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Intermediate School District 917

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Student Information

Student Information

Student Info Nuts and Bolts Student and Parent/Guardian Information IEP Information and Progress Reporting IEP Team Federal Setting

Student Info Nuts and Bolts

The student information page is the first page of the IEP and captures several pieces of critical information about the student, including: 

  1. Student demographics

  2. Parent/guardian contact information

  3. IEP Information, including the student's case manager, identified disability, federal setting, progress reporting description, and IEP Team members

Several metal nuts and bolts are arranged on a textured, reddish-brown surface.

A screenshot of a student information form with fields for name, grade, birth date, and language. A document displays contact information for two individuals, Angela Wilson and Anthony Wilson.

The information contained in the student information page of the IEP is primarily basic identification information for the student, the student’s parents/guardians, and the IEP team.   A majority of the information will be pre-loaded by the Infinite Campus system.

*Note: Infinite Campus will automatically update all auto-filled information on a regular schedule. If changes need to be made to the auto-filled information, you can update it in SpEd Forms using Student Setup; however, you will also need to contact your Site Secretary with the correct information. The secretary must make those changes within Infinite Campus as well, in order to make your changes permanent. 

*The majority of student information is preloaded, including the student’s gender, grade, birthdate, MARSS ID, home district information, and parent/guardian information.

IEP Written Date: This information is not necessary; staff may choose to enter the date on which they submit the IEP to the site secretary to be mailed.

Date of Last Comprehensive Evaluation:  The date on which the student’s most recent 3-year evaluation was completed.  Staff may need to obtain this information from the student’s home district or brown file if it is not readily available. 

IEP Meeting Date: The date on which the student’s IEP meeting was held.

*Note: If this IEP is amended, there will be a spot to enter the “IEP Amendment Date”; this is the date that the amended IEP was written.  Entering this information will not alter the annual meeting date for that student.

School of Enrollment: the ISD 917 program in which the student is currently enrolled.

Providing District: District providing programming for the student (ISD 917)

Placing District: The district in which the student sleeps at night (home, relatives’ home, foster home, etc.) This is the district that provides the referral and is at the table for IEP meetings.

Resident District: The district in which the student’s parents/guardians live. 

​​​​​​​A screenshot of a form with fields for applicant information, employment details, and a text area for additional comments.

IEP Manager Name, Phone, and Email: These can be edited here, but will also need to be updated in Educator Setup to make the changes permanent. To reach this page, click on Menu (on the top right of all SpEd Forms screens)→ Setup →  Profile.  Change your information, and click Save.

Primary and Secondary Disability:  These are determined by the student’s most recent 3-year evaluation report. This should be confirmed before sending home the IEP by checking the last page of the student’s evaluation report, either in a paper copy from the home district in the student’s brown file or an electronic copy on the SpEd Forms History tab. If you cannot find a copy of the most recent evaluation report, contact your Lead Teacher or Dean. 

 Federal Setting: This is determined by the IEP team at the meeting; programs that consist entirely of special education students in a separate building are considered Setting 4, and students who attend a regular elementary school are in Settings 1-3, depending on the amount of time per day they spend away from their general education peers. If you have questions about a student’s setting assignment, please contact your Lead Teacher, Dean, or Assistant Director.

Progress Reporting: Progress report volume must match the number of reports received by the student’s general education peers. In the Setting 4 programs, three written reports are provided (two at predetermined times of year and one at the time of the student’s annual IEP meeting). 

  • A screenshot of a student information form with fields for name, grade, birth date, and language. A document displays contact information for two individuals, Angela Wilson and Anthony Wilson.

    The information contained in the student information page of the IEP is primarily basic identification information for the student, the student’s parents/guardians, and the IEP team.   A majority of the information will be pre-loaded by the Infinite Campus system.

    *Note: Infinite Campus will automatically update all auto-filled information on a regular schedule. If changes need to be made to the auto-filled information, you can update it in SpEd Forms using Student Setup; however, you will also need to contact your Site Secretary with the correct information. The secretary must make those changes within Infinite Campus as well, in order to make your changes permanent. 

    *The majority of student information is preloaded, including the student’s gender, grade, birthdate, MARSS ID, home district information, and parent/guardian information.

    IEP Written Date: This information is not necessary; staff may choose to enter the date on which they submit the IEP to the site secretary to be mailed.

    Date of Last Comprehensive Evaluation:  The date on which the student’s most recent 3-year evaluation was completed.  Staff may need to obtain this information from the student’s home district or brown file if it is not readily available. 

    IEP Meeting Date: The date on which the student’s IEP meeting was held.

    *Note: If this IEP is amended, there will be a spot to enter the “IEP Amendment Date”; this is the date that the amended IEP was written.  Entering this information will not alter the annual meeting date for that student.

    School of Enrollment: the ISD 917 program in which the student is currently enrolled.

    Providing District: District providing programming for the student (ISD 917)

    Placing District: The district in which the student sleeps at night (home, relatives’ home, foster home, etc.) This is the district that provides the referral and is at the table for IEP meetings.

    Resident District: The district in which the student’s parents/guardians live. 

  • ​​​​​​​A screenshot of a form with fields for applicant information, employment details, and a text area for additional comments.

    IEP Manager Name, Phone, and Email: These can be edited here, but will also need to be updated in Educator Setup to make the changes permanent. To reach this page, click on Menu (on the top right of all SpEd Forms screens)→ Setup →  Profile.  Change your information, and click Save.

    Primary and Secondary Disability:  These are determined by the student’s most recent 3-year evaluation report. This should be confirmed before sending home the IEP by checking the last page of the student’s evaluation report, either in a paper copy from the home district in the student’s brown file or an electronic copy on the SpEd Forms History tab. If you cannot find a copy of the most recent evaluation report, contact your Lead Teacher or Dean. 

     Federal Setting: This is determined by the IEP team at the meeting; programs that consist entirely of special education students in a separate building are considered Setting 4, and students who attend a regular elementary school are in Settings 1-3, depending on the amount of time per day they spend away from their general education peers. If you have questions about a student’s setting assignment, please contact your Lead Teacher, Dean, or Assistant Director.

    Progress Reporting: Progress report volume must match the number of reports received by the student’s general education peers. In the Setting 4 programs, three written reports are provided (two at predetermined times of year and one at the time of the student’s annual IEP meeting). 

IEP Team

The IEP team at the bottom of Page 1 of the IEP will automatically update when the IEP team is updated in a Notice of Team Meeting. Please go to Facilitating Meetings > Scheduling and Notices for more guidance

Federal Setting

The term “federal setting” refers to the percentage of time spent in the special education setting. Special education services provided in the general education environment (e.g., co-teaching, push-in instruction) do not count toward that percentage.

To calculate the percentage, divide the number of minutes the student spends in the special education setting by the total number of educational minutes (lapse time from the first bell to the last bell minus lunch period) in the school day and multiply by 100.

Example:

A student is in the special education resource room for 55 minutes each day. The school day begins at 8:35 and ends at 3:05. Students have a 25 minute lunch period.

Educational minutes in the day = 365 minutes (8:35 to 3:05 is 390; minus 25 for lunch this is 365 minutes).

Percent in Special Education = 15%     (55 divided by 365 is .1506. Multiplied by 100)

Federal Setting = 1

Common codes; not all-inclusive.

  • 30 - Voluntary Prekindergarten (VPK), Receives majority of special education services in VPK setting

  • 31 - Regular Early Childhood (at least 10 hours per week), Receives majority of SpEd Services in the regular early childhood program 

  • 32 - Regular Early Childhood (at least 10 hours per week), Receives majority of SpEd Services in another location (i.e., speech services in separate classroom) 

  • 33 - Regular Early Childhood (up to 10 hours per week (>0, <10), Receives majority of SpEd Services in the regular early childhood program

  • 34 - Regular Early Childhood (up to 10 hours per week (>0, <10), Receives majority of SpEd Services in another location (i.e., speech services in separate classroom) 

  • 41 - Separate Class, Children who receive their SpEd services in a program designed primarily for students with disabilities

Common codes; not all-inclusive.

  • Setting 1: Up to 21% of school day in Special Education

  • Setting 2: 21 - 60% of school day in Special Education

  • Setting 3: More than 60% of school day in Special Education

  • Setting 4: More than 50% and in separate Special Education facility

  • Setting 8: Homebound/hospital/home-based setting

  • Common codes; not all-inclusive.

    • 30 - Voluntary Prekindergarten (VPK), Receives majority of special education services in VPK setting

    • 31 - Regular Early Childhood (at least 10 hours per week), Receives majority of SpEd Services in the regular early childhood program 

    • 32 - Regular Early Childhood (at least 10 hours per week), Receives majority of SpEd Services in another location (i.e., speech services in separate classroom) 

    • 33 - Regular Early Childhood (up to 10 hours per week (>0, <10), Receives majority of SpEd Services in the regular early childhood program

    • 34 - Regular Early Childhood (up to 10 hours per week (>0, <10), Receives majority of SpEd Services in another location (i.e., speech services in separate classroom) 

    • 41 - Separate Class, Children who receive their SpEd services in a program designed primarily for students with disabilities

  • Common codes; not all-inclusive.

    • Setting 1: Up to 21% of school day in Special Education

    • Setting 2: 21 - 60% of school day in Special Education

    • Setting 3: More than 60% of school day in Special Education

    • Setting 4: More than 50% and in separate Special Education facility

    • Setting 8: Homebound/hospital/home-based setting