Component / Prompt / Sample Response / Rationale/Guidance
General Navigation / Creating documents
Deleting Events/Documents
Uploaded Documents
View from Historical Event to Log Services
Yellow Question Mark
Electronic Communication /
  • Draft/Final
  • FBA/BIP, Outside Reports, etc…
  • Select Workspace, Current IEP, or Previous IEP.
  • NA
  • NA
/ Draft documents will remain in the student’s file for 30 days.
Final documents are permanently in the student’s file unless deleted by an administrator.
Complete the Request to Delete form.
  • Noblesville
  • Frankton-Lapel
  • Hamilton Heights & Sheridan
  • Westfield
All items referred to in the IEP or to support the IEP must be uploaded into IIEP
The historical event option allows you to view the services and/or goals that were a part of an IEP in order to view/edit.
Links to Article 7 for Guidance for that section.
HBM Communication Guidelines
Purpose>Select the purpose(s) of the case conference / Select the purpose of the case conference / Annual IEP Review, Reevaluation Review, Transition IEP / The purpose of the conference establishes the settings for all sections of the IEP. It is possible to have more than one purpose for the CCC.Note: a change to an existing (finalized) IEP prior to an annual or reevaluation review is considered an IEP revision.
Reset Pre-referral planning, evaluation process, and IEP process status at midnight. /
  • Check if purpose is annual
/ Appropriate information will clear at midnight. This will ensure the compliance of the new information entered. For further information see “What Data Clears” form.
Create CCC Team / Select Team /
  • Parents who will receive IEP information
  • Other users at ______school
/ Parent includes anyone entered in the parent info blue ribbon (Gen. Ed. Teacher, Outside Agency Rep., etc…). Parents need to be entered separately in order for them to be shown as separate attendees within the IEP program. If you do not see staff members from within your building who use IIEP, they have not been registered with your school. They will need to request access with your district IIEP administrator.
Schedule CCC Meeting / Case Conference Meeting Information
IEP Dates
Invite Individuals
Create Notice of CC /
  • Date, Time, Place
  • Date Notice sent to parent
  • IEP Dates (must match start dates of other goals and services throughout IEP)
  • Excusal Consents
/ CC Notice can be sent to CC members, including parents, electronically following HBM Communication Guidelines.
Select the appropriate option and obtain parent signature for excusal consent PRIOR to the start of the CC. Enter the appropriate reason into the IIEP field.
Existing Data / Describe the strengths of the student. /
  • Student is eager to learn, hard-working, interacts well with peers, continues in spite of challenges, is willing to try new things, has a good sense of humor, enjoys sharing ideas with others.
/ Article 7 requires that the CCC consider the strengths of the student when developing an IEP.
Existing Data / Describe the concerns of the parent for enhancing the education of the student. /
  • Parent is concerned that the student is not reading at grade level
  • Parents are concerned that the student is missing part of science period for remediation
  • Parent is concerned that the student may be victim of bullying by older students when transitioning to the middle school
  • No concerns were expressed
/ Parent must have ample opportunity to provide meaningful input into development of IEP; this section prompts important input from the parent.
Existing Data / Since the child received scientific research based interventions, and did not make adequate progress, please describe:
  1. The instructional strategies and research based interventions in which the student participated; and
  2. The student’s response to this instruction or intervention.
/
  • Initial:
  1. Complete the Pre-Conference Planning Section on the blue ribbon.
  • Annual:
  1. Student has been receiving special education services since ______and has responded well to support provided.
  2. Student was placed in special education prior to the RtI process and continues to be eligible.
/ This box is only relevant to all initial CCs. Detailed information for initials will be created in Pre-Conference Planning and will populate in the IEP Process.
General sample statements for Annual CCs should be used.
Existing Data - Enter Progress Monitoring Data /
  • Strategy/Intervention: Multi-sensory mathematics instruction
    Student Response: Student is able to demonstrate mastery of grade level concepts through use of manipulatives and visual models with 80% success first semester
  • Strategy/Intervention: Daily oral reading fluency practice through repeated readings and chorale reading
    Student Response: Student has increased ORF by 10 words per minute in a 12-week period at independent reading level
  • Strategy/Intervention: Self monitoring of off-task behavior
Student Response: Student has decreased inattentive behaviors by 60% over a 12-week period in language arts class
  • You should include local assessment data and CBMs
  • AIMSweb R-CBM: Student has increased from 110 to 120 words correct per minute at grade level during first quarter (fall benchmark grade level target is 130 wcpm)
  • Daily frequency data indicates a decrease in off-task behavior by 42% during language arts class for the first quarter
  • See attached graph
/ This section provides evidence that the CCC has given due consideration to whether or not there is a need for reevaluation. When entering information, generally describe the strategy or intervention (do not include the name of a specific program) and include specific data to indicate the student’s response. If a strategy or intervention has not been effective and the targeted area continues to be an educational need, the IEP should provide evidence that the need is being addressed in another way, either through a revised or additional goal, added accommodation, and/or revision of the FBA/BIP.
Progress monitoring data should be specific: include description of assessment method(s) or tool(s), duration, and sufficient information about the data to relay its meaning in the context of the student’s present levels of functioning and the grade level and/or performance targets. In lieu of a description of the progress monitoring data, a file can be uploaded.
Existing Data / Based on evaluation data, provide a statement of the student’s present levels of academic achievement and functional performance, including how the student’s disability/suspected disability affects the student’s involvement and progress in the general education curriculum, or for children in early childhood, participation in appropriate activities. /
  • HBM Present Levels document prompts all areas of information to be included.
/ All sections of the HBM PLOP form(Present Levels of Performance)should be completed by appropriate personnel. Individual’s statements will appear in separate boxes and are only able to be edited by that individual. Additional documents can be uploaded as appropriate. Be specific and objective when reporting present levels, and include parent input and information from outside evaluations as appropriate.
Upload any cumulative data sheets under the Documents section.
Existing Data / CCC team has reviewed existing data and has determined: /
  • Check the appropriate box(es):
  1. Reestablish eligibility . . . (completed by next annual case review)
  2. Determine eligibility under different/ additional category (50 day timeline)
  3. Inform the CCC (50 day timeline)
  4. No need for reevaluation
  5. Discipline (MD)?
/ This screen should be completed each year at the student’s annual case review and each time the IEP is being revised. When completednavigate to the Pre-Conference Planning section to complete the Notice of Reevaluation.
Eligibility Information / Eligibility Decision /
  • Check the appropriate box(es):
  • Yes
  • No
  • Draft
/ The draft option allows you to prepare for the CC. Eligibility decisions can only occur at the actual CC.
Eligibility Information / Reevaluation Date
Initial Eligibility Date /
  • Date entered for initial (automatically filled from the date of eligibility)
/ This field is not able to be edited by the teacher-user. If this date is not accurate please contact your district IIEP administrator.
Eligibility Information / Describe the reasons for eligibility determination including the other options considered and reasons these options were rejected. /
  • Guidance from psych…
/ This section is only completed for initial and reevaluation CCs. After these events are finalized these boxes are sealed.
Eligibility Information / Primary Disability /
  • Select the primary disability from the list
  • Only one disability can be selected for the primary disability.
/ This should be done at the CC. Only disabilities for which all of the required assessment selections have been completed will be available for selection to ensure all required evaluation components have been completed.
Eligibility Information / Secondary Disability /
  • Select the secondary disability from the list
  • Multiple secondary disabilities can be designated.
/ If LI/SI is selected as one of the secondary disabilities, it MUST be the first one reported on the local district database form.
  • Frankton Lapel
  • Hamilton Heights & Sheridan
  • Noblesville
  • Westfield

Special Considerations and Behavior Concerns>Special Considerations / Does the student have needs related to Limited English Proficiency? /
  • Select yes or no.
  • If “yes,” Student needs to expand content area vocabulary. Direct instruction is necessary to build background knowledge and for pre-teaching. Student benefits from use of graphic organizers and a bilingual dictionary/thesaurus.
/ Identifying specific language needs informs instructional strategies and the accommodations necessary to support language acquisition and provide access to grade level curriculum. If there are no identified concerns about English proficiency, no information needs to be entered.
Special Considerations and Behavior Concerns> Behavioral Concerns / Does the behavior impede his or her learning or learning of others? /
  • Select yes or no.
  • If yes, complete the next series of questions and upload current HBM FBA/BIP.
/ If Yes, the behavior must be addressed in the IEP through an FBA and BIP, goal(s), and/or accommodations.
Be sure to include a copy of the FBA/BIP for all copies distributed. It is not automatically included in the document.
Special Considerations and Behavior Concerns> Behavioral Concerns / Behaviors of concern: (describe the patterns of concerning behaviors) /
  • Self-injurious behavior has escalated this semester. Student pinches and scratches arms and face several times per day, see attached FBA/BIP.
  • Student has become physically aggressive towards peers during recess and on the bus. Behaviors include kicking, pushing, and hitting, see attached FBA/BIP.
  • Student often withdraws from class. She refuses to work or participate in classroom activities and disrupts other students with loud vocalizations directed at the teacher or other students, see attached FBA/BIP.
/ A current FBA/BIP must be uploaded in response to this question.
There is no need to reiterate the entire FBA/BIP. This section requires a summary of the behaviors of concern. You will also want to state that the FBA/BIP is attached to the IEP.
FBA/BIP Instruction Booklet
FBA-BIP Worksheets
Special Considerations and Behavior Concerns> Behavioral Concerns / Functions of behavior: (include the evidence of factors affecting behavior) /
  • Student becomes overwhelmed by noise levels and increased social demands when in the general ed classroom, cafeteria, and gym,see attached FBA/BIP.
  • Student becomes agitated by peers and misinterprets comments and actions of others, see attached FBA/BIP.
  • Student seeks peer and adult attention and avoids tasks that require written response, see attached FBA/BIP.
/ Describe the antecedent(s) to behaviors listed in response to the previous question in this section.
There is no need to reiterate the entire FBA/BIP. This section requires a summary of the functions of behavior. You will also want to state that the FBA/BIP is attached to the IEP.
Special Considerations and Behavior Concerns> Behavioral Concerns / Positive strategies/ instructional experiences: (articulate the plan to provide behavior support/interventions) /
  • Student wears head phones to mute increased auditory input and visits the cool zone for 15 minutes to decompress after lunch and Wellness periods and as needed, see attached FBA/BIP.
  • Student participates in social skills group, social cartooning, and role playing, see attached FBA/BIP.
  • Student is to receive a copy of notes prior to lecture. Behavior contract developed with opportunity to assist with preschool class when behavior targets are met, see attached FBA/BIP.
  • Student will have access to text to speech software and digital text books in content areas to reduce frustration see attached FBA/BIP.
/ The plan must include positive behavioral supports. Aversive techniques should be used only when positive supports have been implemented with sufficient fidelity across settings and have not been successful.
There is no need to reiterate the entire FBA/BIP. This section requires a summary of the positive strategies and instructional experiences. You will also want to state that the FBA/BIP is attached to the IEP.
Special Considerations and Behavior Concerns> Behavioral Concerns / Is an annual goal needed to address behavior skill development at this time? /
  • Select yes or no.
  • If yes, you must add a goal within the section.
/ Behavioral goals must be entered within this section. If not, you will not be able to ‘Save and Continue’ without an error message.
Special Considerations and Behavior Concerns> Behavioral Concerns / Does the behavioral intervention plan require the provision of special education services? /
  • Select yes or no.
  • If yes, add the special ed. services.
/ Behavioral services must be entered within this section. If not, you will not be able to ‘Save and Continue’ without an error message.
Special Considerations and Behavior Concerns> Behavioral Concerns / Does the behavioral intervention plan require the provision of related services? /
  • Select yes or no.
  • If yes, add the related services.
  • If yes, can view historical
/ Related services connected to behavioral needs must be entered within this section. If not, you will not be able to ‘Save and Continue’ without an error message.
Transition / Discuss the findings of age-appropriate transition assessments that have been conducted, the indication of need for future transition assessments, and any curricular connections that support that development of transition skills. Summarize these discussion points. /
  • The student completed a survey-style transition assessment on 8-15-08. He stated that he would like to go to a 4 year college and live in an apartment. He would like to become a teacher and believes he has the necessary skills to live independently and take care of all personal needs. Student’s father agrees with his self-assessment and is supportive of his plans. Student would like to make some early visits to college campuses to assist with the selection process. Before leaving high school, student would like to take a keyboarding class. He would also like to get a part-time job at Kroger. Student and parent requested information about VR services.
  • Student will graduate in two years. Additional transition assessment information is needed to help student decide what she’d like to do once she leaves high school.
/ For an initial transition IEP, see the appropriate Transition Assessment for the student:
  • Form A (non-diploma) Parent
  • Form A (non-diploma) Student
  • Form B (diploma) Parent
  • Form B (diploma) Student
The appropriate parent and student assessments must be completed and uploaded, and this information informs development of measureable post-secondary goals. For subsequent transition IEPs, note that other assessments can be used to supplement the HBM assessments.
See Transition PowerPoint.
Transition / Is there evidence that this student has achieved sufficient skills for independent living? /
  • Select yes or no.
  • If “yes”, site evidence to support the decision that an independent living skills goal is not applicable. (see below)
  • If “no,” regarding independent living after high school, I will: (see below)
/ The independent living goal will not be required if the student has achieved sufficient skills for independent living; however, if yes is selected, evidence from the transition assessments or other sources will be requested by the following prompts.
Transition>Independent Living>If Yes is selected / Cite evidence to support the decision that an Independent Living Skills goal is not applicable. /
  • Based on assessment information student successfully takes care of all of his/her own personal needs and has skills to live independently.
  • Parents and school staff have observed skills needed to live independently.
/ Article 7 requires goals for independent living where appropriate so evidence is needed if the committee determines an independent goal is not needed.
Transition>Independent Living>If No is selected / Regarding independent living after high school, I will: /
  • Live with family until I can find a place on my own.
  • Live in a group home.
  • Manage money and my household chores while living semi-independently.
  • Participate in my daily life by making a choice to the fullest extent possible.
/ If the student is capable of independent living, an appropriate measurable postsecondary goal must be written to address independent living skills. These statements will appear later in the process when goals and services are mapped to them.
Transition / Regarding employment after high school, I will: /
  • Get a job working in my family business
  • Work with supported employment in a business of my choice
  • Will work with an adult service agency to increase vocational skills in a setting with therapeutic and medical supports.
  • Pursue part-time employment while attending Ivy Tech.
  • Become a teacher
/ For all students of transition age, an appropriate measurable postsecondary goal must be written to address employment. These statements will appear later in the process when goals and services are mapped to them.