Goalview User Guide
8-29-06
Goalview enables users to improve the child’s Individual Education Programming
by…
 Setting Goals to achieve specific educational standards
 Marking and Reporting Progress in easy to understand reports and graphics
 Getting Results by using data-driven decisions about past, current, and future
goals and objectives.
Goalview Capabilities
 Secure Web-based data management system
 Integrated with our current Student Information System- SchoolMAX
 ARD/IEP and other Special Education forms available online
 Houses a complete library of Texas (TEKS), National and Special Education
Standards for the generation of Goal and Objective
 Generates Progress Reports to send to parents every 6 weeks
 Generates Goal Cards to share progress with students
 Manages special education data
 Prints all forms in PDF (Acrobat Reader 6.0+)
 Prints Parent forms in Spanish (Consents, Prior Written Notice and IEP Meeting
Notice and IEP).
Why a Web-Based Data Management Tool?
 Secure internet site
 Addresses Teacher/Service provider’s paperwork concerns
 Improved accountability and guides compliance of IDEA
 Tracks what services are being offered to students with disability at the school
and district level
 Tracks student progress
 Allows administrators and teachers to know what is due next and by when
Other Features
 Allows for a multidisciplinary IEP team to share access to their particular
areas of the IEP
 Allows for access to permitted users whenever there are internet capabilities
 Populates Student Information System
 Allows to copy and paste from/to a word processor
 Updates provided automatically from Goalview without the need to load any
software
 Track who made changes in the forms
 User log in with email address and unique password
Entering Information into Goalveiw
 Some information is populated by SchoolMAX (student information system)
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Enter and edit text in text fields
Copy and paste from a word processor or email
Uses autotext (narrative), drop down menus, check boxes and radio buttons
Logging in to Texas Goalview Website
 Launch your internet Browser
 For Training site: http://goalview.com/training_tx (practice site, do not hold
ARD/IEP meetings here)
 Live site: http://goalview.com/tx (contains real student data). Preserve the
integrity of the data. Make sure that what is entered is correct. Work done here is
archived when FINAL PDF in PRINT is selected and become an official state
record. DO NOT Select UNTIL you are ready to ARCHIEVE in STATE FILE.
 Enter your Goalview User ID (LISD email address)
 Enter your password (6 or more characters case sensitive)
General Navigating Guidelines
 ONLY use the folders and button in the far left frame
 Do Not use the “Back” and “Forward” arrows on the web browser toolbar
 Select a folder or link by clicking it
 Entering information and editing the forms will take place in the right frame
Navigating on an IEP Screen
 There are four main menus on most forms HELP, OPTIONS, SAVE and
CANCEL
 In the IEP there are 21 Folders.
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Green Folders mean that there are no business rules that have been applied.
By no means should the user consider that this section is complete and correct
without looking into that section. Sections 6 VI, and 8 AU should only be opened
if the disability applies to the student. First field in Section 7 AI, should be
addressed by all ARD committees. The other fields in this section should only be
addressed if applicable for the student and by a teacher for the auditory impaired
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Red Folders mean that there is a business rule that applies and something must
be selected with regard to that rule. Once the selection is made and the user
moves out of that section, the folder turns to green. Again, Do Not assumes that a
green folder means that all is complete until all applicable items have been
completed.
 The form autosave anytime the user leaves a section. Saving manually by the
“SAVE” function at the main menu can also be done
 Within the forms you will have a choice of:
o Drow Down menu choices ( 1 choice is allowed)
o Radio Buttons (1 choice only)
o Check Boxes – allow for several selections
o Autotext link – a separate window opens where choices can be made.
This text box can be edited when you click inside the text box. Data
cannot be gathered from here for the purpose of building Views (reports).
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Autotext edits do not translate automatically. User has to enter the
translation by selecting Update
Check all sections that apply to the student
Click “SAVE” at the top of the Main Menu. The window will save the document
When printing select PDF Draft
DO NOT SELECT PDF FINAL UNTIL YOU ARE AT A DULY CONTITUED
IEP MEETNING. This option will archive your document as an official IEP
State Form.
Accessing a Student
 User will only have access to assigned school(s)
 Select the student
 All forms for this student will be accessible
 Select form you want to complete
To complete forms for different student, click on the school folder in the left frame and
begin the process again.
Reminder:
 Mistakes in the student information should be corrected in MAX
 To create an IEP the student’s name must be found in the Special Education File
 Except in rare situations, you should not add or delete student to the system. This
is done automatically every night through the student information system.
Duplicate student records will cause confusion. When in doubt call your SPED
PEIMS clerk and/or supervisor for assistance in providing a linking field.
Exception to adding students to system:
To TRANSFER student from OUT-OF-DISTRICT into Goalview
 If parent does not bring a current IEP, verified with the sending district that the
student is eligible for special education services. Get the name of the person that
you spoke with, name of district, student’s disability(ies), evaluation and IEP
dates, assessment information including state-wide assessment test and levels and
services offered
 Make sure that the student is registered at LISD and that he gets District ID
number. If he does not show up in GV after the overnight load then…
contact your GV Managers: Adriana Lopez at alopez@laredoisd.org; Miriam
Pelto at mpelto@laredoisd.org; Yolanda Almieda at yalmeida@laredoisd.org or
call 956-795-3431. Be ready to provide the student’s complete name, ss or state
number, date of birth, school and grade. We will create a file within GV for the
student.
For INITIALS
 you must move the General Education student to the Special Education folder if
the student is already within LISD.
In About Goals
 Select General Education Students
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 Open the School File
 Find Student’s Name
 Click 2 Placement in Student Data
 Click Edit
 Change Education Program from General Education to Special Education
 Click Save
If an error appears in the red frame, it will direct you to missing information such as
contact relation.
 Select relation for Contact (mother, father, etc.)
 Click Save
To check if the student’s program was changed to Special Education
 Go Back to Goals
 Select Special Education Students
 Open the School File
 Find student name
For INELIGIBLE or DISMISSED student
In About Goals
 Select Special Education Students
 Open the School File
 Find Student’s Name
 Click 2 Placement in Student Data
 Click Edit
 Change Education Program from Special Education to General Education
 Enter Exit Reason
 Enter Exit Date
 Click Save
To TRANSFER student from ONE LISD SCHOOL to ANOTHER LISD SCHOOL
Once student registers at new school and gets into SchoolMax, the student will appear at
the new campus after the nightly load. If student must be moved immediately to access
his file, the do the following:
Back to Goals
 Select Special Education Students
 Open the School File
 Find Student’s Name
 Click 2 Placement in Student Data
 Click Edit
 Change Home School if student residence has changed
 Change Attending School if moved due to IEP decision
 Change Case Manager if you know who that will be at new school or select ? if
you do not know
 Click Save
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Keep a record of who has been moved manually (student may not enroll where you
expect him/her to enroll). Protect the integrity of the files.
GOALVIEW FORMS
I. Student Data
The following fields in Student Data may not be edited in GV. They require an edit in
SchoolMAX, the district’s student information system, hereon referred to as MAX.
 First, Middle, Last Name
 DOB
 Gender
 Status
 Grade
 GV ID
 District ID
 SS #
 Address
Only in extreme cases would you have to edit the above mentioned fields. If these fields
are edited in GV and not changed in MAX, they will be overwritten nightly since MAX
feeds GV.
The following fields in Student Data may be edited in GV
 Nickname
 Ethnicity
 New Contact (this is for other contacts who will receive a copy of the IEP
Meeting Invitation and PWN).
II. State Data / Special Education Management
This section is Read Only. Edits need to be made in the SIS or other GV forms then they
will be reflected here.
III. Procedural Safeguards
These Procedural Safeguards in GV are the old ones. Use the new Procedural
Safeguards can be downloaded from: http://www.tea.state.tx.us/specaila.ed/explansaf/
IV. Meeting Notice
Prior Written Notice and Notice of IEP Meeting.
Select Letter for edits:
From: Person generating the letter to Parent
Contact Person: usually case manager
Start time:
on (date):
at: school where meeting will take place
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Other persons attending include: Anyone other than those already listed:
administrator, special education teacher, regular education teacher and you (parent or
adult students).
Please contact: usually case manager
Type of contact:
Written correspondence
Date:
Results: ie. 1st. attempt - Parents confirmed that they would attend
ie. 2nd attempt – Parent did not respond
ie. 3rd attempt - Mailed to student’s home address
Telephone Calls:
Date:
Results: ie. Called mom at work; stated that she would be here
Home visits:
Date:
Results: ie. Left sealed envelope with neighbor
Proposed or refused action: (autotext choices)
Reason for proposed action: (auto text choices)
Review/discuss evaluation, procedure, test and records: (auto text choices)
Other options considered: (auto text choices)
Other relevant factors: (may type in your own)
Copy of procedural safeguards
Attached (once a year at annual, Initial, MDR, Hearing, or upon parent’s request)
You have previously received a copy of procedural safeguards (sometime this IEP year
with one of the ARDS mentioned above).
To Print
To print, you’ll see the staff copy first, then the parent copy, then the Notice of IEP
Meeting for student. To send out, you only have to print parent copy and Notice of IEP
(usually page 2-3). Parent keeps page 2 and returns page 3 indicating that they will or
will not attend and includes their signature. Once the ARD has taken place, come back
into the Meeting Notice and “X” the correct choice: ie. X Yes, I plan to attend the
meeting at the scheduled date and time; or X No, I will not be able to attend the meeting
in person, but I would like to participate by phone. Please phone me at this numbers.
This will capture this data. You will then print the final staff copy and submit it with the
Notice of IEP Meeting with parent’s signature as a final copy to file in the state file. You
may also print a staff copy to give to those persons that need to be at the ARD meeting.
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Drafting the IEP
This user guide is intended as a tool. Duly constituted IEP committees have
final say in the decision making for each child. You must THINK through your
choices. Ask for help from administration, seasoned teachers, diagnosticians, SLP,
service providers, campus coordinators and/or supervisors. Remember that all autotext
boxes are editable. This feature allows for personalizing each IEP and for unique
situation not available in autotext. Ultimately, you are responsible for your choices
and you must be able to justify and defend your decisions.
Sections indicate that there is no business rule that is built in to this section. Users must
still complete the applicable required sections.
Sections include business rules that must be satisfied before it allows user to save as a
final.
VII. IEP
(ARD FORM)
Section 1 Student
Most of these fields are populated by the information available on the student information
system, MAX. Any wrong or missing information needs to be updated in MAX.
Dominant Language: type an S for Spanish or an E for English, if other, scroll down to
find the language choice.
IEP Type:
 Amendment (not annual)- should be selected any time that the other choices
don’t apply. Do not use when the committee is reviewing, developing, or
evaluating goals and objectives.
 Amendment by Agreement – coming soon. Not yet available.
 Annual review- must have one archived yearly. The purpose of the meeting
includes the reviewing, developing, and/or evaluating of goals and objectives.
Almost all sections of this IEP are required for an annual.
 Dismissal – used when a student has been in the program and no longer qualifies
in any area.
 Graduation – used when a student has completed his/her course of study and will
not be returning the following year. Student must have a current annual IEP with
goals and objectives that remain in effect until the end of student’s schooling.
 Ineligible – used when a student that was referred to special education and is not
eligible for any services.
 Initial – purpose of the meeting is to recommend that the student be admitted into
special education.
 Manifestation determination – purpose of the meeting is to determine
manifestation of a behavior in relation to the student’s disability.
 Re-evaluation – purpose of the meeting is to discuss evaluation results
 Review of Existing Evaluation Data (REED) – purpose of the meeting is to
discuss the need for further assessment or possibly accept the REED as the FIE.
 Transfer – purpose is to admit an out of district transfer student into special
education. An annual or a Review of Existing Data will be due within 30 days.
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IEP Meeting: calendar, date meeting is scheduled for.
IEP Exp: calendar, date IEP is scheduled end, 365 days after the IEP meeting date.
Language of Meeting: Spanish, English, or other
Interpreter: Language interpreter or a sign language interpreter. If yes, then the
interpreter must sign the as interpreter in the IEP under Participants, Section 20
Communication Mode: Oral, sign language, written -- for most IEP meeting select
written, since the IEP is being documented in written format and the parent will receive a
written copy.
Transferred District: if the IEP type is transfer, provide name of the district that the
student transferred from.
Eligibility Verified with: Name of the person who provided eligibility and service
information for the transfer student.
Contact: this field is populated with the student’s primary contacts (usually mom and
dad). It this does not display then edits must be made to Student Data in MAX. To
temporarily bypass this check “Has Custody ”under contacts in Student Data Form.
Section 2 Eligibility
Primary Disability Category: Must be a disability for which the student already has a
eligibility report based on an assessment. An evaluator (diag. or SLP) must be present at
the Initial or Reevaluation IEP meeting to change eligibility. DO NOT arbitrarily add or
delete a disability.
Secondary Disability Category: same as above; DO Not change order (primary,
secondary, tertiary) of disabilities without an evaluator present at IEP meeting.
Tertiary Disability Category : same as above
Multiple Disabled: specific criteria applies. The presence of more than one disability
alone does not make the child multiple disabled, this requires an assessment and
eligibility report.
Determination: Any choice other than “Yes, student has a need for special education
services,” requires an evaluator be present at the IEP meeting.
Note: Reminder when deciding whether to qualify a student that meets any of the below
mentioned criteria. NOTE does not PRINT.
A student shall not be determined to be a student with a disability due to:
 a lack of scientific-based instruction in reading or math,
 lack of educational opportunities,
 not having achieved from previous experiences,
 having a different cultural lifestyle,
 or due to student’s limited English proficiency
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Section 3 Student Concerns
Strengths: may select from choices in autotext box. If choices do not apply, may type
text that applies in the box. Typed text will not automatically translate. The user must
also enter the text in Spanish or other language by selecting Update.
Student & Parent Comments, Needs or Concerns: personalize autotext choices if an
agency representative is present or provided input.
Teachers’ and school Personnel’s Concerns: personalize autotext choices.
Other Agency Comments: personalize autotext choices.
Note: Reminder: “Evaluator must be present at the IEP meeting if additional evaluation
is recommended. Case manager must notify the related service provider of the
recommended evaluation and timeline for evaluation”
Eval Recommended: Select the evaluation that is being recommended
Timeline for evaluation: Select 30, 45, but not to exceed 60 days
Section 4 Evaluation and Other Data
LPAC Info: LPAC Rep must be present for Limited English Proficient Students and help
to make this decision. If Non-Lep is selected, the following fields may be left blank
(OLPT date, test, scores). Proceed to Years in US Schools.
OLPT Date: calendar
OLPT Test : calendar
OLPT English Score: score for the English test administer to the student- will add 5
OLPT Spanish Score: score for the Spanish test administer to the student- will add 5
Years in US Schools - provide the year in numbers if applicable
LPAC Program Recommendations: LPAC Rep should recommend. Bilingual – for
elementary students; ESL (secondary or elementary- not Spanish (this means that an
elem. child need instruction in another language, other than Spanish)
PLOP: These following are often referred to as (present levels of performance).
Use autotext or customize the choices of the strengths and needs. Academic strengths
and needs can be obtained from the TEKS Strands within EASI or other TEKS based
assessments.
 Academic: teacher should address Reading, Writing, and Math strengths and
needs.
 Functional Skills: address appropriate choices from autotext
 Self Help: specify appropriate skills or state that self help skills are age
appropriate
 Communication: specify about expressive and receptive skills for all students,
for more specific communication needs consult with SLP
 Speech: must consult with SLP if applicable, or indicate no concerns at this time.
 Gross Motor Skills may need to consult with PT for specific needs or indicate
that skills appear to be within normal limits.
 Fine Motor Skills may need to consult with OT for specific needs or indicate that
skills appear to be within normal limits.
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Social, Emotional, Behavioral: may need to consult with counselor or no
concerns reported
Health: address vision and hearing and for most, no concerns at this time; for
others may need to consult with school nurse.
Vocational: select from autotext choices
Learning Style: based on teacher observation
Disability Affects (REQUIRED Field, unless PPCD Disability Affects applies)
Participate fully in general ed, with monitoring only – consultation only
Needs classroom modifications Needs access to supports such as CM, AT
Needs ICS
Needs Modified curriculum – adaptations and modifications in instructional
strategies
Needs Adapted curriculum- using support and structure needed for the functional
level of students
or, but not both Disability affects and PPCD disability affects.
PPCD Disability Affects – applicable students 3-5 yrs old and > 60 % of day in SPED
Section 5 Special Factors
Behavior Impedes: If YES, complete FBA and BIP on GV
Code of Conduct: this title change coming soon
Speech Impaired: Speech impairment is a qualifying condition requiring an evaluation
and eligibility report. See SLP if in doubt.
Medically Fragile: requires meeting specific criteria and eligibility report. Consult with
diagnostician
Visually Impaired: requires an assessment and an eligibility report. Consult with
diagnostician and/or VI teacher. VI teacher required at every IEP meeting.
Auditorily Impaired: requires an assessment and an eligibility report. Consult with
diagnostician and/or AI teacher. AI teacher required at every IEP meeting
Autistic or PDD: requires an assessment and an eligibility report from a psychologist.
Consult with diagnostician and/or AU teacher. AU teacher required at every IEP meeting
Residential Program: Almost always NO; if YES is ever the case, consult with
supervisor.
Incarcerated Adult: Almost always NO; if YES is ever the case, consult with
supervisor; student may require homebound services at the prison.
Section 6 Visual Impairment
To be completed by VI teacher only
Section 7 Hearing (Auditory Impairment)
RDSPD – Must answer if child is enrolled in Regional Day School Program for
the Deaf for state reporting purposes. If “YES,” the rest of the section is to be
completed by AI teacher If “NO” disregard the rest of Section 7.
Section 8 Autism
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To be completed by AU teacher only for qualifying students
Section 9 Goals and Objectives
Achievement Evaluated: If YES is selected, Goals and Objectives must be evaluated for
end of IEP year.
Mastery: If NO, must complete reasons and actions below
 Reasons & Actions: select from or personalize autotext
Review: for annual, goals and objectives must be accepted by the committee once they
have been presented. User must return here to check accepted once goals and objectives
are discussed and agreed on.
Measurable- usually yes, if NO, consult supervisor
Progress Measurements: May select more than one method
 Test scores
 Behavior observations
 Data
 Criterion Referenced Assessment
 Work Samples
 Grades
 Checklist for Activities
Progress reported to Parents:
Progress Reports: Generated through the evaluation of goals and objectives in
GV. CLASS Progress Reports will only be used on previously accepted CLASS
IEPS
Report Cards: sent out school wide
GoalCards: report progress to students (May still use GoalCards for students, but
don’t commit yourself to this through the ARD)
Reporting Period
Progress reports – teacher made and provided at 3 week period between report
cards
grading period –sent out on report card to parents every 6 weeks.
goals/objectives – Goalview generated progress on goals and
objectives sent out every 6 weeks for GV generated Goals.
To Create Goals and Objectives
Selecting NEW Goals and Objectives
 Click Set Goals in left toolbar
 Select AREA to add goals (ie. TX Reading)
o Goals preceded by TX are Texas Standards Goals and Objectives (TEKS)
o Goals preceded by NS are National Standards Goals and Objectives
 Select Topic (ie. Elem, 110.1 English-Rdg. Elem 110.5 English-Rdg, Gr 3)
These include writing goals according to TEKS
 Click to check box to the left of the goal {TEKS 3.15}
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Click Next in toolbar (green)
Click to check box to the left of the objective (ie. 3.15 b)
Click Next in toolbar (green)
Select Criteria for each Goal 1
o Responsible: Role of person responsible for implementing goal must be
notified about this responsibility
o Baseline: % based on formal or informal assessment (This is the %
correct that the student achieved on this TEKS goals by means of TAKS,
SDAAII, EASI Assessment or other TEKS based criterion referenced
assessment)
o Target: % expected to reach by end of IEP year
o Purpose: defaults progress /need
o Goal Type: IEP
o Eval Schedule: yearly for goals
o Eval Method: (for Academic goals probably state wide assessments,
criterion reference assessments, and/or curriculum based assessments; for
behavior goals - observation; Work related goals – observation, work
samples, portfolio; Communication probably informal, observation,
possibly even curriculum based).
o Domain: Curriculum and learning for academic; Independent Functioning
for life skills goals (not to replace academic goals); communication for
speech; social emotional for behavior and/or counseling goals; health care
for school health goals.
o For ESY goals select ESY in Domain ALSO.
(Those listed above are the only required fields for the Goal)
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Criteria for each Objective
Responsible: Role of person responsible for implementing goal must be consulted
about this responsibility
Other Responsible: NOT a Required Criteria Field. May select if someone else
is also responsible for helping achieve this goal.
Baseline: % based on formal or informal assessment
Target: % expected to reach by end of IEP year
Start: Usually ARD date, but it could different if student will transfer to MS, or
HS. Must be edited when you are ready to print. It defaults to the day the goal or
objective is being drafted. Cannot be a date prior to the present date or you will
get an error message once you save.
Due: Usually ARD end date (start date + 365 days), but it could be the student
starts at a new campus such as MS or HS. Must be edited when you are ready to
print. It defaults to the day the goal is being drafted.
Purpose: defaults to determine progress /need. Leave as it is
Eval Schedule : Every 6 weeks for Objectives
Evaluation Method: You make the call
Domain: Usually for academics Curriculum and Leaning (but it may be any of
the others for other purposes).
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o
For ESY goals select ESY in Domain also.
o Service: only if the service is one of the ones listed as a related service.
o Mastery 1-8. Do not mark here. You will evaluate in “Mark Progress”
o Select Save in toolbar (green)
To make edits:
To change an Active goal – such as to delete a goal (only if the goal and/or objective has
not yet been accepted by the ARD committee)
 Go to Set Goals
 A goal that was not completed on a previous attempt will be found under new
o Complete all the required criteria, even if you are intending to drop that
goal. This is required to save the goal so that you get the next screen
where you can delete the goal.
o Now change the Active drop down window to Deleted in both goal and
objective. Here you also have the option to select completed, postponed,
or deleted.
o Save
 A goal that was drafted completely will be under Set Goals by the area (ie. Math)
 Click on Goal Ball
o In drop down menu change the Active goal and objective to one of these below
 Completed
 Postponed
 Delete
Evaluating Goals and Objectives
 Objectives will be evaluated every 6 weeks and progress reports should be sent
to parents on a 6 weeks schedule.
 Select Mark Progress on left side of screen to evaluate a goal
 Select Goal (ie. English Reading Gr 3)
 Click Edit in green toolbar
 Select from 0 (not yet started) to 4 (mastered objective)
 Click on % and increase or decrease, depending on progress/regression made.
 Click on GOAL mastery criteria (completed, expected to complete, will not
complete)
 Click SAVE on green toolbar
 Goal ball will fill in as student progresses through the 6 - 6wk periods.
To Create a Progress Report Requires ADOBE Acrobat Reader
Progress reports are automatically created if goals are evaluated on a six week
schedule.
o Select Progress Report to generate the report to send to parent.
o Select Print within the PDF file (printer icon in gray toolbar)
To Create a Progress Goal Card Requires ADOBE Acrobat Reader
Goal Cards are to share progress with the student
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o Select Goal Card to generate the report to give to students.
o Select Print within the PDF file (printer icon in gray toolbar)
Section10 Instructional Modifications
Code of Conduct: No action required. Redisplays from Section 5 BIP.
Medical considerations: Redisplays from Medical in Section 4
Instructional Language: If “other” is selected, be specific in Section 20,
Meeting Notes.
Special Modifications: if special modifications are required for unit tests, six
week exams, district assessments and/or statewide assessments such as TAKS,
TAKS I, SDAAII or TAKS Alt (formerly LDAA). See TAKS/SDAAII Manual
for allowable Accommodations.
Area 1
Make selection of area (domain) that modifications are required in (ie. All
Subjects)
Modifications: select those that apply for ALL Subjects
Area 2
Make selection of another area that modifications are required in (ie. Math, etc.)
Modifications: select those that apply for that area (Math)
Area 3
Make selection of another area that modifications are required in (ie. S.S, etc.)
Modifications: select those that apply for that area (S.S)
Area 4 Health
Use this section to document Personal Care modifications that the student needs.
Be sure to include the approximate minutes required and the frequency (min per
day, week, month, etc.) This documentation is required to be in the ARD in order
to bill for Medicaid.
This is a multi record- Area 4, 5, 6 will display if more areas need to be addressed
Acknowledgment: if the case manager’s name is not appearing in the
acknowledgment, it must be entered/edited and saved in the Student Data Form
Received: will only accept one teacher’s name. If more than one teacher needs to
receive this, you must make this edit in the template (see below).
Mods Sent: date that modifications will be sent on (must be sent within 5 days of
IEP date). Some teachers may require a face to face visit for certain students, for
all others email may suffice.
Section 11 Assistive Technology
Receiving Assistive Technology Services- is student already receiving assistive
technology services and/or devices.
 If YES, address the following: consideration, assistive technology services
required, assistive technology devices required, and AT Evaluation?
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If NO, address all the fields except, Evals used for AT.
If selected… “The IEP committee is currently reviewing the use of or
receipt of assistive technology devices and/or services” then the
committee is reporting at this IEP Meeting the results of an AT evaluation
that had bee previously recommended. Record in Evals Used for AT
what was used for the AT evaluation.
Consideration-every child must be considered for assistive technology. Select or
personalize autotext choices.
With Mods- will instructional modifications alone help the child succeed.
Devices-may include calculators, charts, computer, software, audio equipment, etc.
Use Helpful-will AT enable the child to perform task more efficiently
Assistive Technology services required- requires AT services (i.e. training)
Assistive Technology devices required- requires AT devices (i.e. materials, software,
hardware, low tech or high tech devices).
AT Evaluation- requires an AT evaluation to be completed
Evals used for AT- This is the AT checklist. Report what was used for the AT
evaluation if you are currently reporting on that evaluation. Must also be completed by
an AT team leader or someone knowledgeable on AT at the annual for any child who
already receives AT services.
Section 12 Transition
0-12 yrs old, usually not applicable based on student’s age
Or
14 yrs old already or student will turn 14 before the IEP End date, complete section
Or
< 14 yrs old and student has special needs that may require the child a longer period of
time to acquire transition skills, the IEP committee may decide to introduce transition
earlier. AU children need this section completed by age 12.
IDEA 04 moved the age up to 16, but since the Texas Commissioner’s Rules have not
been adopted, we will have to continue doing transition planning for 14 year olds until,
and if the state aligns the age with the federal regulations.
Anticipated Graduation: year that you expect student to graduate
Anticipated Graduation Program: check with secondary counselor
Credits completed: Refers to HS Credits. May be “0”
Credits Required: 24 credits required to graduate
Statement of Needed Transition Svcs: Student’s interests must be considered in
developing goals and objectives for transition. PBMAS ITEM
Involvement: Indicate if student and/or parent attended IEP meeting to discuss transition,
or method of involving student.
Post School Activities
 Post Secondary- visions for further education
 Employment-type of integrated employment
 Adult Services-daily adult activities needed for successful transition
 Independent Living-future living arrangements
15


Community Participation-recreation and/or day programs
Functional Voc. Evaluation-instrument used to determine student
interests and aptitudes
Transition Services
 Instruction- instruction options and related information provided
 Related Services-related services required for transition
 Community-community activates
 Integrated-employment status
 Employment-employment status and employment information provided
 Adult Living- activities needed to adapt to living situations and
independent living objectives
Linkage to Agencies – No action required. Read Note to parent/student:
The district’s only obligation is to provide linkage to the agencies that may possibly
render services. Each agency determines if student meets the criteria to qualify for their
services.
 Referred to- indicate agency referred to
 Invited Agencies- List
 Attended-indicate if agency attended
 Transition Services- information provided
 Steps Taken-to obtain agency’s participation in transition planning
 Linkages- method of facilitating interagency linkages
Transfer of Rights – required at age 17 (if student will turn 18 before IEP End date).
Use Transfer of Rights from ARD 04.
 Sent- date Transfer of Rights was sent or provided to parent
Graduation: applicable by 8th grade, complete the following field for Graduation Option
Graduation Options
 Pass all areas of EXIT level TAKS
 Participate in Work-Study plan and complete the IEP
 Not meets age requirements for IDEA
 Graduation changes placement and ends edibility – for students going into
last year of school
Personal Graduation Plan
 Summarize district required form and date of completion.
Section 13 State Tests
TAKS, TAKS I, SDAAII, TAKS Alt required- applicable if child is or will be in
grades 3-11 and the next statewide test will be during the time that the IEP is in effect. If
“NO” child will not test due to age, or has already passed the EXIT level tests,” the rest
of this section is not applicable.
Student Support Initiative (SSI) Required- applicable only for students who are or will
be in grades 3-5 at the time of the next statewide testing.
Promoted- decision to promote considering SSI (3rd – 5th graders at time of next
statewide testing during this IEP year)
16



IEP Meeting Determination- for SSI students only. May type in a summary of
the discussion to promote or reason not to promote. ARD committee serves as
students Grade Placement Committee.
Remediation-in areas of reading and math for SSI students
Accelerated Instruction Plan- for SSI students. Must recommend what plan will
be put in place to help the student accelerate instruction in order to be more likely
to pass the statewide assessment and gain promotion.
Section 14 Assessments
The first time you are using GV for each student you will see this note:
There are no assessments available for this student
Once you make assessment decisions in GV, this section will display the test that you
select in 14.1 Set up
 Those assessments that are checked will display in the menu, IEP and print
 Those assessments that are not checked will not display in the menu, nor in the
IEP and do not print.
 Those assessment that are more than 1 year old should be Archived. These are
assessments whose results have been reported at an IEP meeting to parents.
14.2 New contains the following test and areas: listed in alpha order not LRE order
1-5
LDAA – TAKS Alt (Math, Reading, Science, Social Studies, Writing)
LDAA will change to TAKS Alt Spring 07.
6-9
SDAAII (Math, Reading, Writing, ELA 10th only)
10-19 TAKS (ELA, Math, Math Spanish, Reading, Reading Spanish, Science,
Science Spanish, Social Studies, Writing, Writing Spanish)
20-24 TAKS I (ELA, Math, Science, Social Studies, Science Spanish)
25
TELPAS-RPTE
26
TELPAS-TOP
27
Tejas LEE
28
TPRI
Required Fields for each test
Test Date is very important in determining what fields are required.
For past assessment (i.e. Spring 06 ) you should use that statewide assessment’s test
date. If exact date is unavailable use the 1st day of the month when the test was
administered, if not a weekend. Usually writing in Feb, math and reading in March and
social studies and science in April. Warning – GV automatically defaults to date the IEP
is being drafted requiring you to edit this date field to a past date.
Met Standard and Subtest Score are required fields for previously administered tests.
Required Fields for Past Assessments (date prior to ARD)
Past
i.e.
Met
What
Rationale
Remediation
Instructional
Subtest Score
17
Assessment
Spring
06 date
Standard
Yes or NO
for past test
Met
Standard
allowable
accomm.
were used?
Accomm.
for test
TAKS
Date
TAKS I
Date
SDAA II
Date
LDAA
(tested by
req)
TELPASRPTE
TELPASTOP
TEJAS LEE
or TPRI
Rationale
Report what
was used
Met
Standard
Met
Standard
Accomm
Rationale
Accomm
Rationale
Report what
was used
Report what
was used
Instructional
Level
Date
Met
Standard
Accomm
Rationale
Report what
was used
Instructional
Level
Date
Met
Standard
Accomm
Rationale
Date
Met
Standard
Accomm
Rationale
Accomm
Rationale
Date
Level tested
Achievement
Level earned
Subtest
score
numeric
Subtest Score
Ach. Level
I, II,III
Subtest Score
numeric
Composite
score
rating
Comp. rating and scores
(LSRW)
TPRI Scores on Comp. Geo.Phone
Know. Phon. Awarenes
Other important notes concerning required fields for Past Assessments:
 Use Confidential Student Report for TAKS & SDAAII and other state tests
o Date
o Met Standard
o Score
 For SDAA II Instructional Level tested (SDAAII)
 Achievement Level achieved (SDAAII)
For future assessments (i.e. Spring 07) you should use the exact statewide assessment’s
test date. If the state has not released the dates yet, use the 1st day of the month (if not a
weekend) when the test will be administered (usually writing in Feb, math, reading
social studies and science in March or April). Warning – GV automatically defaults to
date the IEP is being drafted requiring you to edit this date field to a future date.
Remediation (for SSI), Instructional Level and Expected Achievement in Subtest
Score are very important fields for future tests.
Required Fields for future assessments (after ARD date)
Future
Assessment
07
date
TAKS
TAKS I
SDAA II
Date
Date
Date
Met
Standard
“?”
don’t know
scores yet
?
?
?
TAKS ALT
(who will test
req)
TELPAS-
Date
?
Date
What
accommodations
will be needed?
Accommodations
Test
Descrip
tion
Accommodations
Accommodations
Accommodations
Accommodations
Rationale for
test
Rationale
Rationale
Rationale
What
will be
used?
Rationale
Remediation
Req. for all
students in
case of failure
req
req
req
Instructional
Level to be
tested
Expected
Achievement
Subtest Score
Instructional
Level
Instructional
Level
Subtest Score
I, II, III
Subtest Score
numeric
Rationale
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RPTE (LEPS
3-12 grade)
TELPASTOP (LEPS
3-12 grade)
TEJAS LEE
or TPRI (K-2)
Date
Accommodations
Rationale
Date
Accommodation
Rationale
TOPS score
on LSRW
Other important note concerning required fields for Future Assessments:
 TAKS & TAKS I – Expected Achievement or Subtest Score is the standard set by
the state. Do not indicate anything here
 TAKS ALT formerly LDAA-Tested by: person responsible for administering,
evaluating, and reporting the assessment score to TEA
 TAKS ALT Date: date test is administered by staff; should be before test due by
 TAK ALT -Test due by: same date as the TAKS, TAKS I or SDAA II for the
area tested. TAKS ALT scores must be reported to TEA before date that the
state sets for TAKS, TAKS I and SDAA II tests in that area.
 TAKS ALT -Test Description: indicate what test will be used (i.e. teacher made
test, structured observation of activity, etc. Also state if test is functional or TEKS
Based)
 Test Accommodations – see Statewide Assessment Manual for allowable test
accommodations by area (Reading, Math, Science, Social Studies, and ELA).
Specify other allowable accommodations or indicate “none needed” in autotext
box. i.e.
None Needed

TELPAS TOP Subtest scores: Listening, Reading, Speaking, and Writing for k-2
And Listening, Speaking, Writing for 3rd.
14.1 Set Up
In this section you will setup those assessments you want included in the menu and in the
printed version of the IEP by selecting with a √.
Select those assessments that were reported to parent (i.e. results of 06 assessments) and
projected future assessments (07 assessments to be taken). Assessments older than 1 year
should be archived within this set up section by selecting with a √.
Section 15 Extended School Year
Information reviewed- method used to review information to make ESY determination
Severe regression- based on the review of information data, the student will take more
than 8 weeks to recoup
More restrictive
Less self-sufficient
Loss of Access-loss job skills
Decision- will or will not provide ESY
19
Maintain Existing Skills-If decision is “will provide ESY,” areas that need to be
addressed during ESY to maintain skills
Instructional Svc 1-ESY instructional area (Educational, Speech, VI service). Select
Educational for students needing academic instruction during ESY.
Hrs. per Day-should not exceed hours the total number of hours that were needed to
cover that area (maintain existing skills) during the school year.
Instructional Svc 2- 2nd ESY instructional area. This may be Speech or VI service if it
was not the primary area selected in instructional area 1 (Speech and VI services must be
recommended for ESY by service provider).
Hrs. per Day-should not exceed the total number of hours that were needed to cover that
area (maintain existing skills) during the school year.
Days/wks of Service- ESY services not to exceed
Related Services 1, 2, 3 – indicate the related service areas that the student will likely
regress in. CHECK with PROVIDER for the likelihood of regression prior to making an
IEP ESY recommendation. May not select a related service for ESY if child will not be
receiving an educational service during ESY.
Min per Week- not to exceed recommended time of related services during academic
year.
Days/Wks of Svc.- Not to exceed recommend frequency of related service during
academic year.
ESY Goals- The domain ESY must be selected in section 9 in Criteria for Goals and
Objectives for the ESY Goals to populate this area.
Section 16 Least Restrictive Environment
Supplementary Aides and Services: GV allows 3 additional with each choice after 3
Provided – in the current IEP Years
Tried – at any time in the past
Considered – for future IEP Year
Consideration All instruction in General Education
 Part of instruction in Special Education
General Ed. Removal
 Will not be removed from general education classroom; OR
 Removed due to achievement of goals and objectives
 Removed because modifications would eliminate essential components of regular
curriculum/activities
 Removed because other students are jeopardized due to implementation of BIP
GE Campus Removal
 Will not be removed from general education campus; OR
 Removed due to services and/or therapies not provided on a general education
campus
 Removed because BIP cannot be implemented on a general education campus
curriculum/activities
 Removed because behavior is so dangerous and needs intense supervision
20
 unsuccessful placement on a general education campus
Re-Inclusion Activities- activities to move student to a least restrictive setting
 Conference with teacher staff
 Conference with parent
 General ed assignments in special education setting
 Gradual transition back to least restrictive
 Visits to general education accompanied by special education staff
Extracurricular Participation – indicate if student has opportunity to participate with
non-disabled peers in non-academic activities
 Non Participation- If extracurricular participation is NO then areas of non
participation and why
 Harmful Effects – in removing student from General Education
classroom/campus (should not always be Non-Anticipated)
 Benefits- If harmful effects are anticipated, do the benefit outweigh the potential
harmful effects.
Section 17 Services
Available Minutes:
 Elementary minutes per week are 1950
 Middle School minutes per week are 1800
 High School minuets per week are 2050
Service Minutes: - a total of special education minutes. PEIMS instructional setting code
is determined by a formula of special education minutes divided by general education
minutes to get a percentage of time that the student spends outside of general education
(ie., < 21 % is a code 40; > 21% but ≤ 50 % is a code 42).
General Education, Special Education and Related Service areas are multi-records;
after completing the three provided, three more spaces will appear to use if needed.
This section is divided into two parts that include:
 Current schedule of services – from today’s IEP meeting until IEP End date.
 Proposed Schedule of Services – use this section to record services if changes
will occur to schedule for any reason such as changing from Elem. To Middle,
changing to another unit, AEP, Homebound for some time, etc. This may be a
different start date than current schedule of services, but it should end no later
than one year from IEP date.
General EducationList all Academic areas where no special education services are provided as Academic.
The total minutes of these classes are reflected per day.
Start-calendar of when this service was started
End- calendar of when this service will end
Minutes- Total service minutes
21
Frequency- how often this service is being provided (usually 1/day)
Provider- who is providing this class/service (usually GE)
Progress determined- role of person who determines progress
Location – where service are provided (usually GE)
Special EducationList all Resource, APE, CM, VI, AI, and Speech services here individually.
Start-calendar of when this service was started
End- calendar of when this service will end
Minutes- Total service minutes for each individual area (as recommended by provider
for VI, AI, and Speech and agreed on by ARDC).
Frequency- how often this service is being provided (1/day, 1/wk, 1/mo) ARDC decides
with provider’s recommendation.
Provider- who is providing this class/service (usually Sp Ed. Teacher, but could be
other)
Progress determined- role of person who determines progress
Location – where service are provided (usually Sp Ed or CMC, etc.)
Related Services- Same as above- do not change start, end, mins., frequency without
checking with providers
All the above decisions need to be made individually for each General Education,
Special Education, and Related Services area
Note: Follow these example for these cases
In Class Support
 list ICS under general education service
 minutes – committee decides (ie., 15 min)
 frequency – committee decides (ie., 1 x wk)
 provider – ICS staff to be added. For the meantime select other. Once you save,
a field will open up next to other so that you can insert ICS Staff .
 progress by – possibly both Gen. and Sp. Ed, or just GE
 location – Gen Ed
Content Mastery
 list CM under special education service
 minutes – committee decides
 frequency – minimum once a week
 provider – CM Teacher
 progress by – possibly both Gen. and Sp. Ed
 location – Special Education Classroom
Related Services:
22
Do NOT Select AT listed under related services. This service is addressed in
Section 11. Do NOT Select Transportation listed under related services. This is
addressed in Section 19.
For Training Purposes
17.
Services
Period:
EXAMPLE 1
Current Schedule of Services
* red italics are notes,
not part of GV.
Available
Minutes:
1950
550
Services
Minutes:
*disregard; GV cues user in Sec 18 with note: I.e., "GoalView has calculated
that Student will spend an average of 26% in special education and related
services." But, user can independently make a choice of Inst. Setting Code in
Sec 18
General
Educ
Academic
Start
End
Min
Frequency
Provider
Progress
Location
09/24/06
09/24/07
280
1/Day
Gen Ed
Gen Ed
Gen Ed
Science
09/24/06
09/24/07
30
1/wk
Other
Gen ED &
Sp Ed
Gen Ed
*approx
290
if min for ICS considered as daily
ICS
Spe Educ
Start
End
Min
Frequency
Provider
Progress
Location
Math
09/24/06
09/24/07
90
1/Day
Sp Ed
Sp Ed
Sp Ed
English
LA
09/24/06
09/24/07
60
1/Wk
CM
Teach
Sp Ed
CMC
*approx
100
if min for CM considered as daily
Rel. Srv
Start
End
Min
Frequency
Provider
Progress
Location
PT
09/24/06
09/24/07
30
1/Wk
PT
PT
Srv Prov.
OT
09/24/06
09/24/07
60
1/Mo
OT
OT
Srv Prov.
Counsel
09/24/06
09/24/07
15
1/Wk
Counsel
Counsel
Srv Prov.
approx
10
if min for RS considered as daily
Start
*usually
IEP Date
End
IEP Exp.
Date
(+365)
* Do NOT address AT or Trans. as part of Rel. Serv
here. There is an entire section for each.
Use when services will end before IEP expires.
Period:
Current Schedule of Services
EXAMPLE 2
23
Available
Minutes:
Services
Minutes:
1950
550
*Starts with IEP date and Ends with academic year or end of some service
(HB, AEP, etc.) because after such time services will change as reflected below.
General
Educ
Academic
Start
End
Min
Frequency
Provider
Progress
Location
09/24/06
05/28/07
280
1/Day
Gen Ed
Science
09/24/06
05/28/07
30
1/wk
Other
ICS
Gen Ed
Gen Ed
Gen ED &
Sp Ed
Gen Ed
Spe Educ
Start
End
Min
Frequency
Provider
Progress
Location
Math
09/24/06
05/28/07
90
1/Day
Sp Ed
Sp Ed
Sp Ed
English
LA
09/24/06
05/28/07
60
1/Wk
CM
Teach
Sp Ed
CMC
*Starts with beginning of school year or beginning of another service (back to
campus after end HB or AEP ends) and Ends with end date of IEP (IEP exp.
date)
Period:
Proposed Schedule of Services
General
Educ
Academic
Start
End
Min
Frequency
Provider
Progress
Location
08/28/07
09/24/07
280
1/Day
Gen Ed
Science
08/28/07
09/24/07
30
1/wk
Other
ICS
Gen Ed
Gen Ed
Gen ED &
Sp Ed
Gen Ed
Spe Educ
Start
End
Min
Frequency
Provider
Progress
Location
Math
08/28/07
09/24/07
90
1/Day
Sp Ed
Sp Ed
Sp Ed
English
LA
08/28/07
09/24/07
60
1/Wk
CM
Teach
Sp Ed
CMC
Section 18 Placement and Services
Special Setting- select from special units or if not unit select “ None.”
Service Start 1-Indicate the service start date. This is usually the IEP date, but it cannot
exceed 5 days after IEP date.
Service End- Usually this is 1 yr from IEP start date. This may be end of academic year
if student is graduating
24
Note: Goalveiw has calculated that student will spend ___ % of time in special
education and related services. Use this only as a guide for determining Instructional
Setting. Not 100% fool proof yet.
Service start 2, 3-- If service 1 ends prior to end of IEP year then indicate when Service
2, 3 begins and ends.
Instructional Setting code/Description- use 05-06 Student Attendance Accounting
Handbook to determine. When in doubt call supervisor.
Home Campus- is the school that the student is enrolled in the student’s home campus.
Nearest Location- attending campus closet possible to the child’s home campus
If not disabled- campus the student would attend if not disabled
Service-Reason why services can not be provided at the student’s home campus
Section 19 Transportation
Special Transpiration- If YES, the rest of this section is required and serves as the
Eligibility for Special Transportation
Justification- select autotext choices or personalize
Start Date- calendar of when services begin. Must not exceed 5 days from IEP Date (3
days is reasonable)
Special Seating- yes, no choice
Seating Details- select from autotext choices or customize as needed
Special Precautions –Select BUS AIDE as one is always provided. This is a Medicaid
billable service required for qualifying students. It is best to select it for all.
School Start Time
School Dismissal Time
Teacher- select from school staff list
Pick-up Address – address within the district boundaries
Pick up address phone Delivery Address- address within the district boundaries
Delivery Address phone
Note: Please read to parents.
The custodial parent has provided the district their consent and the following
information about the authorized person(s) who may receive student in the event
that the parent/guardian will not be home. Emergency alternate address must be in
close proximity to the child’s home and are not for routine use.
Alternate
 Auth to Receive- Name of alternate person with authority to receive child
 Address- of alternate person
 Phone- of alternate person
Section 20 Participants
Max Extent- Administrator reads and initials
No cost- Administrator reads and initials
Parent/Guardian – required signature, unless parent gave permission to have meeting
without them. Attempt to hold IEP meeting by phone, as opposed to holding IEP
25
meeting without parents. Obtain signature of parent if parent attended. If parent did not
attend state- Parent did not attend -on parent signature line.
Student -obtain signature if present
Sp Ed Teacher – required member, obtain signature
Gen Ed Teacher – required member, unless parent gives permission for teacher to
provide input and be dismissed (new IDEA). Obtain signature if teacher was present for a
while. Does not have to mark if they are in agreement if they did not stay for the entire
IEP meeting.
CTE Teacher - required member if student is in Career and Technology class, unless
parent gives permission for teacher to provide input and be dismissed (new IDEA).
Obtain signature if teacher was present even if not for the entire ARD
Adm. or designee – required member, obtain signature
LPAC Rep- required member if student is bilingual, unless parent gives permission for
Rep to provide input and be dismissed (new IDEA). Obtain signature if rep was present
even if not for the entire ARD
Evaluator – required member if evaluation is being discussed. Obtain signature
Related Service Provider – requires the input of provider if related services are
provided. If present, obtain signature
Interpreter – required member if parent does not speak English. Obtain signature
Other - Obtain signature as a record of their presence.
Agreement
 Yes if all committee member agree
 No, if Parent does not agree with the committee
 No, if Parent asked for a 10 day recess, and the committee has reconvened
and still does not reach agreement.
Reconvene on- date to reconvene on after not reaching consensus is set at IEP meeting
where the parents were not in agreement
Time- Time to reconvene on
Location- Location to reconvene on
Copies provided by- Person to provide parents copies.
Parent and Student Participation: YES / NO choices
Parent Signature and date for choices above
Section 21Meeting Notes
This entire section is autotext. It requires individualizing. It is set up to follow the flow
of the meeting. A suggestion would be to have a committee member that is not chairing
the IEP meeting to take the notes on a template such as this. Then the notes can be added
to section 21. Anything that is not clearly specified on the individual sections should be
specified here.
Section 22 Print
Preview - allows you to preview a draft of the IEP. Select PDF Draft. HTML Draft does
not require Adobe Acrobat Reader. If edits are needed click on the individual sections
26
Preview Spanish - allows you to preview a draft of the IEP in Spanish. All fields, except
personalized autotext have been translated. Personalized autotext needs to be translated
to Spanish by user.
Print form –Click on Print drop down menu and select PDF Draft. In the PDF form
click on the Print icon.
IMPORTANT: DO NOT select PDF FINAL until you have completed the IEP Meeting
and are ready to archive (File) the final copy. No edits can be made to that IEP after
Final is archived. Print PDF Final. Check box by Final is checked on page 1 and user
initials in upper right in Staff initials.
Print Spanish –Same as above. Print a PDF Draft for Parent in Spanish (if needed) so
that they follow along at the meeting.
Once Saved as a Final, Print PDF Final in Spanish for parents to take their copy.
Click on EXIT button on left toolbar to close Goalview
27