Section 2: Student Strengths & Needs - PBworks

Section 2: Student Strengths & Needs
This section in Illuminate creates a dropdown menu to be used later in the "Demonstrated
Needs" section.
Student Strengths

All statements in this section of Illuminate must be statements of strength. These are examples
and are explained below for further clarification:
1. This statement may be a need for an accommodation later in the IEP.
2. This statement may be linked to the need for a health care aide for a student with a physical

dis ability.
3. Another example of the need for an accommodation. In this case, the need for a calculator.
4. Since Illuminate doesn't have space for general comments, this might be a place to write a

statement of concern.
Guidance: For every need, there must be at least one statement of strength. For example, if a
student has needs in reading for word identification and comprehension, then there can be
one strength to address both needs in reading.
1. NEED: Word identification & comprehension (to be addressed in Demonstrated Needs)
2. STRENGTH: Student likes to both be read to and look at books.
Tip: Present progress report from last year's IEP and use the data to add to strengths statement.

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Parental Input/Concerns (Step 1: adding/editing/deleting)

1. To add a parent concern, click on the Add link.
2. To edit or delete a concern, click on the Edit or Delete links.
Parental Input/Concerns (Step 2: adding or editing a concern)

3. Type in the parent's concern
How will this concern be addressed in the IEP?

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4. If through an accommodation, then need to click on the "Yes" radio button
5. If through the transition plan, then need to click on the "Yes" radio button
6. If through transportation, then need to click on the "Yes" radio button
7. If through a program and/or service, then need to click on the "Yes" radio button
8. If this is a need that is already being addressed by the IEP team, then check "Yes" for this radio
button. This section does not appear anywhere on the hard-copy of the IEP.
9. Be sure to click on the SAVE button--or--
10. Stay on this window to add more concerns by clicking on the SAVE AND ADD ANOTHER button.
Parental Input/Concerns (explanation and sample)

This section of Illuminate can be completed prior to the meeting via phone, email, and/or
in-person meetings with the parent to gather their input.
1. Aids/Services refers to the Parental Input/Concerns Supplemental Aids/Services Need List

page in Illuminate in which an accommodation might be considered.
2. Both of these statements may not be something the IEP team can address at school; that is

why all areas are selected as "No."
3. Because the team has also observed this as an issue of need/concern, the decision will be

to address this in the IEP under programs and services and possibly goals as well.
4. Although this is something that may occur at home, it may also be something the team has

obs erved.

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Evaluation Types

Evaluation Types are referring to evaluations, assessments, and/or data that have already been
administered and/or collected to review the present level of the student.
Tip: This section can b e used to "guide" the IEP team meeting/conversation.

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Evaluation Types (continued)

1. If conducting an initial or reevaluation IEP, mark "yes" and then the "Type" will appear so that
"Initial" or "Reevaluation" can be checked.

2. State-wide Assessment refers to MEAP, MI-Access, MEAP Access, MME, etc.
3. Ancillary Diagnostic Assessments are those that have been conducted on a regular basis by

various therapists (OT, PT, SSW, SLP)

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Demonstrated Needs

Tip: This section can only b e deleted unless the provider clicks on the "Add/Edit" link at the
b ottom of the screen (see circled item)
All areas must be addressed.

Demonstrated Needs (after clicking on the "Add/Edit" link)

Two options to address need in Demonstrated Needs:
1. If not a need, then click on the link: "Not a need this year or last year."
2. If a deficit needs to be addressed in the IEP, then click on the PLUS sign. (Be careful; the

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PLUS sign and the link are very close together and can be easily inadvertently selected.
Demonstrated Needs: No need, clicked "Not a need this year or last year"

After clicking on the "Not a need this year or last year" link:
1. The phrase "Not a need this year or last year" will appear directly under the Need heading
2. If inadvertently clicking on this link, it can be easily deleted.

Demonstrated Needs: Clicked on PLUS sign to add a need

After clicking on the PLUS sign, this window will appear. One option must be selected:
1. To address this need in a goal and/or a supplementary/aid/servicesd, this option must be

checked.
2. Some students have many needs to address, but the ability to accomplish all of them in one

IEP year is unrealistic. Therefore, the team may decide to prioritize these needs with some of
them not being addressed in this current IEP. When the IEP is rolled over at the next year's
IEP, these needs will also be rolled over as appropriate.
3. There may have been some prioritized needs from last year's IEP that were not addressed,
but were to be addressed in the next IEP. The student may have shown growth in these
areas, and therefore may not have this need(s) anymore.
4. Ignore this statement as it will be eliminated from Illuminate in the future.

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Tip: If the PLUS sign was inadvertently clicked, then clicking on the MINUS sign will revert the
window b ack to the original view.
Demonstrated Needs: Clicked on option #2 above

After clicking on option #2 (to be addressed in the IEP), this information will appear (might need to
scroll down the screen in order to see everything):
1. This is a dropdown that was created from the statements listed in the Strengths section
2. What was used to identify that this was a need? This selection does not show up on the

hard-copy IEP, therefore it is imperative that it's described in #3 below.
3. Think of statements such as: "Based on [observation, assessement, etc.] student struggles

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with [skill]." This is part of the PLAAFP statement that is being created in Illuminate.
4. Another requirement of the PLAAFP is the impact statement: how the deficit will impact the

student in the school setting.
5. If an accommodation or other supplemental aid/service (including consultation) is needed,

then this must be checked "Yes." If not checked "yes," then there will be no options to select
in the SAS section of the IEP.
6. If there is a goal related to this need, then this must be checked "Yes." If not, then no goals
will be listed on the Goal Details page.
Extended School Year

Steps & Guidance in Illuminate (must select one of the two options):
1. If the IEP team is considering eligibility for ESY, then they must complete the ESY

Documentation Form (see ICISD wiki site) to document need.

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2. If the IEP team is in agreement that ESY is not needed, then select this option. Not necessary
to complete the ESY Documentation Form, unless one or more members of the IEP team are
questioning eligibility.

3. This statement for rationale will automatically appear and can be edited as needed.
4. Illuminate currently requires a statement, however it doesn't show up anywhere on the

hard-copy IEP; copy/paste the statement from #3 into this field.
Regulations:
Extended School Year : Extended school year (ESY) services must be determined at every IEPT,
on an individual basis, as necessary for the provision of a FAPE. ESY may not be limited to
particular categories of disability. The agency may not unilaterally limit the type, amount, or
duration of those services. ESY includes special education and related services that are provided
to the student beyond the normal school year and at no cost to the parent. There must be a
statement on every IEP regarding the need for ESY (see example below). For additional guidance
see the Extended School Year form and guidance documents available via the ICISD website.
NOTE: ESY is not "summer school."
Tip: Be sure to click on save after each are of Demonstrated Need is addressed, then click on the
DONE b utton at b ottom of screen.

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