section 4: the special education screen · section 4: the special education screen ... sometimes...

400 Updated June 2013

SECTION 4: THE SPECIAL EDUCATION SCREEN This section contains specific information about the screens and fields in the Student Information Area. The completion of many fields is dictated by provincially-approved standard locations, definitions and codes. Some of these fields are required; others have been established for the consistent entry of certain data, but completion, and sometimes the format of the data entry, is at the discretion of your school.

Section 4: The Special Education Screen ................................................. 400 Part 1: Completing and Using the Special Education Screen .................... 402

Special Education Screen – Data Entry Guidelines ...................................... 402 EXCEPTIONALITIES Tab (DIAGNOSIS) ................................................... 402 SUPPORT SERVICES Tab (INTERVENTIONS) ........................................... 410 EQUIPMENT Tab ................................................................................. 413

Printing/Reporting from Trevlac – From Queries ......................................... 416 Printing/Reporting from Trevlac – Crystal Reports ...................................... 417

Running a Crystal Report – General Information ...................................... 417 The Board-based Profile Reports ........................................................... 419 The Annual Department of Education Profile Report ................................. 421 School-Based Reports ......................................................................... 422

Troubleshooting Tips – Running/Printing Reports ........................................ 423 Crystal Report Errors ........................................................................... 423 Board-based Profile Reports ................................................................. 423

Queries – General Information ................................................................. 425 Queries – Planning, Creating, and Using .................................................... 426

The Planning Process ........................................................................... 426 Starting the Query Creation Process ...................................................... 427 Selection Criteria ................................................................................ 427 Fields to Display ................................................................................. 430 Order of Records ................................................................................ 431 Running the Query .............................................................................. 433 Using the Query ................................................................................. 433 Sample Queries .................................................................................. 434

Tally Fields ........................................................................................... 439 To Create and Run a New Tally ............................................................. 439 To Run a Saved Tally .......................................................................... 440 Sample Tallies .................................................................................... 441

Part 2: Reference Material for Users ...................................................... 442 Useful Links .......................................................................................... 442 Logging into and out of Trevlac ................................................................ 443 Log In and View Student Data in Trevlac ................................................... 445 Task Checklist: Functions Relating to Special Education Screen ................... 448 List of Special Education Screen Codes – by Screen and Category ................. 449 List of Special Education Screen Codes – Alphabetical by Screen .................. 458 PEI School CODES ................................................................................. 468

PEI School Codes - Sorted Alphabetically ............................................... 468 PEI School Codes - Sorted Numerically .................................................. 469


PART 1: COMPLETING AND USING THE SPECIAL EDUCATION SCREEN

SPECIAL EDUCATION SCREEN – DATA ENTRY GUIDELINES The Special Education Screen is used to record certain types of information about special needs students. The screen is used to maintain data about a student’s primary diagnosis and other exceptionalities, current and previous years’ support interventions, and special equipment in place for the student. In addition to providing valuable information within the school, this process automates much of the school’s annual reporting process for completing both the school board profile and the Department of Education Annual School Profile. Crystal reports have been created to generate these reports. A provincial pilot in 2006/07 established codes, definitions, and procedures for completion of this screen – geared specifically to creating data that would aid in board and Department reporting requirements. The remaining schools were added during 2007/08 and 2008/09, coordinated from the Technology in Education section of the Department of Education. Some of the coding was updated in the Spring of 2010, for implementation in the 2010/11 school year. Questions or suggestions regarding implementation or coding should be directed to the IT Facilitator, Technology in Education, Department of Education & Early Childhood Development. Of the five available tabs in the Special Education Screen, for the purpose of collecting all of the data needed for both the school board and Department profiles, schools will only use the Exceptionalities, Supports Services, and Equipment windows. Responsibility for and maintenance of this screen is assigned, in most schools, to the Resource Teacher(s).

Entering data to this screen can be somewhat touchy, especially for new users, and subject to duplicate-entry errors – SAVE OFTEN FOR BEST RESULTS, especially before moving from one tab to another.

EXCEPTIONALITIES Tab (DIAGNOSIS) Exceptionalities: (12 characters) The Exceptionalities field is where a student=s diagnosis is recorded. There must be at least one exceptionality entered on this screen in order for the student to appear on reports generated from this data. The one exception relates to students whose only intervention is Reading Recovery -- if a student who has received Reading Recovery does not have a diagnosis, no exceptionality has to be entered. IMPORTANT: Where a student has more than one exceptionality, their primary diagnosis must be the first exceptionality listed in the Exceptionalities field. Putting the primary diagnosis first in the list of exceptionalities, where a student has more than one, is critical to the accuracy of the data on the Department Annual School Profile.


The Department of Education Annual School Profile will only include information on students with diagnosed exceptionalities. Where schools wish to record data on other students who may not have an official diagnosis but still require significant interventions, two undiagnosed codes have been included in the list of Exceptionalities codes - one for a student who has no diagnosis but has considerable behaviour issues and another for a student who has no diagnosis but has considerable learning issues. The Exceptionalities field/column is completed using a set of pre-defined codes that appear in a pop-up window. The codes are grouped into categories. The first two or three capitalized letters indicate the category, e,g,. PDD. Any diagnosis that begins with PDD is a Pervasive Developmental disorder. For many of the categories an Other code (coded as zOther so it will alphabetize to the end of the list) is included to be used for a diagnosis that may not be listed in the existing codes. Exceptionalties codes are updated from time to time to include exceptionalities that have not previously been coded. To add an exceptionality to a student's record, click on the Add Exceptionality [+] button - hit spacebar or type ? to select from a complete list of available codes, or type the first letter(s) of the code to narrow the list. Double click on an entry to select it – hit green checkmark to return to the Exceptionalities window. To delete an exceptionality that has been entered by mistake, highlight (click on) the exceptionality code to be deleted - click the Delete Exceptionality [-] button. EXCEPTIONALITY CODES – used to complete the Exceptionalities Field - are grouped into the following categories represented by a two- or three-letter abbreviation: Attention and Behaviour (AB), Communication (CD), Emotional Behavioural (EBD), Genetic (GS), Hearing (HI), Intellectual (ID), Learning (LD), Medical (MC), Neurological (ND), Physical (PD), Pervasive Developmental (PDD), Second Language (SL), Undiagnosed (UD), and Visual (VI). Definitions of these categories, and the codes defined within each, are listed below. Attention and Behaviour (AB) – Defined as: Students who have been diagnosed with the attention-related or behavioural-related conditions specified in the codes. The severity and frequency of the conditions must have a disruptive effect on the classroom. AB Codes: Description: AB-ADHD Attention-Deficit/Hyperactivity Disorder (Predominantly inattentive, predominantly Hyperactive-impulsive, or combined) AB-DBD Disruptive Behaviour Disorder (Oppositional Defiant Disorder,

Conduct Disorder) AB-zOther Another Attention/Behaviour related disorder not listed Communication (Speech and/or Language) (CD) – Defined as: Students who have difficulty communicating with peers and/or adults because of receptive, expressive or general language delays. It may also include speech disorders such as stuttering, impaired articulation, or voice impairment. It may also include students diagnosed with central auditory processing problems.


CD Codes: Description: CD-CAPD Central Auditory Processing Disorder/Auditory Processing

Disorder CD-Language Expressive, Receptive, Expressive/Receptive Language Disorder; Pragmatic, Phonological Disorder, Mutism CD-Speech Stuttering/Dysfluency, Apraxia, Dysarthria, Articulation CD-zOther Communication Disorder not listed Emotional/Behaviour (EBD)– Defined as: Students diagnosed with significant emotional and/or behavioural problems that occur over a long period of time and to a marked degree, in one or more settings. The severity and frequency of these behaviours must have a disruptive effect on classroom learning, social relations, or personal judgement. Students may exhibit one or more of the following: a) externalizing behaviour related to aggression, impulsivity, disruptiveness, acting out; b) internalizing behaviours such as severe withdrawal, anxiety, depression; c) social problems; and/or d) thought problems. EBD Codes: Description: EBD-Adjust Adjustment Disorder EBD-Anxiety Anxiety Disorder (Separation Anxiety, Generalized Anxiety,

Phobias, Post Traumatic Stress, Selective Mutism, Obsessive Compulsive Disorder, Panic Disorder)

EBD-Mood Major Depression, Bi-polar Depression, Dysthymia EBD-RAD Reactive Attachment Disorder EBD-Schizop Schizophrenia and other psychotic disorders EBD-zOther An Emotional/Behavioural Disorder not listed Genetic (GS) - Defined as: A genetic condition (syndrome, disease or disorder) that is caused by an abnormality in an individual's genome. The abnormality can range from minuscule to major -- from a discrete mutation in a single base in the DNA of a single gene to a gross chromosome abnormality involving the addition or subtraction of an entire chromosome or set of chromosomes. Typically, if a student is diagnosed with a genetic condition, it will likely be designated as the primary diagnosis for that student. GS Codes: Description: GS-22Q11Del 22Q11 Deletion, also known as DiGeorge, or Velocardiofacial Syndromes GS-Angel Angelman Syndrome GS-Charge Charge Syndrome GS-DownSyn Down Syndrome GS-FragileX Fragile X Syndrome GS-PWillie Prader Willie Syndrome GS-RTaybi Rubinstein Taybi GS-Williams Williams Syndrome GS-zOther A Genetic Syndrome not listed Hearing (HI) - Various degrees or types of hearing impairment. HI Codes: Description:


HI-FCHL Fluctuating Conductive Hearing Loss HI-Mild A mild hearing impairment HI-Minimal A minimal hearing impairment. HI-Moderate A moderate hearing impairment HI-Profound A profound hearing impairment HI-RSlope Reverse Slope HI-Severe A severe hearing impairment HI-zOther A hearing condition not listed Intellectual (ID) - Defined as: Students either diagnosed with significant delays in cognitive, academic, and adaptive functioning, compared to same age peers; or students diagnosed as “gifted.” If it is a diagnosis of an Intellectual Delay, these delays can range from mild, to moderate, to severe or profound. This term does not include children who are functioning in the Borderline (i.e. slow learner) range of cognitive abilities. Please note that the ID-Gifted is only for students who have been diagnosed as Gifted. (Use UD-Learn for students who are advanced significantly beyond their same-age peers, but who have not been officially diagnosed as gifted.) ID Codes: Description: ID-DevelDely Developmental Delay ID-Gifted Gifted or Talented ID-GlobalDD Global Developmental Delay ID-Mild Mild Intellectual or Cognitive Disability ID-Moderate Moderate Intellectual or Cognitive Disability ID-Profound Profound Intellectual or Cognitive Disability ID-Severe Severe Intellectual or Cognitive Disability ID-Unspecif Intellectual or Cognitive Disability – Severity Unspecified ID-zOther Another Intellectual or Cognitive disability not listed Learning (LD) - Defined as: Learning Disabilities are disorders in one or more of the basic psychological processes that affect the way a person perceives things, remembers or learns. Students with learning disabilities have average to above average intelligence but have difficulty learning to read, write, spell, listen and/or do math. LD Codes: Description: LD-Math Learning Disability in the area of Math LD-Nonverb Non-verbal Learning Disability (Syndrome) LD-Reading Learning Disability in the area of Reading LD-Writing Learning Disability in the area of Writing LD-zOther A Learning Disability not listed Medical (MC) - Defined as: Students diagnosed with chronic or acute health care problems. More detail on these diagnoses will be recorded in the Medical Screen in Trevlac. MC Codes: Description: MC-AHC Acute Health Conditions (for example: severe allergies, heart conditions, severe asthma, cancer, sickle cell anemia, hemophilia, etc.)


MC-Diabetes Diabetes (all levels) MC-PKU Phenylketonuria (PKU) MC-zOther A Medical Condition not listed Neurological (ND) - Defined as: A Neurological Disorder is a disturbance in structure or function of the central nervous system resulting from developmental abnormality, disease, injury or toxin. ND Codes: Description: ND-FASD Fetal Alcohol Spectrum Disorder ND-Seizure Seizure Disorder (including Epilepsy) ND-TBI Traumatic Brain Injury ND-Tourette Tourettes Disorder ND-zOther A Neurological Disorder not listed Physical (PD) - Defined as: These students have a physical disability that may affect their ability to be mobile, use arms, legs or hands. Such disabilities may be caused by congenital anomaly, disease, nervous system impairment and/or a musculoskeletal condition. PD Codes: Description: PD-Ampu Amputations, Prosthetics PD-CFibros Cystic Fibrosis PD-CPalsy Cerebral Palsy PD-DCD Developmental Coordination Disorder (new: Sept. 2010) PD-FAtaxia Friedreich's Ataxia PD-MDystro Muscular Dystrophy (Miotonic Dystrophy) PD-SBifida Spina Bifida PD-SMAtro Spinal Muscular Atrophy PD-zOther A Physical Disability not listed Pervasive Developmental (PDD) - Defined as: These disorders significantly affect verbal and nonverbal communication and social interaction. Other characteristics include engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routine, and unusual responses to sensory experiences. PDD Codes: Description: PDD-Asperg Asperger’s Disorder (Asperger Syndrome) PDD-Autism Autistic Disorder (Autism, Autism Spectrum Disorder) PDD-CDD Childhood Disintegrative Disorder PDD-NOS Pervasive Developmental Disorder Not Otherwise Specified PDD-Rett Rett’s Disorder (Rett Syndrome) Second Language (SL) – Defined as: This category is used to identify students whose first language is not English (or French if they attend a French first language school) as well as any students who change their primary language of instruction, e.g., students who change from French Immersion to an English program; or move from an English school to French first language, or French first language to English. (This information is also recorded on the Trevlac PEI Screen for statistical purposes.


Please ensure your school's primary Trevlac user is aware when any of these codes apply to a student.) SL Codes: Description: SL-EAL English as an Additional Language SL-EF Student who moves from English to French first language SL-FE Student who moves from French first language to English SL-FIE Student who moves from French Immersion to English SL-FAL French as an Additional Language Undiagnosed UD) – Generally, the school board and Department of Education only ask to have information reported on students with diagnosed exceptionalities. Schools may wish to be able to record data on other students who do not have an official diagnosis, but still require significant interventions. For this reason, two undiagnosed codes have been added to the list of the Exceptionality codes. These codes are used to identify students who do not have a diagnosis but require significant, on-going additional supports due to learning and/or behavioural needs. These students typically have symptoms similar to students with diagnosed conditions. The use of either of these codes does not imply that a diagnosis is necessarily warranted for the student. The severity of the learning or behavioural need will be identified by the number and type of support services that are provided to the student. There is one code for a student who has no diagnosis but has considerable behavioural needs, and another code for a student who has no diagnosis but has considerable learning needs. UD Codes: Description: UD-Behav No diagnosis, but considerable behavioural needs requiring significant interventions UD-Learn No diagnosis, but considerable learning needs requiring significant interventions Visual (VI) - Varying degrees of visual impairment or blindness. VI Codes: Description: VI-Mild A mild visual impairment VI-Moderate A moderate visual impairment VI-Severe A severe visual impairment VI-TBlind Blindness VI-zOther Another visual impairment not listed

Staff Involved: There is no requirement/expectation that schools complete information in the Staff Involved field

CODES tab (lower left corner of the Exceptionalities tab) – These six user defined fields are completed as follows for each student with an Exceptionality. These fields will not accept data unless an Exceptionality is entered above. These six codes


must be entered when the FIRST entry in the Exceptionality field is highlighted. (Note: If any of these fields are completed for more than one Exceptionality, duplicate records may be printed in reports. Therefore, it is important not to complete any of these fields for any Exceptionality other than the first/primary one listed. ) Emergency Plan: (6 characters) Code Description Yes Emergency plan exists for this student No No emergency plan exists for this student Red File: (6 characters) Code Description Yes Red file exists for this student No No red file exists for this student Behaviour Plan: (6 characters) Code Description Yes Behaviour Plan (formal or informal) exists for this student No No Behaviour Plan exists for this student Programming: (12 characters) (NOTE: Items in italics are intended for use by senior high schools – added September 2010) Code Description Adapted The student has adaptations made (changes in format, instruction strategies and/or assessment procedure) so that the learning outcomes of the curriculum can be retained. Adapt/Mod The student has both modifications and adaptations to the curriculum he/she follows Enrichment The student follows an enriched curriculum Intervention (CSLF only) the student follows an intervention program IEP The student has an Individual Education Plan Modified The student has modifications made (different learning outcomes than those specified in the prescribed learning outcomes for the student’s grade or course.) Pending IEP possibly to be developed Regular The student follows the regular curriculum with no adaptations or modifications Academic Student is taking all Academic courses AcademicA Academic courses with adaptations AcademicAM Academic courses with adaptations and modifications AcademicM Academic courses with modifications Acad/Gen Student is taking a mix of Academic and General courses Acad/GenA A mix of Academic and General courses with adaptations Acad/GenAM Mix of Academic and General courses with adaptations

and modifications Acad/GenM A mix of Academic and General courses with modifications General Student is taking all General courses


GeneralA General courses with adaptations GeneralAM General courses with adaptations and modifications GeneralM General courses with modifications Gen/Prac Student is taking a mix of General and Practical courses Gen/PracA A mix of General and Practical courses with adaptations Gen/PracAM Mix of General and Practical courses with adaptations and modifications Gen/PracM A mix of General and Practical courses with modifications Practical Student is taking all Practical courses PracticalA Practical courses with adaptations PracticalAM Practical courses with adaptations and modifications PracticalM Practical courses with modifications TAP Transition Action Plan Yr End Plan - (12 characters) At the time of the profile process, this is the expected placement of the student for the next school year (some additions/changes relating to senior high – September 2010). Code Description Graduate High School Graduation expected Promote Student is expected to be promoted Place Student is expected to be placed Retain Student is expected to be retained

TransCert Transition Certificate expected Year2 Going into the second year of senior high school Year3 Going into the third year of senior high school Year4 Going into the fourth year of senior high school Year5 Going into the fifth year of senior high school Destination - (12 characters) The entry to this field enables students to be grouped together according to where the students will be moving to (or remaining) for the upcoming school year. This field will identify all of the transitional students - students leaving the PEI school system are indicated by the “Out” code, and students moving on to another school in the PEI school system are indicated by the three-digit school code of the school they are moving to; all students remaining in your school for the upcoming school year are indicated by the None code. Students will not be included in the board profile report if this field is not completed. Code Description Out A student who is exiting the PEI school system None A student who is remaining in your school for the upcoming school year. ### Three-digit code for destination school (see Appendix section) – manually enter or choose from pop-up list DATES tab (lower left corner of Exceptionalities tab): The first date field is labeled Last Meeting. This does not need to be filled out. The next date field is labeled Data Updated. This field can be used to enter the date of the last time the data in the Special Education Screen was updated.


Meetings Tab: not used Special Needs Tab: not used

SUPPORT SERVICES Tab (INTERVENTIONS) This tab is used to record the interventions a student has received or is receiving. The column headings in this tab have been determined by Trevlac and may not necessarily reflect the data that will be entered into them. The use of each column is explained below. A cumulative record of the support services that a student has received from year to year will be maintained on this screen. This means that if a student has an EA in the school year 2009-2010 and they continue to have an EA in the next school year 2010-2011, this service must be entered twice - once with a date from the 2009/10 school year and once with a date from the 2010/11 school year. For reporting purposes, only those services relevant to the current school year are to be included on the reports that are generated from the data. The Occurrence Date field will enable you to enter a date for the service that is relevant to the school year during which it is being provided. To begin to enter data on the Support Services screen, click the Add [+] button at the bottom of the screen. To delete a Support Service that has been entered by mistake, click on the date in front of the Support Service code to be deleted, and click the Delete [-] button. OCCURRENCE DATE - When the plus [+] sign button is clicked, today’s date will appear automatically in the first available box in this column. The date that must be entered is the start date of the intervention that will be entered in the Service Code column. If today’s date is not the correct date, change the date to the appropriate date. The date is extremely important to create an accurate record from year to year of the services that a student receives. Reports that print this information will include parameters for indicating the start and end occurrence dates to be included. SERVICE CODE - (10 characters) This column is populated with a set of pre-defined intervention codes that appear in a pop-up window and are listed below. The Service Code is the actual intervention the student is receiving. These codes have been grouped according to the origin of the intervention (e.g., any code beginning with B indicates that the intervention is coming from the School Board, DOE for Department, etc.). Click in the Service Code column, hit the space bar or type a “?” to select from the complete list of the available Support Services codes, or type the first letter(s) to narrow the selection. (September 2013 – Some codes were re-assigned from DOE to B, or re-defined, based on the re-assignment of Student Services staff from the Department to the Boards.)


Board Based Interventions (B): (changes/additions effective September 2013 – shown in italics) Code Description B-AltEd Alternative Education Programs, Alternative Ed Plus, Provincial Adolescent School, ELP Program (updated to include services from DOE-AltEd) B-APSEA Atlantic Provinces Special Education Authority Itinerant Teacher (replacing DOE-APSEA)

B-AutCons Board Austism Consultant B-CounCons Board Counseling Consultant

B-EAL English as an Additional Language Teacher (replacing DOE-EAL)

B-FAL French as an Additional Language Teacher (replacing DOE-FAL) B-HEAR Hearing Education Auditory Resources Itinerant Teacher (replacing DOE-HEAR) B-InclEdC Board Inclusive Education Consultant B-LvCasmt Level C assessment complete B-Numeracy Numeracy Consultant (new) B-SchPsych Board School Psychologist B-SLP Speech Language Pathologist (replacing DOE-SLP) B-SpecEdC Board Special Education Consultant B-TutorMed Medical Tutoring B-TutorAb Aboriginal Tutoring B-zOther Other board based service not listed Department of Education Based Interventions (DOE): Code Description DOE-AutCon Early Years Autism Specialists/Special Education Autism Coordinator (definition updated) DOE-zOther Other Dept of Education service not listed Retired DOE Codes (effective September 2013): DOE-AltEd Provincial Adolescent School DOE-APSEA Atlantic Provinces Special Education Authority Itinerant Teacher DOE-EAL English as an Additional Language Teacher DOE-FAL French as an Additional Language Teacher DOE-HEAR Hearing Education Auditory Resources Itinerant Teacher DOE-SLP Speech Language Pathologist School Based Interventions (S): Code Description S-Admin Support from Administration S-AltEd School-based Alternative Education Program S-BusMon Bus Monitor S-Couns School Counsellor* S-EA Educational Assistant+

S-LA Language Assistant S-LvABasmt Level A and/or B assessment complete S-LvCref Referral for Level C assessment


S-PeerHelp Senior High School Peer Helper Credit Course S-PeerSup Informal Peer Support S-PeerTut After school volunteer tutoring program S-PIP Primary Intervention Program S-PLIP Primary Literacy Intervention Program S-ReadRec Reading Recovery S-ResourcE Resource/Special Education Teacher+ - English S-ResourcF Resource/Special Education Teacher+ - French S-SA Student Attendants S-SST School based Student Services Team S-TutorRes Resource Tutoring S-TutorSL Second Language Tutoring S-YouthWor Youth Worker+ S-zOther Other school based intervention not listed +S-ResourcE, S-ResourcF, S-EA, S-YouthWor - see description for School Location field for completion requirements related to these codes (S-ResourcE and S-ResourcF - These interventions cover all involvement the resource/Spec Ed teacher has with the student ie. direct service, programming, assessment, case management, consultation, writing IEPs, supporting homeroom teachers with adaptations and modifications, etc. Two codes exist to distinguish the language in which the support is provided.) *S-Counsellor - Recording the involvement of the school counsellor can be a decision that is made in conjunction with the school counsellor so as to ensure confidentiality. The nature of the counsellor's involvement may vary and therefore may be worth being noted if the counsellor is involved due to behavior; for assessment, programming or consultation purposes; etc. Outside Agency Health Related Intervention (OAH): Code Description OAH-Audpri Audiologist - Private OAH-Audpro Audiologist - Provincial OAH-Cardio Cardiologist OAH-DSP Disability Support Program OAH-Neuro Neurologist OAH-Optom Optometrist OAH-OTpri Occupational Therapist - Private OAH-OTpro Occupational Therapist – Provincial OAH-Pediat Pediatrician OAH-Phypri Physiotherapy - Private OAH-Phypro Physiotherapy - Provincial OAH-Psypri Psychological Assessment - Private OAH-Psypro Psychological Assessment – Provincial OAH-SHNurs School Health Nurse OAH-SLPpri Speech Language Pathologist - Private OAH-SLPpro Speech Language Pathologist - Provincial OAH-zOther Other outside agency health related invention not listed


Outside Agency Other Interventions (OAO): Code Description OAO-PracPl Practicum Placement for Educational Assistants and Youth Workers, etc. (does not include pre-service teacher practicums) OAO-PrivT Private Tutoring (Spell Read Canada, Sylvan, private individual, etc.)

OAO-WarAmp War Amputees OAO-zOther Other outside agency intervention not listed

School Location - (3 characters) This column is used to record whether a particular intervention is Shared, Individual (ie. one to one), or both. School location is only required for school based interventions EA (S-EA), Resource/Special Education Teacher (S-ResourcE or S-ResourcF), Youth Worker (S-YouthWor) Code Description Bth Both individualized and shared (group) supports provided Ind One to one direct service between student and the service provider including developing programming for the student, or consulting with others about the student Shr Shared - pullout groups, providing in class support Remarks - No data needs to be entered in this field.

EQUIPMENT Tab This tab is used to record any equipment that the student is using during the current school year. This data is not kept from year to year unless it is still applicable to the current year. If a student no longer needs a piece of equipment that was used in the previous school year, then this entry should be deleted for the current school year. If the student continues to use a piece of equipment from year to year, and this equipment has been entered into this tab, it does not need to be entered again for each school year the student uses it. The headings in this tab have been pre-defined within the program and may not necessarily reflect the data that we have chosen to enter in them. The use of each column is explained below. To begin to enter data into the Equipment Tab, click the Add [+] button at the bottom of the screen. To delete an Equipment Code that has been entered by mistake, click on the date in front of the equipment code you want to delete, then click the Delete [-] button. Purchase Date - When the plus sign button is clicked, today’s date will automatically appear in the first available box in this column. The date is not important in the case of equipment as you will only record equipment that is being used in the current school year.


Code: (8 characters) – This field in this column is populated with a set of pre-defined codes listed below that appear in a pop up window. The Code identifies the equipment the student is using. These codes are grouped according to type of equipment; for example. any code beginning with T indicates that the equipment has to do with Transportation. Click in the appropriate slot in the Code column, hit the spacebar or type a “?” to select from the complete list of equipment codes, or type the first letter(s) of the code to narrow the selection. Transportation Equipment (T) Code Description T-Boost Booster Seat T-PC Parent Contract T-RD Restraining Device T-SNB Special Needs Bus T-Taxi Taxi paid by board T-WAB Wheelchair Accessible Bus T-WAP Wheelchair Accessible Private Facilities Equipment (F) Code Description F-Elev Elevator F-MCRm Modified Classroom (sensory, time out, quiet room, special furniture, etc.) F-MRm Modified Washroom F-PCA Personal Care Area F-PLift Portable Lift F-Ramp Ramp F-SLift Stair Lift F-TLift Track Lift F-WRm Wheelchair Accessible Washroom F-zOther Other facilities equipment not listed Assistive Technology Equipment (AT) Code Description AT-AC Augmentative Communication Device AT-FM FM System for auditory processing (not supplied by HEAR) AT-Hdwr Joystick, Switch, Alternative Keyboard, Touch Screen AT-Read Text to Voice (eg. Kurzweil, Reading Pen, etc.) AT-Sfwr Software (eg. Boardmaker, Earobics, Picture This, Flash Pro, etc.)

AT-WO Written Output (AlphaSmart, Speech to Text eg. Dragon Naturally Speaking, etc.) Medical Device Equipment (MD) Code Description MD-BSM Blood Sugar Monitor MD-Cane Cane MD-Cath Catheterization MD-Epi Epipen MD-GT Glucose Tab


MD-Ins Insulin MD-LB Limb Braces MD-MH Medication given at home MD-MS Medication given at school MD-PufH Puffer Home MD-PufS Puffer School MD-Pul Pulmonator MD-Seat Special Seating MD-Tube Tube Feeding MD-Walk Walker MD-Whch Wheelchair MD-zOth Other Medical Device not listed Visual Impairment Equipment (VI) Code Description VI-AudBk Audio text provided on CD or Tape or another format VI-BrD Braille Device VI-LLP Laptop Large Print VI-Mag Magnifier VI-Tele Telescope VI-TlkD Talking Dictionary VI-VMag Video Magnifier VI-zOth Other Hearing Impairment Equipment (HI) (provided by HEAR) Code Description HI-CS Classroom System HI-FMS Personal FM System HI-PHA Personal Hearing Aid Serial Number – This is a “unique identifier” that must be entered in this columns for each line on this screen – it is required to ensure all equipment entries are saved. For all of the AT codes you enter, the actual name of the piece of equipment (up to 15 characters) used by the student must be entered in the serial number column opposite the code (so it will be included in reports and printouts). For all other codes, a unique identifier must be entered into the serial number column. This unique identifier can be something as simple as a number. It just has to be unique for the student that this information pertains to. In the case of all AT codes, the name of the equipment that is entered into the serial number will appear on the board profile in the equipment column, and will be included in the list of Assistive Technology on the Department of Education profile. Description - No data required in this field. Warranty Expires - This column automatically populates with today’s date, but is not used for our purposes. It is will not make any difference if you leave the date in this column.


PRINTING/REPORTING FROM TREVLAC – FROM QUERIES

The table generated from a "query" can be printed. After entering the Student Information Area, go to List tab. Click on the Print button on the menu bar, ensure "Print the Current List" is selected, click on the green checkmark. In the Print Options window, you can give it a name and choose various options; then click on the green checkmark, change your font size if desired (not recommended to change the actual font ). Click on OK, choose your printer, and click on Print.


PRINTING/REPORTING FROM TREVLAC – CRYSTAL REPORTS Crystal reports are report formats that can be used within the Trevlac program. They are created for us by the Trevlac company based on our design requests. They are updated occasionally when changes to requirements or codes make that necessary. A number of crystal reports have been created for PEI schools to generate reports using the data entered to the Special Education Screen. There are reports to generate information for the profile sent by each school to the board office, a report to generate the annual profile for the Department of Education and Early Childhood Development, and a report for in-school use. The same reports are used across PEI Running a Crystal Report – General Information • Log in to Trevlac • Click on Operations in the menu bar and then Reports • In the Reports screen, ensure the Crystal Reports tab is selected and SpecEd is

selected from the drop down box on the right. A list of available reports will be visible in the Reports screen on the left side.

• Ensure the “Preview” button is selected, so that the report will appear on the screen before it is sent to the printer.

• To select a report, double click on the name of the report OR highlight the report name and click on the Report button.

Parameters – "Enter Values" Before an actual report is generated, a screen titled "Enter Values" will appear. These are various parameters that must be reviewed and completed before the report will run correctly. Each report has different parameters associated with it. The instructions for each parameter should be reviewed carefully to ensure the correct values have been chosen. Where there is a selection of "Available Values"


the report will be based on the values listed under "Selected Values." To copy an entry from "Available Values" to "Selected Values," click on the > between the two boxes. To include an entry not shown in the Available Values box, type it manually into the "Enter a Value" box, then click on > at the end of the box. To remove an entry from the Selected Values box, highlight it and click on the Remove button. Once all parameters have been completed, click OK at the bottom of the "Enter Values" parameters window. Example of a parameters window:


Printing After the report has printed to the screen and has been reviewed, it can be printed by clicking on the printer icon at the top of the screen. A pop up screen will appear. Ensure the correct printer is selected and click OK. The Board-based Profile Reports There are five (5) crystal reports that make up the full Board Profile. Each is described below, along with the parameter values associated with them. REPORT DESCRIPTIONS – Board-based Profile Summary Report: (name of file as it appears in the list of Trevlac Crystal Reports: SPE-Board Profile - Summary) This is the cover page for your reports. It contains general information about your school, such as the staffing levels and the number of students with special needs that are in your school, or are about to leave or enter your school. Table 1: (name of file as it appears in Trevlac Crystal Report: SPE-Board Profile - Table 1 pro options (remaining)) This report allows you to print out students with data in the Special Education screen based on their programming designation. In the parameter tab Programming, you can choose who you want to appear on this report. Table 1 only includes students that will stay in your school next year (Destination Field = “None”). • The default option, * (the asterix) will include all students with data in the

Special Education screen remaining in your school in the coming year. To print only IEP students, choose IEP from the drop down list associated with the programming parameter tab.

• To print all students except IEP students, choose “N” from the drop down list. • To print any of the other types of programming, simply type the

programming code into the box (ie. if you only want adapted students, enter adapted; if you only want modified students, type modified, etc.).

• If you want a combination of programming, that is adapted and modified, type in the entries that you want separate them by a comma and no space (ie. adapted,modified or IEP,modified or adapt/mod,IEP etc.).

Table 2: (name of file as it appears in the list of Trevlac Crystal Reports: SPE-Board Profile - Table 2 (incoming)) All students with data in the Special Education Screen who are entering your school, that is, new to the PEI school system. You will have the option of including only incoming kindergarten students, or all new students (those in status “NewReg”). Table 3: (name of file as it appears in the list of Trevlac Crystal Reports: SPE-Board Profile - Table 3 (students leaving)) All students with data in the Special Education screen who are leaving the PEI school system (ie., moving out of province, or graduating - Destination Field = “Out”) Table 4: (name of file as it appears in the list of Trevlac Crystal Reports: SPE-Board Profile - Table 4 (transferring)) All students with data in the Special Education screen transferring from your school to another school within the PEI school system (Destination Field = three digit school code).


REPORT PARAMETERS – "Enter Values" – Board-based Profile Summary Report When you run the Summary report you will be asked to accept, change or fill out 8 parameters before the report can be generated. These include: • Status: Choose “Active” to indicate students who are currently registered at your school • School Year: Choose the year to be printed on the report, or enter it manually in Enter a

Value • Teaching Staff: Enter manually the number of teaching staff at your school • Resource FTE: Enter manually the number (FTE) of resource teachers at your school • EA Hours: Enter manually the number of EA hours in total allocated for your school • YSW Hours: Enter manually the number of Youth Worker hours in total allocated for your

school. • Name of Person Completing the Form: Enter the name of the person completing the

report (or the name of the person that should be contact should there be questions about the report)

• Board: Choose your school board/district. (Click on OK to run the report.) Table 1, 2, 3, or 4 Reports. When you run the Table reports, you will be asked to accept or change various values before the report can be generated. These include: • What Sort?: Choose “G” to sort by grade or “A” to sort alphabetically • Board: Choose “E” for Eastern, “W” for Western or “F” for the CSLF • Programming (Table 1 ONLY): The Programming values to be included in the report

must appear in the Selected Values box. To move an entry from the Available Values box to the Selected Values box, highlight it and click on the > button. To include an entry not show in the Available Values box, type it in the enter a Value box, the click on >. To remove an entry from the Selected Values box, highlight it and click on the Remove button. The value “ * ” will include all types of programing, “N” will include all types of programing EXCEPT those with an IEP, and the other choices should be self-explanatory. More than one choice can be included

• Grade(s) (Table 2 ONLY)- The values to be included in the report must appear in the Selected Values box. To move an entry from the Available Values box to the Selected Values box, highlight it and click on the > button. To include an entry not shown in the Available Values box, type it in the Enter a Value box, the click on >. To remove an entry from the Selected Values box, highlight it and click on the Remove button. The options are PK or * (all).

• Current School Year: Choose from drop down box the year to be printed on the report, or enter year manually in Enter a Value

• Occurrence Start Date: Enter the Start Date for the report (i.e. 2010-09-01) in the format yyyy-mm-dd, or choose the Start Date from the calendar (the calendar function may not work properly on all computers).

• Occurrence End Date: Enter the End Date for the report (i.e. 2011-06-30) in the format yyyy-mm-dd, or choose the End Date from the calendar (the calendar feature may not work properly on all computers).

• Common/Legal Name: Choose “C” for Common Name or Choose “L” for Legal Names • Status: Choose “Active” to indicate students who are currently registered at your

school. The Status default value will be “Active” for Tables 1, 3 and 4. For Table 2, the default value will be “NewReg” to allow new kindergarten students (and other new students) to appear in this report

(Click OK to run.)


The Annual Department of Education Profile Report REPORT DESCRIPTION – Annual School Profile for DEECD Department of Education & Early Childhood Development Annual School Profile Data: (name of file as it appears in the list of Trevlac Crystal Reports: SPE-Department of Education & ECD Report)) This is the information on special needs students that the Department asks for each spring (April/May). It is a roll up of numbers and does not include any personal information that is specific to any of the students with special needs. It is used for statistical purposes. As of April 2010, the numbers are also reported by gender. As with the manual report it replaced, it reports only on "primary diagnosis" exceptionalities. REPORT PARAMETERS – "Enter Values" – Annual School Profile for DEECD When you run the Department of Education & Early Childhood Development Annual School Profile Data report, you will be asked to fill in various parameters. You need to enter something for each of these parameters in order for the report to be generated. It is recommended that you gather this data before you run this report. Much of this information will be available through your school administration. The parameters include: 1. School Year: Choose the date to be printed on the report from the dropdown list 2. Contact Person: Enter the name of the contact person for this report 3. Occurrence Start Date: Enter the date (eg., 2011-09-01) in the format yyyy-mm-dd, or

chose the Occurrence Start Date from the calendar (the calendar function may not work properly on all computers).

4. Occurrence End Date: Enter the date (eg., 2012-06-30) in the format yyyy-mm-dd, or chose the Occurrence End Date from the calendar (the calendar function may not work properly on all computers).

5. English Special Ed/Resource Teaching staff FTE: Enter the FTE for your school 6. French Special Ed/Resource Teaching staff FTE: Enter the FTE for your school 7. Reading Teaching staff FTE: Enter the Reading Recovery FTE for your school. 8. School Counselor Teaching staff FTE: Enter the FTE for your school. 9. Educational Assistant hours: Enter the number of EA hours per day allocated to your

school 10. Youth Service Worker hours: Enter the total YSW hours per day allocated to your school. 11. Other Staff Hours: Enter other staff hours per day allocated to your school to support

special needs students 12. EA Support: Enter the number of students for whom EA support is allocated 13. Identifed Speech/Language – Not Receiving: Identify the number of students identified

with speech language needs but not receiving this service 14. Occupational Therapy – Not Receiving: Identify the number of students identified with

occupational therapy needs but not receiving this service 15. Physiotherapy – Not Receiving: Identify the number of student identified with

physiotherapy needs but not receiving this service 16. Status: Include all status(es) to be included – usually just Active. Values to be included

in the report must appear in the Selected Values box. To move an entry from the Available Values box to the Selected Values box, highlight it and click on the > button. To include an entry not show in the Available Values box, type it in the enter a Value


box, the click on >. To remove an entry from the Selected Values box, highlight it and click on the Remove button.

17. Additional language Support – Identify the number of student who need support in English or French as an Additional Language

18. Entering Kindergarten: Elementary schools - Enter the number of students with special needs expected to enter kindergarten

19. Exiting Grade 12 –Special Needs: Senior High Schools - Enter the number of grade 12 students with special needs expected to leave

20. New to PEI: Enter the number of students excluding kindergarten, expected to enter - new to PEI school system

21. Leaving PEI-not Grade 12: Enter the number of students excluding grade 12, expected to leave PEI school system

(Click OK to run report.)

School-Based Reports REPORT DESCRIPTIONS School Transition Report - So far, only one school based report has been developed. The School Transition Report will generate a report on all of the students in the school grouped according to the home rooms specified in another part of Trevlac. The School Transition Report includes some of the information from the Special Education Screen and also includes several fields that can be filled in by the home room teacher. The intent of the report is that the current home room teacher can supply information on all of their students (included students with special needs) that can be passed on to the home room teacher for next year to quickly highlight the needs of the students that will be in their class next year. Other School-based Reports - There is potential to design additional crystal reports and have them created by Trevlac if they would be useful to a number of schools. If you have a report request, please contact the IT Facilitator, Department of Education & ECD.


TROUBLESHOOTING TIPS – RUNNING/PRINTING REPORTS

Crystal Report Errors Possible errors encountered when try to run a crystal report:

- Error 1429 and 13 – indicates the ODBC settings are not set up, or are set up incorrectly. Check with your school's primary Trevlac person - Error 1733 – In Report/Crystal Reports– on the lower right portion of the window – ensure Preview is selected – make sure there is no checkmark beside either “Use Crystal CRPE” or “Use Trusted Connection.” Board-based Profile Reports Users have encountered some situations where the correct data is not printing on one or more of the board-based profile reports. Following are tips to help resolve those issues. Situation #1 THE PROBLEM: In the "Programming" and "Current Interventions" (support services) columns, entries appear twice in the same row for a particular student.

THE REASON: There is duplication of data in the six (6) codes that appear at the bottom of the Exceptionalities Tab. These six codes include Emergency Plan, Red File, Behaviour Plan, Programming, Yr End Plan, and Destination. For a student with more than one Exceptionality, these codes must only be filled out when the first Exceptionality is highlighted. When other Exceptionalities are highlighted, those six fields must be blank. THE SOLUTION: To fix this, open up the student in the Special Education screen, Exceptionality Tab. Click on each exceptionality in the list and see if these six codes are filled out. If they are filled out for any exceptionality other than the first one in the list, the entries in those fields must be deleted. To remove, click in each of the fields to be deleted and backspace to erase the entry. (Note: The validation window will pop up. If it is in the way, click on the blue bar at the top of the window and drag the window out of your way.) Go to the next field and erase the entry in it. (The pop up window will probably appear again. Move it out of the way and continue erasing


the code.) When you have erased all data from these six codes, click Save. IMPORTANT NOTE: Sometimes the item highlighted will bounce back to the first exceptionality. Before deleting each entry, make sure the correct (2nd or higher) exceptionality is highlighted. To avoid this problem in the future, ensure that you only fill out these six fields when the first exceptionality is highlighted. Situation #2 THE PROBLEM: Students that are no longer receiving support services are still showing up on the board-based reports. THE REASON: The code in the destination field determines which table the student appears on, and as long as there is a code in this field the student will show up on a report. In order for students to appear on Table 1 - destination code must be None, as these students are currently in your school and as far as you know will be returning next school year. Table 2 – these students are NewReg status, they don’t need to have a destination code until they are actually attending your school. These are incoming students with special needs for the next school year, example: incoming kindergarten students or incoming students at other grade levels. Table 3 – destination code must be Out. These are students who are leaving your school and not transferring to another PEI school (graduates, leaving the province, etc.). Table 4 – destination must be the three-digit number of the school that the student is moving to. These are students that are moving to another PEI school, for example your grade 6 students who are going to Intermediate, or any other students you know that are transferring to another school for the next school year. THE SOLUTION: If you don’t want the student to appear on any reports, but you still want to maintain the data that was in the Spec Ed screen from previous years, erase the code from the destination field. If the Destination field for a student is blank, they will not appear on the board-based reports.


QUERIES – GENERAL INFORMATION

Click to go directly to Part 1 - QUERIES: PLANNING AND CREATING QUERIES

Click to go directly to Part 2 - QUERIES: EXAMPLES OF HOW TO CREATE SOME QUERIES SPECIFIC TO THE SPECIAL EDUCATION SCREEN

The “query” is an extremely important and powerful tool within Trevlac. Once a basic understanding of this process is achieved, it can be put to great use in all areas of the program. The query is used to select and sort records in a manner you choose, and to display chosen fields in a table format. The process of creating a query involves indicating which records are to be included or “selected,” which fields are to appear or be “displayed” in the resulting table, and what “order” the records are to sorted in. The Trevlac program does not make assumptions; therefore almost every function - utilities, operations, etc. - requires you to specify which records are to be included in that function– and THAT is determined by a query. If you want to include all the students currently attending your school in whatever process you are running, then you would use a query that includes all students with ACTIVE status. If you are running a function on a specific group of records - for instance, all grade 08s - then you would use a query that selects only those records. NOTE: The creation of queries can be applied to different Areas within the Trevlac program. The following notes, however, will refer to queries used in the Student Information Area.


QUERIES – PLANNING, CREATING, AND USING (includes notes specifically developed for use by Resource Teachers)

Click to go directly to PART 1: PLANNING AND CREATING QUERIES

Click to go directly to PART 2: RUNNING AND USING QUERIES

Click to go directly to PART 3: EXAMPLES OF HOW TO CREATE SOME QUERIES SPECIFIC TO THE SPECIAL EDUCATION SCREEN

The “query” is an extremely important and powerful tool within Trevlac. Once a basic understanding of this process is achieved, it can be put to great use in all areas of the program. The query is used to select and sort records in a manner you choose, and to display chosen fields in a table format. The process of creating a query involves indicating which records are to be included or “selected,” which fields are to appear or be “displayed” in the resulting table, and what “order” the records are to be sorted in. The Trevlac program does not make assumptions; therefore almost every function - utilities, operations, etc. - requires you to specify which records are to be included in that function– and THAT is determined by a query. If you want to include all the students currently attending your school in whatever process you are running, then you would use a query that includes all students with ACTIVE status. If you are running a function on a specific group of records - for instance, all grade 08s - then you would use a query that selects only those records. NOTE: The creation of queries can be applied to different Areas within the Trevlac program. The following notes, however, will refer to queries used in the Student Information Area.

PART 1: PLANNING AND CREATING QUERIES The Planning Process There are at least two essential functions that a query performs. (1) One, as indicated above, is to select a group of records on which a utility or operation of some sort is to be

run. When creating a query especially for this purpose, often the only important part is the Selection Criteria - it does not usually matter what fields are displayed or in what order.

(2) The other is to select the group of records that will be available, on screen, when viewing records in the Student Information Area. When creating a query for this purpose, Selection Criteria, Fields to Display, and Order of Records - the three sections of query creation - are ALL important considerations.

When creating a query to access records, you should ask yourself three questions: What distinguishes these records from all others and makes them the records I

want to access – this is your Selection Criteria; When they are accessed, what columns would I like to see/print/export in LIST

mode, and in what order do I want to see them across the page – this is your Fields to Display; and


What order do I want the records sorted in – this is your Order of Records. Starting the Query Creation Process To start the query process: Run Trevlac and log in From the Trevlac menu choose: Areas / Student Area / Student Master In the Simple Query window, click on the Saved Queries button In the Queries window:

- to create a new query, click on the New button and answer “No” to the two prompts that appear; or

- to use an existing query as the basis for a new query (but not lose the existing query), highlight the existing query name, click on the Copy button, and give the query a new name; then highlight the new name and click on the Open button

- to edit an existing query, highlight the query name and click on the Open button

This takes you to the Query by Example window Selection Criteria

This is usually the first step in creating the query, and you are answering the questions “What records do I want to include - what makes them different from the other records in the database?” and “How can I describe them so the program will know what records I’m looking for?” The top half of the Selection Criteria screen includes a drop-down list (2) of screens from which fields can be chosen, and, below that, the fields from the chosen screen. The other side (3) is where the “operator” for the selection is


identified; and the Example box (4) is where you indicate what value the chosen field is to be compared to. The buttons in the centre (5) allow you to add a field (double clicking does the same thing), include an OR statement (see below for more information on that), delete an entry, preview the query, run the query, save the query, and return to the Queries window. (The Notes button - which allows you to make entries to a Notes field, and the See SQL button - which allows you to see the actual SQL statement created by your query, are not often referred to.) The lower portion of the screen (6) is where your selections are recorded, and where the final selection criteria are defined. At the left edge are boxes which can be dragged to change the order in which the lines appear, followed by columns which show the fields, operators, and examples included in the query.

SAVE OFTEN. Also, be very careful not to use the ENTER key in this screen - this will automatically RUN the query and, if not saved, you will lose the work you have already done developing the query.

To Create the Selection Criteria - The Process: For each field to be included in the Selection Criteria: Choose the Screen on which the field appears (top half of screen) Double click on the field name (still in top half of screen) – that entry will then

appear in the bottom portion of the screen Select the Operator (more information below) to be used to compare the field to

the Example value and, if appropriate, click in NOT box - e.g. NOT Equal to) In the Example box enter the value the field is to be compared to - hit TAB key or

click in lower portion to enter this value in the lower portion of the screen (NOTES: (1) If the field you have chosen has a list of valid entries - a box with these will appear from which the appropriate selection(s) can be made by double clicking. (2) Dates must be entered in yyyy/mm/dd format. (3) If you don’t ensure the entry shows up in the lower portion of the screen, it will not be included in the query.)

Repeat the above steps for each field to be included, changing the Screen, as required, to locate the field(s) you want

Hit SAVE often Hit PREVIEW before running the query, to see the results of your query. This will

help ensure your formula is having the expected result.


To delete an entry from the bottom portion of the screen - highlight the line and click on the Delete [-] button To edit an entry in the bottom portion of the screen - highlight the line and edit the information in the Example box The OR statement Most queries just use “Add” (by double clicking on the field, or clicking once on the field and then clicking on the Add button) for including fields in the selection criteria. There is another option, however, which is the “Add OR” separator. When using “Add OR” as a separator - the OR essentially separates the selection criteria window into sections, so you must restate each line after the OR. Consider the following: - selection criteria: Sex equal to M; grade equal to 06; home room equal to 5/6 -

selects only males who are in grade 06 with a home room of 5/6 - selection criteria: Sex equal to M; grade equal to 06 OR home room equal to 5/6 -

selects all males in grade 06 and all students, male or female, with home room 5/6, regardless of grade

- selection criteria: Sex equal to M; grade equal to 06 OR sex equal to M; home room equal to 5/6 - selects all males in grade 06 and all males in home room 5/6, regardless of grade

Operators –An Explanation

Greater Than - chooses entries with a value greater than the one in the Example box Equal to - chooses entries with a value equal to the one in the Example box Less than - chooses entries with a value less than the one in the Example box Like - this operator is used in conjunction with “wildcards” - % represents “any string” and _ represents “any character” - to choose entries that meet the criteria in the Example box (see sample queries) Between - chooses entries between the values in the Example box - values should be separated with a comma (selection includes the stated starting and ending values - e.g. Between 1,10 would include all numbers 1 through 10 inclusive)


In - chooses entries in one or more stated values - values should be separated with a comma (e.g. In 07,08,09 would include any of those entries in the designated field) NOT - putting a check beside the NOT box creates the opposite outcome - for instance, NOT Greater Than chooses entries with a value equal to or less than the one in the Example box; NOT Less Than chooses entries with a value equal to or greater than the one in the Example box Fields to Display

The second step in creating a query is usually to define the Fields to Display. This part of the process answers the questions: “What columns do I want to see/print/export when I am in the LIST mode in my Area?” and “In what order do I want these columns to appear across the page in the table?” You accomplish this task by choosing the fields you want to see in the table, and, if necessary, change their order in the Fields to Display box to the order in which you want to see them across the page. The left side of the screen (1) gives you the screens and fields from which you can choose the fields to be displayed – this includes a drop-down list of screens, and, below that, the fields from the chosen screen. The right side (3), titled Fields to Display, shows the fields (columns) you have chosen to be displayed in the table. The buttons in the centre (2) allow you to add (or remove) a field to/from the Fields to Display box - the single directional arrows (Select and De-Select) move the highlighted field (double clicking will do the same thing) - the All buttons will


move ALL fields from one box to the other - BE VERY CAREFUL WHEN USING THESE BUTTONS! The buttons at the bottom of the screen (4) (these are the same in each section of the query creation process) allow you to preview the query, run the query, save the query, and return to the Queries window. (The Notes button - which allows you to make entries to a Notes field, and the See SQL button - which allows you to see the actual SQL statement created by your query, are not often referred to.)

SAVE OFTEN. Also, be very careful not to use the ENTER key in this screen - this will automatically RUN the query and, if not saved, you will lose the work you have already done developing the query.

To Set up Fields to Display - The Process: For each field to be included in the Fields to Display: Choose the Screen on which the field appears (left side of the screen) Double click on the field name (still on the left side of the screen) – the field name

will then appear on the right side of the screen) Repeat this for each field to be included, change the Screen where necessary - to change the order in which the fields appear, drag the boxes on the left side of

the Fields to Display box to the desired location To change the order of the fields to be displayed, drag the boxes on the left side of

the Fields to Display box to the desired location within that box Hit SAVE often Hit PREVIEW before running the query, to see the results of your query. This will

help ensure your formula is having the expected result Order of Records


The third and final step in creating a query is usually defining the Order of Records. This answers the question “What order do I want my records sorted in –that is, in the LIST table, or using the NEXT/PREVIOUS buttons to navigate through the records, what order do I want them to appear?” You accomplish this by choosing the fields that should be included in the sort order, and, if there is more than one, listing them in the order in which you want them sorted. The left side of the screen (1), titled Fields to Display, shows the fields that are available to be picked from. NOTE: Only fields included in the Fields to Display box are included in the Order of Records box. The right side (3) of the screen, titled Order of Records, initially shows a default selection and order of fields. Any of the default fields can be removed from the sort order, back to the left side, if you do not want them included, by highlighting the field name and clicking on the De-select button. The buttons in the centre (2) allow you to move fields to/from the Order of Records box. Also in the centre you can choose whether records will be sorted in ascending (getting larger) or descending (getter smaller) order in the list. The buttons at the bottom of the screen (4) (these are the same in each section of the query creation process) allow you to preview the query, run the query, save the query, and return to the Queries window. (The Notes button - which allows you to make entries to a Notes field, and the See SQL button - which allows you to see the actual SQL statement created by your query, are not often referred to.) SAVE OFTEN. Also, be very careful not to use the ENTER key in this screen - this will automatically RUN the query and, if not saved, you will lose the work you have already done developing the query. Setting Up the Order of Records - The Process: For each field to be included in the Order of Records: In the Order of Records box, highlight any field NOT to be included and click on

the De-select button – repeat as necessary In the Fields to Display box, Double click on the field name of the field to be

included – it will now appear in the right side of the screen under Order of Records

Repeat these two steps for each field to be included To change the order of the fields to be displayed, drag the boxes on the left side of

the Order of Records box to the desired location within that box Hit SAVE often Hit PREVIEW before running the query, to see the results of your query. This will

help ensure your formula is having the expected result

PART 2: RUNNING AND USING QUERIES


Once the query has been created and saved, it can be "run" and the resulting data table used as needed. Running the Query

There are normally two ways you would run a query: After creating/saving a query and still in the Query by Example window, click on the

Query button OR After choosing an Area, click on the Saved Queries button, then, in the Queries

window, highlight the name of the saved query and click on the Query button

Using the Query Once you have "run" the Query, as indicated above, you have access to the records resulting from that query. In the EDIT tab, you can move through individual records. In the LIST tab, you can access and manipulate the resulting Table in a number of ways, as follows. Accessing Individual Records: In this table, you can move through the list of records, select the one you wish to view. To actually view that record, double click on the student name (or click on the name and hit the ENTRY tab). Printing the List: Just as importantly, in LIST mode, you can print the table - this allows you to generate many of the lists you need, especially within the school. Exporting the List: You can also “export” the table, in a number of different formats, which can be used to generate files for a number of different purposes. (See "Export Student Data" in Section 5 of the Trevlac Reference Manual for information on how to export.) Re-sorting the List: You can change the order of records – re-sort the list – by double-clicking on a column heading. Column widths: You can adjust the width of columns in the query table. They can be adjusted and saved with the query; or they can be adjusted in LIST mode, for viewing and printing, after the query is run.

Some Useful Notes, Information, and Tips Here are a few "hints" that might save time when working with certain types of queries:


• A query selects records "by example" which does create one drawback - it cannot be used to compare two fields within Trevlac (e.g., to see whether one field is equal to another field within the program).

• You might find it useful to keep a written record of your more complex queries - what

they include, and what they were intended to do. • When planning to use an existing query as the basis for a new query, it is

recommended that you create a “copy” of the query, give it a new name, then open the copy and make the desired changes

• When using a saved query, it is recommended that you open and review the

query to ensure it is set to do the task intended. Sometimes you (or someone else!) may open and unintentionally saved changes to a query – resulting in the query no longer performing the function originally intended.

Queries (that is, the formula and settings created within the query) can be

exported/imported and shared among other Trevlac users. This could be useful if a user creates a particularly complex query that might benefit others; or if boards, the department, or others are setting up a procedure where every user is being asked to use the same query (e.g. an export of certain data for some purpose).

SQL - Probably the easiest way to describe the use of SQL (Structured Query

Language) in relation to queries is that it is the "programming" statement that describes the query. When you start to create a new query under Saved Queries, you are first faced with the question "Would you like to enter SQL SELECT statement directly?" If the answer is Yes, and you do enter a SQL SELECT statement (created by you or provided by Trevlac), the query will then refer to your System DSN and use the ODBC path specified there (as do Crystal Reports). This means that, if you are using more than one copy of Trevlac, regardless of what copy you are working in, the query will run on and access data from the copy specified in your ODBC setup. Most of you will seldom or never get involved with using SQL directly.

• Query Wizard - The option to use this Wizard comes up when choosing Saved

Queries from a Simple Query (when entering an Area) window. This is a very limited tool, and its use is not recommended. It is far more useful to create a query “from scratch.”

PART 3: EXAMPLES OF HOW TO CREATE SOME QUERIES SPECIFIC TO THE SPECIAL EDUCATION SCREEN

Sample Queries The most important part of creating the query is the Selection Criteria, which determines which records are selected. The second is the Fields to Display, which


determines what columns will appear in the table when you run your query. Sometimes there is a relationship between the two. Following are some examples of queries you might want to create and use. In most cases, once a query is created for one purpose, it can be edited to serve other purposes. These examples will assume that you want to query on Active records only. *IMPORTANT NOTE ABOUT FIELDS TO DISPLAY: I have only indicated any fields that MUST be included in Fields to Display to make the query work correctly. You can include any fields you wish, within reason – usually Common Last Name, Common Given Name, perhaps grade and/or home room, home phone, date of birth (all from the Student Master list); perhaps Lives With from the Demographic list; or French Immersion (French Programs) from the PEI list. You would be well advised NOT to include fields from the Address or Contacts windows – these come with their own complications. If you wish to include some of that information, give me (Louise) a call and I will try to help – or at least explain the limitations. Sample Query #1: to select all students with Exceptionalities: Selection Criteria – needs to appear in the bottom portion of the screen:

Field Operator Example Student Master.Status Equal to Active Fields to Display*: Must include - Exceptionalities This query will give you a table that includes every student with an Exceptionality entered on that screen. The drawback is that it will give you multiple records for any student with more than one exceptionality. Sample Query #2: to select all students with Exceptionalities, but only include the primary diagnosis in the results "table": Selection Criteria – needs to appear in the bottom portion of the screen:

Field Operator Example Student Master.Status Equal to Active Special Education.Order Number Equal to 1 Fields to Display*: Must include – Exceptionalities This query will return the same result as Query #1, except there will only be one line per student in the table. Sample Query #3: to select all students with a specific Exceptionality – in this example, I will use MC-AHC:


Selection Criteria – needs to appear in the bottom portion of the screen:

Field Operator Example Student Master.Status Equal to Active Special Education.Exceptionality Equal to MC-AHC OR -- If you only want to see those records with MC-AHC as the primary diagnosis, add the following:

Field Operator Example Special Education.Order Number Equal to 1 This selection will give you all records with exceptionality MC-AHC. To select all records with some other exceptionality, just replace MC-AHC in the Example box with the exceptionality you are looking for. Sample Query #4: to select all students within a specific GROUP of exceptionalities – in this example, I will use all exceptionalities in the MC category: Selection Criteria – needs to appear in the bottom portion of the screen:

Field Operator Example Student Master.Status Equal to Active Special Education.Exceptionality Like MC-% OR -- If you only want to see those records with an MC entry as the primary diagnosis, add the following:

Field Operator Example Special Education.Order Number Equal to 1 This selection will give you all records with exceptionalities that start with MC-. To select all records with some other exceptionality, just replace MC- in the Example box with the exceptionality prefix you are looking for. Sample Query #5: to select students with specified different exceptionalities – in this example, I will select any student with AB-ADHD or LD-Nonverb or PDD-Autism: Selection Criteria – needs to appear in the bottom portion of the screen:

Field Operator Example Student Master.Status Equal to Active Special Education.Exceptionality In AB-ADHD,LD-Nonverb,PDD-Autism OR -- If you only want to see those records with these exceptionalities as the primary diagnosis, add the following:

Field Operator Example Special Education.Order Number Equal to 1 This selection will give you all records with exceptionality AB-ADHD, LD-Nonverb, OR PDD-Autism. To select all records with some other exceptionalities, just replace the codes in the Example box with the exceptionalities you are looking for.


Sample Query #6: to select all students with specified exceptionality, AND all students with a specified Support Service – in this example, I will select any student with AB-ADHD and any student with the support of an EA: Selection Criteria – needs to appear in the bottom portion of the screen:

Field Operator Example Student Master.Status Equal to Active Special Education.Exceptionality Equal to AB-ADHD

___OR___

Student Master.Status Equal to Active Student Services.Service Code Equal to S-EA OR -- If you only want to see those records with AB-ADHD as the primary diagnosis, add the following to each grouping:

Field Operator Example Special Education.Order Number Equal to 1 (OR button) This selection will give you all records with exceptionality AB-ADHD AND all records with an entry for Educational Assistant (those with ADHD, as well as those with other exceptionalities). To select all records with some other exceptionality and/or support, just replace the codes in the Example box with the exceptionality and support you are looking for. (To find just students with AB-ADHD who have an EA, leave out the _OR_ line, and the second Status line.) Sample Query #7: to select all students with a specific Support Service in a particular school year – in this example, I will use S-EA, and school year 2011/12: Selection Criteria – needs to appear in the bottom portion of the screen:

Field Operator Example Student Master.Status Equal to Active Student Services.Service Code Equal to S-EA Student Services.Ocurrence Date Greater than 2011/08/30 Special Education.Order Number Equal to 1 This selection will give you all records with EA support allocated for the 2011/12 school year. To select all records with some other Support Service, just replace S-EA in the Example box with the code you are looking for. Also adjust the date based on the school year being queried. Sample Query #8: to select all students with a specific Equipment allocation – in this example, I will use MD-Whch: Selection Criteria – needs to appear in the bottom portion of the screen:

Field Operator Example Student Master.Status Equal to Active Special Equipment.Code Equal to MD-Whch Special Education.Order Number Equal to 1


This selection will give you all records with a wheelchair in the equipment area. To select all records with some other Equipment, just replace MD-Whch in the Example box with the code you are looking for.


TALLY FIELDS The Tally Fields operation will generate a report that counts the number of records with entries in a particular field, or group of fields. In most cases a tally will be run on the full Active file, but it can be run on any queried group of records. This process can be very useful for generating statistics and performing various edit checks. NOTE: These instructions refer specifically to the Student Area. (The same process can also be applied to other Areas of the Trevlac program.) To Create and Run a New Tally Run Trevlac and log in From Trevlac menu choose: Operations / Tally Fields In the Tally Fields templates window, ensure the field next to Area indicates

Student– if necessary, use the dropdown list.

1. Click on the New button to start the process – the Tally Fields window will appear

2. If you plan to save the tally for future use, type in a Name and, if desired, Notes that will help indicate the purpose of the tally

3. Ensure the Table box (1) shows the screen where the field(s) to be tallied are located – use the dropdown list to select the screen (The label “Table” appears when the mouse pointer is placed over the box). (NOTE: Fields on the Special Education screen are listed under Special Education, Student Services, and Special Equipment.)


4. Double click on each field (2) you want to include in the tally, in the order in which you want them counted – This will "move" the field so that it will appear listed in the Selected Fields box (3). Use the double arrow box in the Selected Fields box to change the order, if necessary [Example: to tally the number of students in each grade, and how many males and females are in each grade, choose grade first, then gender; to tally the number of males and females in the school, and then how many of those are in each grade, choose gender first, then grade]

5. Click on the Query by Example button (4) – This will take you to the Saved Queries list. Highlight the query to be used for the tally (usually Active), then click on the Query button to select it. You will be returned to the Tally Fields window, and the name of the query you chose will show up in the Query box (5).

6. Click in the radio button next to "Print to Printer" or "Print to Screen" (6), as desired (Note: "Print to Screen" is the recommended option – giving you an opportunity to review the results to make sure they are providing the information you want. After printing to the screen you will still have the option to print to the printer. See Step #8 below.)

7. To save the tally for future use, if desired – make sure there is a Name in the name field at the top of the Tally Fields window, then click on the Save Template button

8. Click on the green checkmark to run the tally. 9. Printing - If printing to the screen, click on the Close Preview button to close

the Print preview window. To print the report, click on Yes to the Send Report to Printer message (this will allow you to select printer options – portrait versus landscape, font size, etc.) – otherwise, click No. If printing to the printer, the report will print according to the print options set in Trevlac.

10. Click on the Close this form button to close Tally Fields 11. Click on the Close button to close the Tally Fields templates window To Run a Saved Tally 12. Run Trevlac and log in 13. From Trevlac menu choose: Operations / Tally Fields – the Tally Fields

templates window will appear 14. In the Tally Fields templates window, ensure the field next to Area indicates

Student – if necessary, use the dropdown list. All tallies associated with that Area will then be listed in the box on the left of the window.

15. Double click on the name of the saved tally to be used (the Tally Fields window for that tally will appear)

16. Review the Selected Fields, their order, the Query being used, and the print option to ensure they all meet your current need.

17. Click on the green checkmark to run the tally. 18. Printing - If printing to the screen, click on the Close Preview button to close

the Print preview window. To print the report, click on Yes to the Send Report to Printer message (this will allow you to select printer options – portrait versus landscape, font size, etc.) – otherwise, click No. If printing to the printer, the report will print according to the print options set in Trevlac.

19. If you have made any changes to the template that you wish to save, click on the Save Template button

20. Click on the Close this form button to close Tally Fields


21. Click on the Close button to close the Tally Fields templates window

Sample Tallies SAMPLE TALLY - To create and run a tally of all Exceptionalities:

Selected Fields (see Step #4 above): Query (see Step #5 above): Chose from the Special Education table:

• Special Education.Exceptionality • Special Education.Order Number

Active

The above criteria will generate a tally listing each exceptionality in your records, and – for each one - the number of them at each "order number." (Order number indicates where they appear on the list within the student's record – Order Number 1 refers to the first entry, i.e., the primary diagnosis.)

This query selection will include all Active status records (all students currently attending your school) in the tally.

Variations: There are many variations to the fields you might choose to include in the tally, and the order in which they are listed. For instance, you may want to include Grade as the first Selected Field, so that results are reported by grade; or list Order Number first so that all of the primary diagnoses are listed at the beginning of the report.

Variations: The query used can be changed. For instance, you may want to run the tally on your NewReg status which, once the data has been entered in Trevlac, will include records of next year's incoming students. For primary/elementary schools that would be mostly incoming kindergarten; for others, it may include the data transferred in from feeder schools.

YOU ARE ENCOURAGED TO EXPERIMENT WITH DIFFERENT SCENARIOS TO SEE WHAT TYPE OF INFORMATION CAN BE GENERATED, AND WHAT BEST SUITS YOUR NEEDS.


PART 2: REFERENCE MATERIAL FOR USERS

USEFUL LINKS Link to videos created by Jamie Mutch when IT Facilitator: http://www.edu.pe.ca/webtest/mutch/TrevlacSpecEd/index.htm Link to individual documents used to create this Reference Manual section: http://www.edu.pe.ca/esd/main/info_trevlac_speced.htm Link to web-based Trevlac Reference Manual (of which this section is a part): http://www.edu.pe.ca/esd/main/info_trevlac.htm Eastern School District On-line Supports: Reporting for Students with Special Needs – includes IEP Report Card templates Western School Board On-line Supports: IEP Supports – Report Card templates, handbook, etc.


LOGGING INTO AND OUT OF TREVLAC

To log in to Trevlac: (1) Click the Trevlac icon on your desktop (or the icon may possibly be located in

the ATeacher@ group on Usernet). (2) Find your UserID from the drop down list in the login screen. (3) Enter your password and click the green checkmark button. If you do not have a

UserID or password, check with the Trevlac Administrator in your school (the Superuser) and they will be able to provide you with a UserID and password

To access the Special Education Screen: (1) Click on Areas in the menu bar, Student Area and then Special Education. (2) At the Simple Query screen, don=t enter any names, but rather click the green

checkmark and you will have access to the entire list of students in your school in alphabetical order (under the List Tab). When the Special Education screen comes up, you will be able to move back and forth between the List Tab (where you can select a student) to enter data on and the Entry Tab (where the data actually gets entered). The student=s whose name appears in the white bar in between the Entry Tab and the Exceptionalities Tab is the student that who you currently have selected.


To change from student to student, click the List Tab in the Special Education Screen window, scroll through the list of all students until you find the student you are looking for and double click on their name. This will take you back to the Entry Tab and you can now view/enter information for this student. When updating the Special Education screen, you will only have to enter data in three of the six tabs available on that screen to complete the school board and Department profiles. You will use the following three screens: Exceptionalities, Supports Services and Equipment, and these three tabs are circled in the graphic shown above. PLEASE NOTE: The data you enter will not be saved until you click the Save button in the toolbar. At the very least, this should be done after data has been entered into each tab.

It is also VERY IMPORTANT that you log out of Trevlac when you have completed entering data and/or leave your computer. Trevlac contains sensitive information about all students in the school and you should not leave your computer unattended when logged into Trevlac. To log out of Trevlac: To log out of Trevlac, close the Special Education Screen by clicking on the AX@ button in the top right of the Student Information window, click on System in the menu bar and choose Logout


LOG IN AND VIEW STUDENT DATA IN TREVLAC (written for teachers and administrators who only need to view records)

User Access - You will need to have a user name and password to allow you to view data within Trevlac. That Trevlac user id will identify the fields and screens you have access to, along with whether you have access to other functions such as printing, or editing data. That user access should be provided by your school’s “Superuser.” Running Trevlac and Viewing Data – The following steps will allow you to find and view individual student records within Trevlac. - Run the Trevlac program from the icon/shortcut on your computer “desktop”

(this is only available on a computer where the “workstation install” has been run).

- At the login screen, select your User ID from the drop down list, and enter your password in the appropriate spot - click on the green checkmark.

- From the Menu Bar, choose Areas/Student Area/Student Master (sometimes this appears on its own when you log in - if so, just hit ENTER to accept the selection). (Note: If you are wishing to view a specific screen, you can choose that screen instead – e.g. if you wish to view the Demographic screen, choose Areas/Student Area/Demographic)

The Simple Query window appears - this is the first step in determining which records you wish to see. - Ensure Active appears on the status line - click on the green checkmark - the

records accessed will include all students currently attending your school, sorted in alphabetical order.

Once on the Student Master screen area, click on the LIST tab to view the list of records available. To find a specific record, either use the scroll bar on the right-hand side; or click on any entry in the Common Last Name column, then start typing the first few letters of the last name to get close - double-click on the record you want (or click on it, and hit the ENTRY tab). You can also, in the ENTRY tab, click on the toolbar arrow buttons to advance one record - forward or back - at a time. Once the record you wish to view is on the screen, you can move to the other screens to see additional information on the student. Use the dropdown list of screens, or the student information toolbar, to select a screen.


Following is a general idea of the type of information on the commonly-used screens: Student Master -Identification section: legal and common names, grade, status, home room, phone number, date of birth; Additional Information section: previous school, bussing information. Demographic - mailing and civic addresses, contact information for parents, early closure, emergency contacts, etc. - must click on appropriate tab, then appropriate label, to see the information that applies to each item. Medical - medical problems and procedures, if any, that parents chose to share. Entry/Withdrawal screen - Eventually this screen will compile a record of students’ comings and goings in the school system. User Definable – page 3 – AUA completion Attendance - daily absences, if recorded in Trevlac Alerts – life-threatening allergy, medical, and custody alerts Current Courses & Marks – (primarily senior high) – courses registered for Accumulated Credits – (primarily senior high) – final marks for courses attempted PEI screen - various statistical items including French program enrolment and aboriginal status; and student user accounts and passwords Special Education screen – diagnosis, support interventions, and special equipment

Two buttons appear on each screen in the Student Area: Locate Button - appears to the right of the student name - has the appearance of a magnifying glass with a “+” in its center. If there is information on the student’s Current Courses and Marks screen and the School Calendar is properly completed, this button will display the location of the student within your school. Clicking on it will display four columns – from left to right they are the class times for the day, the course code, the room, and teacher assigned to that class period. Display Photograph in Separate Window - appears to the left of the drop-down screen menu and has the appearance of a palm tree on an island. Usually photos appear on the master screen only - clicking on this button allows the student photo to appear in a separate box, which can be resized, and which does not disappear when you move from screen to screen. Click on it again to cancel the display.

Other Viewing Options: To access a group of records, such as a single student or a family, type the students’ last name in the Common Last Name blank on the Simple Query window -


then click on the green checkmark - this will bring up all students with that last name, or whose last name starts with those letters (e.g. Stevens would bring up Stevens and Stevenson) - you can then select and view the students you wish from this shortened list. You can view all records in a different status (for instance, NewReg - where students scheduled to start school next September are saved) by, in the Simple Query window, leaving the name fields blank, and changing Active to NewReg in the status blank - then click on the green checkmark.

Queries are another way of viewing a selection of students. You may have the access and ability to create your own queries, or queries may have been created that you can access. A query not only selects the specific group of records you want to view (e.g. all grade 01s), but it will also allow the creator to choose what columns of information will appear in the LIST table, and to indicate how the records should be sorted (alpha, by grade, by phone number, etc.). To run a pre-saved query from the Simple Query window - click on the Saved Queries (first) button, highlight the query you want to use, and click on the Query button to run the query - and you are back in the student master area, with access to all records chosen by that query.


TASK CHECKLIST: FUNCTIONS RELATING TO SPECIAL EDUCATION SCREEN (drafted and distributed Fall 2010)

WHEN WHAT MORE INFO/SUGGESTIONS

SE1 Early September

Create Special Education screen for brand new students (K/1 and new from out of province) by entering Exceptionalities, and any other available information

School admin/Trevlac person must first have created a basic record for student – then Resource Teacher can enter necessary data on SpecEd screen

SE2 September

Review transfers in (from feeder schools, mostly) – update Destination field to None; review Programming field and update if appropriate

Print a list of all records with entries in the SpecEd screen (*see query below)

SE3 September All records – clear YrEnd Plan field This will be updated later in the school year

SE4 Prior to November 30

Review records for students that remain in your school from last year and: (1) re-enter continuing Support Services; (2) update (add or delete, as necessary) Equipment

Run Table 1 profile report and review for possible changes and/or determine which Supports need to be re-entered for current year, and what updates might be needed to the Equipment list

SE5 Prior to November 30

Review records for new students (see SE1) – add information about plans, red file, etc.; and support services / equipment

This information could be added earlier if known but, if not, should be added now (will be included in Table 1 report)

SE6 By end of February**

(1) Enter YrEnd Plan for all records; (2) update Destination for students leaving

your school at the end of the school year; and

(3) clear Destination for students no longer receiving services that you do not want to appear on the board profile reports

This work must be completed in preparation for the board profile reports and also prior to data being transferred from feeder schools to the next highest school

SE7 As needed

Add: New diagnosis, new supports, change in programming, creation of new "plan" (e.g. behavioural plan that did not exist before), addition to equipment, etc.

New information should be entered as changes occur

**This is the date for ESD. Different dates may apply for WSB and CSLF. These steps should be completed (1) before board profiles are printed, and (2) before feeder data is transferred to another school. Types of records:

- Brand new – new K or from out of province or private school - Feeder (and other) transfers – start of school year - Individual transfer during school year - Students already in system but newly diagnosed or identified with concerns that

warrant creating a record in the Special Education Screen *QUERY (mentioned in SE2) - To select all records with a Special Education Screen:

- Selection Criteria: o Student Master.Status Equal to Active o Special Education.Exceptionalities Greater than 0 o Special Education.Order Number Equal to 1 o (Special Education.ud06 not Equal to None) – for transfers

- Fields to Display – could include any or all of the 6 user fields, along with fields from other student screens (e.g. grade or home room), and the primary exceptionality. (Not advisable to include information from the Support Services or Equipment screens, as this could create multiple entries for each student.)


LIST OF SPECIAL EDUCATION SCREEN CODES – BY SCREEN AND CATEGORY (Revised – September 2010)

Exceptionalities Tab- Diagnosis- EXCEPTIONALITIES: (12 characters) Attention and Behaviour (AB): AB Codes: Description: AB-ADHD Attention-Deficit/Hyperactivity Disorder (Predominantly

inattentive, predominantly Hyperactive-impulsive, or combined) AB-DBD Disruptive Behaviour Disorder (Oppositional Defiant Disorder,

Conduct Disorder AB-zOther Another Attentional or Behavioural disorder not listed Communication (Speech and/or Language) (CD): CD Codes: Description: CD-CAPD Central Auditory Processing Disorder/Auditory Processing

Disorder CD-Language Expressive, Receptive, Expressive/Receptive Language Disorder;

Pragmatic, Phonological Disorder, Mutism CD-Speech Stuttering/Dysfluency, Apraxia, Dysarthria, Articulation CD-zOther Communication Disorder not listed Emotional/Behaviour (EBD) : EBD Codes: Description: EBD-Adjust Adjustment Disorder EBD-Anxiety Anxiety Disorder (Separation Anxiety, Generalized Anxiety,

Phobias, Post Traumatic Stress, Selective Mutism, Obsessive Compulsive Disorder, Panic Disorder)

EBD-Mood Major Depression, Bi-polar Depression, Dysthymia EBD-RAD Reactive Attachment Disorder EBD-Schizop Schizophrenia and other psychotic disorders EBD-zOther An Emotional/Behavioural Disorder not listed Genetic (GS): GS Codes: Description: GS-22Q11Del 22Q11 Deletion, also known as DiGeorge, or Velocardiofacial

Syndromes GS-Angel Angelman Syndrome GS-Charge Charge Syndrome GS-DownSyn Down Syndrome GS-FragileX Fragile X Syndrome GS-PWillie Prader Willie Syndrome GS-RTaybi Rubinstein Taybi GS-Williams Williams Syndrome GS-zOther A Genetic Syndrome not listed


Hearing (HI) :

HI Codes: Description: HI-FCHL Fluctuating Conductive Hearing Loss HI-Mild A mild Hearing Impairment HI-Minimal A minimal Hearing Impairment HI-Moderate A moderate Hearing Impairment HI-Profound A profound Hearing Impairment HI-RSlope Reverse Slope HI-Severe A severe Hearing Impairment HI-zOther Another hearing impairment Intellectual (ID): ID Codes: Description: ID-DevelDely Developmental Delay ID-Gifted Gifted or Talented ID-GlobalDD Global Developmental Delay ID-Mild Mild Intellectual or Cognitive Disability ID-Moderate Moderate Intellectual or Cognitive Disability ID-Profound Profound Intellectual or Cognitive Disability ID-Severe Severe Intellectual or Cognitive Disability ID-Unspecif Intellectual or Cognitive Disability – Severity Unspecified ID-zOther Another Intellectual or Cognitive disability not listed Learning (LD): LD Codes: Description: LD-Math Learning Disability in the area of Math LD-Nonverb Non-verbal Learning Disability (Syndrome) LD-Reading Learning Disability in the area of Reading LD-Writing Learning Disability in the area of Writing LD-zOther A Learning Disability not listed

Medical (MC): MC Codes: Description: MC-AHC Acute Health Conditions (severe allergies, heart conditions,

severe asthma, cancer, sickle cell anemia, hemophilia, , etc.) MC-Diabetes Diabetes MC-PKU Phenylketonuria (PKU) MC-zOther A Medical Condition not listed Neurological (ND): ND Codes: Description: ND-FASD Fetal Alcohol Spectrum Disorder ND-Seizure Seizure Disorder (including Epilepsy) ND-TBI Traumatic Brain Injury ND-Tourette Tourettes Disorder ND-zOther A Neurological Disorder not listed


Physical (PD): PD Codes: Description: PD-Ampu Amputations, Prosthetics PD-CFibros Cystic Fibrosis PD-CPalsy Cerebral Palsy PD-DCD Developmental Coordination Disorder PD-FAtaxia Friedreich's Ataxia PD-MDystro Muscular Dystrophy (Miotonic Dystrophy) PD-SBifida Spina Bifida PD-SMAtro Spinal Muscular Atrophy PD-zOther A Physical Disability not listed Pervasive Developmental (PDD): PDD Codes: Description: PDD-Asperg Asperger=s Disorder (Asperger Syndrome) PDD-Autism Autistic Disorder (Autism, Autism Spectrum Disorder) PDD-CDD Childhood Disintegrative Disorder PDD-Rett Rett=s Disorder (Rett Syndrome) PDD-NOS Pervasive Developmental Disorder Not Otherwise Specified

Second Language (SL): SL Codes: Description: SL-EAL English as an Additional Language SL-EF Student who moves from English to French first language SL-FE Student who moves from French first language to English SL-FIE Student who moves from French Immersion to English SL-FAL French as an Additional Language Undiagnosed (UD): UD Codes: Description: UD-Behav No diagnosis, but considerable behavioural needs requiring

significant interventions UD-Learn No diagnosis, but considerable learning needs requiring

significant interventions Visual (VI): VI Codes: Description: VI-Mild A mild visual impairment VI-Moderate A moderate visual impairment VI-Severe A severe visual impairment VI-Blind Blindness VI-zOther Another visual impairment not listed CODES: EMERGENCY PLAN: (6 characters)


Code Description Yes Emergency plan exists for this student No No emergency plan exists for this student

RED FILE: (6 characters)

Code Description Yes Red file exists for this student No No red file exists for this student

BEHAVIOUR PLAN: (6 characters)

Code Description Yes Behaviour Plan (formal or informal) exists for this student No No Behaviour Plan exists for this student

PROGRAMMING: (12 characters)

Code Description Adapted The student has adaptations made (changes in format,

instruction strategies and/or assessment procedure) so that the learning outcomes of the curriculum can be retained.

Adapt/Mod The student has both modifications and adaptations to the curriculum he/she follows

Enrichment The student follows an enriched curriculum Intervention (CSLF only) the student follows an intervention program IEP The student has an Individual Education Plan Modified The student has modifications made (different learning

outcomes than those specified in the prescribed learning outcomes for the student’s grade or course.)

Pending IEP possibly to be developed Regular The student follows the regular curriculum with no

adaptations or modifications Academic Student is taking all Academic courses AcademicA Academic courses with adaptations AcademicAM Academic courses with adaptations and modifications AcademicM Academic courses with modifications Acad/Gen Student is taking a mix of Academic and General courses Acad/GenA A mix of Academic and General courses with adaptations Acad/GenAM Mix of Academic and General courses with adaptations

and modifications Acad/GenM A mix of Academic and General courses with modifications General Student is taking all General courses GeneralA General courses with adaptations GeneralAM General courses with adaptations and modifications GeneralM General courses with modifications Gen/Prac Student is taking a mix of General and Practical courses Gen/PracA A mix of General and Practical courses with adaptations Gen/PracAM Mix of General and Practical courses with adaptations and

modifications Gen/PracM A mix of General and Practical courses with modifications Practical Student is taking all Practical courses


PracticalA Practical courses with adaptations PracticalAM Practical courses with adaptations and modifications PracticalM Practical courses with modifications TAP Transition Action Plan

YR END PLAN - (12 characters)

Code Description Graduate High School Graduation expected Promote Student is expected to be promoted Place Student is expected to be placed Retain Student is expected to be retained

TransCert Transition Certificate expected Year2 Going into the second year of senior high school Year3 Going into the third year of senior high school Year4 Going into the fourth year of senior high school

Year5 Going into the fifth year of senior high school

DESTINATION - (12 characters) Code Description Out A student who is exiting the PEI school system None A student who is remaining in your school for the

following year. ### Three digit code for destination school

Support Services Tab – Interventions SERVICE CODE – Board Based Interventions (B):

Code Description B-AltEd Alternative Education Programs, Alternative Ed Plus B-AutCons Board Austism Consultant B-CounCons Board Counseling Consultant B-InclEdC Board Inclusive Education Consultant B-LvCasmt Level C assessment complete B-SchPsych Board School Psychologist B-SpecEdC Board Special Education Consultant B-TutorMed Medical Tutoring B-TutorAb Aboriginal Tutoring B-zOther Other board based service not listed Department of Education & ECD Based Interventions (DOE):

Code Description DOE-AltEd Provincial Adolescent School DOE-AutCon Department Autism Consultant DOE-APSEA Atlantic Provinces Special Education Authority Itinerant

Teacher DOE-EAL English as an Additional Language Teacher


DOE-FAL French as an Additional Language Teacher DOE-HEAR Hearing Education Auditory Resources Itinerant Teacher

DOE-SLP Speech Language Pathologist DOE-zOther Other Dept of Education service not listed School Based Interventions (S):

Code Description S-Admin Support from Administration S-AltEd School-based Alternative Education Program S-BusMon Bus Monitor S-Couns School Counsellor* S-EA Educational Assistant+

S-LA Language Assistant S-LvABasmt Level A and/or B assessment complete S-LvCref Referral for Level C assessment S-PeerHelp Senior High School Peer Helper Credit Course S-PeerSup Informal Peer Support S-PeerTut After school volunteer tutoring program S-PIP Primary Intervention Program S-PLIP Primary Literacy Intervention Program S-ReadRec Reading Recovery S-ResourcE Resource/Special Education Teacher+ - English S-ResourcF Resource/Special Education Teacher+ - French S-SA Student Attendants S-SST School based Student Services Team S-TutorRes Resource Tutoring S-TutorSL Second Language Tutoring S-YouthWor Youth Worker+ S-zOther Other school based intervention not listed +S-ResourcE, S-ResourcF, S-EA, - S-YouthWor - For these interventions please also specify the parameter for the School Location field (i.e. Individual, Shared or Both). +S-ResourcE and S-ResourcF Interventions - these interventions cover all involvement the resource/Spec Ed teacher has with the student ie. direct service, programming, assessment, case management, consultation, writing IEPs, supporting homeroom teachers with adaptations and modifications, etc. Two codes are provided to distinguish between the language in which the support is given (S-ResourcE in English, and S-ResourcF in French).. *S-Counsellor - recording the involvement of the school counsellor can be a decision that is made in conjunction with the school counsellor so as to ensure confidentiality. The nature of the counsellors involvement may vary and therefore may be worth being noted if the counsellor is involved due to behaviour, for assessment, programming or consultation purposes, etc. ** - PIP and PLIP have been designated as school based interventions although aspects of the program may be delivered by the Board/District or Department.


Outside Agency Health Related Intervention (OAH): Code Description

OAH-Audpri Audiologist - Private OAH-Audpro Audiologist - Provincial OAH-Cardio Cardiologist OAH-DSP Disability Support Program OAH-Neuro Neurologist OAH-Optom Optometrist OAH-OTpri Occupational Therapist - Private OAH-OTpro Occupational Therapist – Provincial OAH-Pediat Pediatrician OAH-Phypri Physiotherapy - Private OAH-Phypro Physiotherapy - Provincial OAH-Psypri Psychological Assessment - Private OAH-Psypro Psychological Assessment – Provincial OAH-SHNurs School Health Nurse OAH-SLPpri Speech Language Pathologist - Private OAH-SLPpro Speech Language Pathologist - Provincial OAH-zOther Other outside agency health related invention not listed

Outside Agency Other Interventions (OAO):

Code Description OAO-PracPl Practicum Placement for Educational Assistants and Youth

OAO-PrivT Private Tutoring (Spell Read Canada, Sylvan, private individual, etc.)

OAO-WarAmp War Amputees Workers, etc. (does not include pre-service teacher practicums)

OAO-zOther Other outside agency intervention not listed SCHOOL LOCATION - (3 characters)

Code Description Bth Both individualized and shared (group) supports provided Ind one to one direct service between student and the service

provider including developing programming for the student, or consulting with others about the student

Shr shared - pullout groups, providing in class support

Equipment Tab Transportation Equipment (T):

Code Description T-Boost Booster Seat T-PC Parent Contract T-RD Restraining Device T-SNB Special Needs Bus T-Taxi Taxi paid by board


T-WAB Wheelchair Accessible Bus T-WAP Wheelchair Accessible Private

Facilities Equipment (F): Code Description

F-Elev Elevator F-MCRm Modified Classroom (sensory, time out, quiet room,

special furniture, etc.) F-MRm Modified Washroom F-PCA Personal Care Area F-PLift Portable Lift F-Ramp Ramp F-SLift Stair Lift F-TLift Track Lift F-WRm Wheelchair Accessible Washroom F-zOther Other facilities equipment not listed Assistive Technology Equipment (AT):

Code Description AT-AC Augmentative Communication Device AT-FM FM System for auditory processing (not supplied by HEAR) AT-Hdwr Joystick, Switch, Alternative Keyboard, Touch Screen AT-Read Text to Voice (eg. Kurzweil, Reading Pen, etc.) AT-Sfwr Software (eg. Boardmaker, Earobics, Picture This, Flash

Pro, etc.) AT-WO Written Output (AlphaSmart, Speech to Text eg. Dragon

Naturally Speaking, etc.) Medical Device Equipment (MD):

Code Description MD-BSM Blood Sugar Monitor MD-Cane Cane MD-Cath Catheterization MD-Epi Epipen MD-GT Glucose Tab MD-Ins Insulin MD-LB Limb Braces MD-MH Medication given at home MD-MS Medication given at school MD-PufH Puffer Home MD-PufS Puffer School MD-Pul Pulmonator MD-Seat Special Seating MD-Tube Tube Feeding MD-Walk Walker MD-Whch Wheelchair MD-zOth Other Medical Device not listed Visual Impairment Equipment (VI):


Code Description VI-AudBk Audio text provided on CD or Tape or another format VI-BrD Braille Device VI-LLP Laptop Large Print VI-Mag Magnifier VI-Tele Telescope VI-TlkD Talking Dictionary VI-VMag Video Magnifier VI-zOth Other Hearing Impairment Equipment (Provided by HEAR) (HI):

Code Description HI-CS Classroom System HI-FMS Personal FM System HI-PHA Personal Hearing Aid SERIAL NUMBER - A unique piece of data must be entered into this column in order to ensure that all of the equipment entries get saved. It does not have to be the actual serial number for the piece of equipment.


LIST OF SPECIAL EDUCATION SCREEN CODES – ALPHABETICAL BY SCREEN (Revised – September 2010)

Exceptionalities Tab - Diagnosis (Alphabetical) EXCEPTIONALITIES: (12 characters)

Description Code 22Q11 Deletion GS-22Q11Del Adjustment Disorder EBD-Adjust Allergies - Severe - (Acute Health Condition) MC-AHC Amputation PD-Ampu Angelman Syndrome GS-Angel Anxiety Disorder EBD-Anxiety Apraxia CD-Speech Articulation CD-Speech Asperger's Disorder (Asperger Syndrome) PDD-Asperg Asthma - Severe (Acute Health Conditions) MC-AHC Attention-Deficit/Hyperactivity Disorder AB-ADHD Auditory Processing Disorder CD-CAPD Autistic Disorder (Autism, Autism Spectrum Disorder) PDD-Autism Behavioural needs - Considerable - No diagnosis UD-Behav Bi-polar Depression EBD-Mood Blindness VI-Blind Cancer (Acute Health Conditions) MC-AHC Central Auditory Processing Disorder CD-CAPD Cerebral Palsy PD-CPalsy Charge Syndrome GS-Charge Childhood Disintegrative Disorder PDD-CDD Cognitive Disability - Mild ID-Mild Cognitive Disability - Moderate ID-Moderate Cognitive Disability - Profound ID-Profound Cognitive Disability - Severe ID-Severe Cognitive Disability - Severity Unspecified ID-Unspecif Communication Disorder not listed CD-zOther Conduct Disorder AB-DBD Cystic Fibrosis PD-CFibros Developmental Coordination Disorder PD-DCD Developmental Delay ID-DevelDely Diabetes MC-Diabetes DiGeorge Syndrome GS-22Q11Del Disruptive Behaviour Disorder AB-DBD Down Syndrome GS-DownSyn


Description Code Dysarthria CD-Speech Dysthymia EBD-Mood Emotional/Behavioural Disorder - Other - not listed EBD-zOther English as an Additional Language SL-EAL English to French first language SL-EF Epilepsy (Seizure Disorder) ND-Seizure Expressive Language Disorder CD-Language Expressive/Receptive Language Disorder CD-Language Fetal Alcohol Spectrum Disorder ND-FASD Fluctuating Conductive Hearing Loss HI-FCHL Fragile X Syndrome GS-FragileX French as an Additional Language SL-FAL French first language to English SL-FE French Immersion to English SL-FIE Friedreich's Ataxia PD-FAtaxia Generalized Anxiety EBD-Anxiety Genetic Syndrome - Other - not listed GS-zOther Gifted ID-Gifted Global Developmental Delay ID-GlobalDD Hearing loss - Mild HI-Mild Hearing loss - Minimal HI-Minimal Hearing loss - Moderate HI-Moderate Hearing loss - Profound HI-Profound Hearing loss - Severe HI-Severe Heart Condition - (Acute Health Conditions) MC-AHC Hemophilia (Acute Health Conditions) MC-AHC Intellectual Disability - Mild ID-Mild Intellectual Disability - Moderate ID-Moderate Intellectual Disability - Profound ID-Profound Intellectual Disability - Severe ID-Severe Intellectual Disability - Severity Unspecified ID-Unspecif Learning Disability in the area of math LD-Math Learning Disability in the area of reading LD-Reading Learning Disability in the area of writing LD-Writing Learning Disability not listed LD-zOther Learning Needs - Considerable - No diagnosis (can include gifted students)

UD-Learn


Description Code Major Depression EBD-Mood Medical Condition not listed MC-zOther Miotonic Dystrophy PD-MDystro Muscular Dystrophy PD-MDystro Mutism CD-Language Neurological Disorder not listed ND-zOther Non-verbal Learning Disability (Syndrome) LD-Nonverb Obsessive Compulsive Disorder EBD-Anxiety Oppositional Defiant Disorder AB-DBD Panic Disorder EBD-Anxiety Pervasive Developmental Disorder Not Otherwise Specified PDD-NOS Phenylketonuria (PKU) MC-PKU Phobias EBD-Anxiety Phonological Disorder CD-Language Physical Disability - not listed PD-zOther Post Traumatic Stress EBD-Anxiety Prader Willie Syndrome GS-PWillie Pragmatic CD-Language Prosthetic PD-Ampu Psychotic disorders (other) EBD-Schizop Reactive Attachment Disorder EBD-RAD Receptive Language Disorder CD-Language Rett's Disorder (Rett Syndrome) PDD-Rett Reverse Slope HI-RSlope Rubinstein Taybi GS-RTaybi Schizophrenia EBD-Schizop Seizure Disorder (including Epilepsy) ND-Seizure Selective Mutism EBD-Anxiety Separation Anxiety EBD-Anxiety Sickle Cell Anemia (Acute Health Conditions) MC-AHC Spina Bifida PD-SBifida Spinal Muscular Atrophy PD-SMAtro Stuttering/Dysfluency CD-Speech Talented ID-Gifted Tourettes Disorder ND-Tourette Traumatic Brain Injury ND-TBI Undiagnosed - Behavioural needs - Considerable UD-Behav


Description Code Undiagnosed - Learning Needs - Considerable - (can include gifted students)

UD-Learn

Velocardiofacial Syndrome GS-22Q11Del Visual impairment - Mild VI-Mild Visual impairment - Moderate VI-Moderate Visual impairment - Severe VI-Severe Williams Syndrome GS-Williams

EMERGENCY PLAN:

Code Description Yes Emergency plan exists for this student No No emergency plan exists for this student

RED FILE:

Code Description Yes Red file exists for this student No No red file exists for this student

BEHAVIOUR PLAN:

Code Description Yes Behaviour Plan (formal or informal) exists for this student No No Behaviour Plan exists for this student

PROGRAMMING:

Code Description Adapted The student has adaptations made (changes in format,

instruction strategies and/or assessment procedure) so that the learning outcomes of the curriculum can be retained.

Adapt/Mod The student has both modifications and adaptations to the curriculum he/she follows

Enrichment The student follows an enriched curriculum Intervention (CSLF only) the student follows an intervention program IEP The student has an Individual Education Plan Modified The student has modifications made (different learning

outcomes than those specified in the prescribed learning outcomes for the student’s grade or course.)

Pending IEP possibly to be developed Regular The student follows the regular curriculum with no

adaptations or modifications Academic Student is taking all Academic courses AcademicA Academic courses with adaptations AcademicAM Academic courses with adaptations and modifications AcademicM Academic courses with modifications Acad/Gen Student is taking a mix of Academic and General courses


Acad/GenA A mix of Academic and General courses with adaptations Acad/GenAM Mix of Academic and General courses with adaptations

and modifications Acad/GenM A mix of Academic and General courses with modifications General Student is taking all General courses GeneralA General courses with adaptations GeneralAM General courses with adaptations and modifications GeneralM General courses with modifications Gen/Prac Student is taking a mix of General and Practical courses Gen/PracA A mix of General and Practical courses with adaptations Gen/PracAM Mix of General and Practical courses with adaptations and

modifications Gen/PracM A mix of General and Practical courses with modifications Practical Student is taking all Practical courses PracticalA Practical courses with adaptations PracticalAM Practical courses with adaptations and modifications PracticalM Practical courses with modifications TAP Transition Action Plan

YR END PLAN - At the time of the profile process, this is the expected placement of the student for the next school year. (Can be left blank)

Code Description Graduate High School Graduation expected Promote Student is expected to be promoted Place Student is expected to be placed Retain Student is expected to be retained

TransCert Transition Certificate expected Year2 Going into the second year of senior high school Year3 Going into the third year of senior high school Year4 Going into the fourth year of senior high school

Year5 Going into the fifth year of senior high school DESTINATION -

Code Description Out A student who is exiting the PEI school system None A student who is remaining in your school for the

upcoming school year. ### Manually enter three digit code for destination school


Support Services Tab - Interventions (Alphabetical) SERVICE CODE -

Description Code Aboriginal Tutoring (Board Based) B-TutorAb Adolescent School - Provincial (Dept. Based) DOE-AltEd Alternative Ed Plus (Board Based) B-AltEd Alternative Education Programs (Board Based) B-AltEd Alternative Education Programs (School Based) S-AltEd Atlantic Provinces Special Education Authority Itinerant Teacher (Dept. Based)

DOE-APSEA

Audiologist - Private (Outside Agency Health) OAH-Audpri Audiologist - Provincial (Outside Agency Health) OAH-Audpro Austism Consultant (Board Based) B-AutCons Autism Consultant (Dept. Based) DOE-AutCon Board Based Intervention - Other - not listed B-zOther Bus Monitor (School Based) S-BusMon Cardiologist (Outside Agency Health) OAH-Cardio Counseling Consultant (Board Based) B-CounCons Dept of Ed. based intervention -Other - not listed DOE-zOther Disability Support Program (Outside Agency Health) OAH-DSP Educational Assistant - Practicum Placement (Outside Agency Other)

OAO-PracPl

Educational Assistant (School Based) S-EA English as an Additional Language Teacher (Dept. Based) DOE-EAL French as an Additional Language Teacher (Dept. Based) DOE-FAL Hearing Education Auditory Resources Itinerant Teacher (Dept. Based)

DOE-HEAR

Inclusive Education Consultant (Board Based) B-InclEdC Informal Peer Support (School Based) S-PeerSup Language Assistant (School Based) S-LA Level A and/or B assessment complete (School Based) S-LvABasmt Level C assessment complete (Board Based) B-LvCasmt Medical Tutoring (Board Based) B-TutorMed


Description Code Neurologist (Outside Agency Health) OAH-Neuro Occupational Therapist -Private (Outside Agency Health) OAH-OTpri Occupational Therapist -Provincial (Outside Agency Health) OAH-OTpro Optometrist (Outside Agency Health) OAH-Optom Outside Agency Health related invention - Other - not listed OAH-zOther Outside Agency Other intervention - Other - not listed (Outside Agency Other)

OAO-zOther

Pediatrician (Outside Agency Health) OAH-Pediat Peer Helper Credit Course (Senior High) (School Based) S-PeerHelp Physiotherapy - Private (Outside Agency Health) OAH-Phypri Physiotherapy - Provincial (Outside Agency Health) OAH-Phypro Primary Intervention Program S-PIP Primary Literacy Intervention Program S-PLIP Private Paid Tutoring Other (Outside Agency Other) OAO-PrivT Psychological Assessment - Private (Outside Agency Health) OAH-Psypri Psychological Assessment - Provincial (Outside Agency Health) OAH-Psypro Psychologist (Board Based) B-SchPsych Reading Recovery (School Based) S-ReadRec Referral for Level C assessment (School Based) S-LvCref Resource Tutoring (School Based) S-TutorRes Resource/Special Education Teacher (School Based) - English S-ResourcE Resource/Special Education Teacher (School Based) - French S-ResourcF School based intervention - Other - not listed S-zOther School Counsellor (School Based) S-Couns School Health Nurse (Outside Agency Health) OAH-SHNurs Second Language Tutoring (School Based) S-TutorSL Special Education Consultant (Board Based) B-SpecEdC Speech Language Pathologist - Private (Outside Agency Health) OAH-SLPpri Speech Language Pathologist - Provincial (Outside Agency Health) OAH-SLPpro Speech Language Pathologist (Dept. Based) DOE-SL Spell Read Canada - Private Tutoring (Outside Agency Other) OAO-PrivT Student Attendants (School Based) S-SA Student Services Team (School Based) S-SST Support from Administration (School Based) S-Admin Sylvan - Private Tutoring (Outside Agency Other) OAO-PrivT Tutoring program - after hours volunteer (School Based) S-PeerTut


Description Code War Amputees (Outside Agency Other) OAO-WarAmp Youth Worker - Practicum Placement (Outside Agency Other) OAO-PracPl Youth Worker (School Based) S-YouthWor

SCHOOL LOCATION

Code Description Bth Both individualized and shared (group) supports provided Ind one to one direct service between student and the service

provider including developing programming for the student, or consulting with others about the student

Shr shared - pullout groups, providing in class support

Equipment Tab Description Code AlphaSmart (AT - Written Output) AT-WO Alternative Keyboard (AT Hardware) AT-Hdwr Audio Book provided on CD/tape, etc. (Visual Equipment) VI-AudBk Augmentative Communication Device (AT) AT-AC Blood Sugar Monitor (Medical Device) MD-BSM Boardmaker (AT Software) AT-Sfwr Booster Seat (Transportation) T-Boost Braille Device (Visual Equipment) VI-BrD Cane (Medical Device) MD-Cane Catheterization (Medical Device) MD-Cath Dragon Naturally Speaking (AT - Written Output) AT-WO Earobics (AT Software) AT-Sfwr Elevator (Facilities) F-Elev Epipen (Medical Device) MD-Epi Facilities - Other Facilites equipment not listed F-zOther Feeding Tube (Medical Device) MD-Tube Flash Pro (AT Software) AT-Sfwr FM System - Classroom (HEAR) HI-CS FM System - Personal (HEAR) HI-FMS


Description Code FM System for auditory processing (AT - not supplied by HEAR) AT-FM Glucose Tab (Medical Device) MD-GT Hearing Aid - Personal HI-PHA Insulin (Medical Device) MD-Ins Joystick (AT Hardware) AT-Hdwr Kurzweil (AT - Text to Voice) AT-Read Laptop - Large Print (Visual Equipment) VI-LLP Large Print - Laptop (Visual Equipment) VI-LLP Limb Braces (Medical Device) MD-LB Magnifier (Visual Equipment) VI-Mag Medical Device - Other - not listed MD-zOth Medication given at home (Medical Device) MD-MH Medication given at school (Medical Device) MD-MS Modified Classroom (Facilities - sensory, time out, quiet room, etc.) F-MCRm Parent Contract (Transportation) T-PC Personal Care Area (Facilities) F-PCA Picture This (AT Software) AT-Sfwr Portable Lift (Facilities) F-PLift Puffer - Home (Medical Device) MD-PufH Puffer - School (Medical Device) MD-PufS Pulmonator (Medical Device) MD-Pul Ramp (Facilities) F-Ramp Reading Pen (AT - Text to Voice) AT-Read Restraining Device (Transportation) T-RD Seating - Special (Medical Device) MD-Seat Special Needs Bus (Transportation) T-SNB Speech-to-Text (AT - Written Output) AT-WO Stair Lift (Facilities) F-SLift Switch (AT Hardware) AT-Hdwr Talking Dictionary (Visual Equipment) VI-TlkD Taxi paid by board (Transportation) T-Taxi


Description Code Telescope (Visual Equipment) VI-Tele Touch Screen (AT Hardware) AT-Hdwr Track Lift (Facilities) F-TLift Tube Feeding (Medical Device) MD-Tube Video Magnifier (Visual Equipment) VI-VMag Visual Equipment - Other VI-zOth Walker (Medical Device) MD-Walk Washroom - Modified (Facilities) F-MRm Wheelchair (Medical Device) MD-Whch Wheelchair Accessible Bus (Transportation) T-WAB Wheelchair Accessible Private (Transportation) T-WAP Wheelchair Accessible Washroom (Facilities) F-WRm WordQ/SpeakQ (AT - Written Output) AT-WO


PEI SCHOOL CODES

These codes represent the three-digit school assigned to PEI schools (public and private). For the purpose of Trevlac, they are used in the Current School and/or Previous School fields in the Additional Information area of the Student Master screen, and in the Destination area of the Special Education screen.

PEI School Codes - Sorted Alphabetically Alberton Elementary 131 Amherst Cove Consolidated 231 Athena Consolidated 221 Belfast Consolidated 440 Birchwood Intermediate 320 Bloomfield Elementary 132 Bluefield Senior High 314 Cardigan Consolidated 441 Central Queens Elementary 341 Charlottetown Rural Senior High 310 Colonel Gray Senior High 311 Donagh Regional Consolidated 344 East Wiltshire Intermediate 324 Ecole Belle Cloche 515 Ecole Evangeline 510 Ecole Francois Buote 511 Ecole Pierre-Chiasson 514 Ecole St-Augustin 512 Ecole Sur-Mer 513 Eliot River Elementary 342 Ellerslie Elementary 134 Elm Street Elementary 232 Englewood Consolidated 345 Fair Isle Adventist 965 Full Circle Co-operative 941 Georgetown Consolidated 445 Glen Stewart Primary 340 Grace Christian 970 Greenfield Elementary 237 Gulf Shore Consolidated 348 Hernewood Intermediate 122 Immanuel Christian 940 Kensington Intermediate Senior High 211 Kinkora Regional High 212 L M Montgomery Elementary 343

M E Callaghan Intermediate 123 Miscouche Consolidated 222 Montague Consolidated 446 Montague Intermediate 420 Montague Regional High 410 Morell Consolidated 447 Morell Regional High 411 Mt Stewart Consolidated 448 O'Leary Elementary 133 Parkdale Elementary 346 Parkside Elementary 236 Prince Street Elementary 347 Queen Charlotte Intermediate 321 Queen Elizabeth Elementary 233 Sherwood Elementary 349 Somerset Elementary 234 Souris Consolidated 450 Souris Regional High 412 Southern Kings Consolidated 451 Spring Park Elementary 351 St Jean Elementary 354 St Louis Elementary 135 Stonepark Intermediate 323 Stratford Elementary 358 Summerside Intermediate 220 Three Oaks Senior High 215 Tignish Elementary 130 Vernon River Consolidated 455 West Kent Elementary 355 West Royalty Elementary 356 Westisle Composite High 113 Westwood Primary 350

469 Updated May 2011

PEI School Codes - Sorted Numerically

Westisle Composite High 113 Hernewood Intermediate 122 M E Callaghan Intermediate 123 Tignish Elementary 130 Alberton Elementary 131 Bloomfield Elementary 132 O'Leary Elementary 133 Ellerslie Elementary 134 St Louis Elementary 135 Kensington Intermediate Senior High 211 Kinkora Regional High 212 Three Oaks Senior High 215 Summerside Intermediate 220 Athena Consolidated 221 Miscouche Consolidated 222 Amherst Cove Consolidated 231 Elm Street Elementary 232 Queen Elizabeth Elementary 233 Somerset Elementary 234 Parkside Elementary 236 Greenfield Elementary 237 Charlottetown Rural Senior High 310 Colonel Gray Senior High 311 Bluefield Senior High 314 Birchwood Intermediate 320 Queen Charlotte Intermediate 321 Stonepark Intermediate 323 East Wiltshire Intermediate 324 Glen Stewart Primary 340 Central Queens Elementary 341 Eliot River Elementary 342 L M Montgomery Elementary 343 Donagh Regional Consolidated 344 Englewood Consolidated 345

Parkdale Elementary 346 Prince Street Elementary 347 Gulf Shore Consolidated 348 Sherwood Elementary 349 Westwood Primary 350 Spring Park Elementary 351 St Jean Elementary 354 West Kent Elementary 355 West Royalty Elementary 356 Stratford Elementary 358 Montague Regional High 410 Morell Regional High 411 Souris Regional High 412 Montague Intermediate 420 Belfast Consolidated 440 Cardigan Consolidated 441 Georgetown Elementary 445 Montague Consolidated 446 Morell Consolidated 447 Mt. Stewart Consolidated 448 Souris Consolidated 450 Southern Kings Consolidated 451 Vernon River Consolidated 455 Ecole Evangeline 510 Ecole Francois Buote 511 Ecole St-Augustin 512 Ecole Sur-Mer 513 Ecole Pierre-Chiasson 514 Ecole Belle Cloche 515 Immanuel Christian 940 Full Circle Co-operative 941 Fair Isle Adventist 965 Grace Christian 970

section 4: the special education screen · section 4: the special education screen ... sometimes...

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