Student Services
Processes
&Workflows
January 2015 v2.2
Version History
Version
Date
Description
V1.0
September 15, 2014
Initial document created
V2.0
October 9, 2014
Update security roles to include addition of limited access role
Include 4.0 removing students unintentionally referred to student
services
Addition of 12.3 filters and field sets
V2.1
November 12, 2014
Addition of information re: converted student records and workflows
V2.2
January 2015
Update of conversion process and other minor updates
Confidentiality
This document contains information which is proprietary and confidential to Fujitsu Consulting (Canada)
Inc. (including the information of third parties, including but not limited to, Follett of Canada Inc., submitted
with their permission). In consideration of receipt of this document, the recipient agrees to treat this
information as confidential and to not use or reproduce this information for any purpose other than its
evaluation of this proposal or disclose this information to any other person for any purpose, without the
express prior consent of Fujitsu Consulting (Canada) Inc. (and any applicable third party.)
Table of Contents
1.0
SPECIAL EDUCATION AND CONVERSION IN MYEDUCATION BC ............................ 5
1.1
2.0
Addressing Converted Eligibilities ................................................................................. 5
SPECIAL EDUCATION ACCOUNT MANAGEMENT ...................................................... 6
2.1
Special Education Security Roles.................................................................................. 6
2.2
Special Education Staff Account ................................................................................... 8
3.0
STUDENT STATUS ........................................................................................................10
4.0
REMOVING STUDENTS UNINTENTIONALLY REFERRED TO STUDENT SERVICES10
5.0
SPECIAL EDUCATION WORKFLOWS IN MYEDUCATION BC ....................................10
6.0
NAVIGATING IN THE SPECIAL EDUCATION VIEW .....................................................11
Special Education – School View .................................................................................11
6.1
7.0
ENROLLING A STUDENT IN STUDENT SERVICES .....................................................14
7.1
The Referral .................................................................................................................14
7.2
Mass Enrollment of Students into Special Education....................................................16
8.0
DETERMINATION OF ELIGIBILITY WORKFLOW.........................................................18
8.1
Accessing the Workflow ...............................................................................................19
8.2
Beginning the Workflow ...............................................................................................21
8.3
Services, Assessments and Outside Referrals .............................................................24
8.4
Ministry Identification....................................................................................................25
8.5
Write Ministry IEP.........................................................................................................27
8.6
Implement IEP .............................................................................................................34
8.7
Print IEP.......................................................................................................................35
8.8
Deleting an IEP ............................................................................................................35
9.0
MINISTRY IDENTIFICATION REVIEW WORKFLOW ....................................................36
9.1
Overview of the Ministry Identification Review Workflow ..............................................37
9.2
Accessing the Review Workflows .................................................................................37
9.3
Create the Ministry Identification Review Workflow ......................................................37
9.4
Review the SBT Meetings, Consents, Assessments and Eligibility ...............................38
9.5
Does the Student Meet Ministry Identification Requirements? ......................................39
10.0 IEP REVIEW WORKFLOW .............................................................................................41
10.1
Overview of the IEP Review Workflow ......................................................................42
10.2
Navigating the Workflow............................................................................................43
11.0 EXIT SPECIAL EDUCATION ..........................................................................................44
12.0 REPORTS .......................................................................................................................45
12.1
Student Reports ........................................................................................................45
12.2
Group Reports ..........................................................................................................46
12.3
Filters and Field Sets for Identified Students .............................................................47
APPENDIX A – SAMPLE IEP...................................................................................................49
1.0 Special Education and Conversion in MyEducation BC
Special Education, student designations have been converted into MyEducation BC from
BCeSIS. In order to do so, a draft IEP “shell” is created to contain the designation for a student.
As schools move forward using student services in MyEducation BC, referrals and workflows
will have to be created and used as outlined in this document. The purpose of converting
designations is to provide a temporary means of alleviating pressure on districts and schools in
capturing these eligibilities for 1701 during their transition to MyEducation BC.
1.1 Addressing Converted Eligibilities
Special Education designations that have previously been assigned to students are converted
into MyEducation BC with the designation set as primary, a draft IEP shell and a designation
alert created. These designations will be picked up in the 1701 STD extract and on the 1701
Verification report.
Important:




Converted student designations are viewable from within the Student Services View
under the Global top tab > Designations side tab.
Due to the nature of the converted data, students are not displayed under the Student
top tab until they are Enrolled in Special Ed as outlined below.
Converted student designations do not have to be changed before moving forward.
If a student’s record is to be updated in any way, proceed to following the processes
outlined below; beginning with enrolling the students in Student Services.
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2.0 Special Education Account Management
2.1 Special Education Security Roles
There are three security roles in MyEducation BC designed for those working in student
services, as well as an additional read only role for those who need access to view the
information without entering or modifying the records.
Student Services – School

As the role implies, the school level role is designed with the student support
teacher/case manager in mind. This role allows for all of the functionality required by the
special education support teacher. MyEducation BC functionality allows for special
education teachers who work at more than one school to have this role and be assigned
to multiple schools. The school role may also be applied as an add-on role to other staff
members who need access to areas such as referrals, ministry identification or IEPs.
These other positions might include school administrators, school or district counsellors,
or school clerical staff that might be responsible for data entry in this area.
Student Services: Enroll & Read – School

This role is designed for the school user in whose district designations are assigned at
the district level. This role allows the user to refer and enroll students into special
education in MyEd BC. They can choose to complete phases of the Ministry Designation
Workflow up to the assigning the designation but not to be able to do so; this would be
done at the district level. The school user can then carry on to complete the IEP if this is
the expectation but does not have to do so if these are managed in a different fashion.
Student Services: Read Only – District

This role allows read only access at the district level for all areas within Student
Services. Users with this role have access to both the Organization (district) View and
the School View with access to all schools within the district. Developed with district
personnel in mind, this role can also be used at a school level for those who need
access to only one, or a couple of schools. This can be accomplished from Admin >
Users, select the staff user and click on the Roles sub-side tab. Then click into the role
and set it to Exclude the schools not wanted.
Student Services – District Administrator

The student services – district administrator role is designed for the district administrator
of student services. This role is scoped to all schools in the district and has broad access
and control of student services data. This role allows for the monitoring and
management of district records. District reports and deleting an IEP are examples of
what this role does over and above all of those included for those at the school level.

The district administrator role for student services has access to both an organization
view and a school view.
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The organization view provides the user with a district perspective with reference to the
information provided from the available tabs. The district administrator can view all of the
special needs students in the district in a single view as well as run reports for this data.
This role can also select a school view, select a school and thereby scope only to these
records. The district administrator has the same top tabs and side tabs as the school
user with the addition of the Admin top tab.
All of the remaining top tabs; Student, IEP, Global and Staff are the same as what is
available to the school user given the understanding that this is from a district
perspective and as such pulls all district records. The associated side tabs drill into the
records provided in the same fashion as they do for the school user.

The district role allows for the deletion of IEPs, unlike that of a school user. In districts
that wish to manage the designation of students, using the Student Services – Enroll and
Read role at the school level restricts the designation of students to the district role only.
It is worth noting here, that teachers with identified special needs students in their classes also
have access to those student’s IEPs and SSPs. Teachers have read only access to these
documents as well as the ability to print them. A reminder of the confidentiality of this
information is always helpful.
Itinerant staff such as student services support teachers that may work at multiple schools will
need to have these schools added to both their staff account records and user accounts. This is
done from the District View, Staff top tab. Select the teacher or staff member and click on the
School’s side tab > Options > Add to add additional schools.
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Be sure to also add the additional school(s) to the user account: District View > Admin > Users
> Schools
2.2 Special Education Staff Account
From the District View or School View, depending on the user, go to the Staff top tab > Details
side tab. Clicking in the Special Education checkbox displays the staff member under the
Student Services View > Staff screen which is helpful in identifying those staff members and the
students for whom they are the assigned as case manager. Selecting Special education for a
staff member in their details screen also allows them to be selected as a case manager in the
enrollment wizard when referring students to student services. Finally, it provides a quick
method of identifying caseloads of Active IEPs when clicking into the IEPs side tab from the
Staff top tab in the Student Services view.
Selecting a Special education role from the drop-down list has no relation to the user’s security
role or access. This is used to identify a staff member’s student services role within the
district/school and to save a step when choosing a staff member for a school based team or an
IEP Support Team. When selecting this individual from the pick list as a member of one of these
teams, their role populates automatically as a default but can be changed at any time.
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Checking Special education displays the staff member in the list below. Selecting a Special
education role identifies this for the staff member in the screen below and populates the role
field for a school based team or IEP student support team member.
Selecting a student services staff member and clicking the IEPs side tab defaults to display all
of their active IEPs; the filter can be changed to show Draft IEPs, Previous IEPs, and All
Records.
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3.0 Student Status
Each student referral to Student Services can have only one status at a time. The initial phase is
the Referred phase. Once referred, a student may be identified as Active or Exited. Where it is
decided that the student is to receive services, the student will become Active upon
implementation of their IEP; where it is decided they are not to receive services the student’s
status changes to Exited.
4.0 Removing Students Unintentionally Referred to Student
Services
If a student has been unintentionally referred to student services those users with the role of
Student Services – District have the ability to remove the record. The steps that follow will
remove the student from student services and also allow for a future referral should this be
required.
Process for removing student records & referrals to student services:
1. Student Services View > Student > IEPs. Click into the details of the BC IEP.
2. Go to Options > Delete. Remove all IEP/workflows by deleting each of these records.
3. Student > select student > Options > Override Special Education Status > keep Blank >
Ok.
4. Student is no longer in SPED and could now be referred (which would not be the case if
the student was already referred or had an active IEP).
5.0 Special Education Workflows in MyEducation BC
Special Education in MyEducation BC consists of a referral/enrollment process and three
workflows. This document guides the user through each of these processes. All BC Student
Services functionality was designed to be used exclusively with these workflows. IEPs
may be developed independent of the workflow and accessed via one of the many ways
possible; however, Implementation of the IEP must be set within a completed workflow.
The first step is to Enroll in Special Education. The user identifies the student with special
needs and the enrollment process creates the Determination of Eligibility Workflow. With the
creation of the workflow, a Referral to the School Based Team and draft IEP/SSP is also
created. The workflow guides the user through preliminary phases, developing the school based
team to assessments and services before diverging to three possible paths; the student does
not require support, the student requires support and SSP, the student requires a ministry
designation and IEP. At the Ministry Identification phase of the workflow a student alert is
created. The final phase of the workflow is the implementation of the SSP or IEP which sets the
active date, the review date, the status of Active in student services, and creates the IEP alert.
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The Eligibility Review Workflow creates a draft copy of the existing IEP or SSP as well as the
phases to record acknowledgments of the review process. This workflow leads the user through
various pathways which include; maintaining the current program, creating a new ministry
designation and IEP, discontinuing the eligibility but carrying on with support and an SSP, or
exiting special education should additional support no longer be required.
The IEP Review Workflow provides the means to record the acknowledgements of this review
process. Phases of this workflow include; acknowledgment of the student case review, whether
a new ministry identification is required, and whether the IEP/SSP is to be amended.
Important notes:
 Where a designation change is required, remove the previous designation’s Primary
designator check in order to set the new one to primary.
 Review workflows cannot be created if a draft IEP exists.
6.0 Navigating in the Special Education View
Special education in MyEducation BC is designed with workflows as described above. Within
each phase of a workflow forms are created within which the user enters data. This information
can be accessed in a variety of ways; however, users are encouraged to follow the workflows as
designed in order to complete the processes as intended. The workflows are best accessed
using the Student top tab and following the directions outlined in this guide.
6.1 Special Education – School View
Users with the role of Student Services – School have access to specialized views in order to
manage the cases of those students with special needs.

Student top tab provides access to the list of students enrolled in special education. The
list defaults to My Cases where the user is the designated case manager. Changing the
filter allows for alternate views including all records which pulls all of those students in a
school for which there is a referral record. The default field set can be modified by the
user to include other relevant fields to special education such as special ed status or
special ed type as well as others.
o
Details side tab – The details side tab provides the usual demographic student
details as seen in other areas of MyEducation BC. A caution is advised here as
a special education user can edit the demographics. This is currently being
reviewed as any changes to demographics should be made through the school
office.
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o

IEPs side tab – This is the access point to the special education workflows.

Details – Provides access to the IEP/SSP.

Disabilities – Provides access to all ministry identifications created
through the workflow.

Workflows – Provides access to the workflows that have been created.
These can be opened by clicking on the specific workflow listed or by
clicking on the Workflows > Checklist.

Forms – Provides access to the forms created in a given workflow. Other
than for creating new SBT Meeting records, it is strongly advised not to
create new records here, but rather to do so using the workflow itself.
IEP top tab lists the students and their IEPs/SSPs and the status of each. Clicking on the
student name in a given row will open the details of that particular IEP. This view
provides easy access through the use of side tabs to drill into areas of the student’s
individualized program.
o
Details – Provides the IEP details of the selected record. An IEP/SSP in
progress can be accessed to edit from here.
o
Workflows – Provides access to the workflow of the selected record.
o
Forms – Provides access to the forms associated with the selected record’s
workflow.
o
Goals – Provides quick access to the goals identified for the given record’s
IEP/SSP.
o
Progress – Allows access to the progress report records created for the
associated IEP/SSP.
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
o
Team Members – Shows the identified school based team members for the
given record selected.
o
Disabilities – Shows the ministry identifications for a given record.
o
Amendments – Lists any amendments to the IEP/SSP.
o
Snapshots – Provides access to any snapshots saved by the user.
Staff top tab lists those identified as special education in their staff details.
o

IEPs – From the IEP side tab as shown in the screenshot above, displays those
students for whom the selected staff member is the case manager.
Global top tab provides a unique view to all student records in a variety of categories.
This view provides the means to generate reports in pdf or csv formats using the quick
reports feature. The advantage of creating the reports in a csv format allows for filtering
of the data to suit the purposes of the user. This feature is available for the school level
user and the district level user.
o
Goals – Gives a view of all the students and their assigned goals.
o
Progress – Will show all students’ progress report data
o
Team Member – Lists the students and team members. These fields can be
sorted to show the student and all associated team members or team members
and the students associated with them.
o
Disabilities – Provides a list of students and their associated ministry
identifications. This is a very useful list for seeing all of the students in a school
who have designations and whether they are indicated as primary or not. This list
can be used to confirm funded students. It can be sorted according to
designation and can be extracted to a pdf or csv using quick print.
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o
Goal Bank – Contains the user’s banked goals and associated objectives if
created in the IEP/SSP process and saved. Users can also go to Options > Add
and create new goals with objectives here to be used in future IEPs/SSPs.
7.0 Enrolling a Student in Student Services
The referral process involves enrolling a student in student services to create the associated
workflows and records. The enrollment wizard will only display those students who have not
been referred; this includes those with designations brought in through conversion that will need
to be enrolled in order to manage their records in MyEd BC.
7.1 The Referral

From the Student top tab referred students should be visible. Check that the filter icon
is set to All Records and take note of the other filter options available.
7.1.1 Enroll in Special Education

To refer a new student for enrollment in special education, click on the Options menu >
Enroll in Special Education.

Using the magnifying glass beside Student, select the student for referral from the
picklist provided. This can be accomplished using the drop-down list, the navigation
arrows < >, or Ctrl – F to find a student in the list.
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
Select the student

Follow the Enroll wizard through each of the 3 steps.
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7.2
Mass Enrollment of Students into Special Education
For the purposes of school start up, mass enrollment of students into special education was a
feature that districts have requested. This feature allows the user with either Student Services –
School or Student Services – District the ability to select multiple students in one process for
referral to special education. Two important considerations with respect to this feature to be
aware of is that the referral process only creates the special education workflow and draft IEP,
not the ministry identification. The other important aspect to note is that once a referral record
and workflow have been created, they can only be removed at the Enterprise level; a Heat ticket
will be required to request deletion. Use this tool with caution.
7.2.1 Using Mass Enrollment

At the start of the school year it may be more efficient to create the special education
referral and workflow using Mass Enroll in Special Ed rather than on an individual
student by student basis. From the Special Education – School View > Student top
tab, go to Options > Mass Enroll in Special Ed.

The process opens the mass assign popup window shown below. Enter the date of the
referral and click the magnifying glass to open the picklist of students.
Any number of students can be selected at once. Users may choose to use Control – F, the find
feature to locate students. This process locates and selects a student. Be aware of the number
of records selected. Another caution is that if a student has already been referred it will create
an additional IEP and workflow that will have to be deleted by the district administrator with the
Student Services – District role (See 5.8 Deleting IEPs)
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Student Services Processes and Workflows v2.2
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8.0 Determination of Eligibility Workflow
IEP Status
becomes Active,
System creates
“IEP” Alert”
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8.1 Accessing the Workflow
Depending on the user’s access level, be sure to be in the Special Education View. Remember
to check the filter for all records.


From the Student top tab, select the student and click the Details side tab. Double
clicking on the student name will also take you to the details screen.
From student details click on the IEP side tab.
At this point the user can either proceed to the IEP development or begin the Workflow. This
document will follow the workflow; however, one can click on the BC IEP or the Details
sub-side tab to open the draft IEP. Be sure the draft IEP has an associated Ministry
Identification workflow and is not the one created through conversion.
Managing Converted Records:
Designated student records brought in through conversion have created a “shell” IEP which
does not contain a workflow. This was necessary in order to capture the existing designation.
When a student is enrolled in Student Services, the Ministry Identification workflow and draft
IEP are created. Users may be presented with two IEPs, one created during conversion, the
other from the referral to student services. It is the latter that will contain the workflow.
By selecting one of the BC IEPs and clicking Workflows the user will see that one contains no
workflow and the other displays the Ministry Identification workflow. Referral dates may help to
distinguish IEPs.
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Below shows the “shell” IEP with no workflow.
Selecting the IEP > Workflow created by the student referral will display the Ministry
Identification workflow.

Click on the Workflows sub-side tab > Checklist leaf, or click on the hyper-linked
Ministry Identification to bring the user to the workflow checklist shown below.
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8.2 Beginning the Workflow
Once the referral has been made and the student is accessible to begin the student services
workflow process. From within the Checklist leaf of the IEP side tab > Workflows sub-side tab,
the workflow phases present themselves as shown above. At each step in the process, the user
has the option to Skip to the Ministry Identification.
8.2.1 Define School Based Team
The workflow begins with the option to Skip to the Ministry Identification or to proceed
through the steps beginning with completing the school based team.

Click on Complete under the school based team heading

Enter the SBT members using either the magnifying glass to access the staff picklist, or
type the name(s) in the free form text field

Use the magnifying glass in the Role field to choose the member’s role

Identify the chairperson of the team

Enter the date

Save will return to the checklist moving the user forward into the next phase

Users can click on the check mark in the left hand column to modify the entry
(demonstrated below) or the pencil icon at the right to edit.
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
The option to Uncheck is available in this view as well as other phases of the
workflow. Clicking the check mark again will return to the previous state.
8.2.2 School Based Team Meeting Minutes
Users have the option of capturing SBT meeting minutes. The SBT Meeting Minutes form at this
phase of the workflow is provided to capture the details of the initial meeting in determining the
student’s learning needs and plan. Future meetings records can be created and is described
below.
Options include continuing on to enter meeting minutes, continuing to a student support plan, or
skipping to the ministry identification.
Important
It is important to understand the paths available at this juncture. The user can select:
Continue to the meeting minutes for determining the best way to meet the needs of the student
on through the pathway: Services/Assessments > Ministry Identification > IEP
or
Continue SSP to determine whether the student needs support.
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Continue

Entering the record of a SBT meeting click Continue

Enter the information in the fields presented

Save when complete takes the user to the next phase in the process: Services
Assessments and outside referrals
Ongoing team meetings can be captured from the Student top tab > IEP side tab > Forms sub
side tab > Form-C in the Forms Manager. Under the School Based Team Meetings, click New to
create a new meeting form for capturing details.
Continue SSP

Select Continue SSP if the student requires support but will not have a primary
identification for funding
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
At the far right enter the date and click OK to move forward to the Student Needs
Support? phase

Yes: leads to Create Student Support Plan > Implement SSP

No: Exit SPED
8.3 Services, Assessments and Outside Referrals
This phase of the workflow provides the means to capture assessments and services requested
for the student.

Click the Add button to the lower right of the Assessments or Services request to be
added.

Enter the name of the assessment/service using either the magnifying glass and picklist,
or type the name as this is a free form field; disregard the popup message, No matching
results found, data entry will be saved.

Enter the Reason for the request. The window can be dragged from the bottom right
corner to be enlarged or clicking on the expanded window icon to open the text editor.
Click in the editor to begin entering information.

Dates for remaining fields can be typed or chosen using the calendar icon.

When the entry has been completed, click OK at the left to complete the process.

Save at the bottom left of the window once all services and assessments have been
entered. This will enable the next phase of the workflow, Ministry Identification.

To return to an entry for editing, click on the blue hyperlinked name to reopen the record.
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8.4 Ministry Identification
The ministry identification provides two paths, Required to have an IEP which leads to a
designation possibly for funding, or No taking the user to the Student needs support? phase.
Important Note:
Providing a student with a Primary Ministry Identification is the trigger for ministry 1701
funding purposes.
8.4.1 Required to have an IEP
Selecting Required to have an IEP opens the window below, providing the ability to assign a
ministry identification to the student by clicking the Add button at the bottom right.
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
Adding Ministry identification is done by clicking the magnifying glass to the right of the
Designation field and selecting the applicable one from the list. Multiple designations can
be assigned using the Add button but only one can be identified as Primary which will be
the funded category.


Following the entry of the ministry identifications and the primary designation, click Save.
Upon Save, the next phase of the workflow; Write Ministry IEP is activated and the
designation alert is created.
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8.5 Write Ministry IEP
The BC IEP can be accessed in many ways; however, it is only through the workflow that it can
be implemented and the IEP alert created. Two paths are explained below from the Student top
tab. Users can navigate from the Student top tab > select the student > IEP side tab and then
click BC IEP.
or:
Within the IEP side tab > Workflows > Checklist > Write Ministry IEP which becomes active
upon completion of the earlier phases of the workflow.
8.5.1 Completing the IEP
The IEP is shown below with the key areas accessible from the tabs across the top.
8.5.1.1 Student Tab
The student tab presents the basic demographics of the student pulled from the application
(shown above).
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8.5.1.2 Parent/Guardian Information
The parent/guardian tab displays those individual contacts who have the “Include in IEP”
checked in the contact details screen. This can be accessed from Student > Details in the
Parent/Guardian Information block and clicking into the parent details, or from Student >
Contacts and then click to access the parent details to select the Include in IEP option.
8.5.1.3 Student Support Team
The student support team is populated from the school based team. Others involved in the
development and/or delivery of the student’s individualized program can be added in this
window.
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8.5.1.4 Student History
Student history provides free text fields to enter background information, medical information
and previous assessment information.
8.5.1.5 Parent/Guardian Consultation
This tab provides a free form text field to capture information shared by parents and a date field
for capturing when the consultation took place (this field is not intended for capturing ongoing
parent meetings).
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8.5.1.6 Student Profile
The Student Profile tab offers text fields for capturing strengths and interests, needs and
challenges, current assessments, current services. As with other free form fields, the windows
can be expanded by dragging from the bottom right corner, or opened in a separate window
altogether by clicking on the expanded view icon
to the right of each field.
8.5.1.7 Adaptations
Adaptations provides options for identifying accommodations for students in a variety of areas.
Users are presented with three categories to choose from and a free form text field in which to
enter adaptations for these categories. Additional entries can be added using the Add button at
the bottom right.
8.5.1.8 Adjudications
Adjudications work in the same fashion as adaptations, where the user enters the appropriate
adjudications for the student and selects a category which is required
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8.5.1.9 Goals and Objectives
Goals and objectives provide the means to address the plan itself. Within this tab, the user
clicks on the Add button at the lower right to open a new goals/objectives window. The goal is
entered and can be saved to the user’s goal bank for future use. The goal bank can also
capture associated objectives with the saved goal.
8.5.1.9.1 Goal Tab
Once a new goal is created the screen below begins the process from the goals tab. Required
fields are indicated with a red asterisk (*). Enter the goal number and select the appropriate goal
area from the drop-down list. A category and sub-category field are provided for greater detail.
The goal statement and current level of performance fields can be expanded for easier viewing
by dragging from the lower right corner or by clicking on the expanded window icon to the top
right of the field.
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8.5.1.9.2 Goal Bank
Users have the option to pull goals and associated objectives from the user’s goal bank, or to
add a current goal to the goal bank.
Goal Bank Selection



Choose this option to select from those goals saved to the bank
From the Select Goal screen, choose a category from the drop-down list to view
saved goals in the given category
From the list click beside the desired goal


Step two of the wizard allows the user to select any objectives associated
with the chosen goal by clicking in the checkbox to the left of the objective
When complete, click the Finish button at the lower right of the screen.
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8.5.1.9.3 Objectives
Once the goal has been entered, clicking on the objectives tab opens the window to enter the
Position Responsible, Objective description, Strategies and Resources, Current level of
Performance, and Method of Measuring Progress. Creating multiple objectives for a given goal
is done by clicking on the Add button. Objectives can be sorted by SeqNo.
Note that if an objective has been added from the goal bank with an associated goal, the user
will have to go into those objectives and complete the remainder of the objective fields.
When ready, click OK to accept. This will return the user to the IEP > Goals and Objectives tab.
It is very important to click Save in the IEP view to capture the goals and objectives created. To
open an existing goal, click on the ID (Goal) number.
Once saved, the goals will sort themselves according to the goal number assigned.
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From the workflow > write ministry IEP, users can click on the pencil icon to return to edit the
IEP, or the printer icon to view a pdf version of the document. IEPs can also be opened from
other access points such as: Student > IEPs > BC IEP, or from the IEP top tab.
8.6 Implement IEP
Once the IEP has been completed and is ready for implementation, clicking Implement IEP in
the workflow, entering the date, and clicking OK completes the process.
When Implement IEP has been completed the IEP is locked and the student’s special education
status is set to Active. An IEP Alert icon is also triggered.
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8.7 Print IEP
School and district users can print the IEP from a variety of areas in various views. The easiest
method is from within the IEP itself; click on Reports > IEP Report. For example, from the
Special Education > School View, go to Student > IEP, click into the BC IEP you wish to print,
then click Reports > IEP Report.
Teachers of a student with an implemented IEP have access to view the IEP document. From
the Student top tab > Documents side tab > IEP sub-side tab, teachers can view the IEP from
within the application or go to Reports > IEP Report to generate a pdf document for viewing and
or printing.
A sample IEP is provided in Appendix A.
It is important to remind users that these are private and confidential documents and must be
treated as such. Further reports are covered in section 10 below.
8.8 Deleting an IEP
IEPs can only be deleted by district personnel with the security role of Student Services –
District. To delete an IEP the user must be in the Special Education View - Organization or
School. Navigate to the student and open the IEP. At this point use the Options > Delete
feature.
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9.0 Ministry Identification Review Workflow
Need to remove
primary
eligibility
System
changes
Special
Education
status to
“Exited”
Changes status
of any
IEPs/SSPs to
“previous”
System changes IEP
status from “Draft” to
“Active” (changes status of
old IEP to “Previous”), no
change to Special
Education Status
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9.1 Overview of the Ministry Identification Review Workflow
The Ministry Identification Review workflow allows users to record that a review of a student’s
Ministry Designation has been conducted, continued, changed or discontinued. Students who
are no longer eligible to be designated might still require support in way of a Student Support
Plan (SSP). Students no longer eligible and no longer requiring support will be Exited through
the workflow process.
9.2 Accessing the Review Workflows
To begin the eligibility review workflow can be done from either of two approaches in the Special
Education View. From the IEP top tab, locate the student for review and check the box beside
the student’s name for selection. Go to Options > Renew IEP. This can also be accessed from
the Student top tab. Select the student and click on the IEP side tab. Then go to Options >
Renew IEP. The wizard opens in a popup window providing the options of an IEP Review or
Ministry Identification Review.
9.3 Create the Ministry Identification Review Workflow
Completing the IEP Renewal wizard for the Ministry Identification review process creates the
new workflow and accompanying draft copy of the previous IEP.
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At this point, the draft, copied IEP is accessible for completion or the user can begin the
workflow. From either the IEP top tab or the Student top tab, check the box next to the new draft
IEP to select and click Workflows. Begin the workflow by clicking either Checklist or Ministry
Identification Review.
9.4 Review the SBT Meetings, Consents, Assessments and Eligibility
The Ministry Identification Review workflow begins following a review of all documentation
related to the existing eligibility.
This phase of the process allows the user the ability to record that a review has been done, by
whom, when, and additional comments. Save once the record has been completed.
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9.5 Does the Student Meet Ministry Identification Requirements?
This phase of the workflow provides an acknowledgement for one of two paths, Yes - they do
meet the requirements, or No – Continue to SSP. An important point to note here is that if the
outcome of the Ministry Identification review is that the student no longer meets the ministry
identification requirements, the user will have to return to the Ministry Identification to
change the Primary status to No by removing the check mark; then proceed to No –
Continue SSP.
9.5.1 Yes – the student meets identification requirements
This provides the acknowledgement that the requirements are met
Date the acknowledgement and click Ok. Yes, takes the user down one of the following two
paths.
Is this a new Ministry Identification?
YES
NO
Amend to new IEP
Continue Ministry Identification IEP
Ministry Identification > Required to
have an IEP
Finalize IEP
Write Ministry IEP
Implement IEP
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9.5.1.1 The Review Workflow - IEP
The IEP created at the initiation of the review workflow is a copy of the currently active and
implemented IEP. If the Ministry identification is a continuation, the IEP is reviewed, updated if
necessary and finalized. This becomes the new, active IEP.
If a new Ministry identification is added and set to primary, the previous one must have the
primary indictor removed. The user will be warned that only one designation can be primary. To
do so, click on the earlier designation to open it for editing, remove the primary check mark and
click OK or Save.
9.5.2 No – Continue to SSP
An acknowledgement is provided confirming that the student does not meet Ministry
identification requirements. Two paths are available from this selection.
Is support for student needed?
YES
NO
Create or continue SSP
Go to the Ministry Identification
Remove the Primary indicator
Finalize SSP
Exit SPED
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10.0 IEP Review Workflow
System
creates new
copy of IEP
with the
status=”Draft”
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10.1 Overview of the IEP Review Workflow
The IEP Review Workflow provides a means of capturing the details of a student’s IEP or SSP
review. This workflow presents a list of acknowledgements rather than procedures.
In order to access the IEP Review workflow, begin from the Student top tab > IEP side tab,
select the BC IEP to be reviewed by checking the box. Then go to Options > Renew IEP.
From the wizard that opens, select IEP Review as the workflow, enter a date and proceed
through the wizard.
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The renewal begins by creating the workflow and a draft copy of the IEP/SSP.
10.2 Navigating the Workflow
As shown in the flow chart above, the workflow is a checklist of steps through the review
process.
10.2.1 Change to a Ministry Designation from the IEP Review Workflow
If yes is selected at the workflow phase, Is a change of designation being considered, the next
step that follows is the Ministry Identification phase of the workflow. When, Required to have an
IEP is selected the Ministry Identification Information window shown below opens. Remove the
Primary indicator for the earlier designation and then add the new one setting it to Primary.
The workflow continues to complete the draft copy IEP and then Implementing the IEP.
10.2.2 Amend IEP or Support Plan
Where there is no change to the ministry designation upon review, the user is presented with
the Amend IEP/SSP acknowledgment. The user is expected to navigate to the draft IEP/SSP for
review and modifications as appropriate. From the workflow checklist, acknowledge the
amendment.
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10.2.3 Complete the Review
Once the new IEP related to a new designation is implemented, or an amended IEP is finalized
the process is complete. The new IEP becomes the active IEP and the workflow is designated
as complete. From the Student top tab, the status of the new IEP, the IEP Type and the
Workflow Phase is displayed.
11.0 Exit Special Education
To exit a student from special education, a Ministry Identification Review or IEP Review
workflow is required. Navigate through the given workflow to the Ministry Identification phase.
Selecting No IEP is required and that No support for the student is needed in the next phase,
the option to Exit SPED is provided.
11.1.1 Exit Student Services
It is important to understand that MyEducation BC does not automatically remove the Primary
Ministry Identification when you exit a student from student services. Users will have to navigate
to the Ministry Identification and manually uncheck the Primary indicator.
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To remove the Primary indicator for the Ministry Identification, go to the Student top tab > IEP
side tab > Designations sub-side tab. Click on the link to open the window.
From within the designation screen, remove the Primary checkmark and save.
12.0 Reports
MyEducation BC provides the means to run reports on individual students and those on the
larger group as a whole.
12.1 Student Reports
Reports on individual students are run from within the workflow, under the Student top tab after
selecting an individual student. Likely the most significant report is the IEP which has been
described earlier in section 6.7. Other individual student reports are run from Student > IEPs >
Forms > Forms Manager. Select the desired report or reports and click the Print Selected
button.
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12.2 Group Reports
Reporting on the larger group for information such as those students with ministry identifications
or a student’s special education status can be created by the user. The most prominent field
sets for running special education reports are likely to be under the Student tab or the Global
tab. The user opens the desired data set such as that found under the Student top tab and
using the Quick Print function found at the top right of the window, generate the desired report in
either of the recommended pdf or csv formats. The latter is more useful as the data can be
further filtered and presented as to the user’s needs.
Combining the use of Queries to create filters with user defined field sets allows for the
individualized display of data. This in conjunction with the quick print options to generate a csv
spreadsheet of the extracted data for further organization and presentation provides a great
deal of flexibility to the user in generating reports at both the school or district levels.
12.2.1 Designated Students Report
One method of pulling a list of students and their designations at the district or school level is to
use the view provided from Global > Designations. Select the field set Default + School for the
district user. Using the quick reports, extract the data to a csv and filter according to need.
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12.2.2 Using the GDE to Identify Designated Students
The GDE is another method of accessing students with a designation. From the School View go
to Student > Options > GDE > Student Demographic. Check Include Headings for the extract
and proceed. Save the resulting text file and open with Excel, filtering as required.
12.3 Filters and Field Sets for Identified Students
Additions to the filters and field sets have been made to help school and staff users identify
those individuals who have been referred to student services. These are available under the
Student top tab from the Student List.
12.3.1 Field Sets
Student Services Field Set
This field set is available to both the school and staff user when viewing the
Student List. It includes fields such as the Alerts, Special Ed Status, Special Ed Type
and Designation. The Designation field is provided to those schools who wish to
manually enter the student’s designation for tracking or filtering purposes. In order to
access this field use Options > Modify List. A free text field is enabled so that users can
enter what they feel is appropriate.
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12.3.2 Filters
Three filters are provided to the school user from the School View.
All Designations
Filters students for those with a designation only. Note that this filter will pull all
students regardless of status.
Active w/Designation
This filter is similar to that above however it only displays those active students
with a designation.
Designation = ?
Choosing this filter allows the user to specify a specific designation displaying
only those students.
Two filters are available to the teacher in the Staff View.
Designated Students – Classes
This filter limits the complete Student List only to those with a designation.
Designated Students – Homeroom
This filter is based on homeroom and displays only those students with a
designation.
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Appendix A – Sample IEP
IEP Date: 08-Nov-2013
IEP Review Date: 08-Nov-2014
Considerations
Parent input and other related things without a category
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Student Profile
Strengths and Interests
-responds well to small group instruction-loves sports and computers
-can be very sincere and polite
-enjoys working with peers
-with minimal support, works at grade level in mathematics
-strong perceptual organization and visual reasoning skills
-good reading comprehension
Needs and Challenges
-finds writing very difficult
-is anxious and easily frustrated by new tasks
-finds it difficult to maintain focus
-mild delay in expressive and receptive language
-struggles with delayed processing skills and a poor working memory
Current Assessments
-
(Latest assessments since last review)
Current Services
-
(Latest services since last review)
Adaptations
Type
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Adjudication
Type
Annual Goals and Objectives
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