Emergent Bilingual Training Outline

• Introduction to SameGoal
• Logging In
• Screen Overview

• Search for Students
• Create a Document
• Attachments

• Completing a Document
• Program Participation
• Deadlines
• LPAC Initial Review

• Holding Meetings
• Validations
• Sharing a Document
• Collaborative Editing
• Signatures
• Version History

• Parent Notifications
• Share With Parents
• Translation

• Decisions Regarding Assessments
• Editing a Document
• LPAC Annual Review
• Bank Values

• Required Monitoring
• LPAC Monitoring After Reclassification

• Accommodations Log
• Printing a Document
• Bulk Create Documents

• Support
• Questions
• Explore Your Environment

Time: 20 minutes

Skip:

• Skip Discussion 1 in the Screen Overview topic if real data has not yet been loaded into the environment. This discussion calls out that we will be focusing solely on test data during the training.
• Skip the Deadlines paragraph of Discussion 2 in the Screen Overview topic if the district is on the Standard edition of SameGoal. This discussion covers the Deadlines page, which is only available with higher editions.
• Skip Activity 1 in the Screen Overview topic if students have not yet been loaded into the environment. This activity prompts attendees to search for students in their buildings.

Discussion 1: SameGoal is a documentation management and compliance platform for special programs with over a 99% annual retention rate. SameGoal has been serving districts since 2008 and supports several special programs.

Discussion 2: Discuss the reasons why the district decided to switch to SameGoal as well as which problems SameGoal will help to solve.

Discussion 3: During this training we will cover topics such as:

• Creating documents
• Working within documents
• Tools for collaboration, saving time, and compliance
• Holding meetings
• Completing documents
• More

I will be logged into the environment demonstrating the functionality as we work through the different topics and you will also be able to complete several activities where you can try completing different workflows in the application yourself.

Discussion 1: Discuss how login works for the district (SSO, ClassLink, OIDC, etc.).

Activity 1: Log into SameGoal.

1. Find your district login page:
• The first time you log in, you should have received an email from SameGoal containing a link to sign in that will direct you to your district login page.
• Otherwise, if your district has specific directions for users to access SameGoal, find your login page that way.
• If not, navigate to the SameGoal homepage (samegoal.com), click on the Sign In button in the top right, search for your district by entering the name or city, and select your district.
2. Enter your login information:
• If your district uses single sign-on, use your district credentials to log in. If there are issues with single sign-on, reach out to your district’s tech department.
• If this is your first time logging in and you do not use single sign-on, create a password and log in using your email and new password.

Important: Logging in can take a while. Make sure everyone is able to log in, and help those who are having difficulties.

Discussion 1: During this training, you’ll come across real students and real documents, but for the purpose of training, we will be working with test data. For the time being, please ignore the real data. If we have time at the end, you will get the chance to explore the environment, the students, and the documents a bit more.

Discussion 2: There are several different features and pages you can access from the left menu:

Dashboard: This page gives users a quick and easy way to see important information in SameGoal and will reduce the number of clicks needed to get to commonly used informtion.

Recent: This is the landing page when you log into SameGoal and it shows your 50 most recent documents. If you leave a document to work on other students, you can easily come back to what you were working on. Additionally, all documents you’ve been working on are all in one place.

Caseload: Shows the documents you are actively working on. You can control which documents appear here by adding and removing documents throughout the year as what you’re working on changes. We will discuss how to manage your Caseload later.

My Students: All students who have at least one document on your Caseload. This list is dynamic and will change as you work on documents year to year. If you add a student’s document to your Caseload, if they are not already on your My Students list, they will be added. Once a student no longer has any documents on your Caseload, they will be removed from My Students.

Chat: You can switch from the My Students tab to the Chat tab by clicking on the chat box icon. This allows you to securely message other online colleagues. To switch back to My Students, you can click back to the student icon.

All: Lists all of the documents you have access to, given your permissions; whether it was explicitly shared with you or because your administration gave you default access to the form type.

Deadlines: A calendar of any deadlines that have been assigned to you. You can also display deadlines for students who you have an educational interest in, even if the deadlines are not assigned to you. Deadlines are calculated by SameGoal automatically when documents are completed and are assigned to whoever the owner of the previous document was.

Students / create new: This is a list of all students you have access to based on your building permissions, which are controlled by your administration. Students are automatically added and updated each night based on a SIS demographics integration. All students are added, regardless of program participation status. This means if a student needs to be evaluated, they don't need to be added to the system first.

Reports: This page will list all reports you have access to run given your report permissions set by your admin users. When you run a report, you are able to see information from documents you have access to.

Activity 1: Make sure you have the correct building permissions by searching for students.

1. Navigate to the Students / create new page.
2. Search for one student in each of the buildings you work in.
• If you have access to one student in the building, you should have access to all students in the building, so you only need to check one student per building.
3. To search for a student, at the top of the page, enter their name in the First name and Last name fields or enter their student ID in the Student ID(s) field.
4. Click Search.
5. If you are not able to find a student you would expect to see, make note of it so you can work with your administration to update your building permissions.

Time: 10 minutes

Preparation: Assign everyone in training a number associated with a test student. Test005 through Test250 are available.

Discussion 1: In order to create a document for a student, you will first need to find that student and navigate to their Documents tab. You can do this by clicking on their name in your My Students list if they are listed there, or by searching for them on the Students / create new page.

Activity 1: Search for your test student.

1. While on the Students / create new page, in the Last name field, enter your test student’s name in the format “Test###”.

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Important: As the trainer, use Test001.

2. Click Search.
3. Click on your test student’s name to be brought to their Documents tab.

Discussion 2: There are several tabs on a student's page:

• Documents: Lists all of a student’s documents you have access to and is also where you can create new documents for the student.
• Deadlines: Lists upcoming and past due deadlines which are automatically calculated by SameGoal.
• Programs: Displays a timeline of programs the student has participated in, which is automatically calculated by SameGoal.
• Details: Contains student and parent demographic information, which is updated nightly based on a demographics integration with your SIS. You are only able to see this tab if you have an educational interest in the student.
• Basics: Contains basic enrollment information and is also updated nightly based on the SIS integration. This tab is only available to administrative users.

Discussion 1: When you click into the Create new dropdown at the top of a student’s Documents tab, you can see all of the forms you have permission to create. Again, this access is set by your administration.

Activity 1: Make sure you have the correct form permissions.

1. While on your test student’s Documents tab, click into the Create new dropdown at the top.
2. Scroll through the list of forms and make sure you are able to see all form types you would expect to be able to create.
• Forms are listed alphabetically by program.
3. If you don’t see a form you would expect to see, make note of it so you can work with your administration to update your form permissions.

Discussion 2: A Home Language Survey (HLS) is completed for all students upon school enrollment. If a student is a potential English learner, this document can be completed in SameGoal. If the district allows, a Home Language Survey can also be created in SameGoal automatically upon district enrollment.

Activity 2: Create a document for your test student.

1. While on your test student’s Documents tab, click into the Create new dropdown at the top.
2. Search for a Home Language Survey by scrolling through the list or by typing the name of the form.
3. Click on the form type.
4. Click Create.

Discussion 3: When you create the document:

• The new document will open for you.
• The student will be added to your My Students list.
• The document will be added to your Caseload.
• The document will appear at the top of your Recent page.

Discussion 1: If the Home Language Survey was originally completed outside of SameGoal and you would like to include the original with this document, you may add it as an attachment. Attachments can be added to any form in SameGoal, and several different file types are support.

Activity 1: Add an attachment.

1. In your document, click on the Attach tab in the top right corner of the document.
2. On the Attach tab, give the file a name.
3. Click Choose File to select a file from your computer.
4. If you would like to, select a file from your computer to attach. Otherwise you may just watch and follow along for the rest of the activity.

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Callout: Do not attach a file that contains sensitive information.

5. Once you’ve selected your file, click Attach file. All attachments will be listed on the Attach tab.
6. If the file is a PDF, document, image, or video, click on it to view the attachment in a new tab.
7. Close the viewing tab and return to the document by clicking on the form tab.

Time: 15 minutes

Skip:

• Skip Discussion 2 and Activity 2 in the Deadlines topic if the district is on the Standard edition of SameGoal. This discussion covers the Deadlines calendar which is only available with higher editions.

Discussion 1: Documents cannot be completed until all required fields are filled out and there are no data errors with the document (except when bypassed by administrative users).

We will learn more about validation checks later, but for now, we will quickly fill out the rest of the document so we can mark it complete.

Activity 1: Complete a document.

1. In Part 1, enter today's date in the Enrolled field.
2. In Part 2, answer questions 1, 2, and 3 with a language other than English.
3. Click the lock icon in the toolbar.
4. Select Complete.

Discussion 2: When a document is completed:

• It is no longer editable.
• Program participation is updated automatically.
• Future deadlines are calculated automatically.
• Services become reportable.
• Information is sent back to your SIS via integration.

Discussion 3: If a completed document needs to be edited to correct a clerical error, it may be marked Incomplete by an administrative user. If you need to make a small edit to a document, reach out to an administrative user and ask them to incomplete the document for you. When the document is re-marked incomplete, you can go in and make changes, then complete the document again once you are finished.

Discussion 1: When the Home Language Survey is completed, your student will automatically be pre-enrolled in the Emergent Bilingual program and a gray badge will appear next to their name because it was indicated that they speak a language other than English. In order to see more information about program participation, you can view the participation timeline on the student’s Programs tab.

Activity 1: View a student’s Programs tab.

1. Click on your student’s name to be brought to their Documents tab.
2. Switch to their Programs tab.
3. Notice that the timeline has an entry noting that the student is now under eligibility review for Emergent Bilingual.

Discussion 1: By hovering over the student's badge, you can see program enrollment information as well as an overview of upcoming deadlines. An LPAC Initial Review will be required for potential English Learners.

You can also see more deadline information on a student’s Deadlines tab. This page lists all past due and upcoming deadlines for each special program. Deadlines are assigned to whoever was listed as the owner of the document that the deadline was determined from. You’re able to click on deadlines on this page to show more details.

Activity 1: View a student’s Deadlines tab.

1. Navigate to the student’s Deadlines tab.
2. Click on one of the deadlines to display more information about it.
3. Notice that the timeline shows specific fields in the previous document that helped calculate the deadline.
4. Click on one of the fields to be directed to the field in the document automatically.

Discussion 2: The Deadlines page in the left menu will show you a calendar of all deadlines that have been assigned to you. You can switch the calendar to a month view, week view, day view, or to a list view.

Activity 2: View the Deadlines calendar.

1. Click on the Deadlines page in the left menu.
2. Change to the Month view.
3. Find the new deadline (should be 4 weeks from today) and click on on to view more information about it.

Discussion 1: Potential English learners need to take a language proficiency assessment to determine if they are emergent bilingual or English proficient. The results of this assessment can be documented in an LPAC Initial Review. Completing this document will satisfy the current deadline and potentially set another deadline if the student is emergent bilingual.

Activity 1: Create an LPAC Initial Review.

1. Navigate back to your test student's Documents tab.
2. Click into the Create new dropdown at the top.
3. Create an LPAC Initial Review.

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Callout: This document can automatically pull in information from a completed Home Language Survey document.

4. Click on the Copy/Insert from HLS button at the top left of the document.

Time: 20 minutes

Discussion 1: Meetings can be held in-person or remotely. When meetings are in person, many districts present the document in SameGoal on a smartboard or using a projector for the group.

When doing this, it’s recommended that you enter into Meeting Mode. This allows you to sign out of chat so no unexpected messages pop up, hides other students on the left, and gives you more screen room by hiding the editing toolbar.

Activity 1: Enter Meeting Mode.

1. In the left menu, switch from the My Students tab to the Chat tab.
2. Click the dropdown arrow on the right and then click Sign out of chat.
3. To hide the left menu double click or drag the gray border on the right side of the menu.
4. While in the document, the click up arrow on the very right side of the editing toolbar to minimize the toolbar.
5. Once you have done these steps, you will be in Meeting Mode. When you are ready, you can undo each step in order to exit Meeting Mode. (Expand toolbar, open left menu, sign into Chat.)

Discussion 2: When meeting for an LPAC Review, the team will need to make a determination on whether the student is an English learner or English proficient. If they are not proficient, they team will also need to decide if the student should enter the Bilingual Education Program or the English as a Second Language Program. This determinations will be documented in the Decision section of the document.

Discussion 1: Documents in SameGoal run validation checks, which ensure all required fields are filled out and check for data errors. All required fields are denoted with a red asterisk and any data issues will cause a big red dot to appear. Validation checks are dynamic and update in real-time as you work within a document.

Activity 1: Explore validation checks.

1. In the Decision section of your document, under Identification Decision, select Emergent Bilingual. When you do this, there will be a large red dot in the Placement Recommendation box.
2. Hover over the red dot to see more information. A placement recommendation is required when the student is emergent bilingual.
3. Select Enter/Continue ESL Program. A new dot will appear.
4. Select a specific ESL Program for the student.

Discussion 2: Documents cannot be completed until all validation checks pass (except when bypassed by administrative users). In order to quickly go through all remaining, unsatisfied validation checks, you can enter into Validation Mode.

Activity 2: Fill out any remaining required fields using Validation Mode.

1. Click on the check mark icon in the top right to enter into validation mode.
2. Use the arrows to the left of the check mark icon to move between errors.
3. Resolve an error (fill out the required item/resolve the data issue), and then move to the next item.

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Callout: Do not select a date in the past for the LPAC date.

4. Once all errors have been satisfied and all required fields have been filled out, you will get a green check mark.

Discussion 3: Once the document has been filled out and the LPAC team agrees on a placement decision, all team members will need to add their signatures to the document.

Discussion 1: In SameGoal you can share documents with other users so you may all collaborate on a single document. In order for all meeting participants to sign a document, you can share the document with other team members.

Activity 1: Share a document with another user.

1. In your document, navigate to the Share tab in the top right corner of your screen.
2. Once in the Share tab, there will be two sides: Collaborative Team and Add Collaborator.
• The Collaborative Team lists all of the current collaborators for a document and what their permissions are.
• The Add Collaborator side allows you to share the document with others to add them to the Collaborative Team.
3. On the Add Collaborator side, search for your partner or partners by entering their name in the First and Last fields, or by entering their username or email in the Emails field.
4. After clicking Search, locate your partner’s name in the results list and click on their name to add them to the Collaborative Team on the left.
5. If you have two partners, repeat the process to share the document with your other partner.
6. You can leave permissions as Can Edit. Once you are finished, click Save.

Discussion 2: You may have noticed that by default, other staff are added to the Collaborative Team with Can Edit permission. When sharing a document you can determine which level of access other collaborators will have. The document access granted through explicitly sharing a document with a user might be different from the default access granted to them by administration.

• Is Owner: If you create a document, you are automatically assigned as the Owner. Owner permissions allow a user to add and remove collaborators, as well as complete, amend, delete, and undelete the document.
• Can Edit: Allows a user to edit the document and add/remove attachments.
• Can View: The document will be ready-only to the user.
• Remove: No access/removes the user from the document.

Discussion 3: When a document is shared with you:

• The document will be automatically starred and will appear on your Caseload.
• The student will appear on your My Students list since they have at least one document on your Caseload.
• The document will appear at the top of your Recents tab.

Callout: You can try finding the student on your My Students list and locating the document on your Caseload and Recent page.

Discussion 1: There is no limit to how many users a document can be shared with and multiple collaborators may work in one document simultaneously without the risk of overwriting each other’s work. When another user is working in the same document as you, a concurrent user icon will pop up in the top right and you’ll be able to see their edits in real time.

Activity 1: Work in a document with another collaborator.

1. Discuss with your partner(s) and decide on whose document you will collaborate on. Only select one of your documents.
2. Navigate to the document you will be working in by finding it on your Caseload or Recents tab and clicking on it.
3. When you enter the same document as your partner, you will see their name card in the top right corner. Hover over the name card in order to see their full name.
4. Next, take turns clicking into different fields.
• When your partner clicks into a field, you will see their name covering the field.
5. Try to click into a field while your partner is in it.
• You will not be able to enter a field while another user is clicked into it. However, if they are inactive for 5 minutes, they will be removed from the field so other users can enter it.

Discussion 1: Once a placement determination is made in the LPAC Review document, all document authors, collaborators, and meeting participants can easily sign the document electronically. Any place where a signature can be added, you’ll see a little pen icon and when you click the signature field, you’ll get a popup that allows you to sign electronically.

Signatures can be drawn on a computer using a mouse or trackpad, or on a smartphone or tablet using a finger.

Activity 1: Electronically sign a document.

1. Navigate to the LPAC Signatures section.
2. Locate a signature field (denoted with a pen icon) and click on it to open the Adopt and Sign popup.
• You and your partner(s) will need to sign in separate fields.
3. Type your name into the Full Name field.
4. In the Draw Signature box, use your finger, mouse, or trackpad to draw your signature.
5. Check the box to certify your signature.
6. Click Adopt and Sign to apply your signature to the document.
• You and your partner(s) will be able to see each other's signatures added in real-time.

Discussion 1: Even with potentially several users all collaborating on one document, there is never a risk of losing your work due to another staff member entering the document and making unwanted changes or removing your work. SameGoal has a Version History panel in every document that is available to any user with access to the document.

Activity 1: View events in the Version History panel.

1. Click on the clock icon on the right side of the toolbar to open the Version History panel.
2. Scroll to an event and click on it.
• Notice that you can see all of the changes you and your partner(s) made and when you click on an event, the page will scroll to the field that was changed.
3. Exit out of Version History by clicking on the icon in the toolbar again.

Time: 15 minutes

Skip:

• Skip the Share With Parents topic if the district is on the Standard edition. This covers electronically sharing documents with parents, which is only available with higher editions.
• Skip the Translation topic if the district is on the Standard or Plus edition of SameGoal. Translation is only available with the Pro edition.
• Skip Demonstration 1 in the Translation topic if you did not download the translated document.

Activity 1: Complete your document.

1. If you are not in your own document, navigate back to your LPAC Initial Review by clicking on your student's name in your My Students list and then clicking on the document listed on their Documents tab.
2. Click on the lock icon in the top right corner.
3. Select Complete.

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Callout: When you complete the document, the student will be fully enrolled in the Emergent Bilingual Program and a new deadline will be set for a Parental Notification.

Discussion 1: After every LPAC Review, if a student enters or continues an English learner program, a Parental Notification document will need to be sent to the parents to notify them of the placement and to obtain their consent. They will need to fill out and sign the document.

There are several Parental Notification documents, depending on whether this is an initial identification or a notification on progress, and depending on which specific program the student is enrolled in.

Activity 2: Create a Parental Notification document.

1. Navigate back to your student's Documents tab.
2. Create a Parental Notification of Initial Identification and Approval of Placement - ESL.

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Callout: Assessment information from the LPAC Review will automatically pull into the Notification, but since we didn't fully fill out the LPAC Review, the fields will likely still be blank.

3. Enter a date in the Date Sent field.
4. Fill out the School Representative field as well as the Telephone field at the bottom of the document.

Discussion 1: Documents can be shared with parents electronically. When you share a document with a parent, they will receive an email containing a link to the document.

Parents see a read-only version of the document and are not able to make edits, except to parent signature-related fields if you grant them Can View & Sign permission rather than just Can View permission. This allows them to fill out consent fields and add their signature.

Activity 1: Share your document with a parent.

1. Navigate to the Share tab in your document.
2. Click on Share with Parent/Guardian.
3. Provide a fake first and last name.
4. In the Email field, you would typically enter the parent’s email address, but for now, you can enter in your own personal email (for training purposes).
• You may also choose to leave the field blank if you do not want to provide your own, but you will get an error when you try to send.

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Callout: Do not use a fake email because you could accidentally send it to someone’s real email. For real students and documents, if the parent’s email has come over from the SIS, it will be listed in a dropdown rather than having to type it manually.

5. Optionally, change the permission.
6. Optionally, include a note.
7. Hit Send.

Discussion 2: After the document is passed along to the parents and they fill out the consent questions, a district staff member can fill out the Date received by campus field and the document can be marked complete.

If the parent grants their consent, a deadline will be set to complete an LPAC Annual Review by the end of the year. If they do not grant their consent, they will need to sign an additional Denial document to confirm their decision, however the student will not be unenrolled from the program. The district will still have a responsibility to provide reasonable accommodations to the student, but the student will not receive any specific Emergent Bilingual supports.

Discussion 1: If you’re sharing documents with parents whose preferred language is not English, before sharing the document with them, you may request a document translation directly within SameGoal. When a document is translated into another language, its contents will be displayed in both English and the second language.

Activity 1: Request a document translation.

1. In your document, click on the translation icon in the toolbar.

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Important: Some districts enable automatic translation approval. If this is enabled for the district, you will see a field for Translator Email. In this case, have the attendees provide a personal email (not a fake email).

2. Select a language to request a translation for.

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Callout: If you get a warning that a translation doesn't exist for the form in the specified language, you would have to contact an administrative user to initiate the request. If you get this warning now, you may stop here.

3. Select Modified fields as the content to be translated.
4. Click Request Translation.
5. Navigate to the Version History panel to check the status of the translation.

Demonstration 1: Show a translated document.

1. Locate the document you downloaded before training.
2. Open the document and scroll through it to show how the document fields and content appear once they are translated.

Time: 15 minutes

Discussion 1: In the middle of the year, you can use a Decisions Regarding Assessments document to help assess a student's understanding of different topics to determine what assessments and accommodations they need. If the district has a TestHound integration, information from this document can be sent directly to TestHound automatically.

There are two form variants: one for grades K-5 and one for grades 6-12.

Activity 1: Create an LPAC Decisions Regarding Assessments.

1. Navigate to your student's Documents tab.
2. In the Create new dropdown, search for LPAC Decisions Regarding Assessments.
3. Select the appropriate form depending on what grade your test student is in.
• If you do not know what grade your test student is in, you can check on their Details tab.
4. Create the document.

Discussion 1: SameGoal has many tools to help you edit documents. Authoring is very simple and works similarly to any other word processing application.

Rich Text Editing: When you click into a field, the rich text editing toolbar at the top of the screen becomes available. This allows you to format your text as you wish as well as insert tables and lists.

Add and Remove Sections: Some additional sections can be added using the add buttons. You can also remove these sections if you don't need them using the X in the top right corner.

Autosave: You may have noticed that we haven't manually saved any of our work yet and that is because all document edits are autosaved, and you can see the save status in the top right of the document. Changes are saved every time you click out of a field or every few seconds while working within a field, so there is never a risk of losing more than a few seconds worth of work.

Activity 1: Add text to a document and format it.

1. In your document, click into a text field so that the formatting toolbar at the top becomes available.
2. Experiment with the formatting tools.
• Select different formatting options and begin typing.
• Highlight what you’ve already typed and change the formatting again.
• Add a table by clicking on the table dropdown in the toolbar and selecting Insert table.

Activity 2: Add and remove a section.

1. In your document, search for a gray add button.
• Sections II and IV should have add buttons.
2. Click on the add button.
• A new section should have been added.
3. Click on the X in the top right corner to remove the section.
4. When you get a popup warning asking if you want to delete the section, select OK.

Activity 3: Explore autosave.

1. Click into a text field.
2. Begin typing and notice how the save status changes to Unsaved changes.
3. Click out of the field and notice how the save status now changes back to All changes saved.

Discussion 1: At the end of the school year, if a student is emergent bilingual, the school will need to review their progress to determine if they are still an English learner or if they are considered to be English proficient.

This decision can be documented in an LPAC Annual Review. If test scores have been loaded from TIDE, they will automatically populate this document.

Discussion 2: Similarly to the Initial Review, a placement decision will need to be documented in the Decision section, but now the team will need to determine if the student should continue in their current program, enter a different program, or exit and reclassify as English proficient.

Activity 1: Create an LPAC Annual Review and document a placement decision.

1. On your test student's Documents tab, create a new LPAC Annual Review.
2. Scroll down to the Decision section.
3. Under Decision, select Reclassify as English Proficient / Enter Monitoring.
4. Under Next Year's Placement, select Exit ESL Program.

Discussion 1: When you meet for an LPAC Review, before completing the document, you should document any meeting notes. In order to save time, it can be helpful to utilize User Banks.

User banks allow you to store frequently used text in text fields in any form. By storing text in banks, users can avoid needing to rewrite common content for each document. User banks can be made by any user and are only accessible to the user who created it.

Discussion 2: Bank values support name and pronoun substitution. By typing “[Name]”, the student’s name will be substituted when adding the text to the document. Any gendered pronouns (he/she, his/hers, etc.) will also be automatically substituted to match the student’s gender.

Activity 1: Create and use a user bank value.

1. In the Decision section of your document, click into the LPAC Meeting Minutes/Notes field.
2. In the green box that appears below the field, click edit bank.
3. Next, click add to begin creating a new bank value.
4. In the bank field, enter “[Name] has demonstrated his English proficiency and will be reclassified.”
5. Click done.
6. Now, each time you click into the field, your stored value will appear.

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Callout: Notice that your student’s name will appear in place of “[Name]” and if you have a female student, the male pronouns will be replaced by female pronouns.

7. Click on the bank value to add it to the field.

Discussion 3: District banks are made by an administrative user and are accessible to all users in the district. District banks are denoted with a small building icon so you can tell them apart from your own user banks. District banks cannot be edited or deleted by non-administrative users.

District bank values can provide users with compliant text and suggestions and reduce the amount of bank value creation and management required at the user level.

Time: 10 minutes

Discussion 1: After a student is reclassified as English proficient, the district must continue monitoring them for two years. After the LPAC Review, you'll need to send two different documents to the parents: Parental Notification on Student Progress and Parental Notification of Reclassification and Approval of Exit.

Again, there are multiple versions of each of these forms depending on which specific program the student was in.

Activity 1: Create Notification documents.

1. On your student's Documents tab, create a Parental Notification on Student Progress - ESL.

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Callout: Test information from the LPAC Review will automatically pull into the document.

2. At the bottom of the document, select the option to Exit the ESL program.
3. Back on your student's Documents tab, create a Parental Notification of Reclassification and Approval of Exit - ESL.

Discussion 2: Both documents should be shared with the parents and the parents will need to sign and return the Notification of Reclassification before it can be completed.

Discussion 1: At the end of the school year the year after the student has been identified as English proficient, a Monitoring After Reclassification document will need to be completed. TIDE scores will also pull into this document. This document will need to be completed twice in the two years after reclassification before the student will officially be unenrolled from the Emergent Bilingual program.

Activity 1: Create a Monitoring After Reclassification document.

1. Create an LPAC Monitoring of Reclassified Student document.
2. At the top of the document, select 1st Year Monitoring.
3. In the Decision section, select Continue to Year 2 LPAC monitoring.

Discussion 2: If a reclassified student is not on track, they can re-enter the program or receive instructional interventions. However, if the decision is made to continue to year 2 monitoring, another monitoring document can be completed at the end of the following year. In that document you would select 2nd Year Monitoring and Conclude Year 2 LPAC monitoring instead.

Discussion 3: When the monitoring document is completed, a Parental Notification on Student Progress - Monitoring After Reclassification will need to be shared with the parents. This is very similar to the other notification documents. You'll to indicate the LPAC team's placement decision and pass the document along to the parents.

Time: 10 minutes

Discussion 1: If a student is receiving accommodations, it can be helpful to document these in SameGoal to pass along to classroom teachers.

Activity 1: Document accommodations.

1. Navigate to your student's Documents tab and create an EB Instructional Accommodations document.
2. Provide start and end dates.
3. Click add Accommodation.
4. In the Accommodation field, provide an example accommodation.
5. On the Subject side, select one or more of the subjects.

Discussion 1: Documents can be previewed in-screen at any point, with or without PDF attachments. From a document preview, you can print (or download the document). Additionally, when a full document is printed, it looks the same as when you’re editing it. SameGoal’s document layout is “what you see is what you get”.

But rather than printing the full document, some documents have specific Additional Views. SameGoal generates these views and pulls in a subset of information from the document to present it in a more understandable format for a given use case.

Activity 1: Print a document.

1. While in your document, click on the Printer icon in the top right of the document.
2. Select a view.
3. In the print preview, scroll down to the bottom to see the attachment appended to the end.
4. Click Print to open a print dialogue.
5. You may close the print dialogue page and click Exit Preview to return to the document.

Discussion 2: Before a document is completed, you will be able to see a DRAFT watermark across each page when printing or downloading. Displaying a draft watermark on documents until they are marked complete helps districts better communicate to parents and other team members when a given document contains all required information and signatures, especially when meetings are held remotely. This will go away when the document is marked complete.

Discussion 1: In order to save time, you can create documents in bulk for students with specific deadlines by using the Deadlines filter and bulk actions.

Demonstration 1: Use filters and bulk actions to create multiple documents.

1. Navigate to the Students / create new page.
2. Click on the deadlines filter and select the Parental Notification of Initial Identification and Approval of Placement - ESL deadline.
3. Select OK and then hit Search.

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Callout: If you were creating Decisions Regarding Assessment documents (which differ by grade) you could also use the grade filter.

4. Use the check box in the top left to select all returned students.
5. Click on the Actions dropdown and select Create Document.
6. Search for the Parental Notification of Initial Identification and Approval of Placement - ESL.
7. Click Create # Documents.

Discussion 2: Once you click Create, you will get a summary at the top of the screen informing you how many documents were created and if there were any errors.

Some common errors when bulk creating documents are:

• The student already has an incomplete document of the selected type.
• You do not have permission to create the selected document in the selected student’s building.

Time: 5 - 30 minutes

Discussion 1: SameGoal publishes robust online help guides covering a range of topics from general system functionality to specific program documentation workflows. These support guides contain step-by-step instructions on how to complete different tasks in SameGoal as well as videos that demonstrate the workflows.

Users can also contact and receive support from SameGoal’s daily helpdesk via phone or email.

Activity 1: Access SameGoal’s support resources.

1. Open the support menu by clicking on the question mark icon in the top right of the screen.

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Callout: Notice the helpdesk contact information listed in the support menu. If you call into the helpdesk, you will need to give them a Call-In Code which you can generate by clicking on the Show Call-In Code button.

2. Click on Help in the support menu. You will be brought to the online guides.
3. Click on User Guide. These pages provide information about general application functionality.
4. Navigate back to the online guides landing page.
5. Click on one of the state program support links. These pages offer program guidance for various topics such as participation, deadlines, and common workflows.

Discussion 1: If time, allow users to ask any questions they might have.

Activity 1: If time, explore your environment and the real data already in it (optional).

• Begin creating bank values for yourself.
• Star any documents that should be on your Caseload.
• Review any PDFs or skeleton documents that have been added. Copy and paste information from PDFs to populate the next IEP.
• Use your test student to play around with different forms/features to familiarize yourself with the program.