Special Education Information Profile

The Special Education Information section within the Special Programs is designed to assist administrators, educators, and Special Education professionals in managing and documenting important information regarding a student’s special education status. This section includes details such as caseload, eligibility, disability information, evaluation timelines, and transition planning, all aimed at ensuring compliance and providing tailored educational support.

In the ERP application, this section of the student’s profile is intended to capture and manage critical data related to their special education needs. It serves as a resource for educators, administrators, and support staff, helping them maintain compliance with regulations while delivering individualized and effective support.

To navigate to the Special Education Information profile:

On the menu, click Search, then click Students.
Search for a student using one or more fields - ID, Last Name, or First Name. The Student Information page will load and display the Student’s basic information.
1. Alternately, you can also click on the Profile icon for a student from Select Recent Student to get the student’s information.
Click Student Information and from the fly-out menu select Special Education Information.
The Special Education Information form appears in read-only format.
1. To edit, click Edit.
2. To create a new form, click Add New button.

Overview

The Special Education Information profile has the following tabbed sections.

When the page loads, the system highlights all mandatory fields in this section with a yellow background.

If users fail to complete these fields before submitting the form, the system will mark them with a pink background.

Caseload and Eligibility Status

The following table shows the fields needed to schedule the case conference.

Field Name	Description	Data Flow	Source
Teacher of Record	Use the look feature to select the teacher assigned to the student.	In	Profile > Special Education Information > Disability Information > {Casemanager:N}
Eligibility Status	Choose the appropriate status.	In	NA
Assessment Manager	Assign the assessment manager, if applicable.	Out	NA
Initial IEP Consent	Select “Yes” or “No” to indicate consent status.	Out	NA
Initial Consent to Implement IEP Date	Define the date the parents/guardians consented to enrolling the student in Special Education.	Out	Use the date picker to define the date.
Special Education Exit Date	Define the date on which the student ended or completed their Special Education.	Out	Use the date picker to define the date.
Special Education Exit Reason	This field captures the reason why the student stopped their Special Education.	Out	Pick this one from the available options.
Revocation of Consent Date	Define the date on which the Parents or guardians revoked their consent.	Out	Use the date picker to define the date.

Initial Eligibility Milestones

This section documents key dates and actions during the initial evaluation and eligibility determination process.

Field Name	Description	Data Flow	Source
Referral Date	The date when the school received the initial referral for special education evaluation. This marks the starting point for the eligibility process.	In	NA
Referral Source	Identifies who referred the child for evaluation. Examples: Parent, teacher, physician, early intervention program, or self-referral (by older students).	In	NA
Type of Evaluation	Specifies the type of evaluation being conducted to determine eligibility for services. Examples: Initial evaluation, re-evaluation, or specific assessments (e.g., cognitive, behavioral, or speech-language).	In	NA
Evaluation Consent Date Received	The date the school received the parent’s signed consent to conduct the evaluation. IDEA mandates that evaluations cannot proceed without parental consent.	In	NA
Evaluation Consent Response	Captures whether the parent provided or declined consent for the evaluation. Possible options: Consent Given Consent Denied Pending	In	NA
Initial Eligibility Date	The date the student was determined eligible for special education services. This is based on the completion of the evaluation and eligibility determination meeting.	Out	NA
Initial Eligibility Due Date	The deadline by which the initial eligibility determination must be made. Note: As per IDEA, evaluations must be completed within 50 calendar days of receiving parental consent, unless state regulations specify otherwise.	In	NA
Initial IEP Meeting Date	The date of the first IEP (Individualized Education Program) meeting is to develop the student’s education plan. This meeting is typically held shortly after eligibility is determined.	Out	NA
Reason for Delay	If any delays occur in meeting required timelines (e.g., eligibility determination, consent process, or IEP development), this field documents the reason.	In	NA
Child Referred to Part C less than 90 Days before 3rd Birthday	Indicates whether the child was referred to the school system from a Part C early intervention program fewer than 90 days before their third birthday. This is important for children transitioning from Part C (early intervention for infants and toddlers) to Part B (special education services for preschool-aged children). Schools must coordinate with early intervention providers to ensure services are not delayed for these children.	In	NA

Disability Information

In this section, you can record the primary and secondary disabilities identified in the student’s evaluation. This section allows you to capture up to FIVE levels of disabilities.

Field Name	Description	Data Flow	Source
Primary Disability	Select the primary disability from the dropdown.	Out	Select from the dropdown.
Secondary Disabilities	Add up to four additional disabilities as needed.	Out	Select from the dropdown.
Third Disability	Add up to four additional disabilities as needed.	Out	Select from the dropdown.
Fourth Disability	Add up to four additional disabilities as needed.	Out	Select from the dropdown.
Fifth Disability	Add up to four additional disabilities as needed.	Out	Select from the dropdown.

Plan and Evaluation Timelines

Monitors IEP or 504 Plan timelines, reevaluation dates, and compliance with state and federal requirements. Refer to Evaluation Timelines for more information.

Field Name	Description	Data Flow	Source
Plan Type	Select the type of plan.	In	Select from the dropdown.
Meeting Type	Select the reason for the meeting.	Out	Select from the dropdown.
Current IEP Start Date	Specify IEP Start Date.	Out	Use the date picker to define the date.
Current IEP End Date	Specify the date on which IEP ends	Out	Use the date picker to define the date.
Most Recent Evaluation Date	Specify the date on which the most recent IEP meeting happened.	Out	Use the date picker to define the date.
Reevaluation Due Date	The date on which the reevaluation for IEP is pending	In	This is calculated based on Most Recent Evaluation Date. Usually, it is 3 Years ahead of the Most Recent Evaluation Date.
Most Recent Annual Review Date	Specify the date on which the most recent Annual IEP review happened.	Out	Use the date picker to define the date.
Annual Review Due Date	The date on which the Annual IEP review is pending	In	This is calculated based on Most Recent Annual Review Date. Usually, it is a Year ahead of the Most Recent Evaluation Date.

Least Restrictive Environment and Educational Setting

The Least Restrictive Environment (LRE) is a principle under IDEA that ensures students with disabilities are educated alongside their non-disabled peers to the maximum extent appropriate. LRE is intended to provide access to the general education curriculum while meeting a student’s individual needs.

Field Name	Description	Data Flow	Source
Least Restrictive Environment	This dropdown menu lists various Least Restrictive Environment (LRE) options for documenting the educational placement of a student receiving special education services. Major Categories and Codes available as options are: Early Childhood (Codes 26–29) Special Education Program (Codes 33–35) Service-Based Placements (Codes 36–37) Private Preschool (Code 38) K–12 Placements (Codes 50–57)	In	Profile > Special Education Information > Least Restrictive Environment
Percent Inside General Education	Percentages of the day spent in Regular Classrooms under K–12 Placements. Note: The following codes are applicable as an option in the previous field. Code 50: If the student spends 80% or more of their time in a general education classroom. Code 51: If the student spends 40% to 79% of their time in the general education classroom. Code 52: If the student spends less than 40% of their time in the general education classroom.	In	Profile > Special Education Information > Least Restrictive Environment
Percent Outside General Education	Percentages reflecting the student’s environment	In	Profile > Special Education Information > Least Restrictive Environment
Educational Setting	The School authorities can select from either of the following educational modes: Community-Based Preschool Medical/Mental Health Placement Homeschooled Court-Ordered Placement Out-of-State Placement Head start Private Vendor Nonpublic School (PK-13)	Out	NA

Transportation

In this section, you can provide any specific transportation accommodations or needs, such as wheelchair access or specialized vehicles.

Field Name	Description	Data Flow	Source
Transportation Criteria	Define transportation requirements, if any.	In	NA

Behavior

A Functional Behavior Assessment (FBA) is a structured, data-driven process used to identify the causes or functions of a student's challenging or disruptive behaviors. It plays a key role in creating effective behavioral interventions and support for students with disabilities.

A Manifestation Determination Review (MDR) is a formal process required by the Individuals with Disabilities Education Act (IDEA). It determines whether a student’s behavior, which led to disciplinary action, is directly related to their disability. This review ensures that students with disabilities are not unfairly punished for behaviors caused by their disability.

Field Name	Description	Data Flow	Source
BIP Date	Input the date on which the Behavior Intervention Plan (BIP) was designed or written.	In	NA
Functional Behavior Assessment Date	Input the date on which a Functional Behavior Assessment (FBA) was conducted for the student. Note: When a student's behavior significantly interferes with their learning or the learning of others.	In	NA
Most Recent Manifestation Determination Review Date	Input the date on which the most recent Manifestation Determination Review was conducted.	In	NA

IREAD Information

The IREAD status refers to a student's performance or participation in the Indiana Reading Evaluation and Determination (IREAD) assessment. This standardized test is administered to students in Grade 3 in Indiana schools to ensure they have the foundational reading skills necessary to progress to Grade 4.

Field Name	Description	Data Flow	Source
IREAD Status	Indicate whether the student has completed the IREAD assessment. Select one of the choices.	Out	Captured within the form through choices from a drop-down list.
IREAD Results	Enter the results, if available. Select one of the choices.	Out	Captured within the form through choices from a drop-down list.

Transition

This section captures responses that focus on post-secondary goals, transition services, and readiness for life after school for students aged 14 and Older. Refer to the Transition section

Field Name	Description	Data Flow	Source
Student Invited	Indicates the choice if the student has been invited.	Out	Captured within the form through binary choices.
Student Participated	Indicates the choice if the student has participated.	Out	Captured within the form through binary choices.
Student In Middle School Course of Study	Indicates the choice if the student is in Middle School.	Out	Captured within the form through binary choices.
Transition Services	Indicates the choice if the transition services were selected for the student.	Out	Captured within the form through binary choices.
Transition Assessment	Indicates whether the transition assessment was conducted for the student.	Out	Captured within the form through binary choices.
Transition Goal	Indicates the choice if the transition Goals were defined for the student	Out	Captured within the form through binary choices.
Transition Section Completed	Indicates the choice if the entire Transition Section was completed for the student.	Out	Assessed based on the choices selected for other questions in this section.

Together, all the sections ensure that critical special education data is easily accessible and actionable, supporting student success and compliance with IDEA and state regulations.

Workflow Steps

Identify Student: Locate the student’s profile to access their special education details.
Review Data: Review the pre-filled information, if applicable, for accuracy and updates.
Input/Update Fields: Enter new details or adjust existing data within the provided fields for each section.
Validation: Confirm all mandatory fields are completed.
Save: Click Accept Changes to save and apply updates.
- To discard any changes, click Cancel Editing.