eIEP FAQ Alpena-Montmorency-Alcona Educational Service District

eIEP FAQ

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How do I log onto the eIEP site?
I’ve forgotten my password, what do I do?
What is the first step to the eIEP?
On a new eIEP, how do I begin?
I am now ready to begin filling in information on the eIEP, what’s next?
What do I need to do on this first HTML page?
I am ready to continue.
What’s important on page two of the eIEP (HTML)?
What are the important areas on the Needs for Learning and PLAAFP page?
On the Annual Goals and Short-Term Objectives page what should be written in the “Data Used to Determine PLAAF” section?
What are the important areas on the Special Ed. Programs and Related Services page?
What do I need to remember to complete on the last page, the Commitment Signatures page?
How do I print a copy of the eIEP?
How do you enter a progress report?
Comments have been entered on the Progress Report page, how do I print a progress report?

How do I log onto the eIEP site?
This is an internet based system, so you need to log onto www.micis.org. Click on the Mi-CIS button, which will take you to the Mi-CIS log-in page. Enter your user ID (First initial – last name) and your password. This will then take you to the CHILD SEARCH page of the eIEP.

I’ve forgotten my password, what do I do?
Contact Mel Straley at the AMA ESD to reset your password.

What is the first step to the eIEP?
1. If the student is new to special education, make sure Chris Papineau at the ESD has received the referral information so the student can be entered into the Mi-CIS data base system.

2. If the referral information has been entered into the Mi-CIS system or the student has a special education history, search for the student on the CHILD SEARCH page.

Fill in student’s last name, first name, ISD (Alpena-Montmorency-Alcona ESD) and your district.
Click the “Search” button.
If you have already completed some work on the student’s eIEP, it is easier to find the student’s eIEP by clicking the RECENT CHILD LIST link on the left side of the page.
On the GO TO drop down box, click IEP History. This takes you to the STUDENT IEP HISTORY page.
Activate the eIEP by clicking on the date of the eIEP in BLUE from the list. This then takes you to the STUDENT IEP DETAIL page. You can continue working on the active eIEP from this page by selecting the View IEP (HTML).

3. If there is not an active eIEP, to start a new eIEP click the “NEW” button on the top right side of the page. This begins a NEW eIEP and takes you to the STUDENT IEP DETAIL page. The eIEP defaults to the “Draft” stage

4. If there is an active eIEP started on the student and you are using the Child Search link to find the eIEP, use the “Go to… IEP History” drop down arrow to find the active eIEP which will be at the bottom of the list of PREVIOUS IEP’s in BLUE (It will be in either Draft or Meeting stage). Click the BLUE date; this takes you to the STUDENT IEP DETAIL page.

***If using the IEP Search link to find an active eIEP you do not need to use the “Service Provider” box, often this will make finding the student more difficult.

On a new eIEP, how do I begin?
Fill in the IEP Developers by clicking the “Modify List” button. Select the IEP developers’ role, ISD and district. Add their name from Available Users to Chosen Users. Be sure to select one staff person who can interpret evaluation results and/or if an LD recommendation one person other then the student’s general education teacher who can document observation of the student. When this is completed make sure that you click the SAVE button. You are now ready to begin the eIEP.

I am now ready to begin filling in information on the eIEP, what’s next?
Select and click the View IEP (HTML)

What do I need to do on this first HTML page?
1. On this page you can fill in the IEP date, if known, the MEAP & Goals Grade Filter, **REMEMBER if the IEP is held after the fall MEAP testing period you increase the MEAP & Goals Grade Filter by one grade, i.e.; if the student is in the fourth grade increase the “Filter” to the fifth grade to get the correct MEAP sections for the IEP. You need to click the SAVE button to preserve the IEP date chosen.

2. In the IEP Purpose and Eligibility / Parental Rights section:

Select the appropriate purpose for the IEP meeting, i.e.; initial, review, reevaluation, etc. On a new eIEP the default is Review/Revise IEP.
- You can only choose one Purpose for the Meeting, but can type text in the “other” box section.
If this is a Transition IEP, you need to fill in “Parental Rights and Age of Majority” section.
Eligibility; ineligible/eligible for special education. The default on a new eIEP is ineligible.
- If the student is determined “ineligible for special education”, the eIEP does not require any other areas to be filled in or checked, you can supply additional information if you choose, but it is not necessary. If you want you can then go to the Commitment page. * When you print the eIEP after having marked the student ineligible the program still prints all pages of the eIEP. If the student is determined ineligible for services, you need only print pages 1 & 2, and then the last Commitment page.
The student is found eligible for services you go to the drop down arrow and highlight the Primary Disability for the student. Within our ESD we do not use a secondary disability area.

I am ready to continue.
1. There are two ways to continue working on the eIEP

You can click the “Next” button at the bottom of the page, or on the IEP Purpose and Eligibility / Parental Rights bar there is a drop down arrow, by clicking the arrow it opens an option box that continues all the sections to the eIEP. Highlight the section you want to work on and the eIEP will go to the requested section.
If you have made changes on this page, when you move to another section, the program will ask you if you want to save the changes. If you do not click “OK” the changes will not be saved.
If you click “OK” and something is missing, the eIEP will not move to the next section and it will note in RED text the missing item(s) that need to be corrected before you can move on.

What’s important on page two of the eIEP (HTML)?
1. This is where you add the IEP participants; student, parents, services providers, etc.

2. This is done by clicking the “New” button on the IEP Participants bar. You can add many of the participants by copying students, parents and staff that are in the Mi-CIS system from the red Team Member Type area.

3. It is in this section that after clicking the “New” button and adding the participants name that you can designate, by checking the box, as to whether the participant has Observed the Studentor Can Explain Instructional Implications.

4. REMEMBER to click the SAVE button to add the entered participants to the list!

What are the important areas on the Needs for Learning and PLAAFP page?
1. The IEP Coordinator/Case Manger needs to consider and check each of the boxes pertaining to the student’s FAPE requirements. Comments in this area are optional.

2. The Coordinator/Case Manager is responsible for the PLAAFP information, including information from the related service providers, IEP Developers.

3. The IEP Developers add their information for the PLAAFP into the DEVELOPER CONTRIBUTIONS Comments section at the bottom of the PLAAFP area; this can only be done when the IEP (HTML) is in the DRAFT stage. This information is then put into the PLAAFP by the Coordinator/Case Manager by cutting and pasting the IEP Developer Comment information.

• The IEP Developer can only add information in the comment section when the eIEP is placed into the ”Draft” stage by the IEP Coordinator/Case Manager.

• This comment section will only accept a certain amount of written text.

• If the IEP Developer has more information for the PLAAFP then what the Comment area will accept, there are a couple of options for this.

1. Write up the information in a Word Document and email the information to the IEP Coordinator/Case Manager so that they can cut and paste the information into the PLAAFP area.

2. Switch your role from the IEP Developer to IEP Coordinator/Case Manager so that you can type information directly into the PLAAFP area. If you use this method remember that the IEP needs to be in the “Meeting” stage. When finished you then need to switch yourself back out of IEP Coordinator/Case Manager role into the IEP Developer role.

On the Annual Goals and Short-Term Objectives page what should be written in the “Data Used to Determine PLAAF” section?
1. This should be a short statement taken from the PLAAFP of specific data related to the present level of academic achievement and functional performance baseline data (e.g., assessment data, test scores, etc.) that link to and define specific goals and objectives. Below are several examples.

Based on the written language quotient of 80 (low average range) on the TOWL-R, the student has difficulty organizing paragraphs and struggles with functional writing. She is able to identify the correct format in structured writing assignments but needs a lot of practice with this skill. Given her current skill level, she would be unsuccessful in general education classes without special education support.

Results of the WIAT-R (math calculation quotient of 80, below average range) indicate the student has difficulty with math computation. She also struggles with keeping a checkbook and a simple budget. She is currently functioning at a fourth grade level in math computation and knows her math facts. Given her current skill level, she would be unsuccessful in the general education classes without special education support.

Based on the Goldman Fristoe Test of Articulation, the student has misarticulations which impact intelligibility (s, th, sh, and ch in all positions). She is able to use these sounds in structured therapy sessions but is unable to transition and use them in conversational speech. These may affect reading and writing assignments in the general curriculum.

Regular education teachers report that the student has difficulties with work completion. The student has the capabilities to complete the majority of his work, but his tendency is to shut down when the work becomes too time consuming or the difficulty of the assignment increases. This prevents him from progressing satisfactorily in the general curriculum.

While student presents with strengths in verbal skills, his narrative skills cluster at the 4 to 5 year old level, according to informal assessment tasks. His narratives are characterized by disorganized heaps of information rather than a sequentially organized series of events. These difficulties strongly impact student’s ability to generate written narratives across academic subjects in his inclusive classroom setting, and generally interfere with his ability to demonstrate what he knows on quizzes and tests.

What are the important areas on the Special Ed. Programs and Related Services page?
1. All LEA programs in the ESD; APS, Hillman, Alcona, Atlanta and Bingham are Resource Rooms, which is Resource Room 194 on the drop down Special Ed. Programs / Services Rule Number area. There are no categorical programs, except Pied Piper School. Some districts may have departmentalized classes, but they are still Resource Rooms.

2. For “Frequency and Duration”, this indicates how often the program/service is to be provided in minutes or hours; either per day/week/ or month.

If the frequency of service (minutes/hours)is to be provide only on one time per day/week/or month without a range in duration, this should be noted as 1 – 1 (a day/ week/ or month) which is same as saying one time per day/week/or month.

What do I need to remember to complete on the last page, the Commitment Signatures page?
1. The District Representative (building principal) needs to sign the paper copy of the eIEP in two places on the paper copy.

How do I print a copy of the eIEP?
1. When you bring up the students active eIEP it takes you to the Student IEP Detail page. At the top right side of the page in BLUE text is the “View IEP (PDF)” link. Click this link. It will take several minutes to gather the information and bring up the PDF form of the eIEP. You will need to enter your PDF password before it will complete the process.

2. If the Coordinator/Case Manager brings up the PDF eIEP, it will contain highlighted areas where the Coordinator/Case Manager can make changes to the PDF eIEP. When printed in this mode the highlighting will also be printed, which does not necessarily look good and can use up printer ink.

3. There are two options available to eliminate the highlighting from being printed:

• The Coordinator/Case Manager prints the PDF form in the “Draft” mode. The problem with this method is that on the bottom of each page is printed - IEP STAGE: Draft - which some users feel does not look good when taken to the IEP meeting, although any paper copy of the IEP is a draft copy until the parent and district representative sign the IEP.

• When the eIEP is in the meeting stage, the staff who is printing the PDF form of the IEP logs in as an IEP Developer and not as the Coordinator/Case Manager, the PDF form then does not contain the highlighted areas as the Developer can not make changes on the PDF form, only the Coordinator/Case Manager has that role. Using this method the printed IEP form has“IEP STAGE: Meeting” on the bottom of each page and does not have highlighted areas to print.

How do you enter a progress report?
1. Before you can enter progress notes into the Mi-CIS system the eIEP needs to verified& merged by the district representative.

2. Locate the students merged eIEP on the Mi-CIS system however you prefer; by the Child Search, Recent Child List, IEP Search or IEP Student Progress Report List links.

• When locating the students merged eIEP using the Child Search or Recent Child List you will need to search for the merged eIEP through the IEP History drop down link.

• If you use the IEP Search option it will bring up the merged eIEP and you then click the blue eIEP date to take you to the next page.

• With the above options to finding the merged eIEP you are taken to the Student IEP Detail page.

• On the Student IEP Detail page, on the top right side of the page the first BLUE link is titled “Progress Report”. When you clink this link is will bring up the “Goals and Objectives Progress” page. This page contains the G’s & O’s for that eIEP. On the right side of this page is an “Add Progress’ button for the first G & O’s. By clicking this button it brings up space for comments to be entered on the G’s & O’s. If there is more then one goal for the students’ eIEP the additional goals will have a blue “Edit Goal Progress” link. When this link is clicked it will bring up the next G & O’s to make comments on. Remember to SAVE any updates you make to the section!

• When you use the IEP Student Progress Report List it takes you directly to the “Goals & Objectives Progress” page, were you can enter comments on the students G’s & O’s.

• REMEMBER TO SAVE YOUR UPDATES ON THE PROGRESS REPORT PAGE!

Comments have been entered on the Progress Report page, how do I print a progress report?
1. On the left side of the page in the blue area is a Reports folder. Click the arrow corresponding to this folder link. This will open the folder showing additional folder options. Click the arrow corresponding to the IEP Reports folder. You then click the “Goals and Objectives Progress Report” link. From the District & School drop down highlight the correct District and School for you. In the “Student” area, highlight the student you have completed progress comments on and now what to print out their Progress Report. At the top of the page on the right side is a “Preview” button. This will then generate a printable form containing the G’s & O’s that have comments entered.