Individual Education Plan (IEP) Guide
Enrich Version 9.3
July 2014
Enrich IEP Guide
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prior written permission from Excent. The trademarks, logos and service marks ("Marks") displayed are the
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written consent of Excent or such third party. "Excent" is a registered trademark of Excent. Product
functionality is subject to change without notice.
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Enrich IEP Guide
Table of Contents
Introduction ...........................................................................................................................................6
Enrich IEP Training ................................................................................................................................6
System Configuration ...........................................................................................................................7
Help with Enrich ....................................................................................................................................8
SIS Updates ...........................................................................................................................................9
Support Guidelines ................................................................................................................................9
Navigation........................................................................................................................................... 11
Teacher Dashboard .......................................................................................................................... 11
To Do Grid and Filtering ................................................................................................................. 13
Meetings ......................................................................................................................................... 15
Student Groups ............................................................................................................................... 15
My Classes ...................................................................................................................................... 16
Reports............................................................................................................................................ 17
Admin Dashboard ............................................................................................................................... 18
Review – Introduction and Navigation ............................................................................................. 19
Search Functionality .......................................................................................................................... 20
Review – Search Functionality ......................................................................................................... 24
Student Data Screens ........................................................................................................................ 25
Profile Tab ....................................................................................................................................... 25
Test Scores Tab .............................................................................................................................. 27
Transcript Tab ................................................................................................................................. 30
Attachments Tab ............................................................................................................................ 32
Programs Tab.................................................................................................................................. 32
Review – Student Data Screens ....................................................................................................... 34
Managing Student Groups ................................................................................................................. 36
View a Student Group ..................................................................................................................... 37
Create a Student Group from the Teacher Dashboard ................................................................. 37
Create a Student Group from the Student Profile Screen............................................................ 39
Rename a Student Group ............................................................................................................... 39
Delete a Student Group .................................................................................................................. 40
Add Students to a Group ................................................................................................................ 41
Remove Students from a Group..................................................................................................... 42
Review – Managing Student Groups ................................................................................................ 43
IEP Process Flow ................................................................................................................................ 45
Data Entry ....................................................................................................................................... 46
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Enrich IEP Guide
Programs Tab.................................................................................................................................. 47
Manage a Team .............................................................................................................................. 49
Attachments ................................................................................................................................... 50
Finalize ............................................................................................................................................ 51
Printing ........................................................................................................................................... 53
Text Assistant ................................................................................................................................. 53
Administrative Edit ......................................................................................................................... 54
IEP Referral and Meeting Notice....................................................................................................... 55
Review – IEP Meeting Notice and Referral ..................................................................................... 63
Consent for Evaluation and Evaluation Report................................................................................. 64
Review – Consent for Evaluation and Evaluation Report ............................................................... 71
Eligibility Determination .................................................................................................................... 72
Review – Eligibility Determination ................................................................................................... 78
IEP ....................................................................................................................................................... 79
Transition Requirements................................................................................................................ 79
Transition IEP ................................................................................................................................. 80
IEP ................................................................................................................................................... 82
Creating an IEP Meeting ................................................................................................................ 82
Enrollment ...................................................................................................................................... 84
Dates ............................................................................................................................................... 84
Team Member Excusal ................................................................................................................... 85
Procedural Safeguards................................................................................................................... 85
Desired Outcomes .......................................................................................................................... 86
Consideration of Special Factors .................................................................................................. 86
Extended School Year .................................................................................................................... 87
Secondary Transition...................................................................................................................... 88
Goal Areas....................................................................................................................................... 91
Goal Banks...................................................................................................................................... 93
Progress Monitoring....................................................................................................................... 94
Assessment Participation .............................................................................................................. 96
Accommodations & Modifications ................................................................................................ 96
Services........................................................................................................................................... 99
Least Restrictive Environment (LRE)........................................................................................... 100
Student Participation ................................................................................................................... 101
IEP Finalized ................................................................................................................................. 102
Meeting Notes .............................................................................................................................. 102
Compliance Checks...................................................................................................................... 103
Consent for Placement .................................................................................................................... 104
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Enrich IEP Guide
Review – IEP and Consent for Placement ..................................................................................... 106
Additional Processes ....................................................................................................................... 107
Admin Edit .................................................................................................................................... 107
IEP Admin Review ........................................................................................................................ 107
Amend IEP .................................................................................................................................... 108
Copy an IEP Forward .................................................................................................................... 108
Convert an IEP .............................................................................................................................. 109
Progress Monitoring..................................................................................................................... 109
Progress Reporting ...................................................................................................................... 111
Reevaluation................................................................................................................................. 112
Add Action..................................................................................................................................... 114
End Special Education ................................................................................................................. 115
Foreign Language Forms ............................................................................................................. 115
Student Record Transfer .............................................................................................................. 117
Receiving a Student’s Record ..................................................................................................... 118
Importing Tests ......................................................................................................................... 120
Importing Files .......................................................................................................................... 121
Importing Programs.................................................................................................................. 122
Program History Enhancements-Local Program Involvement ............................................... 123
Accessibility Settings ................................................................................................................... 124
Review – Additional Processes ...................................................................................................... 125
Reports ............................................................................................................................................. 126
Test Score Reports ...................................................................................................................... 126
Grade Reports............................................................................................................................... 135
Summary Reports ......................................................................................................................... 137
Custom Reports ............................................................................................................................ 138
Report Actions .............................................................................................................................. 143
Manage Reports ........................................................................................................................... 144
Delete a Report ............................................................................................................................ 144
Review – Additional Processes ....................................................................................................... 145
Appendix 1 Create an Excent Support Account ........................................................................... 147
Appendix 2 Copying and Pasting from MS Word ........................................................................... 149
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Enrich IEP Guide
Introduction
Enrich® is a modular software solution that enables teachers to consistently monitor progress
and achievement in order to ensure success for all students. Developed with participation and
input from teachers and school administrators, Enrich allows teachers to quickly and easily get
information they can use to tailor their lessons to their students’ needs. It also helps school
districts measure the progress of all schools across the district. This guide focuses on Special
Education management, however, some districts may choose to purchase and configure modules
for managing other special programs including Gifted, RtI, 504, Infant/Toddler, and ESOL.
Enrich Assess provides access to standardized test results, attendance and discipline data, and
transcript and grade details for teachers and school administrators. It consists of a searchable
database of student records that is integrated with the district Student Information System (SIS).
Information integrated into Enrich allows teachers to customize instruction and provides a tool
to automate the development of academic plans for students generating a wide range of
valuable reports for use in data-driven decision making.
While Special Education case management is fundamentally the same from state-to-state and
district- to-district, each district has unique interpretations and requirements. The Enrich IEP
solution is built around a combination of core database elements dictated by state and federal
requirements and the forms, reports, and processes specific to each district. Enrich IEP coupled
with Enrich Assess is a comprehensive solution for managing and monitoring Special Education
student needs and compliance requirements.
Enrich IEP Training
Enrich training sessions are customized to empower participants with the skills necessary to
support users throughout the various phases and cycles of Enrich implementation. Topics
covered in this manual include: system navigation and functionality, beginning the special
education process, consent for evaluation, eligibility determination, consent for initial
placement, creating an IEP, and reporting functionality.
System Admin tasks are normally performed by system administrators or other IT staff personnel
and deal with user security and roles, system settings, and management of SIS imports. Details
of these tasks are explained in the Enrich System Admin Guide.
The screen shots in this document have been captured from a generic database. Because one of
the most powerful features of Enrich is the capacity for district-level configuration, district
screens may not match exactly those depicted; however, the general navigation and function will
be consistent throughout all versions of Enrich. Also, the limited data available in a demo
database may result in limited report results.
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Enrich IEP Guide
System Configuration
The diagram below outlines the relationship and flow of information between Enrich applications
and district resources:
®
Excent
®
This integration scheme:
Simplifies user management tasks by using the LDAP directory to authenticate username
and password and profile management.
Leverages SIS information by allowing faculty and staff to manage student data in the way
that is most familiar to them.
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Enrich IEP Guide
Help with Enrich
Users can access product and process support by using the help screens throughout Enrich. A
Help link at the top of every screen provides a link to the searchable Knowledge Base.
IEP section Help links display District, State, and Federal Guidelines related to IDEA and Special
Education. Video links highlight IDEA requirements on 25 different subjects.
Note: The process of entering district-specific guidelines is explained in the Enrich Configuration Guide.
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Enrich IEP Guide
SIS Updates
Enrich updates student, teacher, school, class roster, grades, and transcript data from the
district’s Student Information System (SIS) on a nightly basis, unless configured otherwise by the
district. As a result, information updated in the SIS will be reflected in Enrich the following day.
Specific data elements available for each student may vary from one district to another based on
the SIS import file.
Support Guidelines
Each school district has its own way of handling software support inquiries. The Enrich Support
Desk is available to registered districts. Designated district staff personnel can direct questions
and unresolved issues to the Customer Support Desk or visit the Support link at
www.excent.com.
Recommended strategies for district administrators providing support beyond implementation
include:
Developing an internal support system that includes Enrich Customer Support, and
assistance from district process specialists and super users working at various school
locations.
Establishing a tutoring program utilizing one-on-one coaching for end users
Conducting follow-up training sessions to address specific questions or review system
functions
Scheduling refresher trainings for new staff members
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Getting Started
Training Workbook
Navigation
The Enrich sign-in screen displays three input fields for validation and access to the system.
Begin a session in Enrich by signing in with district username and password. In most cases, this
is the same information used to sign in to the district network.
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1
2
3
4
5
1.
School – The drop-down list displays campus or district options. The user must
select his/her assigned campus or sign in will not be successful.
2.
Username – Usernames are the same as for district network login. Upon sign in,
usernames will authenticate to users’ network accounts.
3.
Password – The same as for district network account
4.
Confidentiality Statement – Statement of FERPA compliance
5.
I Agree - Users agree to the confidentiality statement.
6.
Reminder – The text is customizable by a district system administrator and may
be used for reminders and updates.
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Training Workbook
Teacher Dashboard
Depending upon the type of role access a user has been assigned, the Teacher Dashboard
or the Admin Dashboard displays.
Note: What a user can view, add, edit, and delete is associated with role permissions which are assigned by
the district System Administrator.
The Teacher Dashboard is composed of icons and sections that provide quick and efficient
access to all program areas routinely used by teachers. All sections provide links to essential
data as described:
Breadcrumbs – Provide links back to each previous page the user navigated through to
get to the current page
To Do Grid – Manage Plans, Actions and Compliance Timelines for all special programs
Meetings - List of upcoming meetings filtered by type and date
Student Groups – Rosters for system-generated and manually-generated student
groups
My Classes – Rosters of all classes to which the user is assigned through the SIS
Reports – Access to personal and shared reports with the ability to develop and run new
report templates
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To Do Grid and Filtering
Selecting any hyperlinked number from the To Do grid takes the user directly to a screen where
appropriate information may be entered or data may be filtered by changing the criteria options.
In this example clicking the number 6 displays the Overdue Probes screen where past due probes
can be entered and saved.
3.
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Training Workbook
Once a hyperlink from the To Do grid is selected, the input screen offers the option of changing
the data displayed using criteria filters. The process and criteria options may vary slightly
depending upon the type of data being displayed, but the filter function works the same in all
situations-make desired selections from the drop-down lists and date picker fields, and click
Search.
Start and Planned End Date information can be selected from the date picker.
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Meetings
The Meetings section provides two filtering options:
Type of Meetings
Date of Upcoming Meetings
Student Groups
Selecting a link from the Student Groups section takes the
user to a roster of students in that group.
Hovering over a student name opens the at a Glance dialog
box allowing users to view a summary of the student record
and the significance of the icons.
Users may navigate to specific areas of the student’s record
by clicking the hyperlinks provided.
Student Groups are divided into
three different categories.
System generated alerts
Program rosters
User-created groups
Students cannot be manually
added or removed from either of the first two group categories as these groups are managed by
the software.
The last groups are those that the user manually generates and maintains.
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Training Workbook
Users may add or remove students from these groups at any time by clicking on a group name to
open and using the links provided. Rename or delete the group and add or remove student
names.
Using the Create
New Group link, users may
start new groups at
me.
3. Manually
tudent Groups is provided
Managing Student Groups
in another section of this guide.
My Classes
As in the Student Groups section, selecting
a link from the My Classes section takes the
user to a roster of students in that class.
The navigation functionality provided in the
roster listing is the same as for Student
Groups.
Course lists can be filtered by previous
years based on availability in the drop-down
list, and all course information is
maintained in and integrated from the
district SIS.
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Training Workbook
Reports
The Reports section of the Teacher Dashboard provides several options including:
Filter report lists by Favorites, Personal, and Received
Create original report templates for Assessments, RTI, and Special Education
Run and edit reports from existing templates
View summary of a report template when mouse hovers over the title
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Training Workbook
Admin Dashboard
The Admin Dashboard provides much of the same navigation access to program areas as the
Teacher Dashboard. See previous pages for details related to Meetings, Reports, and Student
Groups. There are two additional sections that provide administrative functionality assigned to
users with the Admin role.
Admin users will see a list of district campuses on their dashboards
allowing for the selection of all schools, individual schools by name,
or groups of schools by category: High Schools, Middle Schools, and
Elementary Schools.
When a selection is made from the schools list, an additional link
appears to access Courses and the Setup Team link allows for the
creation of a standard team for each campus. In addition, Reports
from the special programs categories in the District section reflect
only the data from the selected campus(es). These Reports are
described below in the District section.
19.
Dist
Note: See Administrator’s Guide for additional information and functionality related to the role.
Based on roles and permissions, some users may see an
additional section on their dashboards for
documentation of delivery of services.
Detailed instructions for the use of the Service Delivery
Log for the purpose of Medicaid reimbursement are
provided in a separate guide.
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Training Workbook
Review – Introduction and Navigation
1. How will you know your Enrich username and password?
2. What is the purpose of breadcrumbs?
3. What is your district process for obtaining help with Enrich?
4. What is the source of the student demographic data found in Enrich?
5. List at least three special programs that can be managed using Enrich.
6. Name at least two areas of the Teacher Dashboard.
7. Give two reasons why the screens in this document may not look identical to those on your
computer screen.
8. Name a feature of the Admin Dashboard not seen on the Teacher Dashboard.
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Search Functionality
The Search link appears on every screen.
A simple search is initiated using the drop-down list and selecting Students, Classes, or
Users.
The search field is dynamic and returns matches as the user begins typing.
When there is a checkmark in the include historical data field, students who are no longer
enrolled will also be returned.
The search feature is dynamic and begins to return results as soon as the user starts typing a
student name. When the correct student record appears in the list, click the name and the
student Profile screen displays providing tab navigation to the different areas of student
information. Verify selection by cross checking student grade and school located below student
name.
Notes: If a student is withdrawn (s)he becomes inactive. Once inactive, visibility of the record is lost.
Select the “include historical students” checkbox to locate the student record if it does not display in the
current roster view.
Role permissions determine if users are able to search by classes and/or users in addition to students.
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Advanced Search Options
Clicking the More Search Options link opens an Advanced Search window where users can
perform searches using individual criteria-name, choice of school, choice of grade, or ID
number-or a combination.
When searching by ID number, it’s possible to access multiple records by entering a series of
ID numbers separated by commas.
Searches can be filtered based upon the amount and types of information available.
Note that General Education
student records display only 2
tabs; once a student has been
moved into a special program,
student records display up to five
tabs.
Note: Student age displays next to date of birth.
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My Classes and Student Groups
It is possible to locate a student record without using the Search feature of Enrich. Drill down to
an individual student by clicking one of the Student Groups or My Classes links on the Teacher
Dashboard screen. Either choice will open a class roster of all students who are part of the
specific Student Group or Class.
Hovering over the Special Programs icon displays an at a Glance view of the student record
which provides quick access links to Assessments, Report Card Grades (if available),
Demographics, and Special Programs. Additional icons may display to alert users to specific
details of progress toward goals.
When a Group or Class link is selected, the screen displays names of the students assigned
or enrolled in that Group or Class.
Special Education students are displayed in categories according to current status. These status
are configurable by district but often include labels such as
Referred
Evaluating
Eligibility Pending
Eligible
IEP
Not Eligible
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If the selected student is involved in a special program, the student Programs screen
displays with tab navigation options to additional student information. In these examples,
the Programs screen indicates the students are involved in Response to Intervention and
Special Education.
The Programs tab for a student not involved in any special programs is shown below; note that
when students have no involvement in special programs, the Test Scores, Transcript, and
Attachments tabs do now display; however this can vary by district.
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Review – Search Functionality
1. List three different criteria that can be used to develop a student search.
2. It is necessary to go to the home screen to perform a student search. (True or False)
3. What will happen if include historical data field is checked during a student search?
4. Explain the process of searching for multiple students by ID number.
5. It is possible to search by partial names. (True or False)
6. Describe two ways to locate a student record.
7. Which two sections on the Teacher Dashboard provide class rosters?
8.
Which student tab displays information about student involvement in special programs?
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Training Workbook
Student Data Screens
Profile Tab
Once a student record has been located in Enrich, data is accessed by using the navigation
tabs at the top of the screen. The screen is populated with data that has been imported
from district files and updated from the district Student Information System.
Based on user permissions, from the Profile tab, users may be able to
Add students to a group
Edit a student record
View Audit Log for the student
Select alternate language for document translation
The Profile Tab always shows the date and time of the most recent data exchange with the
SIS. A student’s Profile information is used primarily for viewing only; some details may be
edited by admin users, but changes are only effective until the next SIS upload occurs.
Any permanent changes must
be made directly to the source
application which is the district
SIS. After an overnight transfer
of data to Enrich, new
information is available the
following day. If data does not
populate in a field, it’s likely
that the data is not available in
the district SIS.
If student demographic data is
edited, the student record is
paused which means no updates
from the SIS system occur for
this student until the record is
unpaused.
Note: This functionality is
described more completely in
the System Admin Guide.
Data displayed in the Additional Information area varies
by school district and by student. Information will be displayed for a student if a value is
specified in the SIS (that is, if the field is not empty).
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If the student is a member of a group, the name(s) will be displayed on the right side of the
screen. You can view the members of the group by clicking on the group name, or you may
add this student to another group by clicking Add to Group. Progress monitoring
information for those students with Intervention Plans also displays on the Profile screen.
The Profile Screen displays any or all of the following data
Personal (demographic) Information
Additional Information
o English Proficiency
o Home Language
o Free and Reduced Lunch
Current Status
o Enrollment information and history
o Current GPA
o Attendance data
o Discipline Referral data
o Group Membership
o Goals Progress
o Notices
o Medicaid Billing and Authorization History
Date of most recent SIS data import
If relevant data is being imported from the district’s SIS,
selecting the View Chart button produces a detailed overview
of attendance activity for a specified school year and a record
of disciplinary incidents marked with red dots; hovering over
a specific dot displays a tool tip with an explanation of the
incident.
Users with appropriate permissions, can
manually add/edit/delete guardian
information from the Profile tab.
New information will not be impacted by the nightly SIS import. Changes to existing information
originally coming from the SIS will be overwritten by the nightly import unless the change is
made there as well.
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Test Scores Tab
The Test Scores tab provides access to Enrich Assess, the module which displays student
test scores. Scores for standardized tests are grouped by test type and imported from
district files; the import task must be performed by someone with District Admin access to
the software.
If a user has the appropriate system permissions, it is possible to edit scores and delete
tests, however, in most districts, teacher users are not able to edit and/or delete test
scores. These actions are normally completed by District Admin users.
Users can view test score detail by clicking on the test date link under the Administration
column header. In this example, the student has available test records for three tests –
InView, MAP, and Terra Nova.
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Click the 2009 Fall Administration link to
open the screen which displays details of
the Reading and Math components along
with charts of the scores indicating how the
student performed when compared to the
school and district averages. The chart also
indicates the PASS cut scores using the
horizontal dotted lines.
The icons at the top of the Test Scores
screen facilitate editing, deleting, or reading
about test scores. Remember that the Edit
and Delete actions may not be available for
some district users.
Selecting the Edit Test link allows the user to
manually change a test score or other data
from the Test Scores Detail screen if the
system permissions allow it. When changes
are complete, click Save to complete the
operation or Cancel to quit without changing
the test information.
Selecting the Delete Test link allows those users with appropriate permissions to delete
the specified test and scores from a student’s list. Click OK if you are sure you want to
permanently delete the test, or click Cancel to quit without deleting this test.
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Descriptions of each test are available by clicking on the question mark
name in the table heading.
beside the test
On the top of the Test Scores screen, users may see an Add New Test icon. Results of
individual assessments can be entered here for later use in student Evaluation Reports.
Click the Add New Test link.
Select the test to be added from the product test list and click the Next button. The dataentry template specific to the selected test displays. Complete all fields as needed; fields
will vary depending upon the type of test that is selected. Use Save to complete the
operation or Cancel to quit without adding the test information. When completing the
Evaluation Report, users will have the option of
printing the test score data to the report
document by responding ‘yes’ to the question
‘Are the results of this assessment contained in
the Diagnostic Library?’
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Transcript Tab
The Student Transcript screen displays the current year’s transcript; if available, previous
transcripts can be viewed by scrolling down the screen.
This information is available for viewing only and may not be edited.
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Training Workbook
The right side of the screen visually
displays student achievement by class or
grading period.
Clicking any of the listed courses opens a class
roster screen.
From the View Class screen, users
can select from one of two tabs –
Students and Teachers.
The Students tab lists students enrolled in
the class; mouse over a student name to
see at a Glance student information.
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The Teachers tab lists the
teachers assigned to the
selected class.
Files Tab
The Files tab displays a list of all electronic attachments that have been added to a student
record. The attachment process uses the Upload Attachment link and is described later in this
guide.
Programs Tab
Users select the Programs tab to create, develop, and monitor Intervention Plans,
Individual Literacy Plans, Special Education actions and other special programs that may
be available in the drop-down list.
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Selecting the Start Program link displays a list of program options based upon the district’s
licensing agreement.
From the Programs tab, it is also possible to view a history of all programs with which a student
has been involved by clicking the View History link.
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Review – Student Data Screens
1. Search and find a student who is not currently involved in any special programs and write
his/her name here.
2. Provide the following information about your student if it is available.
Date of birth
Days absent last year
Number of discipline referrals
School of enrollment
3. List the time and date of the last data exchange from the SIS.
4. Where does a user locate details of a student’s GPA?
5. Explain the process of locating attendance information for a student.
6. Where does a user locate details of prior involvement in special programs?
7. Is there test information available for your student?
8. Is there transcript information available for your student, and if so, for how many years?
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Managing Student Groups
Enrich IEP Guide
Managing Student Groups
The Student Groups feature of Enrich is designed to manage large numbers of student
records. Users can create groups for a specific class or other subset of students with which
they work such as a tutoring or after school program. Using student groups simplifies the
task of locating students because the groups appear on the Teacher Dashboard screen
making it easy to open a particular group and select a student record.
Student groups fall into three categories.
The first category is students with system alerts
related to limited progress toward intervention
goals.
The second category is groups that populate
automatically because students participate in
special programs managed in Enrich; those groups
cannot be edited or deleted nor can students be
manually added or deleted.
The final category is groups created and managed
manually by the user.
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Enrich IEP Guide
My Classes are those to which a teacher has been assigned through the district SIS;
clicking the links displays class rosters. These classes are maintained dynamically by
communication between Enrich and the district SIS; classes cannot be edited or deleted
nor can students be manually added or deleted from the courses; changes must occur
directly in the district SIS.
View a Student Group
To view a student group, click on any group name
displayed on the Teacher Dashboard screen. In this
example, the group Math Movers was created by the
teacher.
There is currently only one
student in the group, but
because it is a user-created
group rather than one
generated by the software,
it is possible to edit the
group name, delete the group completely, and add or remove students by selecting the
appropriate action icons.
Create a Student Group from the Teacher Dashboard
There are two mechanisms for creating new student
groups:
Teacher Dashboard
Student Profile screen
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From the Teacher Dashboard screen, select the Create New Group link. Create a name for
the group and click Next to proceed or Cancel to discontinue.
The next screen appears with the title of the
new group allowing the user to Rename This
Group, Delete This Group, or Add Students.
New students can be added to a group using a variety of criteria; if search results return multiple
students, specific names can be selected and saved with those selected now added as part of
the new group.
The newly added group displays on the Teacher Dashboard screen.
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Create a Student Group from the Student Profile Screen
A student group can be added from a student Profile screen where current group membership
information is available. Navigate to the Profile screen of a specific student and click the Add to
Group link.
Add the student to an existing group using the drop-down list of all existing groups, or
select the new group option and type a group name; click Add.
The new group screen appears with the student listed as the first group member and the
option of adding additional students.
Rename a Student Group
To rename a student group, open the group you wish to edit.
Select the Rename this Group link. Type in the new name and
click Save.
The new group name displays on the My Afternoon Tutoring
Group screen and the Teacher Dashboard screen.
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Delete a Student Group
To delete a student group, open the group you wish to edit. Select the Delete This Group link.
Click OK to confirm or Cancel to retain the group. The deleted group no longer displays in the list
of Student Groups on the Teacher Dashboard.
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Add Students to a Group
From the Teacher Dashboard, select the group to which
students should be added. Select the Add Students link.
Complete as many search criteria fields as necessary and
click Next.
If multiple results display, use the checkboxes to select those students who are to be part
of the group. It is possible to choose all students by placing a check in the box marked All
at the head of the column. Click the hyperlink text to navigate directly to a student’s
Profile, Test Scores, Transcript, and Programs.
Once selection is complete, click Done.
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The names of the selected students now appear as members of the group.
Remove Students from a Group
Click a group name to open and select the Remove Students link.
Check All to delete every student from the group
or select individual boxes for specific students; to complete the process, click Remove or Cancel.
Notice that the list displays without the
student(s) whose name(s) was (were)
removed and the Teacher
Dashboard is updated.
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Review – Managing Student Groups
1. Create a new math group and add five students to the group including the student you
selected in the previous section.
2. Name two types of groups that cannot be deleted from Enrich and explain why.
3. User-created groups can be deleted from Enrich. (True or False)
4. Where does a user find a list of his/her student groups?
5. Name two screens that provide the functionality to add student groups.
6. Student groups are limited to a maximum of 30 students. (True or False)
7. Explain the process of adding multiple students at one time to a student group.
8. A student group cannot be renamed; the original group must be deleted and
a new group created with a new name. (True or False)
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Individualized Education Plan (IEP)
Enrich IEP Guide
IEP Process Flow
The following IEP processes are facilitated in Enrich although action names may vary depending
upon a district’s configuration.
Referral
Reason(s) for the referral
Parent background information
Primary language for parent(s) and
student
Previous special education
services
Behavioral Concerns
Medical Information
Student’s strengths and interests
Team recommendation
Prior Written Notice information
Evaluation
Consent for Evaluation
- date sent
- date received
- who signed the consent
Evaluation Report
Eligibility Determination
Incorporates Eligibility
Determination data elements for
each disability
Shared Meeting Notice
Consent for Placement
Permission to provide special
education services once agreed
upon by IEP Team:
- date sent
- date received
- who signed the consent
Prior Written Notice (PWN)
IEP
Relevant dates:
- Start Date
- Next Review Date
- Next Evaluation Due Date
- Date of Initial Eligibility
- Date of Initial Consent
Service District and School/Home District and School
Considerations of Special Factors
- any special factor that has a support document is built into
Enrich such as Behavior Intervention Plan
If Transition IEP, Post School Considerations including:
- Education/Training goal
- Career Employment goal
- Independent Living skills goal
Goals and Objectives
Progress Monitoring and Reporting on Goals
Accommodations and Modifications
Extended School Year
- Eligibility
- Services required to receive FAPE
State and District Assessments
- Participation
- Accommodations
- Modifications
- Reason if student will not participate
- Parent informed if alternate participation
Services
LRE
- auto calculated based on Services
Sample IEP Related Actions:
- Functional Behavior Assessment
- Consent for Medicaid Reimbursement
- Consent to Invite Agencies Related to Transition
- Consent to Release or Secure Confidential Information
- Manifestation Determination
- Notice of Graduation
- Summary of Performance
- McKay Letter
- Transfer of Right at Age of Majority
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Enrich IEP Guide
Data Entry
Enrich screens are designed to collect all data required to meet special education requirements.
Once data is entered, the necessary print documents are generated as PDFs. Examples of the
different data gathering tools are described below.
Memo boxes – allow for manual entry of
narrative data or copy/paste of data from
another source; text editing tools allow
for formatting of text, spell check, and
adding hyperlinks; Text Assistant icon
allows users to add district-configured
text to any memo box
Radio Buttons (single-select) – most
frequently used for Yes/No responses
when only one response is allowed; either
response may generate a memo box or
additional data fields for explanation or
rationale
Checklists (multi-select) – most
frequently used to allow for multiple
selections
User picker/Person picker – select a
name from the user table (populated
from district LDAP directory) or from the
person table (ie. parents/guardians and
populated by data imported from district
SIS)
Date picker – add or edit date
Drop-down menus – single-select from
multiple available options
Action buttons – allow or require the user
to obtain additional data fields for
gathering information
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Programs Tab
Much of the work of managing student special education records is done from the Programs tab.
8
9
5
7
1
2
3
4
6
1) Timeline Ribbon – A color-coded date record (comprised of individual chevrons) shows when
special education status changes occurred and the due date of future required actions in
order to remain compliant with federal and state regulations.
2) Add Meetings – Meetings can be scheduled from the Programs tab or from within an action.
Clicking the Add button displays the same fields (Date & Time, Location, Purpose, Agenda,
and Participants) as when scheduling the meeting from within an action; allows for printing
the Notice of Meeting; and provides a place to document Record of Parent Contact.
Meetings created here can be associated with any action that may require a meeting.
3) Active Programs – Each action that is currently in process appears with a quick access link
to open.
a. The process of finalizing an action may place a pending action on the Active
Programs screen. Use the Create link to open and begin work; unopened actions are
shaded green
b. Actions in draft form can be opened and edited by using the Edit Draft link; actions in
draft are shaded blue
c. Plans such as an IEP are shaded white
4) Manage Team – The Manage Team link enables users to associate specific individuals and
their roles with a student. This team can be created after the first Special Education action
is created and saved but can be modified at any time by returning to the Manage Team link.
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Each team member will be listed as someone to include as a meeting participant; to invite
the individual, the user merely selects the checkbox associated with the name. Any
upcoming action or due date for a student appears on the Teacher Dashboard of all team
members and student names populate the system-generated groups
5) Add Action – The link provides access to ‘stand
alone’ actions that can be initiated during the
Special Education program cycle and may not
necessarily be precipitated by the finalization of
a previous action or governed by legal timelines;
actions available will vary by district and user
role.
6) Add IEP – The Add IEP link is used to initiate an
IEP when a draft doesn’t already exist. The Add
IEP button does not display if a draft IEP is
already in progress. After adding an IEP, the Save
button must be selected in order to see the action
on the Programs screen. The age-appropriate IEP
should be the default selection; if another option
is selected, a message will display indicating
necessary constraints.
7) End Special Education – This link allows users to
gracefully bring the special education process to
a close when students, for a variety of reasons,
will not continue in the program. By using the
provided fields, timelines and future due dates
are terminated in order to end the impact on
reports and accurately document student status.
8) Start Program – Users initiate a student’s
participation in a program by selecting Start
Program and selecting the appropriate program.
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9) View History – This link provides a
view all previous program
involvement (not just Special
Education). Actions that are
complete and have been finalized
will show here with Start/End
Dates, Recommendations
(Outcomes), and the Program name.
A filter feature allows users to limit
what they see as the record of
program involvement grows. Use
the View Active Programs link to
return to the current programs view.
Manage a Team
Once a student is placed in Special Education through the addition of a Referral event, an SP, or
a Direct Placement, the Add Team Members link displays on the Programs tab.
Begin typing in the Team Lead
field and names that match begin
to display. Select the desired
name to fill the field. Continue
the same process using the Add
Person field to complete the
team. For each member of the
team, add a Role from the dropdown list. Once the list is
complete, select Save. Role
names are configurable by the
district.
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A Team Lead cannot
be listed on the team
using another role. If
the same person is
added to the team,
his/her name is
removed from the
Lead position.
Note: People must be listed as users in the software in order to appear as a choice. If the name you need is
not available, contact the District Helpdesk for assistance.
Attachments
The Attachment feature is available on the Navigation
Pane of any action and enables users to attach
additional documentation appropriate to the specific
action, for example, an evaluation from a private
source or a physician’s report.
Much like email, begin the process by selecting the
Upload link and Browse your computer to locate the
appropriate electronic file.
Once the File is located, add a Label describing the attachment in click the Upload button. The
labeled attachment now displays on the Navigation Pane where it can opened and viewed by
clicking the file title or deleted by using the ‘x.’
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All attached documents for a selected student can be managed from the Attachments tab
including adding and deleting by using the appropriate buttons and opening, viewing, and
printing by clicking the Attachment name. Selecting the Edit link allows an attachment to be
associated with a specific meeting or action.
Notes: Many districts develop policies related to what documents are appropriate for attachment to
specific actions. Permission to upload, view, edit, and delete Attachments is governed by role security.
Finalize
Finalizing an action is an essential process in Enrich. As users complete actions, finalizing
ensures that all required information has been added and creates Pending actions keeping the
special education process moving according to mandated timelines. Finalizing steps for every
action are the same although the more data fields required for the action, the more complex the
process.
When an action is started, the Save and Close buttons at the bottom of the screen allow draft
data to be entered and saved.
Once an Outcome is entered, the Save
button changes to Finalize…
Trying to Finalize an action with missing
data generates an error message
indicating what needs to be added or
corrected.
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In this example, when attempting to
Finalize a Referral action, the
message indicates that a Meeting is
required.
Once the required changes or
corrections are made, the Finalize
process is completed successfully
and a preview of the associated
documents displays. Any or all of
the associated documents can be
printed at this time by using the
Print button.
The completed Referral action and
Meeting are now listed on the History
screen and the next step in the
process-Consent for Evaluation-is a
Pending action on the Active
Programs screen.
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Printing
From the Documents section of the navigation pane, select the link to either view and print a
specific document; or, select the Print icon to view a list of available documents that are to be
routed directly to the printer without preview. Print options default to print all documents in list.
Deselect by clicking the checkbox those items not desired for printing.
Text Assistant
This feature allows users to manually add district-specific language to text fields that can then
be customized for the individual student. Text snippets provide ‘starter’ statements (Lookups) or
legal language to address a specific section. As new sections are added to the action, these
fields will automatically appear in the Text Assistant set up. Each text field has an icon for Text
Assistant.
Click the icon on the memo box toolbar and insert the desired snippet (repeat the process to add
multiple snippets), and edit the narrative as necessary. Selecting the question mark displays the
program area with which the selections are associated.
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Administrative Edit
This feature facilitates minor changes and updates to an action or input fields. Not to be
confused with an Amended IEP action, this action will NOT maintain a PDF of the original
document or input field data. Input screens and print documents will be updated with the
changes. The Administrative Edit link appears at the top of the screen of a finalized
action.
Note: In most districts, access to the Administrative Edit link is limited to those with admin
privileges.
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IEP Referral and Meeting Notice
Sample Referral or Initiating Action
In this example, a Referral for Special Education is the initiating event to move a student
into Special Education; this may vary by district, but the general process is the same.
1.
2.
3.
4.
Locate the student record to be associated with the Special Education program.
On the Programs tab, click Start Program.
Select Special Education from the drop-down list.
Select Referral for Special Education (or district-specific initiating action) from the Add Item
drop-down list.
5. In the Reason drop-down list, select the appropriate option.
6. Click Next; the Create Referral for Special Education screen appears.
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The Navigation Pane links located on the left of the screen correspond to the input sections on
the right. At the bottom of the screen are Save and Close options. Begin the Referral request by
completing the Meeting Notice.
1. Select Create a new meeting button to expand the screen fields and initiate a meeting
request.
2. Enter Date, Time, and Location; the date defaults to current date; time defaults to the top
of the next hour; location defaults to school of enrollment; all fields are editable
3. Participants
a. Names and titles of people who have previously been involved with the selected
student and those personnel designated as part of the campus team display on
the Participants list.
b. If a name is not needed, delete using the adjacent .
c. Select the Add Person link to enter additional names not listed using either the
user-picker or by entering details for a new contact. Titles of new participants are
selected from the Role drop-down list.
d. Indicate whether or not the student should attend the meeting; the answer
defaults to ‘yes’ if the student has reached transition age, but the option can be
changed by the user; if ‘yes’ is the response, a copy of the Meeting Notice
addressed to the student is available to print.
2
1
3
Note: In most districts, only the Roles will print on the Meeting Notice document, not participant names.
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4. Notice of Meeting
a. Check the Invite all guardians with a single meeting notice box, to print just one
meeting notice for a household.
b. Select the date the original notice was sent to the parent/guardian
c. When a Meeting Notice is associated to a specific action-in this case a Referralthe print document indicates that is the purpose of the meeting; additional
Discussion Items can be selected from the district-specific list, if needed; some
districts provide an Add New Option button for user-defined reasons; other
districts require users to select from the pre-configured list.
5. District Contact Information
a. Add district/school contacts by selecting names with the user-picker
b. Associate contact information by selecting School, District Office, or Other; the
system will automatically print appropriate District and School information to the
document from the data stored in the software; when Other is selected, the user is
prompted to enter contact details
c. Use the Show Details link to confirm that Title, Work Phone, and Email Address
are documented in the software as these details transfer to the print document.
d. Indicate whether or not Procedural Safeguards are enclosed with the Meeting
Notice.
4
5
6. Record of Parent Contact
a. Documentation of at least two contact efforts is required
b. Documentation of additional contact attempts is possible by responding ‘yes’ to
Additional contact necessary? question.
c. Save and return to this action as often as necessary to document parent/guardian
Response and additional contact attempts.
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6
7. Print the Meeting Notice whenever necessary by scrolling to the Documents section of
the Navigation Pane and clicking the appropriate link; a PDF document is available for
printing.
After completing the Meeting Notice, respond to Referral questions using fields provided. The
actual data collected will vary from one district to another but usually includes sections for:
Intervention History
Health Background (including vision and hearing screening results)
Student and Family Language
Language
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Attendance
Educational Background
RTI History
Behavior
Prior Written Notice
Outcome of Action
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Leaving the Outcome blank creates an open referral; data can be saved at any time using the
Save button. The Saved link displays with a checkmark to indicate data is saved and a time
stamp on the left shows when the data was last saved. Close the screen to return to the
Programs tab. Notice that the Scheduled Meetings box shows the Referral Meeting with date
and time, the blue Referral status indicator flag displays on the Timeline Ribbon with the date,
and the Referral action is in draft status and can be reopened and edited by clicking Edit Details.
Once a decision or recommendation of the team is made, reopen the action, if necessary, and
select an Outcome. Once an Outcome is selected, the Save button changes to Finalize. The act
of finalizing an action is a multi-step process that moves the Special Education process along. If
an Outcome is selected and needs to be removed, remove the date to reset fields; the Finalize
button reverts again to Save.
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Note: The date defaults to the current date if Outcome is entered and date is omitted. Once an Outcome is
selected, it is necessary to complete the Finalize process.
To preview copies of the Referral or Meeting Notice documents anytime during the process,
select the appropriate link located in the Navigation Pane under the Documents heading.
PDF versions of the documents open in a new window and can be printed for distribution.
Note: If the Meeting Notice document appears blank, check to be certain a parent/guardian has been
added to the participants list.
Your
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Enrich IEP Guide
Review – IEP Meeting Notice and Referral
1. What is the name of the special education initiating action in your district and does it require
a meeting?
2. What section/field must be entered to finalize the initiating action in Enrich?
3. If the Meeting Notice is blank, what piece of information is missing?
4. What documents are available to print in the initiating action for your district?
5. What often occurs when a yes or no response is indicated on the screen?
6. When working in a previously saved action, what link must be selected in order to edit the
fields or add an Outcome?
7. How can an Outcome be cleared if it was inadvertently added?
8. Locate your general education student and create a Referral or initiating action using a
today’s date. Indicate that an evaluation is necessary and Finalize the action.
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Consent for Evaluation and Evaluation Report
The Consent for Evaluation is used to notify the parent/guardian of the decision of the
Multidisciplinary Team to move forward with formal evaluation which cannot proceed without
parent/guardian approval.
When a Referral is finalized with the recommendation to proceed to evaluation, the Consent for
Evaluation appears on the Active Programs tab as a pending action. Select the Create link for
the Pending: Consent for Evaluation to begin work. Note that the Referral action has moved to
the History screen; click View History to review, print, or complete an Admin Edit on any actions
that have been previously finalized.
Note: If the Create link is not visible, verify that dates and Outcomes have been entered and the Referral
has been finalized.
Initiate Consent for Evaluation
1
1. On the Programs tab, click Create the Pending: Consent for
Evaluation.
2. In the dialog box, select Reason as Initial Evaluation, then
Next.
2
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3. Use the Navigation links to access specific areas of the Consent for Evaluation just as for the
Meeting Notice and Referral.
4. Start Date defaults to the current date but is editable.
5. Use the person picker to indicate the name of parent/guardian.
6. Indicate the date the Consent was provided to the parent/guardian.
7. A Yes or No response to any of the Areas to be Evaluated presents an additional layer of
responses. (Language of specific evaluation areas may vary slightly among districts.)
3
4
5
6
7
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8. Additional data is collected as desired by the district.
9. Enter district/school contact.
10. Transfer details of who gave consent and when it was received from the hard copy of the
document to the input screen. (This section is normally completed once the Consent
document has been printed, signed, and returned to the district)
11. Once consent is received, the final step is to select an Outcome and Finalize the action. If
errors exist or required fields are not entered, a notification message will prompt the user
indicating those sections where issues exist. All notifications must be addressed before an
action can be finalized.
8
9
10
11
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Verify the results on the Programs tab; if the Outcome is Consent Received, the Evaluation
Report shows as a pending action allowing users to document the results of assessment. When
necessary, use the Add Action and Add IEP links to move forward with completing the next steps
of the process.
If the Outcome is Consent Refused, the Active Programs tab displays a notice of previous
program involvement; users can use the View History link to review all previous actions.
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Return to the Teacher Dashboard and note the student status on the Special Education group
roster has moved from Referred category to Evaluating
category.
Evaluation Report
Document results of assessment by clicking Create the Pending: Evaluation Report; select a
reason from the drop-down list and click Next to begin work.
Enter Start Date (defaults to the
current date but can be changed using
date picker).
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Enter Background Information and Evaluation Criteria. Indicate whether or not an evaluation of
the specified type was conducted. When the response is Yes the screen expands for entry of
Assessment tool, Date, Evaluator, and Test Results.
Select the Assessment Tool used from the drop-down list. Test lists will vary by district and
evaluation area. Use the Add button to document results from additional testing instruments.
Add Date and Evaluator using the date and user pickers.
If test scores have been entered using a template on the Test Scores tab. Indicate that by
selecting Yes, and the latest results will populate on the print document. If No is selected, then a
textbox appears where results data can be entered. The process of documenting test scores
using Enrich templates is described earlier in this document.
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Complete the Evaluation Summary fields using the memo boxes provided. Once all work is
complete, select the appropriate
Outcome and Finalize.
Student status has now changed to Eligibility Pending, and the Timeline Ribbon indicates due
dates for Eligibility and IEP. The next step is the Eligibility Determination action.
Finalized actions can always be viewed/printed from the View History screen.
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Enrich IEP Guide
Review – Consent for Evaluation and Evaluation Report
1. What displays on the Programs tab is Consent for Evaluation (initial) is not received from the
parent?
2. What occurs when a ‘Yes’ response is selected for an area of potential evaluation?
3. What Special Education status does a student have once the Consent for Evaluation is
finalized?
4. When is the Finalize option initiated?
5. How is the return date of the Consent document entered in Enrich?
6. What Special Education status does a student have once the Evaluation report is finalized?
7. Where can a user find the due date for Eligibility and IEP?
8. Complete a Consent for Evaluation action and an Evaluation Report for your student.
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Eligibility Determination
Determination of Eligibility
Criteria states that to qualify for special education services, a child must have at least one of the
13 disabilities as defined by IDEA and the impact of the disability must create a need for
services. In some states, additional exceptionalities such as Gifted may also be considered
when determining appropriate placement.
Upon completing tests and evaluations, the IEP Team meets to interpret the data. The results
are reviewed along with input from a variety of sources. The Eligibility Determination ensures
that the information from all sources is documented and considered and that, if necessary, a
psychological evaluation has been conducted.
Steps to initiate the Eligibility Determination
1. Access student record by searching the Special Education group from the Teacher Dashboard
or the Search function.
2. If the action does not appear on the Programs tab, add it from the Add Action list. Open and
choose a Reason from the drop-down list if prompted, and click Next.
Enter Start Date (defaults to the
current date but can be changed using
date picker).
There are two options for initiating a meeting; select an existing meeting from the list shown or
use the Create a new meeting button. In this case, 4/18/2011 was the date of the original
Referral Meeting, so a new meeting will be created.
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Complete all sections as described in the Meeting Notice and Referral section of this guide. A
copy of the Meeting Notice will print for each participant who is not part of the district staff. If
multiple copies of the notice are needed to accommodate parent(s)/guardian(s), each name
needs to be added to the Participants list.
Note: Only the Role titles will print on the
Meeting Notice, not participant names.
Respond to each Multi-disciplinary team
determination question by selecting
either Yes or No.
Some Yes or No responses may require
entry of additional information.
Select a disability from the drop-down
list.
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Once a disability is selected, the appropriate Disability Worksheet questions expand requiring
user input as in this example for Autism.
Continue selecting disabilities from the drop-down and completing worksheets as needed being
sure to respond to the final question regarding eligibility.
The first disability selected is designated Primary; all additional disabilities are labeled
Secondary. Up and Down arrows can be used to reorder the selected disabilities and the Delete
link removes the selected disability.
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If a student does not meet the overall requirements for eligibility, select the No disabilities were
suspected box and the Add Disability tab becomes unavailable. A disability does not have to be
selected in order to finalize if the No Disabilities suspected box is checked. It is necessary,
however, to indicate Not Eligible as the outcome.
Note: Some districts may elect to configure their systems to require Primary or Secondary to be selected
from a drop-down rather than using the Up and Down arrows to order disabilities.
Complete the Eligibility Recommendations
questions; Yes responses to any of the first
six questions expands a Programs
checklist.
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Complete Parent Notification
information and Save all input
prior to closing. Because
eligibility is usually determined
at the IEP Meeting, the
process of selecting an
Outcome and finalizing the
Eligibility Determination will
likely occur at that time.
When ready to finalize, open the draft action and complete all remaining information. If the
student attended the meeting, a signature line will be placed on the document for him/her, and
a checkmark indicating that the Eligibility Meeting has been held transfers names from the
Meeting Notice to the signature area of the final document.
The Compliance Checks icon indicates whether or not the action was completed within the
district-configured timelines. If timeline is met, a green checkbox displays; if past timelines, a
red alert flag appears and the user is prompted to enter a delay reason.
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Enter an Outcome and complete the process of finalizing the action. When Eligible is the
Outcome, the due date of the next reevaluation appears on the Timeline Ribbon.
Selecting Not Eligible as the Outcome stops the Special Education process. On the Programs tab
there are no pending actions and the new Status flag indicates Not Eligible. However, when the
process stops, there may be existing actions or timelines remaining. Use the End Special
Education link to Delete or End any remaining actions or timelines. All previous special
education activity will remain accessible on the History screen.
Note: Eligibility and Consent for Placement dates are tied to the IEP validation process since an IEP can’t
exist for a student who does not have a disability and hasn’t been granted permission for services. These
dates stem from those actions in Enrich that occur prior to the creation of the IEP.
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Review – Eligibility Determination
1. How many disabilities can one student have?
2. What is the compliance timeline from date of receiving Consent for Evaluation to the
Determination of Eligibility?
3. What happens if a student is found Not Eligible for Special Education?
4. When is the Eligibility Determination action normally finalized?
5. Describe the two methods of scheduling a meeting for Eligibility Determination.
6. How does Enrich know which disabilities should be considered primary?
7. How does the user know whether or not the parent/guardian responded to the Meeting
Notice?
8. Complete the Eligibility Determination action for your student selecting just one disability;
Save the input but do not choose an Outcome or Finalize.
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IEP
Most Enrich installations offer five IEP options; some districts may have additional plans
available.
Early Childhood
School Age
Transition
Transfer or Direct Placement
Service Plan
All IEP plans function in the same way although may gather slightly different data. Because
federal requirements make the Transition IEP the most complex, it is described in this guide.
Specific sections are also applicable to the four other IEP types.
The transition IEP must include a statement about the student’s future needs along with any
services that will help develop the skills necessary to meet outlined goals.
Where appropriate, the transition IEP should also list any non-educational agencies that might
provide additional support to the student. The IEP team considers what strategies will assist
students in taking steps toward vocational, employment, independent, and post high school
educational plans.
Transition Requirements
Age of Majority Statement - is to be signed no later than 1 year before the student
reaches 18. The statement declares that the student has been informed of his/her rights
and is aware that these rights transfer to him/her at the age of 18. At age 18, the
student has the right to approve the development and implementation of the IEP and they
should sign it themselves.
Transition IEP Goals - focus on training and/or education and include vocational
education and adult education programs. Other goals include employment, either regular
or supported, and independent living skills. Goals vary depending on the needs of the
student.
Transition Services - lists those services needed to assist students in reaching their postsecondary goals.
Summary of Performance (SOP) - is required when a student exits the school system
either by obtaining a diploma or aging out. Schools must provide students with an SOP to
assist in the process of moving from high school to post school activities. Content
includes:
o a summary of the student’s academic achievements and functional performance
o recommendations on how to assist students in meeting postsecondary goals
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o
list of accommodations and modifications that have been utilized in high school in
order to help establish a student’s eligibility and need for accommodations in
postsecondary settings.
Transition IEP
To create a Transition IEP, locate the student record using the search lookup or select the record
from the Student Groups link on the Teacher Dashboard. If an IEP Plan is not already pending on
the Programs tab, click the Add IEP link at the top of the Programs screen. The selection choice
defaults to the correct IEP based on age; when a non-applicable IEP is selected, the user is
alerted to issues that may arise with the selection of this IEP type.
When the IEP screen opens, a scrollable
Navigation Pane displays on the left providing
links that correspond to the data input fields on
the right. Although this tool is available for
every action, it is especially valuable for
navigating the IEP due to the length and
complexity of the screen.
The menu is dynamic with additional entries
displaying as the user responds to questions by
adding data to the IEP.
At the bottom of the pane is a link to print the
documents that are part of the IEP action. This
section will also change based on data entry,
for example, once a meeting is scheduled, the
Meeting Notice appears as an available
document.
The final link allows a user to attach electronic
copies of additional data much as one attaches
documents to an email. Details of this process
are described in another section of this guide.
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Tools at the bottom of the screen provide options for saving, closing, validating, and finalizing
the IEP action as well as indicating when the action was last saved.
Convert allows users to change IEP type without data loss after the initial IEP type is selected;
details on using the Convert feature are provided later in this guide.
To work in a section of the IEP, select the desired link on the Navigation Pane. To save a draft
copy of data input select Save and Close.
Validate allows users to determine what required data is missing from the IEP and can be used at
any time during the IEP process. A list of issues that must be resolved prior to finalization is
presented and highlighted on the Navigation Pane and input screen. As issues are resolved,
highlighting disappears.
Finalize is used at the conclusion of all data input and once the meeting is concluded. If a
district has elected to print the word Draft in the document footers, this designation will no
longer appear on print documents once an IEP is finalized.
When multiple users are working in the same action at the same time, each user receives
notification, and additional users are noted at the bottom of the screen.
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IEP
Select the Add IEP link if a pending IEP does not already exist. The Add IEP link will not display if
there is already an existing IEP in draft format. When adding an IEP, the system defaults to the
appropriate plan based on student age; if an alternative selection is made, a screen prompt and
warning displays.
Creating an IEP Meeting
The IEP Meeting link corresponds to the IEP Meeting section of the input screen. The user has
the option of scheduling a new meeting or associating the IEP to a meeting that’s already been
scheduled. In this example an Eligibility Meeting is already scheduled. Rather than create a
new meeting, this IEP action is going to be attached to that meeting by clicking the Select
button. Details of the scheduled meeting display.
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Fields may be edited and a new Meeting
Notice printed, if needed. All Parent
Contact attempts are documented on
the printed notice.
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Enrollment
All of the referenced fields auto-populate based on SIS information. By selecting the drop-down
list arrow a list of districts and campuses displays allowing the user to edit the values. A
configuration setting in Enrich offers a district two options when displaying the Service/Home
District and School as shown below. If the option to show Prior To and After Meeting is selected,
the first list shows the student’s current assignment and is not editable; the second list allows
for selection of different options as a result of the meeting.
The printed IEP document may show additional
student
demographic information based on district
requests.
Dates
Start Date defaults to the current date but is
editable. The remaining date fields populate based on timelines and actions previously finalized
in Enrich or converted data from legacy systems.
Most dates are editable using the date picker tool.
Planned End Date automatically defaults to 364
days from the Meeting Date.
Next Review Due By defaults to one year minus one
day from the date of the current IEP. Latest
Evaluation Date, Next Evaluation Due By, Eligibility
Date, and Date of Consent for Services will all
populate once the Eligibility Determination and
Consent for Placement are finalized.
The Eligibility Date and Date of Consent for
Placement cannot be entered manually but rather
must auto populate from previously finalized actions.
An IEP cannot be successfully validated and
finalized without these dates, so if an error message
appears when trying to complete the validation
process, check to be sure all previous actions have
been finalized.
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Note: Troubleshoot problems with Eligibility and Consent for Services dates by reviewing previous actions.
Team Member Excusal
A Yes response regarding absence of a district team member from the IEP meeting expands the
screen to capture the name(s) of person(s) to be excused. Once the document is approved and
assigned by the parent and a district representative, that information is entered into the
remaining fields. Use the Add link to document the absence of multiple team members.
Procedural Safeguards
As a parent of a child who may receive special education, certain rights are guaranteed by federal law:
the Individuals with Disabilities Education Act (IDEA). These rights are usually listed in a brochure and
include information regarding rights to participate in meetings dealing with the identification, evaluation,
and educational placement of their child and the provision of a free appropriate public education.
One of the rights is to be informed of all the rights available in writing and in the native language spoken
(unless it is clearly not feasible to do so), and at a level understandable to the general public. Parents
are entitled to a copy of these procedural safeguards at least one (1) time per year, and upon:
1. Initial referral or parental request for evaluation;
2. The initial filing of a complaint; and
3. Request
Check the box if the parent(s)/guardian(s) have been provided the district special education
Procedural Safeguards document in their native language or other mode of communication. A
parent/guardian signature or initials may be required on the printed document.
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Note: If the box is NOT checked, the document will reflect that the parent has NOT been provided the
Procedural Safeguards.
Desired Outcomes
Indicate if the Desired Outcomes
reflect School and/or Post School
and use text boxes provided to
respond to the two questions in
the this section. View any
available Snippets by selecting the
Text Assistant icon.
Consideration of Special Factors
Select Yes or No for each question; in order to Validate and Finalize an IEP, a radio button for
each question must be selected. When the response is Yes, additional data input may be
required. In the examples below for Health Care Plan and Special Transportation, data fields
expand requesting details which then print to the IEP document.
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In some cases, the additional data gathered may result in a separate document as in the case of the
Behavior Intervention Plan.
Note: Questions related to Consideration of Special Factors may vary by district with including additional
options such as Adapted PE.
Extended School Year
A series of questions related to the student’s
academic and social regression and
recoupment allow the IEP team to determine
if Extended School Year Services are
recommended. Yes responses expand text
boxes for rationale and justification.
If districts elect to use the To Be Determined
option in the Decision drop-down, the user is
prompted to indicate the date when the
question of ESY will be revisited in order to
make a decision.
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Note: The option to indicate that goals and services will be addressed as a part of ESY will not appear
unless Yes is the selected decision. More information is available in the next sections of this guide.
Secondary Transition
Diploma Track
Two options are available for Diploma Track, each with a drop-down.
Transition Service Needs – Age 14
IEP’s for all students who will be 14 years of age or older during the effective period of the IEP
must have information related to Needs and Self-Determination/Self-Advocacy.
Post School Consideration
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For those students who will turn 16 years of age during the effective period of the IEP, additional
information is required. If a student will be 16 during the effective period of the IEP or if the
team determines appropriate, respond Yes to the age-related question.
Complete all fields including those for Daily Living Skills and/or Functional Vocational Evaluation
if appropriate.
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Responsibilities/Linkages for Transition Services
If there is a need for Agency participation, select Yes and complete additional fields; use the Add
button if necessary to capture all information.
Transfer of Rights at Age of Majority
If the student has been notified of his/her rights at age of majority, indicate with a Yes; the date
of majority calculates on the print document.
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Goal Areas
Depending upon a district’s choice of configuration settings, users will select from a list of five or
eight goal areas or domains. Present Levels of Academic Achievement and Functional
Performance are written at the domain level; the same series of questions are completed for
each domain selected.
In the case of a Transition IEP, users will also indicate with which transition service activities the
Present Level information will be associated.
Frequency of Progress Reporting to parents/guardian is selected from the drop-down. The
option to report Quarterly is always available; however districts may add other frequencies
through the configuration settings.
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Once Present Levels are complete for a specific domain, begin the process of creating goals
associated to each domain. Some districts may enable the feature allowing association of
Secondary Domains to each goal without addressing the Present Levels questions.
Projected Achievement Date defaults to a year minus one day from the Meeting Date or the
effective period of the IEP, however this date can be edited using the date picker tool.
As noted in a previous section of this guide, the ESY Decision must be Yes in order to display
the option of addressing a goal during ESY.
Add text in the Goal memo box. Districts may configure Text Assistant snippets to aid in the
creation of measurable goals.
Use the Add Objective
button if objectives are
needed for the goal; add
appropriate text in the
memo box, and use the
tools provided to reorder or
delete objectives.
Check the providers who
will be responsible for
assisting the student in
meeting the goal. In some
districts users have the
option of adding titles to
the list.
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Goal Banks
Some districts elect to configure the IEP goal section to accommodate the use of Goal Banks
which are loaded into Enrich allowing users to select from a hierarchy of Area of Need (Domain),
Goals, and Objectives as they create student goals. When the Goal Bank configuration is used,
the first step is to click the Add Goal link on the IEP screen and complete each section using the
drop-downs provided. Once selections are complete and the Add Goal link at the bottom of the
dialog box is selected, the goal appears on the IEP screen and is fully editable by the user.
If there are no goals in the bank for a specific domain or the user prefers to create a custom goal
click the Add Goal link without making any selections on the Add Goal screen.
Note: A Goal Domain must be selected in order to see the Add Goal link on the IEP screen.
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Use tools provided to adjust the order or delete goals; goals will print to the IEP in the
order they are displayed on the screen. Once added, a goal appears as a link on the
Navigation Pane.
Progress Monitoring
Enrich offers functionality allowing users to collect and document Progress Monitoring data at
both the goal and objective level. It is the district’s decision on whether this is a required
element of creating an IEP.
The check box indicating Progress Monitoring data will be collected regularly defaults to ‘Yes.’
(Deselect the box if no data will be documented in Enrich.) The process for Progress Monitoring
at the Objective level is the same as for the Goal level and reminder prompts appear on the
Teacher Dashboard and student’s Programs tab when progress data is due.
Select a Probe Type from the drop-down list; available options are configurable at the district
level and fall into four categories: numeric, ratio, rubric, and text.
Enter a New Score as a baseline of student performance at the start of the goal period
Add a date using the date picker tool
Indicate a goal target for the end of the goal period
Indicate frequency of Progress Monitoring
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Note: Currently, each probe type can only be used once per student; the same probe should not be
selected for use with more than one goal. If users foresee the need to use a probe type more than once,
the administrator should add that probe type into the progress monitoring configuration section by using
more specific titles, such as Ratio – Reading; Ratio – Math; or Ratio 1; Ratio 2. Future development will
allow a probe to be associated to the student and goal, thus allowing the same Probe Type to be used
multiple times per student.
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Assessment Participation
Assessment options display on the
screen based on a student’s grade;
only those tests appropriate for the
student’s grade level(s) during the
effective period of the IEP display.
If Florida Alternate Assessment is
selected, respond to the four
standard qualification questions and
indicate whether or not the parent
has been informed.
Accommodations & Modifications
The Accommodations and Modifications sections of the IEP are tied closely to Assessment
Participation. Districts obtain agreement from parents that certain accommodations used in the
classroom setting may not be allowable on state and district standardized testing.
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If no accommodations or modifications are deemed necessary by the team, place a check in the
box provided.
Make selections from the drop-down lists as needed. Delete
unwanted selections using the X provided in the upper right
corner.
Selections in the Accommodations
drop-down list are divided into
categories for Responding,
Presentation, Setting, Scheduling, and
Assistive Technology.
Once a selection is made, complete
the fields for Schedule, Frequency, and
Location. The Schedule defaults to the
effective period of the IEP but is
editable.
When Accommodations selections are made that are allowable on Florida state and district
standardized tests, an assessment list displays; the user selects as many tests as appropriate for
which this selection will be used.
Any selection that does not display an assessment list is considered a classroom
accommodation and will so indicate on the print document.
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Note: It is important to complete the Assessment Participation section of the IEP prior to selecting
accommodations so that the Assessment list for each accommodation will populate correctly.
The Modifications list varies by district and is usually significantly shorter than that for
Accommodations. There are no tests associated with Modifications.
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Services
The Services section of the IEP has configuration options at the district level; it is likely that the
Services section will resemble one of the options shown here. Names of Services, Providers, and
Locations are modifiable by the district administrator; this process is explained in the
Configuration Guide.
Default values related to whether a service is Direct or Indirect, whether the setting is
Inside/Outside the General Education Classroom, and Location can be assigned in the setup
screens which means users will not have to respond to these questions on the IEP screen. As
noted in a previous section of this guide, the ESY Decision must be Yes in order to display the
option of providing a service during ESY. The average minutes per week Outside of the General
Education Environment calculates for each service and also for the total of all services.
Another setting determines which services require frequency and amount of service such as
Physical Therapy or just frequency such as Classroom Instruction.
Use tools provided to reorder the list of services or remove those not wanted.
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Least Restrictive Environment (LRE)
Select a Placement Option based on the team’s decision. If an Early Childhood student will turn
6 during the effective period of the IEP being developed, two Placement Options are selected-one
for ages 3-5 and another for 6-21. By clicking the Add Placement Date link, additional
placement options can be scheduled by date to meet the needs of students transitioning from
one campus or academic environment to another.
Complete the LRE section using the memo box provide to explain the extent that the student will
not participate with nondisabled peers in both the general education classroom and in
extracurricular, non-academic activities.
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LRE Calculator
Based on the Services selected, Enrich can automatically calculate the average time outside of
general education, and display the Percent of time in general education setting. This calculation
is based on Total instructional time per week for the student’s campus. It is possible to use the
override link and enter a number other than the default. The Percent of time in general
education setting is recalculated based on the new instructional minutes per week number. This
information can be used to make the final Placement determination.
In order to provide an accurate calculation, all services must be defined using both time and
frequency. Because the state of Florida does not require that time be specified for all services,
the LRE calculator is feature is disabled in most district configurations.
Student Participation
If the student attended the IEP meeting, so indicate by selecting the Yes radio button, and a line
becomes available on the document for him/her to sign.
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IEP Finalized
Selecting the checkbox at the conclusion of the IEP meeting will cause the meeting attendee
names and roles to display on the IEP document which can then be signed. Until the checkbox is
selected only attendee roles will display on the draft IEP document.
Although printing meeting participant names to the IEP document for signature is normally
accomplished by indicating that the meeting has been held, some districts also offer the option
of adding names of those who attended but were never actually invited to the meeting.
Meeting Notes
In some districts, an additional memo box is available in order to record proceedings of the IEP
meeting which print directly to the IEP document.
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Compliance Checks
Compliance Checks display timeline requirements for managing and processing IEP steps
according to published guidelines. In the event compliance timelines are not met, a series of
delay reasons displays. Reason codes are typically tracked and monitored by district
administrators. If timeline is met, a green checkbox displays; if past timelines, a red flag
indicates that the action item is out of compliance, and the use is prompted to enter a delay
reason.
These Compliance Timelines will also impact the Timeline Ribbon on the Programs tab.
Note: The Eligibility Determination and Consent for Placement actions must be finalized before the Initial
IEP.
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Consent for Placement
Click the Pending Consent for Placement on the Programs tab or use the Add Action link if no
pending action exists. If prompted, select a reason for the action and click Next.
Enter all necessary data in the fields provided. The narrative questions act as Prior Written
Notice to parents about the district’s decision related to Special Education placement and
services.
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Enter an Outcome and complete the process of finalizing the action. When Consent Received is
the Outcome, the date transfers to the IEP input screen. Both the Consent for Placement and
the Eligibility Determination must be finalized in order to finalize the IEP. If consent is not
received, the Special Education Process is ended by using the link on the Programs tab. All
previous special education activity remains accessible on the History screen.
Once the Eligibility Determination, IEP, and Consent for Placement actions are finalized, the
Timeline Ribbon displays the due dates for next IEP and Reevaluation. These dates will appear
on the dashboard of all team members when the timeline approaches.
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Review – IEP and Consent for Placement
1. Explain the process for populating the signature area to the IEP.
2. What two actions must be finalized prior to finalizing an Initial IEP?
3. Explain the difference between Validate and Finalize.
4. Once actions are finalized, how can they be viewed?
5. Explain the purpose and functionality of Text Assistant.
6. If a Compliance Check indicates an action is past timeline, what additional information must
be entered?
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Additional Processes
Admin Edit
Users can edit finalized actions if they have the proper permissions; in most districts few are
actually provided this right. To edit a finalized action, open the action (it may only be visible on
the History screen) and click the Administrative Edit link at the top. A warning alerts the user
that changes will overwrite existing data if he/she chooses to Continue. An Admin Edit does not
save the original document as in the case of an IEP Amendment; it permanently changes the
action.
Once changes are complete, the action or plan does not need to be finalized again. When the
user saves the changes, the system will prompt the user to print new copies of the documents.
IEP Admin Review
Some districts maintain a process of Administrative Edit before an IEP is finalized where the IEP
is reviewed and approved by an administrator. If this feature is enabled, when an IEP is opened
from the Programs tab the Administrative approval is pending message appears at the top of the
screen.
Users with appropriate permissions enter their names and click Approve once the IEP is
reviewed. After approval, when a finalized IEP is viewed, the name of the person approving the
IEP and the date appear at the top of the screen.
Note: If districts do not enable the Admin Review function none of the above screens display.
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Amend IEP
The Amend IEP feature is only available after an IEP has been finalized. The Amend link displays
at the top of the screen when a finalized IEP is viewed. This action is typically used when a Goal
or Service is added or changed or other minor adjustments are made to an IEP that is currently in
effect. An IEP Amendment does not change the timelines of the original IEP; it does generate a
new PDF document; the original IEP is maintained. Amendment dates are documented at the
top of the IEP screen.
The sections of the IEP that can be edited are determined by the district during configuration
setup.
Note: It is possible for admin users with appropriate permissions to edit finalized plans and actions by
clicking the Administrative Edit link. Changes will be recorded in the Audit Log.
Copy an IEP Forward
Once a student has an IEP created in Enrich, subsequent IEP’s can begin with copies of some
material from the previous IEP. The Add IEP dialog allows users to create the new plan as a copy
of the latest finalized IEP. During configuration setup, district administrators determine which
sections of an IEP can be copied forward.
Select the Add IEP link and check the box if previous data is to be copied forward.
Note: The IEP must have at least one section to set to copy forward in the district configuration in order for
this option to display.
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Convert an IEP
If, during the development of an IEP, the team determines another IEP type (Early Childhood,
School Age, Transition) is appropriate, the data already entered can be moved to the new IEP
type using the Convert process. The user will be notified of any differences between the data
requirements of the two IEP types.
This example shows the process of determining whether or not to convert a School Age IEP to a
Transition IEP. Begin by selecting Convert at the bottom of the input screen. Select the new IEP
type and click Next. Review alerts and follow screen instructions to preview converted IEP
content; once preview is complete, determine whether to proceed with the converted IEP or
return to the original plan type by selecting Save Converted IEP or Cancel.
Progress Monitoring
Once an IEP is finalized, the Progress Monitoring schedule appears on the student’s Program tab
as well as on the user’s dashboard. This information indicates when probe scores are due or if a
probe score is overdue.
Probe Scores are entered from a student’s Programs tab either by clicking on the Enter link or by
selecting the View link next to Goal Progress. The quick link on the Programs tab or dashboard
does not display the text from the goal or objective; to see the goal or objective, the user clicks
on View to open the Goal Progress section.
Once the Goal Progress section is open, the actual goal appears and a graph of the data points
displays. This graph can be mapped to print to the Progress Report. Graphs are only available
when using probes that collect numeric data using specific data points such as numeric, rubric,
and ratio; graphs are not created when text probes are used to gather data.
To add additional probe scores, click the Edit Scores link and a data entry screen opens.
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For those goals or objectives not using a numerical probe there is a narrative statement.
To update Goal Progress select the Enter button and insert new information. Formats vary based
upon Probe selection. Select the View link to preview and print Goal Progress Reports as well as
edit probe scores.
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Progress Reporting
When preparing to enter information on the actual Progress Report, the user must open the
Progress Report then click on Edit Progress Report.
Within the Progress Report, the goal (or objective) appears. Progress Reporting periods are
established by the district and the options display when working in the IEP. If multiple options
are created (i.e. quarterly or monthly) the user will select the option that most appropriately
meets the needs of that particular student. Once the frequency of Progress Reporting is
determined, that schedule will drive how frequently the Progress Report must be completed and
sent to parents. The first progress reporting period defaults to the first scheduled reporting date
after the IEP Start Date.
To complete the Progress Report, select a value from the Goal Status drop-down and add
pertinent information to the Comments box. Once the information is entered and saved, the
Progress Report can be printed.
Note: A selection from the quarterly progress drop-down must be made in order for Remarks to print to the
document.
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Reevaluation
The process for reevaluation can vary, but the example shown here is similar to that used by
most districts.
Begin the reevaluation process by selecting the Reevaluation Planning action and indicating the
correct outcome. If new data is needed, finalizing the action will generate the Consent for
Evaluation. If new data is not required, the Evaluation Report is generated.
When new data is needed, Consent for Evaluation must be completed before the Evaluation
Report is generated. The Evaluation Report is used to document reevaluation information
whether or not new testing data is required.
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Open the Evaluation Report action indicating Reevaluation as the reason. If testing was
completed, indicate in which areas and document results just as for an initial evaluation. If no
testing was done, respond ‘No’ to each area and document results of records review using the
Evaluation Summary fields at the bottom of the screen.
When the user is ready to schedule the Eligibility Determination (completed as part of every
reevaluation) and the next IEP, those actions are added manually using the Add Action and Add
IEP links.
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In the case of a reevaluation, existing exceptionalities populate The Eligibility Determination
action indicating that the student does still meet criteria for eligibility and that there is no
need to complete the disability criteria worksheet. If disabilities are to be added, the criteria
worksheet will need to be completed; if a disability is to be dismissed, users will indicate that
the student does not meet eligibility criteria. Accurate yes/no response to the question
‘Does the student meet the criteria to be eligible for the selected disability?’ impacts the
disabilities that display on the programs tab.
As is the case with an initial eligibility, an IEP can be added and completed during the same
meeting as the new Eligibility Determination.
Note: Role permissions may limit what users can see and edit in the Reevaluation process.
Add Action
New actions can be added by users when needed.
The list of available actions varies widely from one
district to another and what a user can create is
governed by role permissions. The process of
completing all actions is the same; complete all
necessary input fields and finalize the action when
appropriate.
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End Special Education
In order to end the Special Education process for a student, select the End Special Education
link, if necessary, select an appropriate outcome for each active action remaining on the
student’s Programs tab, and finish the process by selecting End Special Education. Actions will
move to the history screen and no longer impact reports or show as overdue, however, an alert on
the Programs tab will indicate previous involvement in Special Education.
Note: The End Special Education process cannot be reversed.
Foreign Language Forms
Foreign language forms can be configured in Enrich by the district’s system administrator;
details of this process are available in the System Admin Guide.
Users select additional languages available for a student’s documents by using the Language
Options link on the Profile tab. Current language options are shown.
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Once translated forms are uploaded to Enrich in the selected language, the link to
preview/print appears at the top of the PDF screen when previewing the form in English.
Foreign language forms open as MS Word documents allowing for additional editing. Hard
coded text will be translated; information entered in English on the input screen will not be
translated, but can be edited in the document before printing, if desired.
Note: When the form opens, if coding appears on the PDF, press Alt-F9 to remove it.
When finalizing actions, documents will print in English and the language(s) previously
designated; there is also the option of selecting a different language from this screen.
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Student Record Transfer
District Administrators have the ability to control what users have the ability to transfer and
receive student records into Enrich.
Transferring a Student’s Record
1. Locate Student Record to be transferred.
2. Click Transfer Records.
3. Under Transfer Records, click Send Record.
4. Once prompted, select the state and district to which the record should be transferred.
5. Click Next.
6. Once prompted, select available Tests, Files and/or Programs listed. Note that you may select
individual records, or select all records by clicking the “All” box at the top of the list.
Important: When transferring Program items, be sure to include all related items. For
example, if sending an IEP, include all meetings, evaluations, referrals, eligibility
determination, etc.). This will ensure that the receiving district can receive and use the data
successfully.
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7. Once selection is completed, click Transfer.
8. A Transfer Number will be displayed. Copy the Transfer Number for your records as this number
must be provided to the receiving district. Note that the transfer number is not transmitted
electronically by Enrich; you may provide the transfer number by whatever method is agreed
upon between districts (voice, email, fax, etc.).
Note: An automated e-mail notification will be sent to the user who initiated the record transfer.
The Transfer Number will be included in the e-mail.
Receiving a Student’s Record
Once you have received the Transfer Number from the sending district, you are ready to receive
the records.
1. Go to the Profile of the student whose record is to be received.
2. Click Transfer Records.
3. Under Transfer Records, click Receive Record.
4. When prompted, enter the Transfer Number that was provided by the sending district.
5. Click Next.
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6. Once prompted, verify the information displayed for the student being received.
7. Click Receive. Once this process starts, it will download the data that has been submitted from
the sending district.
Note: An email notification will automatically be sent to the address of the user who is
completing the transfer process.
8. Once the message indicates the retrieval process has begun, click Close.
9. When the retrieval process has completed, the received student will show it has a pending
records transfer.
10. Under Received Records, click View.
Note: In this case there is one transfer record waiting for acceptance. One transfer record may
contain multiple items to accept.
11. Records are separated into three categories: Test, Files and Programs.
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12. When prompted, scroll through and locate the items that you want to import. Beside each
record, click Accept by each item, or you may click Accept All if all items are needed.
Important: When receiving Program items, be sure to accept all related items. For
example, if receiving an IEP, include all meetings, evaluations, referrals, eligibility
determination, etc.). This will ensure that all dependencies are included.
13. A prompt will be displayed asking to confirm acceptance. Click Accept.
Note: Once the item has been accepted, it will appear as “Accepted” instead of having the link
“Accept”.
Importing Tests
Accepting test (assessment) items integrates the Test Assessments into the student’s Enrich
record. If discrepancies exist between the test formats in the database, the particular test
scores will be skipped.
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Importing Files
Accepting File items integrates the Attachments and Documents into the student’s Enrich
record.
Once Accepted displays, there is no longer an active link to these files as they are now available
on the Files tab.
Once PDF’s have been accepted, the list displays on the Files tab of the student record with an
icon indicating they have been transferred from another source. Files can be opened, reviewed,
and printed. Note that although the test score import failed due to an incompatibility between
file formats in the two databases, the scores will display on Evaluation Report
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Importing Programs
Accepting program items integrates the Programs into the student’s Enrich record. Specific
dialog boxes will appear to prompt you for needed information.
Fields such as the Program, Involvement, Item and Date Transfer Implemented are required in
order to create the item locally with the appropriate data from the sending district.
Review any messages related to dates and save the program items. Active IEP’s will display on
the Programs tab. Previously finalized actions/plans will display on the History screen.
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Program History Enhancements-Local Program Involvement
Enrich reflects “local involvement periods”, which is the range of dates when the student was
“involved” with a program while in the district. There are also new functions for managing the
student’s involvement. Users with the “Manage Program Involvements” permission will see the
following changes:
For an active program involvement, you will see links for End and Edit Local Involvements.
For a program involvement that has ended, you will see three links: Edit, Reactivate and Edit
Local Periods.
The Edit Local Periods link will allow you to edit the start and end dates of an involvement, as
well as to select the “Period End Reason”.
The Edit link will allow you to change the End Date and End Status for that involvement.
The Reactivate link has the addition of a “Tracking” selection with two choices:
Do not track re-entry date (to correct accidental ending of program)
Track program re-entry date (for transfer back into ongoing program)
Local involvement periods reflect the dates of previous special education plans/actions
occurring prior to a student’s active enrollment in Enrich. The message below displays when a
meeting date does not correspond to the local program period.
Adjustment to the Meeting Start Date or Transfer Date is required to resolve the warning
message. In the case of converted data plan records the message can be ignored.
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Accessibility Settings
At the bottom of each page is the Accessibility Settings. Select the “Enable Misc Screen
Reader Optimizations?” checkbox to activate screen reader enhancement capabilities for
the reading of labels and headers.
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Review – Additional Processes
1. Explain the difference between Admin Edit and IEP Amendment
2. What is the difference between Progress Monitoring and Progress Reporting?
3. Why is it important to use the End Special Education process when students are no longer
involved in the Special Education program?
4. When is the Convert link used?
5. List three actions available to users in Bay County.
6. In what languages can forms currently be translated?
7. When would a district use the IEP Admin Review process?
8. Where can a user indicate alternate language(s) for printing forms?
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Reports
Test Score Reports
My Classes – Teacher Dashboard
Opening any course or student group from the Teacher Dashboard screen displays a list of
available Test Score and Grade Reports for the specified roster. To begin, select a report
from the right side of the screen.
Course Roster
Performance Groups (One Score)
Test Score Report 1
Use this report to see a roster of students divided into sub-groups based on one selected score.
You will see the students grouped into columns based on the selected score. It is recommended
that you pick level scores or those that have no more than eight values.
When you select this option, the Performance Group Report page appears allowing the user to
select the test, administration, and score to be viewed.
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Select criteria from the drop-down lists. The Test field (1) must be populated first in order to
have options for the next two fields; all three fields must be populated by a drop-down selection.
Click Run when criteria are complete.
The student course roster displays at the bottom of the screen grouped into columns based on
the selected score. Select a name or score to view all test links for the specified student.
Select the specific test and administration; scroll down to see a complete view of the student’s
detailed test results.
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Performance Reports (Two Scores)
Test Score Report 2
Use this report to see students divided into sub-groups based on two selected scores. You
will see the students grouped into columns based on the first selected score, and rows
based on the second selected score. This report is useful for comparing two different tests,
or for showing change between two different administrations of the same test.
When selecting the two scores option, enter all criteria (all 6 fields must be populated with
a selection from the drop-down options) and click Run to view the report results.
Continue to drill down to individual student results as for the Performance Groups (One Score)
described previously.
Class Score Sheet
Test Score Report 3
The Class Score Sheet provides a grade book view of a single test administration.
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Class Score Sheet Screen
After selecting the desired test and administration information, the Class Score Sheet
screen displays. Users can make and save changes in any of the score fields for any
student. This report can also be exported to Microsoft Excel. Selecting the Export button
will prompt the user to Open or Save a new file in MS Excel.
NOTE: Your district may use the class score sheet to enter and edit scores for certain tests that are not
centrally scored. Check with your school or district administrators for more information.
MS Excel File Download Screen
Excel Document Created
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Custom Report
When the Create New Report Screen opens, choose Test Scores and then Next and configure
each section of the report template to meet your requirements. Select to display information
either by Student or Summarized by a specific category.
If the information is to be displayed by student, the user can add columns to the report to display
additional information, add filters to limit results, and add options to existing filters. In the
example above the report will display student’s First and Last Names and be filtered by Gender
with the option of Female and Class with the option of 13016000-04 - W HIST.
Naming a for your report in the
Information by Student
Options Screen
Add columns by clicking the Add Columns button, select as many options as desired by checking
appropriate boxes, and click Done when finished.
Existing Columns and Filters can be deleted using the delete button.
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Add filters by clicking the Add Filter button, select a filter category from the drop-down list,
choose the appropriate operator and values, and click Done when finished. It is possible to
indicate with a check that the user wishes to Select value when running report rather than
selecting it as part of the template. This option provides more flexibility at the time a report is
actually run. Unlike adding columns, multiple filters must be added one at a time.
Add Filters –Options
When choosing to display information using the Information Summarized by option, there is no
option to display additional columns; the Add Filter button allows for adding filters and filter
options as described above.
Click the Add Test Administration link and select desired test from the drop-down list.
Test Options
Adding Test Administration to Custom Report
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Once the desired test is selected from the drop-down, a screen displays allowing the user to
select the specific administration date from a drop-down list of all available administrations. All
data fields to be included in the report are selected by checking appropriate boxes; click Done.
Columns and filters can be added by using the links provided; additional test administrations can
be included, and tests and existing columns can be deleted.
Once the test configuration is complete, the final question in creating a Custom Report template
is whether or not to share the report
Sharing Options
If the user wishes to share the report, select the Share this report box. Two options now display
– with whom to share the data and what security level is used in viewing the data.
People
o Share with all Enrich® users or
o Share with specific people
If users elect to share with specific people, the next screen allows them to select a group or
individuals.
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Select the Add a group radio button, click Next, and check all groups of users (roles) that should
be able to view the report template; click Add. The groups selected will display on the Custom
Report configuration screen.
Add Individuals
If preferred, the user may elect to share the Custom Report template with individual users rather
than groups of users. Select the Add an individual radio button and click Next. Individuals can
be added by searching for Last and/or First Names or by School. If multiple results are returned
as a result of the search criteria, checkboxes are marked to identify those selected.
Select all users who will have permission to view the
Custom Report template; use the All box at the top of
the column to select all results or use individual
checkboxes to select specific names. Once the user
determines whose security permissions will be used in
viewing the report data-the report creator’s or the
report viewer’s- select the Run button at the bottom of
the screen.
Selected Individuals Display
Custom Report Configuration
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A Custom Report configuration completed as shown above, results in the report below.
Custom Report
Tool buttons displayed at the top of the report allow users to Edit Criteria, Save, Save As…, Print,
Export (to Excel), Add to student group, and/or Create Interventions.
Note: Tool options are available based on user permissions; some user groups may not see all seven
options.
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Edit Criteria – opens the Edit Report Criteria and allows adjustment of any of the
criteria categories
Save – saves the report as a Favorite on the dashboard screen
Save As… – allows the user to save a copy of the report and rename it
Print – prints hard copy of the report as it displays on the screen
Export – allows the user to export the report data to an Excel document
Add to student group – allows user to add all students in the report to be added to an
existing student group or a new group named by the user
Create Interventions report– allows user to develop an intervention for a batch of
students at one time
Grade Reports
Note: Grade Reports are only available for those districts who are importing grade information for students.
All Students and Grades
Grade Reports – All Students and Grades
Graph Displays Grades by Student
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It is possible to view the performance graph for just one student by placing a check in the
corresponding student box. The graph changes as more students are selected. If one
student name is highlighted when all are displayed, the line representing his/her grades
darkens to become more distinct.
Selecting Grade Reports displays a list of students in the class and a graph of their
performances for the quarter. In this view, all students are showing on the grid because
the All Students box is checked.
Class Average Comparison
The class performance graph displays, and the user has the option to see with no
comparative data, with class percentiles, school percentiles, and district percentiles.
Teachers Tab
The same list of Test Score Reports and Grade Reports displays when the Teachers tab is
selected. Also under the Teachers tab is a list of the teachers who are assigned to the
class.
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Summary Reports
On the Admin Dashboard there are two general reports available that provide data on any special
program being managed in Enrich®. No matter the program, the reports function in the same
manner.
Current Summary Report
o Number of students in each Plan
o Active Plans filtered by different criteria
o Pending and Scheduled Actions
Students Served and Movement
Current Summary Report
Program Overview
The Current Summary Report provides basic numeric data related to the numbers and
percentages of students involved or not involved in a specific program.
The number of students involved in active plans displays with results filtered in one of several
different categories. Click any hyperlinked number in the table to drill down and view the next
level of information-a list of those students that fall into the selected category.
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Active Plans
Click the View link for an individual student and view the plan details. Select the Change link to
filter the data. Use the Export link at the top left of the screen to export the data to a csv file.
Student Served and Their Movement Between Tiers
The Students Served report is only available if District is selected from the All Schools list on the
Admin Dashboard and provides RTI information for those districts with license to that Enrich
module.
Custom Reports
Custom reports can be created and managed from the Reports links accessible from either the
Teacher or Admin Dashboard.
Reports Section of Dashboard
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Users filter their report lists by Favorites, Personal Reports, or Received Reports. Hovering the
mouse over a name opens a screen with summary data about the selected report. Clicking the
report hyperlink opens the report for viewing and other management options discussed later in
this section of the guide.
Reports View Filters
Reports marked with yellow stars are designated as Favorites. When Favorites is selected as the
filtering option, all reports in the list display the yellow star icon.
Remove reports from the favorites list by clicking the star icon. When the icon is clicked to
remove a favorite, it disappears from the Favorites list but remains viewable in one of the other
lists – Personal Reports or Received Reports. A favorite can be added at any time from either of
those two lists by clicking the white star icon; reports will not disappear from the Personal or
Received lists but be designated favorites by the icon; they will also now appear on the Favorites
list.
Create Report
Begin a new report by clicking the Create Report link at the top of the Reports section on the
dashboard.
Create
Select the type of report to run from the category list; most categories will offer some standard
Report Templates as well as the opportunity to configure a Blank Report. New options are
frequently being added to Enrich; be sure check regularly to see what new reports are available.
Administration
Assessments
Progress Monitoring
RTI Program History
RTI Scheduling and Management
RTI Strategy Effectiveness
Special Education
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Report Templates are pre-configured and ready to run when opened; they are ‘shared’ by the
Enrich® system with all users who have the appropriate permission set, and as with all shared
reports, they cannot be deleted. Although the filtering criteria for these templates can be edited,
the initial filtering options have already been selected.
In the category of Special Education, Report Templates include
Actual services provided count by school and provider
Completed compliance check count by school and goal
Completed compliance checks
Incomplete compliance check count by goal
Incomplete compliance check count by school and goal
Incomplete compliance checks
Incomplete compliance checks for a selected goal
LRE count by placement
LRE count by school
LRE count by school and placement
LRE count by school, grade, and placement
Planned services count by school
Planned services count by school and provider
Planned services count by school and service
Planned services count by school, grade, and service
Planned services count by service
Referral outcomes list
All templates provide a brief description and
sample image of the results. Run the
desired report by clicking the title; once
results display, the user as the option of
saving or printing the report, exporting it to
Excel as a csv file, or editing the criteria to
provide new or different information.
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Blank Special Education reports fall into the following categories
Actions
Actual Services Provided
Assessment Participation
Compliance Checks
Disabilities
Draft Plans
Finalized Item Approval
LRE Placement
Meetings
Pending Items
Planned Services
Plans
Probe Scores
Program Involvement
Blank Reports offer no pre-determined criteria; the user develops each report ‘from scratch’ by
making selections of Display Fields, Filters, and Filter Prompts. Choice options may vary
depending upon the type of Blank Report selected.
The first step in creating a new report is assigning a name. A name that is as descriptive as
possible makes the report more valuable to users when saved and/or shared. In this example, an
FCAT Accommodations report filtered by Grade and School will be created using the Assessment
Participation category.
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1. Name the report.
2. Indicate which fields to display on the screen/page using ‘Select Columns’ and checking
the fields to be included; use up/down arrows to place in desired order
3. Select filters that restrict what information displays in the selected rows-in this case
Assessment >Test Name; select an operator-in this case ‘Is;’ enter test names
4. Select filters individual user will adjust when the report is run-in this case the student’s
grade level and campus-with appropriate operators.
5. Select sort fields, adjust the display order, and indicate Ascending or Descending order.
6. Indicate if the report will be shared, with whom, and the security level.
RTI Scheduling and Management
Wanda Duff
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When the report is run, users will first select a Grade Level and Campus from the Report Criteria
screen. Once the results display, the hyperlinked student name jumps the user directly to the
student’s Profile tab. Reselecting different Grade Level and Campus allows the user to rerun the
report as needed.
Report Actions
Action Icons
After a report runs, action icons display at the top of the report screen allowing users to perform
specific actions.
Edit Criteria – change report name or any other criteria category(ies)
Save – saves the report using the name on the report criteria screen
Save As… – prompts user for a new name
Print – prints hard copy of the report as it displays on the screen
Export – export report data to csv file format for import into a MS Excel
spreadsheet
Add to student group – add selected students in the report to an existing student
group or a new group created b y the user
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NOTE: Tool actions are available based on user permissions; some user groups may not see all seven
options.
Manage Reports
Manage Reports
View or manage all existing reports by clicking the Manage Reports link at the top of the Reports
section on the dashboard. A list of all saved reports including those shared by others displays on
the screen.
Delete a Report
To permanently remove a report, check the box to the left of a report and click the Delete button
at the bottom left corner of the reports list.
Users may only delete their own reports – those that show their names in the Owner column.
Reports that are shared by someone else are displayed with that user’s name in the Owner
column and can only be deleted by the original creator.
NOTE: Only those users with appropriate permissions can delete reports.
Additional Student Results
Grade Reports – Class Average Comparison
Teachers Tab
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Review – Additional Processes
1. Name two pieces of information found on the Current Summary Report and where the link to
this report can be found.
2. List four areas of configuration when creating a custom report.
3. What are the two options available when sharing reports with individual users?
4. How does a user designate a report as a favorite?
5. What security is recommended when sharing a report that will change based on a user’s
role?
6. Explain the difference between a report template and a blank report.
7. Create and run a report that shows all meetings held at your campus since the beginning of
this school year.
8. Create and run an FCAT Accommodations report by campus and grade level.
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Appendices
Enrich IEP Guide
Appendix 1 Create an Excent Support Account
Navigate to the Support link on the Excent website (excent.com) and click My Account.
Select the Create New Account link and
complete all required information to
create an account; click Register. Once
the information is submitted, you will
receive a return email providing a
temporary password to use in logging in
the first time.
Login with your email account and the password you received from Excent and navigate to the
My Account link. When your account information displays, select the Edit link. Enter your
personal password; confirm the password and click Save.
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Once this process is complete, you will always use your personal email and password to access
the support site. If you are the only user on your computer, it will often remember your login and
password and when you access the website, you may find your account is already available.
Clicking the Videos and Training link will provide access to a growing list of Enrich training clips;
print resources are accessed using the Documentation/User Help link. Log in often to view
newly posted material.
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Appendix 2 Copying and Pasting from MS Word
Narrative data and spreadsheet charts can be copied into Enrich fields and will then print to
documents; images, however will not copy to text fields correctly and may cause errors in the
program when trying to print. (Users report some success in copying/pasting images when using
Firefox Mozilla as the browser.)
Copying and pasting text from a Word document can be done using the right mouse button
or using keyboard shortcuts. The first step in using either process is to highlight the desired text
by clicking at the beginning of the section to be copied with the left mouse button and while
holding the button down, dragging through the text to the end of selection. When the mouse
button is released, the area is highlighted.
Right Mouse Button
o Click the right mouse button anywhere in the highlighted section and select
o Copy from the menu list that appears.
o The highlighted text has been copied to the Word clipboard.
o Click the left mouse button where the new text should appear.
o Click the right mouse button and select Paste from the menu list that appears.
o All copied text is now in the new location and can be edited as desired.
Keyboard Shortcuts
o Once text is highlighted, hold down the Control key on the keyboard and press
letter C (Ctrl+C); this transfers the selected text to the Word clipboard.
o Click the left mouse button where the new text should appear.
o Hold down the Control key on the keyboard and press V (Ctrl+V); this copies
the selected text to the new location.
o All copied text is now in the new location and can be edited as desired.
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