Tool Search: Special Ed Documents
The editors available on the Personal Service Plan provide all required information by the State of Ohio. Editors and fields are described below, along with the appropriate sections of the print format and any special instructions or considerations for using the editor.
This document's current format is the OH SP 2019.2 Format. Plan formats are selected in Plan Types.
PSP EditorsPersonal Service Plan Editors
The following table lists the editors available on the student's Personal Service Plan, the section(s) of the print format that include the entered information, a Description what the editor is used for and any special considerations and instructions for using the editor.
|
Editor Name |
Printed Document Section |
Description |
Special Considerations and Instructions |
|---|---|---|---|
|
Education Plan |
Meeting Information, Service Plan Time Lines and Ward of the State question in Child Information |
The Education Plan Editor provides student summary information and lists the dates of the plan meetings. |
This editor must be saved with the required fields before continuing to other areas of the plan. Next ETR Due Date will autopopulate based on the entered dates. Marking the Transfer checkbox causes a Transfer Date field to appear. |
|
State Supported Data |
N/A |
The Enrollment Editor provides a snapshot of the student's enrollment data when the plan is generated. |
Clicking Get Special Ed Status from Enrollment will synchronize the information in the editor with the most recent information from the student's Enrollments tool. When the plan is marked as Complete and is locked, Special Ed Status values will updated in the enrollment based on the values selected in this editor.
|
|
Student Demographics |
Child's Information |
The Student Demographics editor populates basic information about the student such as demographic information and student and school address. |
Clicking Refresh Student Information will synchronize the information in the editor with the most recent information about the student, from the Demographics, Households, Enrollments and School tools. |
|
Parent/Guardian Demographics |
Parents'/Guardian Information |
The Parent/Guardian Demographics Editor populates based on established student/guardian relationships created on the student's Relationships tool or indicated by the guardian checkbox on the Households tool. The editor includes Demographics information for the student's guardian. |
Clicking Refresh Guardian Information will synchronize information in the editor with the most recent information from the student's guardian's Demographics and Households tools. |
| Measurable Annual Standards | 6) Measurable Standards | The Measurable Annual Standards editor lists specific standards of performance the student is hoping to meet, including the standard, the means of measurement and the reporting method. |
Enter new standards using the New Plan Standard button in the action bar. Standards will be sequenced based on the value entered.
Template Banks are established in Special Ed Administration and available by clicking the white paper icon next to the header of the appropriate sections. |
|
Measurable Annual Goals |
1) Measurable Annual Goals |
The Measurable Annual Goals editor describes what a student is expected to accomplish in one year in the identified area of need. |
State guidelines for entering these goals are available on the Ohio Special Education Transition Services website.
|
|
Specially-Designed Instruction |
2) Descriptions of Specially Designed Services: Special Designed Instruction section |
The Specially Designed Instruction editor identifies accommodations or modifications needed for the student to access and progress in the general education curriculum. |
Only active Services with a Type of Normal Services can be included in this editor. Services, Service Providers and Service Positions are established in Special Ed Administration. |
|
Related Services |
2) Descriptions of Specially Designed Services: Related Services section |
The Related Services editor identifies developmental, corrective and other supportive services that are required to assist a child who has a disability to benefit from special education. This includes speech-language pathology and audiology services, in addition to other services that may be available. |
Only active Services with a Type of Related can be included in this editor. Services, Service Providers and Service Positions are established in Special Ed Administration. |
|
Assistive Technology |
2) Descriptions of Specially Designed Services: Assistive Technology section |
Identifies assistive technology, such as braille readers or hearing amplification. |
Only active Services with a Type of Assistive can be included in this editor. Services, Service Providers and Service Positions are established in Special Ed Administration. |
|
Accommodations |
2) Descriptions of Specially Designed Services: Accommodations section |
The Accommodations Editor identifies the changes made in the way materials are presented or in the way children demonstrate learning. |
Only active Services with a Type of Accommodation can be included in this editor. Services, Service Providers and Service Positions are established in Special Ed Administration. |
|
Modifications |
2) Descriptions of Specially Designed Services: Modifications section |
Modifications of the curriculum will result in the child being taught something different or being taught the same information but with the complexity of the material significantly altered from that being taught to the child’s age and grade level peers. The Modifications editor tracks these changes. |
Only active Services with a Type of Modification can be included in this editor. Services, Service Providers and Service Positions are established in Special Ed Administration. |
|
Support for School Personnel |
2) Descriptions of Specially Designed Services: Support for School Personnel section |
The Support for School Personnel editor provides an opportunity for the team to discuss and articulate those specific supports or training necessary for school personnel to provide a free appropriate public education to the student. |
Only active Services with a Type of Support can be included in this editor. Services, Service Providers and Service Positions are established in Special Ed Administration. |
|
Service(s) to Support Medical Needs |
2) Descriptions of Specially Designed Services: Services to Support Medical Needs |
The Service(s) to Support Medical Needs editor lists the services a student receives that allow him/her to receive an education. These services can include medication that is dispensed during a school day or other medical services that are required for the student and performed by school personnel. |
Only active Services with a Type of Medical can be included in this editor. Services, Service Providers and Service Positions are established in Special Ed Administration. |
|
State-wide and District-wide Testing |
3) State-wide and District-wide Testing |
The State-wide and District-wide Testing editor reviews the IEP team's decision on how the student will be tested to meet state guidelines. Details of accommodations and how the student will be assessed are required. |
The following information is required:
|
|
Meeting Participants |
4) Meeting Participants |
The Meeting Participants editor lists who was in attendance at the last team meeting where decisions were made concerning the student's education plan. |
Team members must be added in the Team Members tool before entering participants. |
|
Signatures |
5) Signatures |
The Signatures editor records agreement from the parent/guardian, the school personnel and the student on the information contained in the IEP. |
N/A |
Primary and Secondary Disabilities
|
Code |
Description |
|---|---|
|
** |
Not Applicable |
|
01 |
Multiple Disabilities
|
|
02 |
Deaf-Blindness |
|
03 |
Deafness (Hearing Impairments) |
|
04 |
Visual Impairments |
|
05 |
Speech and Language Impairments |
|
06 |
Orthopedic Impairments |
|
08 |
Emotional Disturbance (SBH) |
|
09 |
Cognitive Disabilities |
|
10 |
Specific Learning Disabilities |
|
12 |
Autism |
|
13 |
Traumatic Brain Injury (TBI) |
|
14 |
Other Health Impaired (Major) |
|
15 |
Other Health Impaired (Minor) |
|
16 |
Developmental Delay |
Special Education Settings
|
Code |
Description |
|---|---|
|
IE13 |
Special Education outside regular class less than 21% of day |
|
IE14 |
Special Education outside regular class 21% to 60% of day |
|
IE15 |
Special Education outside regular class more than 60% of day |
|
IE16 |
Public Separate School |
|
IE17 |
Private Separate School |
|
IE18 |
Public Residential Facility |
|
IE19 |
Private Residential Facility |
|
IE20 |
Homebound/Hospital |
|
IE38 |
Student disability in approved non-public IEP school |
|
IE39 |
Disabled student education paid by private resident |
|
IE50 |
Regular Early Childhood Program at least 80% of time |
|
IE51 |
Regular Early Childhood Program 40-79% |
|
IE53 |
Regular Early Childhood Program less than 10 hours per week,
|
|
IE54 |
Regular Early Childhood Program less than 40% |
|
IE55 |
Regular Early Childhood Program 10 or more hours per week,
|
|
IE56 |
Regular Early Childhood Program less than 10 hours per week,
|
|
IE60 |
Pre-school - Special Education - Separate Class |
|
IE62 |
Pre-school - Special Education - Separate School |
|
IE64 |
Pre-school - Special Education Residential Facility |
|
IE70 |
Pre-school - Home |
|
IE72 |
Pre-school - Service Provider Location |
Measurable Annual Goals Data Elements
|
Data Elements |
Description |
|---|---|
|
Area |
Entry is related to student's participation and achievement in the goal. |
|
Present Level of Academic Achievement and Functional Performance |
Describes the individual strengths and needs of the student in relation to accessing and mastering general curriculum. This section should provide details on what the student is missing from academic instruction and aid in developing goals the student can achieve. |
|
Measurable Annual Goal |
Describes the goal the student should achieve based on grade-level standards. The following should be considered:
|
|
Methods for Measuring Child's Progress Towards Annual Goal |
A letter represents the method for measurement. A text field is available for entering the related method letter. See the Methods for Measuring Progress table for a list of options. |
|
Method and Frequency for Reporting the Child's Progress to Parents |
Selection indicates the method(s) and frequency of updates being given for reporting student progress. Select all methods that may apply. Designate an interval of time for these methods. Options are:
|
