add to the report card. All courses from page 2 of the IEP for the current year designated ‘ALT' will be listed here until they are added to the report card course table for the selected reporting period; then they will be removed from the checklist. Any or all of the ‘ALT’ courses may be added to the alternative report card once per reporting period. Note that the complex alternative report card is not accumulative; courses and accompanying information must be added for each reporting period and should reflect the student courses in the appropriate reporting period.
Step 2: Add Comments
Click ‘Edit’ to add comments, learning expectations, and learning/employability skills for a course.
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The course code and reporting period will be displayed above the comment entry box. A single comment can be entered per course and reporting period. If no comment has been saved, type it in the textbox and click 'Save'. The comment will appear in the Report Card Course table. If a comment already exists for the course, clicking ‘Edit’ will put it in the comment box for editing; click ‘Update’ to save changes. After clicking ‘Update’ or ‘Save’, the comment box will remain on the screen until another course is selected for editing, and then the appropriate comment entry will appear for the new selection.
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Warning: clicking 'Delete' will remove the course, learning expectations, and non-Trillium learning/employability skills from the report card for the selected reporting period and there is no undo!
Delete will not affect the Trillium learning/employability skills and it will not affect Page 2 or Page 3 entry for the course.
Step 3: Add Learning Expectations
• Learning expectations can be inserted independently or directly from page 3 of the IEP. A total of 5 expectations may be added for each course in a term.
• The top (purple) table displays existing course expectations for the selected course and term.
• The bottom (blue) table displays page 3 of the IEP for the course and semester if entries exist. If Term 1 or 2 is selected, semester 1 expectations are displayed. If Term 3 or 4 is selected, semester 2 expectations are displayed.
There are two ways to add expectations for a course.
1) Click 'Insert New', enter the expectation in the textbox by typing in OR copy/pasting from the blue table. Select the achievement, and click ‘Save’. Click 'Cancel' to exit the entry process.
2) To add expectations directly from page 3 of the IEP, in the blue table select achievement and click the box in the ‘Add’ column. Click ‘Add Course Expectations’ and the expectation will appear in the expectations (purple) table.
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• To edit the expectations click ‘Edit, make changes, and click ‘Update’ to save.
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Add Alternative Learning/Employability Skills:
Note: Trillium courses added on Page 2 of the IEP have to have Learning/Employability skills entered in Trillium. The complex report card is a combination of course expectations information entered in IEPS and learning/employablity skills and absence information entered in Trillium. The entry for learning/employability skills will only appear if the course entered as an alternative is NOT in Trillium.
Select the skill level from the dropdown for each learning/employability skill; enter the absences, lates, and teacher name (should be in the format of first initial and surname the same as Trillium). Click ‘Save Alt’. To save changes, click ‘Update Alt’.
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• The printed report card (PDF) will display both courses from Trillium and alternative courses saved in IEP together (see next page).
• To print the report card, select 'Complex Alternative Report Card' from the Reports dropdown and follow the printing instructions in ‘Printing Reports'.
Complex Alternative Report Card Format:
• Student information appears followed by explanation of achievement and learning skills marks. This will only appear on the first page.
• The Learning/Employability skills, teacher name, classes absent and number of lates for Trillium courses come from Trillium. They need to be entered in Trillium for the appropriate marks to appear on the report card. Information for alternative courses that have no course code in Trillium should be entered on the entry page.
• Due to issues with page numbers on group reports where more than one student report card will be printed at one time, the page numbers have been omitted and each subject/course states 'Course Expectations for ' with the student name.
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History
Use this page to view the IEP history, the Education Assessment history, or the Non-IEP Transition Plan history for a student. In the top dropdown, where it says ‘Select Document’, select ‘IEP’ or ‘Education Assessment’ or ‘Non-IEP Transition’. The student information in the turquoise box is from the current year.
IEP History: Select an IEP to View
Use this page to quickly view past, current, and next year IEP information for students. The dropdown list contains the year(s) and school(s) that have an IEP for the student. Select the desired year and school and click ‘Go’.
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The IEP information for the school/year is displayed in a table format, in order of IEP page and section, and if no information exists for a section, the label will state ‘No’ and the section name. To view Learning Expectations, Teaching Strategies, and Assessment Methods for Page 3 of the IEP, click ‘View ESM’ in the Page 3 Course/Subject table.
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There may be more than one IEP in a year. The correct case for this would be the student being reassessed or transferring schools during the year. The incorrect case would be that an IEP was created in error in the same school year and was not removed. See ‘Removing an IEP’, but note that an IEP from a previous year cannot be deleted.
20142015 School year: The transition plan information will be extracted and displayed from the new transition plan tables only.
Education Assessment History: Select an Education Assessment to View
Use this page to quickly view past and current Education Assessment information for students. Select the desired year and school and click ‘Go’. The page displays the Education Assessment for the year and school selected in a table by page. If no information exists for a page, the label will show a message. Students may have more than one Education Assessment in a year.
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Non-IEP Transition Plan: Select to View New!
Use this page to quickly view past and current Non-IEP Transition Plan information for students. Select the desired year and school and click ‘Go’. (See ‘Non-IEP Transition Plan for details). Note: even if an IEP was created for the student and the non-IEP transition plan information was transferred to it, the non-iep transition information will still display here.
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Find/Replace – Group Editing
Find
• Click the 'Find-Replace' button in the site menu.
• Some positions can only edit the IEP. Some positions can only edit the current school year.
• Select a school year. The general rule is to select the current year to edit the IEP and the next school year to edit an annual review Determination Record.
• Select the document to edit:
• Determination/IEP Summary: The Determination Record and Information Report for IPRC students, and the IEP Summary Report for non-IPRC students (only available for certain positions). The only fields that should be edited here for non-exceptional students are the Recommended Exceptionalities, Program, and Placement, Needs, and Strengths. These fields must be entered for non-exceptional students to appear on the IEP Summary Report and for exceptional students to appear on the Information Report for administration.
• Individual Education Plan: The IEP.
• Select classes for the find if desired. Teachers may select from their own classes, LST’s may select from all classes at the school (see Appendix C – Access). If nothing is selected, all learning support students available to your access level will be displayed on the replace page. This is not recommended for schools with large populations or for updating large numbers of students due to the risk of overwriting existing data.
• By class: select the class in the dropdown. By holding the control or shift key while selecting, you can select more than one class. Click ‘Add>>’ to put the class(es) on the search list.
• Teachers & Specialized Program Teachers: if you do not add any classes to the search list, all your assigned classes will be searched. If you only teach one class, there is no need to add your class to the search; only that class will be displayed to you and other criteria can be used to narrow the search.
• Selecting classes works together with the criteria search; if you select a class and then select ‘Identified’ in the criteria, the search will only find the identified students in that class.
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• Select criteria for the find. It is recommended that criteria be selected to create smaller and more manageable groups of students for editing. See the screenshot on the next page for the criteria.
• After selection, click 'Find Students' (buttons at top or bottom of page). (See next page)
Note: Students who are ‘Inactive’ are displayed in Find/Replace, even though they cannot be found on the ‘Search’ page. Inactive students should not be edited unless to indicate demitted on the IPRC or update for printing in the event the student becomes inactive unexpectedly. They will appear on the Information Report or the IEP Summary Report as ‘Inactive’ to inform Administration that the student has left or transferred. If an inactive student needs to have the IEP printed for the OSR, it can be printed in ‘Reports’, but only in the current year. Please make sure the IEP is printed and in the OSR before the end of the school year or before a student transfers.
Remember:
• Students must have an IEP entered in IEP System to be found in Find/Replace (see Student Entry).
• The search criteria are from Trillium, except for health support, equipment, exemptions, and EQAO information.
• When searching for new students who do not have learning support information entered in Trillium yet, select ‘No Trillium’, but do not select placement, exceptionality, or program; it will cancel out students with no learning support in Trillium and they will not be displayed.
• It is not necessary to select ‘All’ or check both ‘Yes’ and ‘No’ to include all criteria in your search. Selecting ‘All’ and making no selection for a criteria group will return the same students.
• Criteria are to narrow down and refine results; use ‘All’ to exclude a group within criteria. For example
← To search all grades except grade 12, select ‘All’ in grades and de-select grade 12 to return all grades except grade 12.
← If ‘All’ programs are selected and ‘Regular Class’ is de-selected, it will return all students in all programs except regular class from the search.
← To narrow to a very specific group use the right criteria; if ‘Identified’ and ‘FSC’ are selected and no other criteria is selected, only identified students in an FSC placement will be found.
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Replace
Note: Record = Line of information in a table (see Appendix D: Tips – Terms Used)
• The label at the top of the page will state the document being edited and the total number of students found based on the criteria selected on the Find page. When a selection is made in the dropdown list next to Step 1, the last row of the table will display the total number of records found for those students. If a student has multiple records for the selection, this number will not be the same as the label at the top of the page. For example, when editing Needs, if a single student has 5 Needs entered on Page 1 of the IEP, that student will have 5 records (lines of information) in the Find/Replace table.
Using Insert, Update or Delete
• The first six columns, grade, student ID, student name, exception 1, placement, and program, are the values the student currently has in Trillium.
• When a student can have multiple records, the first six fields will not duplicate in the table.
• The purple/lavender columns are the fields that will be affected by insert and update in IEP System.
• On entry fields, text in red* with an asterisk indicate mandatory fields necessary to save the record.
• Text in purple* with an asterisk indicate at least one of those fields must be entered to save.
• Insert will insert a new record for the student if there is no pre-existing record with the same values. Insert will not save a duplicate, unless an exception to the rule is noted in specific instructions..
• Update is editing an existing record in the database. The exact record must be selected to update it. Please make sure you have selected the correct record for updating; if the wrong record is selected, you may overwrite the information for that record or you may overwrite another student’s record.
Note: IPRC Time, Achievement and Annual Goals, and Expectations, Strategies and Methods have different instructions for insert and update, please refer to them.
■ Delete removes the record selected using the delete box. Warning: There is NO message asking if you are sure you want to delete and there is NO 'Undo'! Use caution when using 'Delete'!
• Clicking on the ‘All’ checkbox in the header (dark purple) will select all students:
• Clicking all 'Insert' boxes will insert a record for all students if applicable
• Clicking all 'Update' boxes will update all records that are applicable
• Clicking all 'Delete' boxes will delete all records for all students.
• Use caution with ‘All’ and only use it if appropriate. Example: if ‘All’ is checked to update IPRC dates, it will overwrite the IPRC dates of all students who already have an IPRC date entered. There is no ‘Undo’!
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Determination/IEP Summary
IPRC Date:
• Students can only have one IPRC date record.
• Mandatory fields: IPRC date, IPRC type. Update and insert will not work if these fields are empty.
• If IPRC type is 'Review', then it becomes mandatory to select, Demit, Transfer or Continue and must be selected in order to save. If IPRC is Initial, do not click Demit, Transfer or Continue
• If IPRC is waived, enter waived date, and placement years.
← Insert: Select IPRC values, click the box (es) in the 'Insert' column, and click 'Replace'.
← Update: Select IPRC values, click the box (es) in the 'Update' column beside the record to be updated, and click 'Replace'.
← Delete: Select the record(s) to delete and click 'Replace'; the IPRC time will also be deleted and will not appear in the next module. IPRC time cannot be entered if there is no IPRC date.
IPRC Time:
• Students can only have one IPRC Time and they must have an IPRC record to save the time. If the IPRC record is deleted, the IPRC Time is also deleted.
• Mandatory fields: Hour, Minutes, Am/Pm
← Insert and Update: (Use 'Save' column for both)
1. Select the hour for the IPRC meeting time from the first dropdown. Example: 04
2. In the student record in the table select the minutes for the time. Example:
• First student '00',
• Second student '15'
• Third student '30'
• Fourth student '45'
3. Select 'am' or 'pm' from the second dropdown. Example: pm
4. Click the box (es) in the 'Save' column, and click 'Replace'. Example: The four students used in examples now appear on the Review Schedule at 4:00 pm, 4:15 pm, 4:30 pm, and 4:45 pm.
• Change the hour to 5, repeat above steps to schedule four more students starting at 5 pm.
← Delete: Select the IPRC Time(s) to delete and click 'Replace'.
Recommended Exceptionalities 1 and 2:
• In order for students to appear on the Information Report (identified) and the IEP Summary Report (non-identified), the Recommended Exceptionality 1 must be entered, which means the purple/lavender column in Recommended Exceptionality 1 must contain an exceptionality.
• The recommended exceptionalities for the Information Report can be entered in Find/Replace or on the individual Determination Record entry page (see 'IEP Life Cycle').
• The recommended exceptionalities for non-identified students (IEP Summary Report) are to be entered in Find/Replace.
• Students can only have one Exceptionality 1 record (reportable) and one Exceptionality 2 record.
← If Exceptionality 1 is 'No Exceptionality' or empty, entry of Exceptionality 2 is not allowed.
← If Exceptionality 2 exists, Exceptionality 1 cannot be ‘No Exceptionality’ and cannot be deleted.
← The system will not allow Exceptionality 2 to be entered as 'No Exceptionality'.
• The turquoise columns show the exceptionalities from Trillium in the current year.
← Insert:
• To accept the Trillium Exceptionality for the next IPRC/IEP, select 'Accept', click the box (es) in the 'Insert' column, and click 'Replace'. Make sure accept is unchecked if using the dropdown.
• To insert a new recommended exceptionality, select the exceptionality from the dropdown list, check the box (es) in the 'Insert' column, and click 'Replace'.
← Update:
• Click 'Accept' or select the exceptionality from the dropdown list, check the box (es) in the 'Update' column beside the record to be updated, and click 'Replace'.
← Delete:
• Select the record(s) to delete and click 'Replace'. This will remove the student from the Information Report or the IEP Summary Report and they will not have exceptionality, program, and placement entered in Trillium.
Recommended Placement and Program:
• The recommended placement and program for identified students to appear on the Information Report can be entered in Find/Replace or on the individual Determination Record entry page.
• The recommended placement and program for non-identified students appearing on the IEP Summary Report are entered in Find/Replace. In Find, select Non-Identified to find students with ‘No Exceptionality’ in Trillium, and enter their recommended program and placement.
• Students can only have one recommended placement and program.
• Mandatory fields: At least one of placement, program, or details must be selected to save. Selecting location alone will not save the record.
• Optional fields: Location (defaults to current school) and reason.
← Insert: Select from the dropdown lists check the box (es) in the 'Insert' column, and click 'Replace'.
← Update: Select from the dropdown lists, check the box (es) in the 'Update' column beside the record to be updated, and click 'Replace'.
← Delete: Select the record(s) to delete and click 'Replace'.
Needs and Strengths:
• The needs and strengths can be entered in Find/Replace, Page 1 of the IEP, or on the Determination Record entry for IPRC students.
Needs:
• Students can have multiple records in Needs.
← Insert: Select a need from the dropdown list, click the box (es) in the 'Insert' column, and click 'Replace'.
← Update: Select a need from the dropdown lists, click the box (es) in the 'Update' column beside the record to be updated, and click 'Replace'.
← Delete: Select the record(s) to delete and click 'Replace'.
Strengths:
• Students can have multiple records in Strengths.
← Insert: Select a strength from the dropdown list, click the box (es) in the 'Insert' column, and click 'Replace'.
← Update: Select a strength from the dropdown lists, click the box (es) in the 'Update' column beside the record to be updated, and click 'Replace'.
← Delete: Select the record(s) to delete and click 'Replace'.
■ Warning: There is NO message asking if you are sure you want to delete and there is NO 'Undo'! Selecting ‘All’ in the ‘Update’ column will update all existing records for all students in the table! Exercise caution when using 'Delete' and the ‘All’ checkboxes!
Individual Education Plan
IEP - Page 1
Health Support:
• Students can have multiple health supports.
• Mandatory field: Health.
• Optional field: Comment.
← Insert: Select from the dropdown list, enter comments if needed, click the box (es) in the 'Insert' column, and click 'Replace'.
← Update: Select from the dropdown list, enter comments if needed, click the box in the 'Update' column beside the record to update, and click 'Replace'.
← Delete: Select the record(s) to delete and click 'Replace'.
Exemptions and Substitutions:
• Students can only have one line of information in Exemptions and Substitutions.
• Mandatory field: Exempts/Subs.
• Optional field: Rationale (selecting 'No' for Insert or Update will remove the rationale).
← Insert: Select yes or no from the dropdown list, enter rationale, click the box (es) in the 'Insert' column, and click 'Replace'.
← Update: Select yes or no from the dropdown list, enter rationale, click the box in the 'Update' column beside the record to update, and click 'Replace'.
← Delete: Select the record(s) to delete and click 'Replace'.
Accommodations:
• Students can have multiple Accommodations.
• Mandatory fields: Type and Accommodation.
• Optional field: Specify.
← Insert: Select type (Instructional, Environmental, or Assessment), select the accommodation, specify if needed, click the box (es) in the 'Insert' column, and click 'Replace'.
← Update: Select type, accommodation, specify if needed, click the box (es) in the 'Update' column beside the record to update, and click 'Replace'.
← Delete: Select the record(s) to delete and click 'Replace'.
Equipment:
• Students can have multiple items in Equipment.
• Mandatory fields: Equipment.
• Optional field: SEA and comment.
← Insert: Select equipment, select SEA if needed, enter comment if needed, click the box (es) in the 'Insert' column, and click 'Replace'.
← Update: Select equipment, select SEA if needed, enter comment if needed, click the box (es) in the 'Update' column beside the record to update, and click 'Replace'.
← Delete: Select the record(s) to delete and click 'Replace'.
IEP - Page 2
*Page 2 subject and course assignments cannot be made in Find/Replace.
EQAO Assessment:
• Students can have multiple EQAO Assessments.
• Mandatory field: EQAO Assessment.
← Insert: Select appropriate assessment, click the box (es) in the 'Insert' column, and click 'Replace'.
← Update: Select appropriate assessment, click the box (es) in the 'Update' column beside the record to update, and click 'Replace'.
← Delete: Select the record(s) to delete and click 'Replace'.
• Students must have an EQAO assessment to have EQAO Accommodations and Exemptions.
EQAO Accommodations:
• Students can have multiple EQAO Accommodations.
• Mandatory field: EQAO Accommodation.
• Optional field: Specify.
• EQAO Accommodations cannot be inserted unless the student has an EQAO Assessment record that year. If the accommodation will not save, return to EQAO Assessment and save an Assessment.
← Insert: Select EQAO Accommodation, specify if needed, click the box (es) in the 'Insert' column, and click 'Replace'.
← Update: Select EQAO Accommodation, specify if needed, click the box (es) in the 'Update' column beside the record to update, and click 'Replace'.
← Delete: Select the record(s) to delete and click 'Replace'.
EQAO Exemption:
• There is currently only one EQAO Exemption.
• Mandatory field: EQAO Exemption.
• EQAO Exemption cannot be inserted unless the student has an EQAO Assessment for that year.
← Insert: Select EQAO Exemption, click the box (es) in the 'Insert' column, and click 'Replace'.
← Update: Select EQAO Exemption, click the box (es) in the 'Update' column beside the record to update, and click 'Replace'.
← Delete: Select the record(s) to delete and click 'Replace'.
IEP - Page 3
Only courses assigned to students on Page 2 of the IEP will appear in the page 3 subject/course dropdowns. If a subject/course is selected and no students appear, then none of the students in the selected group have that subject/course entered on Page 2. Page 3 information can only be entered for the current school year.
Achievement/Annual Goals: (For Modified/Alternative programs only)
• Select a subject or a course: students assigned that subject/ course on Page 2 will appear in the replace table.
• Students may have one achievement/annual goals record per subject/course. After saving, a ‘Y’ will appear in the ‘Saved?’ column, even if no other information has been entered (prereq, level of achievement, annual goals, curriculum grade level, report MOD or ALT).
• When the ‘Y’ appears in the saved column, Learning Expectations, Teaching Strategies, and Assessment Methods can be entered for the subject or course.
• Mandatory field: Subject/course, must be selected from the dropdown list.
• Optional fields: Level of Achievement, Annual Goals, Curriculum Grade Level, Report MOD or ALT, and in secondary, Prerequisite Course.
• Selecting “Add '(MOD)' to curriculum grade level on the report” means (MOD) will appear beside the curriculum grade level on the printed IEP report. Selecting “Add '(ALT)' to subject/course on the report” means (ALT) will appear beside the alternative subject/course on the printed IEP report. You can only add (MOD) to a modified subject/course and 'ALT' to an alternative subject/course. Text entered in Level of Achievement will not save if the subject/course is designated MOD on Page 2.
• Click ‘Uncheck All’ if you do not want (MOD) or (ALT) to appear on the report.
• Delete will not work if there are expectations, strategies, and methods attached to the subject/course.
Elementary:
• Dropdown only contains subjects added to the table on Page 2 for students by year/school.
• Selecting a subject displays only students with that subject on Page 2 and retrieves the marks for that subject if they exist. (E.g. If Jimmy has English added to the subject table on Page 2 and June does not, when English is selected in the subject dropdown, Jimmy will appear in the table with last year’s English marks, but June will not appear in the table.) Note: Marks appearing in the table does not mean the record has been saved; always check for the ‘Y’.
• Select the checkbox ‘Select to save marks’ to save the marks from the previous June.
• Pink columns show the subject, MOD and ALT flags from Page 2. Purple columns show the fields being edited on Page 3, including mark.
← Insert: Select a subject, enter achievement (alternative only), annual goals, curriculum grade level, and select (MOD) or (ALT) option if needed. Click the box (es) in the 'Insert' column, click 'Replace'.
← Update: Select a subject, enter achievement (alternative only), annual goals, curriculum grade level, and select (MOD) or (ALT) if needed. Click the box (es) in the 'Update' column, click 'Replace'.
← Delete: Select the record(s) to delete and click 'Replace'. Note that only the page 3 data is deleted. The subjects must be entered, updated, and deleted on page 2 of the IEP.
Secondary:
• Dropdown only contains courses added to page 2 for students by year/school.
• Selecting a course displays only students with that course on Page 2 with MOD or ALT. It also fills the prerequisite course dropdown only with courses taken by those students, so when a different course is selected the student list may change as well. Note: If all students in the table have no previous secondary courses (grade 9 students would have no prereq marks), then the Prereq dropdown is empty.
• If a Prerequisite course has been selected, saving (insert or update) automatically retrieves the mark for each student for the selected prereq course if it exists, and saves it.
• Pink columns show the course code, course title, MOD and ALT flags from Page 2. Purple columns show the fields being edited on Page 3, including Prereq course and mark.
Elementary & Secondary:
← Insert: Select a course/subject, select a prerequisite course if needed (secondary), enter achievement (alternative only), annual goals, curriculum grade level, and select (MOD) or (ALT) option if desired. Click the box (es) in the 'Insert' column for the student(s) and click 'Replace'.
← Update: Select a course/subject, select a prerequisite course if needed, enter achievement (alternative only), annual goals, curriculum grade level, and select (MOD) or (ALT) option if desired. Click the box (es) in the 'Update' column for the student(s) and click 'Replace'.
← Delete: Select the record(s) to delete and click 'Replace'. Note: only the page 3 data can be deleted in Find/Replace. The subjects or courses must be entered, updated, and deleted on page 2 of the IEP.
Expectations, Strategies, Methods (ESM): (For Modified/Alternative subjects/courses only)
• Only available for the current school year.
• ESM in this document refers to Page 3 Learning Expectations, Teaching Strategies, and Assessment Methods as a group.
• Student/subject/courses may have multiple records. Due to the volume of records that can occur in the table and to avoid accidental overwriting, there is no ‘Select All’ in the table. Recommendation is to scroll down and ensure the correct records are being selected.
• Mandatory fields: Course, semester or reporting period and one of the ESM textboxes. Enter all three and insert at once for the numbering/sorting feature of Page 3.
• Courses and subjects in the pink column can have multiple records. Use caution when updating; leaving one of the boxes empty could remove the matching entry (see next page for using update correctly).
Elementary:
• The subject dropdown only contains subjects added to page 2 for students by year/school.
• The term dropdown contains terms 1, 2, and 3 (until 20112012 school year).
• Selecting a subject and term displays only students having that subject on Page 2 with MOD or ALT, and displays any ESM already entered for the subject in the selected semester.
• If there is a ‘Y’ in the ‘Saved’ column, ESM may be entered for that subject. If there is no ‘Y’ for the student and you would like to enter ESM for them, return to Achievement/Annual Goals and save them for that subject.
Secondary:
• The course dropdown only contains courses added to page 2 for students by year/school.
• The semester dropdown contains semesters 1 and 2.
• Selecting a course and semester displays only students having that course on Page 2 with MOD or ALT, and displays any ESM already entered for the course in the selected semester.
• If there is a ‘Y’ in the ‘Saved’ column, expectations, strategies, and methods may be entered for that course. If there is no ‘Y’ for the student and you would like to enter ESM for them, return to Achievement/Annual Goals and save them for that course.
Elementary & Secondary:
← Insert: Select the subject or course, select the semester or term, enter expectations, strategies and methods, click the box (es) in the 'Insert' column for the student(s) and click 'Replace'.
← Update: Select the subject or course, select the semester or term, enter expectations, strategies and methods, click the box in the 'Update' column for the student and click 'Replace'. PLEASE NOTE: All three boxes are updated at the same time; if one of the boxes is left empty and a student is selected for update, it will REMOVE any text previously entered. To effectively use update, copy text from the table to the appropriate boxes, make changes, select EXACTLY the record you wish to update, and then click replace.
• Updating in Find/Replace is not recommended for ESM; it is not a common occurrence to have many students updated with the same Page 3 information. The recommendation is to use the individual student pages to edit ESM.
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← Delete: Select the record(s) to delete and click 'Replace'.
IEP - Page 4
Human Resources Teaching and Non-Teaching:
• Students can have multiple Human Resource records, but only one combination of Human Resource and Type of Service. Duplicates of resource and type of service will not be saved.
• Teaching and non-teaching modules have identical entry except for different values in the Human Resource dropdown.
• Mandatory fields: Resource, type of service, location.
• Optional fields: Initiation date, frequency, and other. The date must be an acceptable format.
← Insert: Select the resource, type of service, location, initiation date, frequency, and other if needed, check the box (es) in the 'Insert' column and click 'Replace'.
← Update: Select the resource, type of service, location, initiation date, frequency, and other if needed, check the box (es) in the 'Update' column beside the record to update and click 'Replace'.
← Delete: Select the record(s) to delete and click 'Replace'.
Evaluation Reporting Dates:
• Mandatory field: Report date.
• Report dates may be selected from the School Report Dates table all at once if desired. If report dates have not been entered in Trillium, be patient, they will be entered as soon as they are issued. For alternate report dates, select dates from the calendar and save individually.
← Insert: Select the report date(s), click the box (es) in the 'Insert' column and click 'Replace'.
← Update: Select the report date(s), click the box (es) in the 'Update' column beside the record to update and click 'Replace'. (Selecting all is not recommended for updating).
← Delete: Select the record(s) to delete and click 'Replace'.
Evaluation Reporting Format:
• If appropriate, students may have both Provincial and Alternate Reporting
• Students may only have one report format record; both fields are in the same record.
• Mandatory field: Report format.
← Insert: Select the report card format(s), click the box (es) in the 'Insert' column and click 'Replace'.
← Update: Select the report card format(s), click the box (es) in the 'Update' column beside the record to update and click 'Replace'.
← Delete: Select the record(s) to delete and click 'Replace'.
Developed By – School and Board Staff:
• Only available in the current school year.
• Students may have multiple staff listed, but only one main developer, in school staff.
• Mandatory field: School staff and position or board staff and position.
• Board staff contains staff from outside of the school. If the board staff you would like to add does not exist in the dropdown list, contact Administration.
← Insert: Select the school staff and position or board staff and position; if school staff, click ‘Main Developer’ to place them at the top of the developed by list in the IEP and the IEP Summary page. Click the box (es) in the 'Insert' column and click 'Replace'.
← Update: Select the school staff and position or board staff and position; if school staff, click ‘Main Developer’ to place them at the top of the developed by list in the IEP and the IEP Summary page. Click the box (es) in the 'Update' column beside the record to update and click 'Replace'.
← Delete: Select the record(s) to delete and click 'Replace School Staff' to remove school staff or click ‘Replace Board Member’ to remove board staff.
Sources Consulted in the Development of the IEP:
• Students may have multiple Sources Consulted, but all are in a single record.
• Mandatory field: Sources Consulted in Development of IEP.
← Insert: Select sources; if 'Other Sources' is selected, enter the sources in the text box, press 'Enter' between sources; click the box (es) in the 'Insert' column and click 'Replace'.
← Update: Select or unselect sources, edit ‘Other Sources’ textbox if necessary, click the box (es) in the 'Update' column and click 'Replace'.
← Delete: Select the record(s) to delete and click 'Replace'.
Date of Placement:
• Students may only have one record for Date of Placement.
• Mandatory field: First Day Special Education Program/Placement Date.
← Insert: Select the date of placement, the placement date and completion date from the calendar, check the box (es) in the 'Insert' column and click 'Replace'.
← Update: Select date of placement, the placement date and completion date from the calendar, check the box (es) in the 'Update' column beside the record to update and click 'Replace'.
← Delete: Select the record(s) to delete and click 'Replace'.
IEP - Page 5
Parent/Guardian Log-Consultation:
• Students may have multiple consultation records.
• Mandatory fields: Date, activity.
• Optional field: Outcome.
← Insert: Select the date, enter activity, outcome if needed, check the column 'Insert' box (es), click 'Replace'.
← Update: Select the interaction, enter the activity and the outcome*, check the box (es) in the 'Update' column beside the record to update and click 'Replace'.
← Delete: Select the record(s) to delete and click 'Replace'.
IEP - Page 6
Transition Plan: New!
• Students may have multiple transition plan context/goals and multiple support/needs and persons responsible assigned to the context/goals. *Duplicate support/needs assigned to context/goals are not allowed.
• Mandatory fields: all fields are mandatory except additional comments and …
• In the case of ‘No Actions Required’, only Timeline is mandatory.
• In the case of ‘Other’ in Support/Needs or Persons Responsible, ‘Specify Other…’ is mandatory
• For Insert and Update:
• If necessary, select a context/goal group radio button, select the context/goal from the drop list.
• If necessary, select a Support/Needs group radio button, select the Support/Needs from the drop list.
• If necessary, select a Persons Reponsible group radio button, select the Persons Responsible from the drop list.
• If ‘Other’ is selected for Support/Needs or Persons Responsible, specify in the text box.
• Enter additional comments if necessary
• Select a Timeline.
← Insert: Check the box (es) in the 'Insert' column and click 'Replace'.
← Update: Check the box (es) in the 'Update' column beside the record to update and click 'Replace'. Note: Be sure to select the actual record for update, ‘All’ is not recommended. Only the context goal will not change; the drop list selections must match the record being updated for fields that should not change.
← Delete: Select the record(s) to delete and click 'Replace'.
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Forms Entry (Available on Search and IEP Pages)
These forms are independent of the IEP and the student does not require an IEP to create the forms. They can be accessed on the search page or from inside the student’s IEP (if they have one) except for the Non-IEP Transition Plan; it is only available for editing from the Search page and on other forms pages. The forms are linked to the student, school, and the current school year and all of them can be printed in Reports.
Creating the Referral Authorization
• Mandatory field is Referral Date. Select a date from the calendar and if necessary, enter consent received by, parent comments, reason for referral, and indicate if the student profile is attached. Click ‘Insert’ to create the referral and display entry for the rest of the referral.
• To edit the referral creation information, make changes and click ‘Update’.
• Once the date is saved, the report can be printed with blank spaces but still displays the student demographic and contact information. Note: Please ensure that the ‘Request for Services’ section is complete even if no other information is entered.
• In the ‘Create Referral’ section, ‘Delete’ will remove the entire referral from the database; use with caution, the information cannot be recovered, there is no undo!
• ‘Delete’ in the other sections will only remove the data for that section.
• The student may have one Referral Authorization form per year/school, but it may be edited at any time and printed with the changes if necessary.
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• Enter information and click 'Insert' for each section.
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• If data has already been entered in a section, make changes and click 'Update' to save the changes.
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• ‘Delete’ in any section will delete all information for that section alone, except for the ‘Create Referral’ section; deleting there will delete the entire Referral Authorization, use with caution!
• In Request for Services, select a date from the calendar for the appropriate staff. If required, other staff may be entered in ‘Specify Other’; make sure a date is selected or the text in the box will not save.
• Click ‘Insert’ to save the record. To edit, make changes and click ‘Update’ to save the changes.
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• In ‘Academic Data’, enter necessary information and click ‘Insert’ or make changes and click ‘Update’.
• In ‘Health Data’, enter necessary information and click ‘Insert’ or make changes and click ‘Update’.
• In ‘Family History’, the contacts listed in Trillium as ‘lives with student’ will be displayed; to display this information on the report, check the box. Enter any other necessary information and click ‘Insert or make changes and click ‘Update’.
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• In ‘Speech/Language Data’, make the appropriate selections and enter comments if necessary. Click ‘Insert’ to save or make changes and click ‘Update’.
• In ’Behavioural Data’, enter necessary information and click ‘Insert’ or make changes and click ‘Update’.
Creating the Release/Exchange of Information Authorization
• Enter the information and click 'Insert'. If information already exists, click ‘Edit’ to make changes, and ‘Update’ to save the changes. If you do not click ‘Update’ after making changes and you navigate away from the page, the changes will be lost.
• ‘Delete’ removes the Release/Exchange authorization from the database.
• There are no mandatory fields; to produce a blank report that can be filled in by hand but still displays the student demographic and contact information, just click ‘Save’ and go to the report.
• The student may have one release/exchange authorization per year/school.
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Creating the Non-IEP Transition Plan New!
• Entry for the non-IEP transition plan is almost identical to the IEP transition plan.
• The two main differences are:
← The non-IEP transition does not have the option ‘No Actions Required’.
← It is not connected to an IEP and can be created for any student who does not have an IEP.
• If an attempt is made to create a non-IEP transition for a student who has an IEP, this message is displayed:
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• If an IEP is created, the information in the non-IEP transition will carry to the IEP and be editable there, and the non-IEP transition will no longer be available. If the IEP is then deleted, the non-IEP transition will reactivate.
• The non-IEP transition does not carry from school to school or from year to year, it is not available in Find/Replace, and is not accessible from the student IEP pages. The history is available on the History page.
• See IEP Transition Plan for instructions on entering context/goals, support/needs, persons, and timeline.
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Consent for Intervention/Assessment Form (formerly Permission):
• To begin a consent form, click ‘Start New’. Note that this does NOT save the new consent form.
• Select the staff member (one per consent form).
• Select the reason from assessments (one per consent form) and/or other services (multiple is allowed), and if necessary, specify the other services. If an assessment is selected but only other services are required for the form, click ‘Uncheck Assessments’ to clear the selection. The ‘Save Consent Form’ or ‘Update Consent Form’ button MUST be clicked to remove the assessment selection from the form.
• Click ‘Save Consent Form’ or ‘Update Consent Form’ to save. A staff member and at least one reason are required to save.
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• When the consent form is signed and returned, enter the consent received date here or on the student search page in the table at the bottom. Once a consent form has a consent received date, it cannot be re-printed or deleted, but a new consent form can be created at any time.
• Click ‘Edit’ beside the appropriate form to edit and/or enter consent received date. The form being edited will be highlighted in red in the table.
• To print a consent form, select it in the table first; the selected form is the one that will print, unless there is already a consent received date in the table.
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Creating the Education Assessment
• If none exists, click ‘Start New’. Note: ‘Start New’ does NOT save to the database. It will display the entry form with the current date (creation date), the student’s age in years and months, and text boxes for entry.
Click ‘Save’ in the ‘Create Education Assessment’ section to save the assessment and begin entering information for tests.
• It is not necessary to enter text in the boxes to save; after clicking ‘Save’ the button will change to ‘Update’. After adding or editing text in the boxes, the ‘Update’ button must be clicked to save changes.
← The age is saved to the database as the age of the student when the assessment was recorded. If the date of recording the assessment and the actual date of the assessment are significantly different, the age may edited; be sure to click ‘Save’ if changing.
• If education assessments already exist, select one to edit. The information that has already been entered for it will appear on the screen. Students can have multiple Education Assessments in a school year.
• The assessment being edited is the one that will print using the dropdown and ‘Go’ button at the top. To print a different assessment, select it in the assessment table, and use the dropdown and ‘Go’ button.
• After clicking the ‘Save’ button, the area for entering tests will appear.
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Entering Tests
• Select a main test from the dropdown to make the save and delete buttons active. To enter a test not on the list, select ‘Other’ and specify in the box that appears.
• Select a date and result type; these fields will appear on the report with the main test as a header for each battery of tests. A result can also be entered for the main test if an overall result is needed, for example, with tests having no composite or sub tests, like Peabody.
• Click ‘Save Main Test’ to save and entry for composite and sub tests will appear. Multiple main tests may be added to the assessment, but each main test can only be added to a single education assessment once.
• ‘Delete’ will delete the selected main test and all sub and composite information relating to that test, use with caution, it cannot be retrieved and there is no undo!
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• Enter sub tests first by checking the add boxes and entering a results. If a sub test belongs to a composite, the composite will automatically save; there is no need re-save the composite UNLESS an overall result needs to be entered for the entire composite. In that case, in the second table, check the add box and add a result for the composite test. ***A sub test that does not belong to a composite group will have (No Composite) beside it.
• All sub and composite tests can be saved with a single click of the ‘Save Tests’ button, and can be edited at any time. To edit the result, make the change and click ‘Save Tests’. To remove a test, uncheck the box and click ‘Save Tests’; the result will automatically be removed for deleted tests.
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• The WIAT III has an extra column for entry on ‘Reading Comprehension’ and ‘Oral Reading Fluency’ in ‘Total Reading Composite’ and ‘Reading Comprehension and Fluency Composite’ called ‘Item Set’. Select the appropriate item set for the test if necessary.
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Creating the Case History
• Recommended practice: the case history is an ongoing document, updated as needed from year to year. If a case history for the current year already exists for the student, it will appear automatically on the page and the ‘Start New’ and ‘Carry Forward’ buttons will not appear.
• If there is a case history from a previous year but not the current year, click ‘Carry Forward’ to bring the data from the last case history forward to the current year. The entry form will appear and the data can be edited to reflect the current year.
• If no Case History exists, click ‘Start New’ (LST only) and the entry form will appear.
• The age on the Case History on both the web page and the printed report is always the student’s current age; it is not saved in the database.
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• To view a previous case history, select the year from the report dropdown and click ‘Go’. Case histories for previous years are not editable, so the selected year will appear in report form. On the report the student information at the top is from the current year, however the school year beside the title and information in the case history will be the year selected. If saved, the current year will also appear in the dropdown and can be select to print the current case history.
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• Recommended practice is to save for each section to avoid losing data. Make sure to click ‘Save’ after making changes. Selections from the tables can be appended to the existing text in the boxes.
• School history and summary of interventions are text only. Enter and save.
• If the student has tests recorded in the education assessment form, they will display under the entry box. To easily transfer them to the textbox for editing, select them in the table and click ‘Add’. All tests can be selected and added at once, but selecting and adding individually will simply append them to the text already in the box. The text box can then be edited accordingly and saved. Remember, clicking ‘Add’ only adds text to the box;
‘Save’ must be clicked to save the education assessment text to the database!
• If you navigate away from this page without clicking the save button, you will lose all the text entered or added to the textbox!
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• If the student has assessments on their IEP, they will display under the entry boxes. To add them to the appropriate text box, select the assessment type, check the box in the ‘Add’ column, and click the ‘Add’ button. The text boxes may then be edited accordingly and saved. Again, remember that ‘Add’ only adds text to the boxes; you must click ‘Save’ to save it to the database. If you navigate away from this page without clicking save, you will lose the text entered or added to the textboxes.
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To print a report: select it from the dropdown at the top of the page and click ‘Go’. Follow the instructions in ‘Printing Reports’ in this manual.
Reports
• Accessed from the Reports button on the site menu.
• General practice is that any reports or operations concerning IPRC should have the next school year selected, UNLESS the student is re-IPRC within the current year.
• Reports concerning the IEP should be run in the current year. While much of the IEP is carried forward during the annual review and can be edited, the IEP for the next school year cannot be completed and should never be printed before the start of the next school year.
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Administration & School Reports
Administration Reports are single reports for either board office Learning Support Administration (Information Report, IEP Summary Report) or school Learning Support (Review Schedule, Columnar List).
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Information Report and IEP Summary Reports:
o Both of these reports will provide the same options for running the reports.
o Make sure the year is selected in the dropdown at the top of the page.
o Once on the report viewer page, follow the instructions in 'Printing Reports'.
• The ‘All Students’ option will run the entire report based on the year selected at the top of the page. This selection should be used for the Annual Review Information Report and for the yearly IEP Summary Report. The report can be run for both the current and the next year, but remember the Annual Review report sent to administration at the end of the year should be the next school year.
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• The ‘Selected Students’ option provides an Information or IEP Summary report with selected students. Use this option for changes and additions to the IPRC during the current school year.
• Find individual students by using the name search. When the student appears in the table, click ‘Add’ to add them to the report list. You must enter part of a name to search.
• To find a student in a class, select the class in the dropdown and then select the students by selecting their name in the class list and clicking the ‘Add >>’ button. You can select multiple students by holding the shift or the control key while selecting names.
• Both methods can be used to add students to the same list.
• To remove students from the report list, select their name in the report list and click ‘Remove’.
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• The ‘Recommended Location’ option provides an Information or IEP Summary report that can be sent to a receiving school when students are transferring. For example, when grade 8 students are transferring to secondary schools next year, this report can be run and sent to each of the receiving secondary schools.
• Select a school from the dropdown list.
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Information Report:
• The Information Report is to send IPRC information to Administration and Support (see IEP Life Cycle). The Information Report ideally should be created once the Annual Review data has been entered for the next school year; it can however be run in the current year to document changes and additions.
• Select the school year and Administration Reports from the dropdown lists.
• Select 'Information Report' from the dropdown.
← To ensure the Information Report has data, make sure the Recommended Exceptionalities, Program and Placement are entered for the students. It should also have the IPRC Meeting Information. If missing, return to Find/Replace or the student entry form to enter.
← When the Information Report is complete and correct, following established Learning Support Services procedures it will be printed, signed by the Principal, and sent to Learning Support Administration.
IEP Summary Report:
• IEP Summary Report is to send non-identified information to Administration (see IEP Life Cycle).
• Select the school year and Administration Reports from the dropdowns.
• Select 'IEP Summary Report' from the dropdown.
← To ensure the IEP Summary Report has data, make sure the Recommended Exceptionalities, Placement and Program are entered for the students. If missing, return to Find/Replace or the student entry form to enter.
← When the IEP Summary Report is complete and correct, following established Learning Support procedures it will be printed, signed by the Principal, and sent to Learning Support Administration.
← Follow the instructions in 'Printing Reports'.
Review Schedule:
• The review schedule is to assist Learning Support staff with the Annual Review IPRC schedule.
• Select the next school year and Administration Reports from the dropdown lists. The default selection for year is the current year, so remember to select the next school year for the Annual Review schedule.
• Select 'Review Schedule' in the next dropdown and a sort options list will appear.
← The default sort selection is the IPRC date and time; just click ‘Run Report’.
← To change the sort order, select another option in the list and the report will sort by the selected field first and then by the IPRC date and time.
• Click 'Run Report'.
← If data is missing, incomplete, or inaccurate, return to Find/Replace or the student entry form, adjust the schedules using the IPRC Date and IPRC Time areas, return to reports and run it again.
• Remember that the annual review IPRC meeting is to determine the student requirements for the next school year. The review schedule is designed for the annual review; it is not designed to accommodate re-IPRC within the current school year.
← Follow the instructions in 'Printing Reports'.
Columnar List:
• The columnar list displays all active students entered in IEP System, but the exceptionality, program and placement in Trillium is the basis of the search. If they have no Learning Support in Trillium, the exceptionality, program, and placement will be empty; therefore, sorting on Exceptionality will place all ‘No Trillium’ students at the top of the list to easily see newly entered.
• In secondary, students will have duplicate entries, one for each class, if they have different classes in semesters 1 and 2. The report automatically sorts on the semester first and is easily modified when exported to excel. The semester column is not needed for elementary and so will appear empty.
• Select Administration Reports from the dropdown.
• Select ‘Columnar List’ in the next dropdown and a sort options list will appear.
← The default sort selection is ‘Student Name’; just click ‘Run Report’ to sort alphabetically.
← To change the sort order, select another option in the list; the report will sort by the selected field first and then by student name.
• Click 'Run Report'.
← Follow the instructions in 'Printing Reports'.
SEA Report:
• The SEA Report displays all students with SEA equipment listed in their IEP
• Select ‘SEA Report’ in the next dropdown and a sort options list will appear.
← The default sort selection is grade and student name; just click ‘Run Report’.
← To change the sort order to student name and then grade, select it in the list.
• The report displays OEN, grade, student name, equipment, and comment/description of the equipment.
EQAO Accommodations:
• The report displays students with EQAO assessments and accommodations. The student must have EQAO accommodations listed in their IEP to appear on the report.
← The fields displayed are OEN, Student ID, grade, student name, EQAO assessment(s), and EQAO accommodations.
• Select Administration Reports from the dropdown.
• Select ‘EQAO Accommodations’ in the next dropdown and a sort options list will appear.
← The default sort selection is grade and student name; just click ‘Run Report’.
← To change the sort order to student name and then grade, select it in the list.
• Click 'Run Report'.
← Follow the instructions in 'Printing Reports'. Note: this report should be exported to Excel; it is too long to fit on a standard page and will split pages in PDF format.
Assessment Accommodations:
• The report displays student accommodations. They must have IEP accommodations to appear on the report.
← The fields displayed are OEN, Student ID, grade, student name, accommodations, and comments.
• Select Administration Reports from the dropdown.
• Select ‘Assessment Accommodations’ in the next dropdown and a sort options list will appear.
← The default sort selection is grade and student name; just click ‘Run Report’.
← To change the sort order to student name and then grade, select it in the list.
• Click 'Run Report'.
← Follow the instructions in 'Printing Reports'. Note: this report should be exported to Excel; it is too long to fit on a standard page and will split pages in PDF format.
Group Reports
Group Reports can produce multiple student reports in a single PDF file for printing; there are two types:
• IEP based reports that require the student to have an existing record in IEP System.
• Trillium based reports to initiate Learning Support actions that do not require a record in IEP System.
All group reports provide selection of criteria and students. Some reports will require additional selection for that particular report. Teachers can only select from their own classes.
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Select criteria (if needed) and click 'Find Students'. A table will appear with the student name and grade. Select the students for printing and click the ‘Run Report’ button at the bottom of the table.
IEP Based Reports
Note about search: Remember that selecting criteria works through elimination and may not produce expected results. For example, if you select ‘No LS’ and then select the exceptionality ‘Learning Disability’, the results will not return any students, because students with no learning support in Trillium do not have an exceptionality, so the criteria cancel each other out. Select ‘No LS’ and grade 05 to return all grade 5 students with an IEP in the system but have not yet had exceptionality, program, and placement entered in Trillium. Best practice is to make a single selection in the Identified section and use grades, OR a combination of exceptionality, placement, and program with grades. Always work with in smaller groups of students; large reports can fail to complete.
Determination Record:
• In the search table, select the criteria.
• Click 'Find Students'.
• Select the students to print and click 'Run Determination Record Report'.
← The report displayed contains all of the Determination Records for the selected IPRC students.
← Follow the instructions in 'Printing Reports'.
IEP Summary Layout:
• In the search table, select the criteria.
• Click 'Find Students'.
• Select the students to print and click 'Run IEP Summary Layout Report'.
← The report displayed contains all of the IEP Summary Layouts for the selected students.
← Follow the instructions in 'Printing Reports'.
Individual Education Plan:
• In the search table, select the criteria.
• Click 'Find Students'.
• Select the students to print and click 'Run IEP Report'.
← The report displayed contains all of the IEP’s for the selected students.
Please note! An IEP can be several pages long, please select smaller student groups for printing to avoid speed and volume issues! If the report 'times out', return to the search page and reduce the number of students being printed by either selecting additional criteria to narrow down students found, or by deselecting some students in the table.
← Follow the instructions in 'Printing Reports'.
Printing Selected Pages of the IEP
When printing selected pages of the IEP, a box will appear asking if a page 5 is required to send home to be signed by the parent(s)/guardian(s). Selecting it will include a page 5 for each student selected.
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IEP Page 3:
• Check the box if there is a need to print an accompanying page 5.
• In the search table, select the criteria.
• Click 'Find Students'.
• Select the students to print and click 'Run IEP Page 3 Report'.
← The report displayed contains all of the Page 3's of the IEP for the selected students.
← Follow the instructions in 'Printing Reports'.
IEP Transition Plan:
• Check the box if there is a need to print an accompanying page 5.
• In the search table, select the criteria.
• Click 'Find Students'.
• Select the students to print and click 'Run Transition Plan Report'.
← The report displayed contains all of the transition plans for the selected students.
← Follow the instructions in 'Printing Reports'.
Invitations
• In the search table, select the criteria, AND select the duration of the meeting and the staff member to receive the returned invitation. If the IPRC is not held at your school, select the school.
• Click 'Find Students'.
• In the column 'Salutation', the first and default selection is 'Dear ' that leaves a blank to write in the salutation. The second selection is the student's name in case they are over 18. The other selections are the names of the first two student contacts if they exist and are legal guardians. If there are two contacts, the last salutation will address both of the contacts.
• Select the students to print and the accompanying salutation, and click 'Run Invitations Report'.
← The report contains all of the Invitations for the selected students with the selected salutation, the duration of the meeting, and the 'Return To' staff member.
← Follow the instructions in 'Printing Reports'.
Waiver Form
• In the search table, select the criteria and click 'Find Students'.
• As with the Invitations, select the students to print and the accompanying salutation, and click 'Run Waiver Form Report'. Note that students must have a recommended exceptionality for this form.
← The report contains all of the waiver letters for the selected students with the selected salutation.
← Follow the instructions in 'Printing Reports'.
Alternative Report Card – Complex (Secondary Only):
• In the search table, select the criteria; at the bottom select the report period for the Alternative Report Card.
• Click 'Find Students'.
• Select the students to print and click 'Run Alternative Report Card'.
← The report displayed contains all of the Alternative Report Cards for the selected students in the selected reporting period.
← Follow the instructions in 'Printing Reports'.
Alternative Report Card - Simple:
• In the search table, select the criteria.
• Click 'Find Students'.
• Select the students to print and click 'Run Alternative Report Card'.
← The report displayed contains all of the Alternative Report Cards for the selected students.
← Follow the instructions in 'Printing Reports'.
IEP Page 5:
• In the search table, select the criteria.
• Click 'Find Students'.
• Select the students to print and click 'Run IEP Page 5 Report’.
← The report displayed contains all IEP Page 5 for the selected students.
← Follow the instructions in 'Printing Reports'.
Non-IEP Reports
Non-IEP reports do not require the student to have a record in IEP System; the group of students returned can be much larger. For example in IEP Based reports, selecting grade 9 alone will only return students in grade 9 with a record in IEP System, however, in Trillium reports, it will return ALL grade 9 students if no other criteria are selected. Recommended practice is to work in small groups; large reports can fail.
Note: For the Consent Form, Release/Exchange of Information, Case History, and Referral Authorization, only students who have the report saved in the database for the current year will be displayed in the table. The IEP Letter/Consultation Form can be printed for any student.
Consent for Intervention/Assessment Form (formerly Permission):
• In the search table, select the criteria.
• Click 'Find Students'.
• Select the students to print and click 'Run Consent Form Report'.
← The report displayed contains all of the consent forms for the selected students.
← Follow the instructions in 'Printing Reports'.
IEP Letter/Consultation Form:
• In the search table, select the criteria, AND select the 'Return to' staff and 'Return by' date.
• Click 'Find Students'.
• As with the Invitations, select the students to print, the accompanying salutation, and click 'Run IEP Letter/Consultation Form Report'.
← The report contains all of the forms for the selected students with the selected salutation, the 'Return To' staff member, and the 'Return by' date.
← Follow the instructions in 'Printing Reports'.
Release/Exchange of Information:
• Select criteria if needed and click ‘Find Students’.
• To enter Release/Exchange information, go the student’s Release/Exchange of Information page.
• Select the students to print and click ‘Run Release/Exchange of Information Report’
← The report displayed contains all existing Release/Exchange reports for the selected students.
← Follow the instructions in 'Printing Reports'.
Case History Report:
• In the search table, select the criteria if needed and click ‘Find Students’.
• To enter Case History information or view/print previous case history information for a student, go the student’s Case History page.
• The age that appears on the Case History report is always the student’s current age.
• Select the students to print and click ‘Run Case History Report’
← The report displayed contains all of the existing Case History reports for the selected students.
← Follow the instructions in 'Printing Reports'.
Referral Authorization Report:
• In the search table, select the criteria if needed and click ‘Find Students’.
• To enter referral information for a student, go the student’s Referral Authorization page.
• Select the students to print and click ‘Run Referral Authorization Report’
← The report displayed contains all of the existing referrals reports for the selected students.
← Follow the instructions in 'Printing Reports'.
Non-IEP Transition Plan:
• In the search table, select the criteria.
• Click 'Find Students'.
• Select the students to print and click 'Run Non-IEP Transition Plan Report'.
← The report displayed contains all of the non-IEP transition plans for the selected students.
← Follow the instructions in 'Printing Reports'.
Student Entry & Delete
Functions and Search
The functions in Student Entry are used to enter multiple students at one time and to remove IEP records and forms. The functions are lengthy and transaction heavy; it is recommended to create smaller groups of students using the search. Select the search criteria and click 'Find Students'. Keep in mind that the criteria of Identified, Not Identified, grade, and class are based on what the student currently has in Trillium.
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• Annual Review: Creates next year’s records carrying forward the existing IEP System data.
o Narrow the search by selecting 'Identified (IPRC)' or 'Not Identified (IEP)', grade(s), or class (es).
o Selecting nothing will show the entire school’s IEP population; this is fine for smaller schools (under 50 students with IEP’s) but it is not recommended for large schools.
o Traditionally ‘Annual Review’ implies IPRC students however this module should also be used to carry IEP information for non-identified students. Carrying forward the IEP for non-identified students will insert the necessary information for the IEP Summary Report.
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• Transferred: Transfers IEP System data from another school/year into the current school/year.
o Narrow the search by selecting grade(s).
o If no grade is selected, the entire school’s IEP population is displayed; this is fine for smaller schools (approximately 40 students or less with IEP’s) but it is not recommended for large schools.
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• New Entry: Enters new students into IEP System.
o Narrow the search by selecting grade(s) or search by class (selection of a class is required here).
o Selecting grade will provide a grade table; selecting classes will provide a dropdown of classes.
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• Delete: Deletes IEP or form information from IEP System.
o Select a student from a class or by entering part of their name and click ‘Find Student’.
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After Entry
After Annual Review, Transfer, or New Entry functions have been performed and the new student records have been created in IEP System, the student will be removed from the table so there can be no duplicate entry. The student IEP data may then be edited using the individual student IEP pages or using Find/Replace.
Occasionally there are changes to exceptionality, program or placement. If a student has an exceptionality or program in Trillium that is no longer used by Learning Support, it will not carry forward in the annual review or the transfer to the recommended exceptionality or program. Please check carefully after student entry to ensure that recommended exceptionalities and programs have been entered for the Information Report and IEP Summary Report. If the program continues to disallow a save of a recommended exceptionality or program for a student, going to their single Determination Record should provide a message stating the problem, or contact Administration to confirm the correct values.
Annual Review
At the end of the school year, each school performs a 'PreReg' transaction in Trillium to bring forward all applicable student records into the next school year at once. The Annual Review process performs the same function for IEP System; it carries forward the IEP for the next school year.
• Students with current records in IEP System but no IEP data for the next school year will display in the table.
• NOTE: If a student who should not have an IEP and has no Learning Support in Trillium appears in the list, the LST will need to determine if the IEP should be removed from the system.
• Check the box beside ‘Select All' to select all students, or select individuals next to their names.
• Click 'Create Records'.
• Note that both IPRC and non-IPRC students should have records created for next year during the annual review. The fields carried forward for IPRC students will provide data for the Determination Record and for the administration Information Report. Fields carried forward for IEP only students will provide data for the IEP Summary Report.
• The data carried forward from year to year including Trillium data transferred to recommended information is displayed on the page.
• When the annual review is complete, students carried forward will no longer appear in the table. Use Find/Replace or individual student pages to edit their IEP System information.
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Note: If students appear in a table with no grade, it means they are no longer active in Trillium. Do not attempt to create an IPRC for these students with the Annual Review process, students must be active to create an IEP.
Transferred Students
Transferred Students displays all active and prereg students transferring into the school and having IEP System data at another school. This will facilitate transferring data; middle and secondary schools can transfer large groups into their own school all at once.
• The table shows the last year and school of the student’s IEP System data.
• The default sort order is grade and student name, but the table can be resorted by student name and grade, or if it is more convenient to view the students grouped together by school, then select school of IEP, grade, and name, or school of IEP, name, and grade.
• Check the box beside individual students or ‘Select All' to select all students.
• Click 'Create Records'.
• The data carried forward and the Trillium to Recommended information is displayed on the page.
• When the transfer is complete, students transferred will no long appear in the table. Use Find/Replace or individual student pages to edit their IEP System information.
• It is not recommended to transfer the IEP’s of PreReg students; if the student goes to another school the transferred IEP will have to be deleted. Wait until students become active to avoid extra steps.
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New Entry
Enter new students to IEP System in groups. Depending on the search parameter, students will be displayed by grade or class only if they have no existing IEP System data.
• Check the box beside individual students or ‘Select All' to select all students.
• Click 'Create Records'.
• The IEP System records will now be created and the students entered will no longer appear in the table. Use Find/Replace or individual student pages to edit their IEP System information.
• It is not recommended to create an IEP for a PreReg student; if the student goes to another school the transferred IEP will have to be deleted. Wait until students become active to avoid extra steps.
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Delete
Use the delete function to remove an entire IEP or saved form information for a student. Only current and next year IEP and form information can be removed.
PLEASE NOTE: IEP’s should only be removed from the system under certain circumstances at the discretion of the LST, LRT, Principal, or VP. If IEP or form information is deleted, it CANNOT be recovered and there is no undo! Use delete with caution!
Removing IEP’s
The circumstances that would allow removal of an IEP are:
• If the IEP was entered in error and the student will not receive any support.
• If the ‘New’ button was clicked accidentally and the Page 4 ‘Developed By’ list has ‘disappeared’: deleting the last IEP created for the student in the current school year according to the ‘Creation Date’ will remove the newly created information and reinstate the correct information.
If a student has multiple IEP’s, they are sorted by school year, then chronological order by the creation date.
• Always check carefully for the year and creation date before clicking ‘Delete’.
• Always make sure that deletion is appropriate: if the student has two IEP’s in the current year and has had re-IPRC in the current year, then do NOT delete the IEP! If you are not sure if an IEP should be deleted, do not remove it; contact your Learning Support Consultant for assistance.
• Check the IEP History page to view and compare IEP’s to make sure the correct IEP is being removed. The IEP History page displays the IEP’s in the order in which they were created and should assist you in determining the correct IEP to remove. After deletion, return to the student’s IEP to confirm the Page 4 ‘Developed By’ information has reappeared.
• If a new IEP was created in error but substantial entry was made to it, the better option may be to rebuild the ‘Developed By’ list and Page 5 information. Use the IEP History page to determine the information that will need to be re-entered and do not delete the newer IEP.
• Remember, delete removes all IEP and Determination Record information for the selection and it cannot be recovered. Use with caution!!!
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Removing Forms
Form information deletion is provided here for convenience. Forms that can be deleted are Referral Authorization, Case History, Release/Exchange, Education Assessment, and Consent Form. Students do not need an IEP for these forms to be created, they are independent of the IEP, so deleting a form will not affect the IEP, and deleting an IEP will not affect the forms. Forms can only be created or deleted for the current school year.
The Referral Authorization, Release/Exchange of information, and Case History forms can only have one record for the student in the current school year. Education Assessment and Consent forms can have multiple records. Consent forms cannot be deleted if they have a consent returned date indicating consent was granted and learning support is being provided to the student.
Again, please exercise caution when deleting forms; the information cannot be recovered once it is removed, and there is no undo!
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Printing
Printing Reports
All reports opened in a web page are inside a 'report viewer'. This is a tool that processes the report data. Reports should never be printed from the print menu in the browser (Internet Explorer, etc.) or by right-clicking the web page and selecting ‘Print’. The browser cannot properly process and format a report. If a printed report is only partially printed, is split onto two pages, or loses formatting such as line returns and bullets, you are attempting to print from the browser/web page. To print correctly, follow these instructions.
Selecting a Student Report in the IEP Entry Pages
• Select the report from the Report dropdown at the top of the page – the IEP, the Summary Layout, and the Determination Record can be accessed from the dropdown of any student IEP entry page.
• Click ‘Go’ and a page containing a report viewer will appear displaying the finished report.
Follow these instructions to save or print a properly formatted report:
• In the dropdown list at the top of the report, select 'Acrobat (PDF) file' and then click 'Export'. Click 'Open' in the window that appears and the PDF file will open.
• In the PDF click 'File' and 'Print'.
Note: FOR SECURITY REASONS, SAVING IS NOT RECOMMENDED. Recommendation is to open, view, and print. There is no need to save documents, they can be viewed on the web any time, however if saving is needed…
• To save the report, in the PDF file, go to 'File' and click 'Save a copy...'
← When saving a student file (Determination, IEP), it is advisable to name the file using the type of document, student name, school year, and school, and other pertinent information, like report period. (Example: IEP_John_Doe_20082009_SGCA_Sem1_.pdf)
← When saving other reports, use the school code, document type, and school year to help avoid over-writing (Example: CWIL_InfoRpt_20092010.pdf)
← To overwrite a previous version, navigate to the correct folder and click on the previous file to fill in the filename and click 'Save'. It will tell you this file already exists and would you like to replace it; click 'Yes'. Only overwrite a file if the previously saved file is no longer needed.
• Use the ‘Back’ button at the top of the report page to return to the IEP entry pages for editing or to navigate to other entry pages.
• The Review Schedule and Columnar List are Excel-friendly. Instead of selecting ‘PDF’, select ‘Excel’ from the format list and click ‘Export’. When imported into Excel, the reports can be easily edited, sorted, and formatted to fit a particular need. You may wish to remove the title lines in the file; simply select the rows, right-click, and select ‘Delete Rows’. This will leave you with data rows only that are easy to sort. To freeze the column names in excel, click the row below the column titles, from the menu select ‘Window’ and ‘Freeze Panes’. You can then scroll down through the rows keeping the column names in place.
Linear:
Appendix A – Dropdowns
Lists are based on the values current at the time of documentation. Please notify administration if corrections are needed. Requests for additions or changes to IEP System must be presented to the Learning Support Consultants for discussion and approval. Changes to Trillium, if discussed and approved by Learning Support, require a ‘Request for Changes’ to be submitted by Learning Support. Ministry values cannot be changed unless directed by the Ministry.
|Trillium and Recommended Exceptionalities |Trillium and Recommended Programs |
| | |
|No Exceptionality |Asperger's Syndrome Program |
|Autism |Autism Program |
|Deaf and Hard-of Hearing |Behaviour Intervention Program |
|Learning Disability |Deaf/Hard of Hearing Program (Congregated) |
|Language Impairment |Developmental Disabilities Program |
|Giftedness |Dual Support Program |
|Mild Intellectual Disability |General Learning Program |
|Developmental Disability |Gifted Specialized Program |
|Blind and Low Vision |Language Learning Disabilities Program |
|Physical Disability |Learning Disabilities Program |
|Multiple Exceptionalities |Learning Resource Teacher |
|Speech Impairment |Physical Support Program |
|Behavioural |Primary Special Needs |
| |Regular Class |
|Trillium and Recommended Placement |Recommended Program Details |
| | |
|FSC Fully self-contained |with specialized support. |
|IS Indirect Service |with monitoring from the Learning Support Teacher. |
|PI Partially Integrated |with support from the Learning Support Teacher. |
|RA Resource Assistance |Moving out of jurisdiction (placement not applicable). |
|WA Withdrawal Assistance |Graduating (placement not applicable). |
| |Withdrawn from school (placement not applicable). |
| |Completion of program (placement not applicable). |
| |No longer exceptional. |
|Recommended Placement Reasons |
| |
|(Asperger's) To provide a program emphasizing social communication, behaviour management and organizational skills. |
| |
|(Autism) To provide a program emphasizing the development of communication skills, self help and life skills, and age appropriate behaviour. |
| |
|(Specialized Deaf/Hard of Hearing Program) To provide instruction in American Sign Language. |
| |
|(DD) To provide a program focusing on functional academics, communication, social life skills, and work experience. |
| |
|(Dual Support Program) To provide basic academic skills with a social, behavioural, and life skills component in a structured learning environment. |
| |
|(GLP) To provide a program designed to maximize the learning potential of students, and to develop academic, social, work, and life skills. |
| |
|(Gifted Specialized) To provide the opportunity to interact with others of similar interests and abilities. |
| |
|(LLD) To provide a learning environment which will facilitate the development of the student's expressive and receptive language and phonology skills. |
| |
|(LD) To provide a program which will develop academic, communication, social, organizational and self advocacy skills. |
| |
|(PSP) To provide appropriate accommodations for physical support and to meet educational needs. |
| |
|(PSN) To provide opportunities to progress in all relevant areas of development. |
| |
|(BIP) To provide a structured environment and opportunity to develop appropriate behavioural and social skills. |
|Strengths |Needs |
| | |
|Artistic Expression |Attention skills |
|Auditory |Auditory perceptual skills |
|Creative Problem Solving |Auditory skills |
|Expressive Language |Braille skills |
|Fine Motor Skills |Communication skills |
|General Knowledge |Creative thinking skills |
|Gross Motor Skills |Critical thinking skills |
|Intellectual Aptitude |Expressive Language |
|Interpersonal Skills |Fine motor skills |
|Keyboarding |Gross motor skills |
|Kinesthetic |Impulse control skills |
|Musical/Rhythmic Ability |Information processing skills |
|Numeration |Leadership skills |
|Organizational Skills |Memory skills |
|Positive Attitude |Mobility skills |
|Problem Solving |Non-verbal communication skills |
|Reading Comprehension |Organizational skills |
|Receptive Language |Orientation and mobility skills |
|Tactile |Orientation skills |
|Visual |Personal care skills |
|Word Attack Skills |Personal safety skills |
|Written Expression |Problem solving skills |
| |Receptive language |
| |Receptive/expressive language |
| |Residual hearing and auditory skills |
| |Self advocacy skills |
| |Self regulatory skills |
| |Sign language skills |
| |Social skills |
| |Spatial skills |
| |Speech/articulation skills |
| |Tactile perceptual skills |
| |Task persistence skills |
| |Time management skills |
| |Visual perception skills |
|Assessment Sources | |
| | |
|Audiological assessment | |
|Education assessment | |
|Functional visual assessment | |
|Group ability test e.g., Canadian Cognitive | |
|Abilities Test | |
|Medical assessment | |
|Occupational therapy assessment | |
|Other sources (please specify) | |
|Physiotherapy assessment | |
|Psychological assessment | |
|Social work assessment | |
|Speech/language assessment | |
|Assessment Summary |
| |
|Report describes significant behavioural problems. |
|Report indicates |
|Report indicates areas of need in |
|Report indicates assistive technology essential to access the curriculum. |
|Report indicates blind/low vision. |
|Report indicates mild adaptive functioning delays. |
|Report indicates mild articulation difficulty. |
|Report indicates mild developmental delays. |
|Report indicates mild hearing loss. |
|Report indicates mild intellectual disability. |
|Report indicates mild/moderate/severe adaptive functioning delays. |
|Report indicates mild/moderate/severe articulation difficulty. |
|Report indicates mild/moderate/severe developmental delays. |
|Report indicates mild/moderate/severe/profound hearing loss. |
|Report indicates moderate adaptive functioning delays. |
|Report indicates moderate articulation difficulty. |
|Report indicates moderate developmental delays. |
|Report indicates moderate hearing loss. |
|Report indicates profound hearing loss. |
|Report indicates severe adaptive functioning delays. |
|Report indicates severe articulation difficulty. |
|Report indicates severe developmental delays. |
|Report indicates severe hearing loss. |
|Report provides diagnosis of |
|Report provides diagnosis of Asperger's Syndrome. |
|Report provides diagnosis of Attention Deficit/Hyperactivity Disorder. |
|Report provides diagnosis of Autism. |
|Report provides diagnosis of Developmental Disability. |
|Report provides diagnosis of Learning Disability. |
|Report provides diagnosis of Oppositional Defiant Disorder. |
|Test results indicate very superior intellectual functioning. |
|EQAO Assessment |EQAO Exemptions |
| | |
|Grade 3 Reading, Writing, Mathematics |Student not able to provide evidence of learning under the conditions of the |
|Grade 6 Reading, Writing, Mathematics |assessment. |
|Grade 9 Mathematics | |
|Ontario Secondary School Literacy Test (OSSLT) | |
|EQAO Accommodations |
| |
|EQAO Accommodations the as Assessment Accommodations on the next page. |
|Equipment |Equipment (Cont’d) |Health Support |
| | | |
|Adjustable computer table |Harness for moving student |Catheterization |
|Adjustable desk |Insulated booth |Dressing |
|Adjustable table |Insulated study carrel |Injections |
|Amplification system |Lift for moving student |Lifting |
|Braille writer |Personal care items |Muscle strengthening |
|Chair- positioning |Positioning device for sitting, standing, and lying |Personal care |
|Change table |Print enlarger for low vision |Stretching |
|Communication aid |Speech analyzer |Suctioning |
|Computer hardware |Symbol or letter voice translator |Toileting |
|Computer software |Tilt table |Tube feeding |
|FM system |Toileting system |Other |
|Frames |Other | |
|Accommodations | |
| | |
|Instructional Ability grouping |Environmental Alternative work space |
|Instructional Anxiety/stress reducers |Environmental Assistive devices or adaptive equipment |
|Instructional Assistive technology |Environmental Consistent classroom rules and routines |
|Instructional Augmentative and alternative communications systems |Environmental Minimizing of background noise |
|Instructional Buddy/peer tutoring |Environmental Predictable environment |
|Instructional Colour cues |Environmental Preparation for transitions |
|Instructional Computer options |Environmental Proximity to instructor |
|Instructional Concrete/hands-on materials |Environmental Quiet setting |
|Instructional Contracts |Environmental Reduction of audio/visual stimuli |
|Instructional Dramatizing information |Environmental Special lighting |
|Instructional Duplicated notes |Environmental Strategic seating |
|Instructional Extra time for processing |Environmental Study carrel |
|Instructional Functional tasks |Environmental Use of headphones |
|Instructional Gesture cues | |
|Instructional Graphic organizers |*Also used as EQAO Accommodations |
|Instructional High structure | |
|Instructional Increased challenge through higher level thinking skills |*Assessment Alternative settings |
|Instructional Large-size font |*Assessment Assistive devices or adaptive equipment |
|Instructional Manipulatives |*Assessment Assistive technology software |
|Instructional Mind maps |*Assessment Augmentative and alternative communications systems |
|Instructional More frequent breaks |*Assessment Colour cues |
|Instructional Multi-sensory presentations |*Assessment Computer options |
|Instructional Non-verbal signals |*Assessment Extended time limits |
|Instructional Note-taking assistance |*Assessment Extra time for processing |
|Instructional Organization coaching |*Assessment Large-size font |
|Instructional Partnering |*Assessment More frequent breaks |
|Instructional Product differentiation |*Assessment Oral responses |
|Instructional Prompting/modeling/redirection |*Assessment Performance-based tasks |
|Instructional Reduced/simplified language |*Assessment Prompts to return student attention to task |
|Instructional Reduced/uncluttered format |*Assessment Reduced/uncluttered format |
|Instructional Reinforcement incentives |*Assessment Reduction in the number of tasks used to assess a |
|Instructional Repetition of information |concept or skill |
|Instructional Rewording/rephrasing of information |*Assessment Verbatim scribing |
|Instructional Small sequential steps | |
|Instructional Social skills coaching | |
|Instructional Social stories | |
|Instructional Spatially cued formats | |
|Instructional Tactile tracing strategies | |
|Instructional Taped texts | |
|Instructional Time-management aids | |
|Instructional Tracking sheets | |
|Instructional Verbal cues | |
|Instructional Visual cueing | |
|Instructional Visual supports/schedules | |
|Instructional Word-retrieval prompts | |
|Human Resources - Teaching |Human Resources Location |
| | |
|Spec Ed Teacher |Regular Classroom |
|ITD/HH |Resource Room |
|ITB/LV |Other |
|Teacher | |
|Human Resources - Non-Teaching |Human Resources Service Type |
| | |
|Educational Assistant(s) |Direct Instruction |
|Social Worker |Instructional Support |
|Speech/Language Pathologist |Consultation |
|Physiotherapist |Reading Instruction |
|Psychologist |Resource Support |
|Psychological Associate |Personal Care |
|Psychoeducational Consultant |Behaviour Support |
|Occupational Therapist |Technical Support |
|Education Assessment Result Types |Education Assessment Itemset |
| | |
|Grade Equivalent |Other |
|Age Percentile |Grade 1 |
|Stanine |Grade 2 |
|Standard Age Scores |Grade 3 |
|Raw Scores |Grade 4 |
| |Grade 5 |
| |Grade 6 |
| |Grades 7-8 |
| |Grades 9-12 |
|Transition Plan Context/Goals, Support/Needs, Persons Responsible & Timeline are also used in the Non-IEP Transition Plan. Exception: Non-IEP Transition does|
|not use ‘No Actions Required’. |
|Transition Plan Context/Goals |
|Elementary: |Secondary: | |
|No Actions Required |No Actions Required |School to School |
|Activity to Activity |Activity to Activity |Secondary School to Apprenticeship |
|Change in grade level |Change in grade level |Secondary School to Community Living |
|Elementary to Secondary School |Class to Class |Secondary School to Day Program |
|Entry to School |Elementary to Secondary School |Secondary School to Supported Employment |
|Outside Agency to a school |Entry to School |Secondary School to World of Work |
|School to School |Home to School/School to Home |Secondary to Post Secondary Educational Institution |
|Setting to Setting |Lunch to Class/Class to Lunch |Setting to Setting |
|Subject to Subject |Outside Agency to a school |Subject to Subject |
| |Program to Program | |
| |School Entry to Class/Class to School Exit | |
| | | |
|Transition Plan Persons Responsible | |
| | |
|Elementary: |Secondary (continued): |
|Classroom Teacher |Apprenticeship Contact/student |
|Classroom Teacher and EA |Careers Teacher/student |
|Classroom Teacher and ECE |Classroom Teacher/student |
|Classroom Teacher and LRT |College Liaison/student |
|Classroom Teacher and LST |Cooperative Education Teacher/student |
|EA and LRT |Counsellor/student |
|EA and LST |Educational Assistant/student |
|Early Childhood Educator (ECE) |Guidance Counsellor/student |
|ECE and LRT |Guidance Technician/student |
|Educational Assistant (EA) |Itinerant Teacher of B/LV/student |
|Itinerant Teacher |Itinerant Teacher of D/HH/student |
|Itinerant Teacher and Classroom Teacher |Itinerant Teacher Orientation and Mobility Instructor/student |
|Itinerant Teacher and Student |Job Coach/student |
|Itinerant Teacher of B/LV |Learning StrategiesTeacher/student |
|Itinerant Teacher of D/HH |Learning Support Teacher/student |
|Learning Resource Teacher (LRT) |No Actions Required |
|Learning Support Teacher (LST) |Other |
|LRT/LST |Parent/Guardian/student |
|No Actions Required |Principal/student |
|Orientation and Mobility Instructor |School Board Officials/student |
|Other |Specialized Program Teacher/student |
|Parent and Classroom Teacher |Student |
|Parent and EA/ECE |Student Mentor/student |
|Parent and LRT/LST |Student Success Teacher/student |
|Parent and Student |Student Support |
|Parent/Guardian |Student Support Personnel/student |
|Principal |University Liason/student |
|School Board Officials |Vice Principal/student |
|Specialized Program Teacher |Work Experience Coordinator/student |
|Specialized Program Teacher and EA | |
|Student | |
|Student and Classroom Teacher | |
|Student and EA/ECE | |
|Student and LST/LRT | |
|Vice Principal | |
\
|Transition Plan Support/Needs | |
| | |
|Elementary: |Secondary (continued): |
|Agenda/Shared All About My School Booklet |Environmental adaptations |
|All About Me Booklet Calendars |Establish community links re: housing and supported employment |
|Alternative Settings |Establish link with student in college/university in relevant program |
|Attend high school information sessions |Examine opportunities within the community (eg: workshops, courses) |
|Body/Sensory Breaks |Expand work experience |
|Data Collection Charts |Explore volunteer opportunities |
|Designate resource space for equipment/materials |First-Then Board |
|Develop parent/student knowledge of post-school options |FM system – Transfer and Training |
|Environmental adaptations |Gather specific information about colleges/universities and special needs |
|First-Then Board |departments |
|FM System transfer and training |Home Base/Safe Place |
|Gather information from high school Learning Support Dept. re: learning support |In-school meetings |
|services |Initiate college visits/tours |
|Home Base/Safe Place |Initiate job shadowing |
|Home/School Communication Books |Initiate part-time work |
|In-school meetings |Initiate post-secondary Institution research |
|Model/practice desired behaviour |Initiate post-secondary Institution visits/tours |
|No Actions Required |Initiate summer work |
|Non-verbal cues |Initiate supported employment |
|Organizational Aids |Initiate university visits/tours |
|Orientation and mobility supports/training |Investigate Ontario Youth Apprenticeship Program |
|Other |Learn to use OC transportation independently |
|Participate in new school visit/tour |Learn to use transportation independently |
|Peer Assistance |Model/practice desired behaviour |
|Positive reinforcement |Multi-disciplinary meetings |
|Power Card |No Actions Required |
|Preferred Activity |Non-verbal cues |
|Quiet/calming area |Organizational Aids |
|Review and plan course options |Orientation and mobility supports/training |
|Role Play |Other |
|Social Scripts |Participate in career fair |
|Specific plan for meeting communication needs |Participate in co-op experience |
|Student meets receiving teacher |Participate in IEP development |
|Tactile schedule |Participate in IPRC |
|Tactile/Braille materials |Participate in mentor program at college/university |
|Teach relaxation skills |Participate in new school visit/tour |
|Teach social skills |Participate in school-work transition program |
|Timer |Participate in work experience |
|Verbal prompts |Participate in work placement visit |
|Visit to new school/class |Peer Assistance |
|Visual Schedule |Plan course selection |
|Visual supports |Positive reinforcement |
| |Power Card |
|Secondary (continued): |Preferred Activity |
|Agenda/Shared Calendars |Quiet/calming area |
|All About Me Booklet |Review career selection activities |
|All About My School Booklet |Review course options |
|Alternative Settings |Review learning styles inventory |
|Apply learning styles information to current courses |Review occupation information |
|Attend college and/or university session(s) |Role Play |
|Body/Sensory Breaks |Social Scripts |
|Checklists |Specific plan for meeting the communication needs |
|Choice Boards |Stories for Social Understanding |
|Communication Book(s) |Student meets receiving teacher(s) |
|Complete college applications |Tactile schedule |
|Complete Continuing and/or adult education programs |Tactile/Braille materials |
|Complete option sheet for course selection |Teach relaxation skills |
|Complete university applications |Teach social skills |
|Data Collection Charts |Timer |
|Designate resource space for equipment/materials |Undertake an internet search on… |
|Develop a coordinated plan |Verbal prompts |
|Develop parent/student knowledge of post-school options |Visit to new school/class |
|Develop resume |Visual Schedule |
|Develop workplace communication/ behaviour skills |Visual supports |
|Transition Plan Timeline |
|Elementary: |Secondary: | |
|Term 1 |Semester 1 | |
|Term 2 |Semester 2 | |
|Term 1 & 2 |Semester 1 & 2 | |
|IEP Developed By |
|Accounting Teacher |Food and Nutrition Teacher |Physical Education Teacher |
|Biology Teacher |French Teacher |Physics Teacher |
|Business Teacher |Geography Teacher |Physiotherapist |
|Chemistry Teacher |Guidance Counsellor |Politics Teacher |
|Civics/Careers Teacher |Health/Personal Services Teacher |Principal |
|Classroom Teacher |Health/Physical Education Teacher |Psychoeducational Consultant |
|Co-op Education Teacher |History Teacher |Psychological Associate |
|Communications Tech Teacher |Hospitality/Tourism Teacher |Psychologist |
|Computer Engineering Teacher |ITB/LV |Science Teacher |
|Computer/Information Teacher |ITD/HH |Science and Tech Teacher |
|Computers Teacher |Info Tech/Business Teacher |Social Worker |
|Construction Tech Teacher |LRT |Spec Ed Teacher |
|Dance Teacher |LSC |Speech/Language Pathologist |
|Drama Teacher |LST |Student Success Teacher |
|ESL Teacher |Law Teacher |Teacher |
|Early Childhood Educator |Learning Strategies Teacher |Tech Design Teacher |
|Economics teacher |Manufacturing Tech Teacher |Technology Teacher |
|Educational Assistant(s) |Marketing Teacher |Transportation Tech Teacher |
|English Teacher |Math Teacher |Travel and Tourism Teacher |
|Entrepreneurial Studies Teacher |Music Teacher |Vice Principal |
|Family Living Teacher |Occupational Therapist |Visual Arts Teacher |
| | | |
|Education Assessment Test Batteries |
|Main Tests |Composite Tests |Sub Tests |
|Other | | |
|Wechsler Individual Achievement |Total Reading Composite |Word Reading |
|Edition: Canadian (WIAT-III) | |Reading Comprehension (uses Item Set) |
| | |Pseudoword Decoding |
| | |Oral Reading Fluency (uses Item Set) |
| |Mathematics Composite |Numerical Operations |
| | |Math Problem Solving |
| | | |
| |Written Expression Composite |Spelling |
| | |Alphabet Writing Fluency |
| | |Sentence Composition |
| | |Essay Composition |
| |Oral Language Composite |Listening Comprehension |
| | |Oral Expression |
| |Math Fluency Composite |Math Fluency - Addition |
| | |Math Fluency - Subtraction |
| | |Math Fluency - Multiplication |
| |Basic Reading Composite |Word Reading |
| | |Pseudoword Decoding |
| |Reading Comprehension and Fluency Composite |Reading Comprehension (uses Item Set) |
| | |Oral Reading Fluency (uses Item Set) |
| |(No Composite) |Early Reading Skills |
|Test of Auditory Processing Skills-3 (TAPS) |(No Composite) |Word Discrimination |
| | |Phonological Segmentation |
| | |Phonological Blending |
| | |Number Memory Forward |
| | |Number Memory Reversed |
| | |Word Memory |
| | |Auditory Comprehension |
| | |Auditory Reasoning |
| | |Sentence Memory |
|Test of Visual Perceptual Skills-3 (TVPS) |(No Composite) |Visual Discrimination |
| | |Visual Memory |
| | |Spatial Relations |
| | |Form Constancy |
| | |Sequential Memory |
| | |Figure Ground |
| | |Visual Closure |
|Beery Buktenica Developmental Test of Visual-Motor |(No Composite) |Beery VMI |
|Integration (VMI) | |Visual Perceptual |
| | |Motor Coordination |
|Young Children’s Achievement Test (YCAT) |Early Achievement Composite |General Information |
| | |Reading |
| | |Mathematics |
| | |Writing |
| | |Spoken Language |
|Peabody Picture Vocabulary Test-4 |(No Composite) |(No Subs) |
|Detroit Test of Learning Aptitude Fourth Edition |(No Composite) |Word Opposites |
|(DTLA-4) | |Design Sequences |
| | |Sentence Imitation |
| | |Reversed Letters |
| | |Story Construction |
| | |Design Reproduction |
| | |Basic Information |
| | |Symbolic Relations |
| | |Word Sequences |
| | |Story Sequences |
|Test of Early Reading Ability-3 (TERA-3) |(No Composite) |Alphabet |
| | |Conventions |
| | |Meaning |
|Comprehensive Test of Phonological Processing (CTOPP) |Phonological Awareness Composite |Elision |
| | |Blending Words |
| | |Sound Matching |
| | |Blending Nonwords |
| |Phonological Memory Composite |Memory for Digits |
| | |Nonword Repetition |
| |Rapid Naming Composite |Rapid Object Naming |
| | |Rapid Colour Naming |
|Phonological Awareness OCDSB Informal Checklist |(No Composite) |Rhyming Discrimination |
| | |Rhyming Production |
| | |Sentence Segmentation |
| | |Syllable Segmentation |
| | |Sound identification: |
| | |Begin 3/3 End 0/3 Middle 0/3 |
| | |Syllable Deletion |
| | |Sound Deletion |
| | |Blending Syllables |
| | |Blending Sounds |
| | |Segmenting Sounds |
|Woodcock-Johnson - III |(No Composite) |Letter Word Identification |
| | |Reading Fluency |
| | |Story Recall |
| | |Understanding Directions |
| | |Calculation |
| | |Math Fluency |
| | |Spelling |
| | |Writing Fluency |
| | |Passage Comprehension |
| | |Applied Problems |
| | |Writing Samples |
| | |Handwriting |
| | |Story Recall Delay |
| | |Word Attack |
| | |Picture Vocabulary |
| | |Oral Comprehension |
| | |Editing |
| | |Reading Vocabulary |
| | |Quantitative Concepts |
| | |Academic Knowledge |
| | |Spelling of Sounds |
| | |Sound Awareness |
| | |Punctuation and Capitalization |
|Canadian Cognitive Abilities Test (CCAT) |(No Composite) |Verbal |
| | |Quantitative |
| | |Nonverbal |
|Canadian Achievement Test |(No Composite) |Reading |
|(CAT-4) 4th edition | |Word Analysis |
| | |Vocabulary |
| | |Writing Conventions |
| | |Spelling |
| | |Mathematics |
| | |Computation |
Appendix B – Trillium
These fields all come from Trillium. When errors or omissions are found, please contact your school Office Administrator in charge of Trillium.
|Student Information |School Information |
| | |
|Legal Student Name |School |
|Gender |School Year |
|Date of Birth |Principal |
|Student ID |Classes |
|OEN |Courses/Course Titles |
|Grade |Subjects/Strands |
|Homeroom |Prerequisite Courses |
|Attainment/Award (e.g. OSSD) |Reporting Dates |
|Prerequisite Course marks (Sec) |Staff Name |
|Subject marks (Elem) |Staff Position |
|Achievement (marks, letter/grade, employability skills, lates, absences) | |
|Person ID | |
|Status Indicator (Active, Inactive, PreReg) | |
|Guardian/Contact Information (primary contact, guardian/lives with flags) | |
|(Parents/Guardians are always the first two contacts for the | |
|student, designated 1 and 2 ‘Primary’ student contacts in Trillium) | |
|The IEP Learning Support information on Page 1 of the IEP and on the |IEP, IEP Summary Layout |
|IEP Summary Layout also comes from Trillium. If it is missing or incorrect, | |
|please refer to the 'IEP System Life Cycle' explanation to understand how |Exceptionality |
|IEP System works in conjunction with the Information |Program |
|Report, IEP Summary Report, and your Learning Support Administration. |Placement |
Appendix C – Access
This is a brief outline of the levels of access. All levels of access can view all reports.
Please Note:
1) For all school and Learning Support staff to have access to IEP System, they must have updated, correct records (job and/or location) in the employee database (through HR). When starting a new position, it can take up to two weeks for your records to be updated, please be patient.
2) School staff must be in the school staff catalogue in Trillium.
3) Teachers and specialized program teachers must be assigned to classes in Trillium as the reporting or the second teacher.
4) Principals must have the principal flag checked in Trillium and there can only be one principal.
Principals and Vice Principals will see a button on the site menu called ‘Staff Access’ that provides a report to have a quick reference of current staff access at the school which can be used to update employee access.
• Run the report and export into Excel. The report has an 'x' in the appropriate column for the employee access, if they have any. There is no column to assign teacher access since it is automatic through Trillium.
• Confirm that the principal is correct and that there is only one assigned, but if it is incorrect, it needs to be corrected in Trillium; when the report is re-run, it will show the correct principal.
• For all other staff, put an 'x' under the access level they require ('LST', 'LRT', 'VP' etc.) beside the employee name. If a staff member has an 'x' in the wrong column, remove the existing 'x' and put it in the correct column. If an employee no longer has access, remove the 'x' beside their name.
• Save and send the report to your Learning Support Coordinator at the Board office.
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The following is a quick reference of access rights:
Administration: Access to all students and all fields in their assigned schools to provide assistance to the schools. They will also update validation and access tables for IEP System when required.
Learning Support Consultant, Visual/Deaf/Hard of Hearing and Assistive Technology Itinerant Teachers: Access to all students and all fields in their assigned schools to provide assistance to the schools. Assigned schools can be in their superintendency or in their specialized field. Assigned through LS Administration.
Principal, VP, Learning Support Teacher (LST), Learning Resource Teacher (LRT): Access to all students and all fields at their school(s). They can create, edit, and print IEP’s and related forms and documents for any student at their school. Principals and VP’s may run the ‘Staff Access’ report. Principals are granted access through Trillium; all others (including VP’s) need to be assigned through LS Administration.
Specialized Program Teacher (SPT): Access to all fields; can create, edit, and print IEP’s and related forms and documents but only for the students in their own classes at their school(s). Like teachers, they must be assigned as the reporting or second teacher of the class in Trillium, but they must also be assigned through LS Administration.
Teacher: Access to the IEP only for the students in their classes. They cannot create IEP’s, they cannot edit the Determination Record, but they can edit IEP's and related forms and documents.
Rotary Teachers: Access to Page 3 and Alternative Report Cards in the current school year only to enter information for the subjects/courses they teach or assist in at their assigned schools.
Counsellor: Can create a referral, release/exchange, or consent form, view IEP history and reports for all students at their assigned schools.
Department Head, Student Success Teacher (SST), Psychologist, Speech Language Pathologist, Social Worker: ‘View Only’ access to reports for their assigned schools, no editing.
Appendix D – Troubleshooting Tips
Access to IEP:
If you cannot log in to Staff Room or do not have a link to IEP in the Staff Room:
• Contact hotline; they will check your accounts and make sure your password is up to date.
• If new or returning from leave, you may have to be patient while your accounts are updated.
If you do not see your school, students, or classes OR your name is not on the school staff dropdown (IEP Consultation forms, IEP Developed By list):
• Check with the school Office Admin that you are on the school staff list for the current year and if you have classes that you are assigned as the reporting or second teacher of those classes.
• With the exception of principals and teachers assigned to classes, all other access levels must be assigned by Learning Support Administration. If you are not a teacher assigned to classes, ask your Principal to contact Learning Support Administration with your school, name and access level (see Appendix C access levels).
• If you cannot find particular students, contact the school Office Admin and check to see if the student is active at your school and that they have been assigned to the correct class (es).
• When all of the above have been addressed and you still cannot access your students, contact the Learning Support Consultant for your school or superintendency.
Trillium (cannot be edited in IEP System, must be entered/edited in Trillium by Office Admin or LS Admin)
Fields missing in student demographic data:
• Check Appendix B for fields coming from Trillium; if any of these fields are missing, have the school office admin check the data in Trillium.
• If the principal name is not showing, have Office Admin check the 'Principal flag' in Trillium. If still not showing, ask the OA to check for another staff member with this flag checked; this causes a conflict and the field will be blank. Only one principal flag per school should be selected.
• If homeroom is not showing, have office admin check that their homeroom class has been assigned.
• If staff or staff positions in any staff dropdown lists are missing or incorrect, have Office Admin check the staff list and their title in Trillium; only staff with certain titles appear in dropdowns.
IEP does not have exceptionality/program/placement:
• See IEP System Life Cycle: If these fields are empty or incorrect on the IEP and the Information/Summary Reports have been submitted, contact Learning Support Administration, but please allow a certain amount of time for administration to enter the data. Changing the recommended exceptionality, program, and placement in IEP System will NOT change them on Page 1 of the IEP.
Student appears in two classes:
• In order to allow IEP editing outside of term/semester/year date boundaries (e.g. after the last day of school), when a student has changed classes due to change or re-org they will appear in both classes. Since the IEP is not attached to a student by their class, it does not matter which class you select the student from, only a single IEP is being edited for the student. This can be demonstrated by selecting a student from one class, enter some information and save. Go back and select them from the other class and see that the same information just entered when they were selected from the first class is now displayed even though they’ve been selected from the second class.
• If a student no longer in your class is still appearing when editing, simply make sure you do not select them when entering information.
IEP System
• Page 3: The top of page 3 (Special Education Program) MUST be saved to enter Learning Expectations, Teaching Strategies, and Assessment Methods, even if no data was entered in this section. The course must be designated MOD or ALT on Page 2 to appear in the Page 3 dropdown.
• ‘IEP Developed By’ data has ‘disappeared’: Someone has created a ‘New’ IEP in the current school year; most of the appropriate data has carried forward, developed by does not carry forward to a new IEP. Contact the LST with the name of the student and they will determine if the new IEP needs to be removed or if they just need to rebuild the developed by list.
• Error Pages: If a page was working and suddenly stops working properly, the most common cause is that the page has timed out and has lost parameters. When this happens, do NOT refresh the page; trying to continue will probably result in the same error page and could cause errors in the background. Instead, click the browser back button and then click 'Home', and navigate back to the working page.
Reports:
No data or missing data in reports:
• Some reports have data requirements from IEP System to return the correct students or fields
• Recommended Exceptionality is required for the Determination Record, Information Report, IEP Summary Report, Invitations, and Waiver Form. To remove a student from the Information Report or the IEP Summary report, remove the Recommended Exceptionality.
• IPRC Date is required for the DR, Info Report, and Invitations; also the IPRC Date and Time should be entered for the Invitations and Review Schedule; the time needs to be entered for an accurate review schedule. Both date and time can be entered on individual DR’s or in Find/Replace.
• Make sure the correct year is selected when entering the time and running the review schedule for the annual review meeting. During annual review, you should be editing the next school year even thought the IPRC meeting occurs in the current school year.
• Alternative Report Cards require data in the IEP System report card fields to display students.
• Some reports have data requirements from Trillium to return the correct students or fields
• Trillium Exceptionality, Program & Placement are required for the Individual Education Plan and the IEP Summary Layout. The IEP Life Cycle (Recommended fields, Information Report, submission to LS Administration) needs to be followed.
• The Complex alternative report card requires the Learning/Employability Skills to be entered in Trillium for Trillium courses to return data in those fields.
Going back to Reports (or Find/Replace) removes the selected search parameters
• After viewing or printing, use the browser back button instead of the menu or ‘Back’ button to return to the page and modify search parameters without having to select all parameters again.
Multiple Program, Placement:
• Contact Learning Support Administration with the student name, school, and correct information.
Page 'Pushing':
• Page pushing is common in the IEP and IEP Summary Layout. The main culprits are often the Accommodations (page 2), Expectations/Strategies/Methods (page 3), Strengths/Needs (page 1), and the IEP Developed By list (page 4 & Summary Layout). This problem can only be fixed by the user controlling the number of entries. IEP's of 20 to 30 pages are not ideal and compromise page formatting. Keep entries short and to the point, and avoid repetition in the interests of space, time, printing, and clarity; less is more, and only so much information can fit on a printed page. Consult with your LSC on appropriate entry.
Other:
Data entry not appearing:
• There is a possibility of two users working on the same IEP overwriting, and it appears as though information did not save. Recommendation is to work out an IEP entry 'schedule' so that teachers/LST's etc. are not working on the same groups of students at the same time.
Using the Enter Button:
• ‘Enter' cannot be used to click buttons on the web page unless you tab to the button first and it is highlighted. Using the mouse to click the buttons is the best solution.
Information on Password Change:
If you cannot login to Staff Room (BETA), your password may be expired. The password change is for security reasons and is required for all employees to maintain security and protect our information. Every 90 days you should receive a system message that you will be required to change your password within a few days. To change your password:
• Close all applications, including all instances of your browser (Internet Explorer).
• Press Control/Alt/Delete to display the security window.
• In the bottom left hand corner, click the button that says 'Change Password'
• In the boxes provided, type your old password, then your new password, then your new password again.
✓ Hints: do NOT use the old postal code/year of birth, do NOT use the same password you have now or a password you've used in the last 5 years, use at least one number and one special character, and make sure your caps lock is OFF.
• Click 'OK' and restart your computer (do not click ‘log off’, do click 'Shut Down' or 'Restart').
• Log in with your new password.
• Log in to Staff Room (BETA) with your new password.
If you cannot log in using your new password, contact Hotline; users with laptops may need to be synchronized.
Data Terms Used in Program and Manual:
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When the Prereq course is selected, if the student has a mark for the course it will appear.
Alternative courses not in Trillium show Learning/Employability skills, absences, lates, and teacher name saved in IEP System.
Trillium courses show Learning/Employability skills, absences, lates, and teacher name saved in Trillium.
The edit modules available are listed in the dropdown. Some positions only have certain modules available for editing; rotary teachers only see Page 3 modules.
Note that Learning Expectations is being updated, ‘will read every day’ is being updated by adding
‘, 2 pages’.
If ‘daily logs’ is not entered in Teaching Strategies and ‘pm benchmarks’ is not entered in Assessment Methods before updating, they will disappear from the record in the table. It is important to copy/paste all ESM when updating.
If updating the first record by changing the timeline to ‘Term 1’ and adding a comment….
Make sure the correct selections are made in the other dropdowns before updating, if you don’t want them to change..
IEP System Life Cycle
for
Exceptionality – Placement - Program
IEP System
IEP
Exceptionality
Placement
Program
IEP displays exceptionality, placement, and program from Trillium
LST enters Recommended exceptionality, placement, and program into IEP System
by accepting Trillium OR entering new/changes
Trillium
Exceptionality
Placement
Program
Administration enters changes to exceptionality, placement and program in Trillium
Determination
Record/IEP Summary
Recommended
Exceptionality
Placement
Program
Information
Report
(Administration)
IEP Summary
Report
(Administration)
Administration receives the Information and IEP Summary reports from IEP System showing changes to exceptionality, placement, & program.
Reports go to:
Learning Support Administration
School enters into IEP System:
Recommended Exceptionality,
Program, Placement
Displays in:
Determination Record,
Information Report,
IEP Summary Report
Admin enters into Trillium:
Exceptionality, Program,
Placement
Displays in:
IEP, Find/Replace
The name of the column is a ‘header’.
This is a ‘column’ in a table.
This is a ‘table’.
‘Behavioural’ is the ‘value’ of this field.
‘Reg’ is the ‘value’ of this field.
These are ‘fields’ in a record.
This is a single ‘record’ or ‘row’ in a table.
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