Welcome to

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• Welcome to
• SEIS Training
• For Teacher Trainers
• 2009
• With Notes for Holding SEIS Teacher Training
  Sessions
• CEDR Systems
• San Joaquin County Office of Education

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• SEIS Teacher Trainings include a
• LOT of information.
• Please dont get frustrated if you dont retain
  all of it right away.
• Use the support materials, User Manuals and
  Videos. Call the
• Help Desk as often as you need to
• Thats what were here for! ?

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• Each of you may be training teachers within your
  school or district to use SEIS.
• You may or not actually be a teacher user in
  SEIS, but each of you will have a teacher account
  with a caseload of students within the SEIS
  Training SELPA
• You also have a CD that contains all training
  materials that we use in teacher trainings.

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SEIS was developed by CEDRSystems A department of
the San Joaquin County Office of
Education. Launched in November 2003 in Ripon
Unified School District.
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Jan 2009 58 SELPAsGetting Close to 900 School
Districts
Also 3 Colleges, UOP, Notre Dame de Namur and
Claremont Graduate are using SEIS in their
programsAnd Fresno State will begin this
semester.
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Overview of SEIS
SEIS is a web-based IEP and data management
tool. All data is stored on ONE central
server. Users access data by logging into the
site www.SEIS.org. Students can be easily
transferred from district to district within
SEIS Historical IEPs are saved in each students
historyforever All data is encrypted and secured
using the latest technologies. SEIS is
structured with 2 main user levels Teacher and
Admin. Different types of users will have
different options when logged in. Teacher levels
main focus is the IEP. Admin/Clerical levels
main focus is system administration.
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CASEMIS
California Special Education Management
Information System The state entity that
collects data on all Special Ed students in
California twice a year. The IRS of Special
Ed. 50 fields of data for eligible special
ed students 30 fields of data for students
assessed and found ineligible or eligible but
parents declined services. Whats it for? Data
is used for various state and federal reports and
to compare district and SELPA information on Spec
Ed Students and the services provided. It can
have quite an impact on local funding. Hows it
done? Each SELPA collects student data and
reports to CDE in tables A, B C
D. Multi-district SELPAs must gather data from
each district. Dec. 1 report is a snapshot of
students receiving services ON DEC 1. June 30 is
a report of ALL students assessed or served
during the previous 12 months.
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CASEMIS
As a teacher, what does this have to do with me??
Nearly every field reported to CASEMIS is
required on a valid IEP. Historically IEPs were
turned into the district office, where someone
had to read through them and find these bits of
data and enter them into another system for
reporting. This is a very boring thing to do,
and it makes it much more likely for information
to be reported incorrectly. When data was
missing from the IEP, the district person would
attempt to contact the teacher. Due to the
reporting dates, teachers are often on vacation
or break when CASEMIS reports are being
compiled As far as working in SEIS You
are asked to do is fill out a valid IEP, no new
requirements. SEIS has tools to help you
insure that your IEP has these legally required
bits of data included.
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Sample CASEMIS Error Check
CASEMIS errors will be shown in RED so they can
be easily found and changed.
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User Types

• Teacher Level Users
• Any user who provides service to a student Spec
  Ed Teachers, APE, Speech/Language, Psychologists,
  OTs, etc.
• Access is based on the individual student being
  assigned to them.
• Teachers are tracked on the students history page

• Admin Level Users
• SELPA, District and School Site administrative
  and clerical personnel.
• Have access based on the students District of
  Service or School Site.

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Trainers Tip

• Trainer Tip Ask your District SEIS Administrator
  about local procedures who in the office will be
  working with SEIS, and who to ask about
  procedure changes.
• The more of this you know at your training the
  better equipped you will be to answer questions.

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Basic SEIS Structure of InformationStudent
RecordIEP

• Student Record
• Used mostly by Admin/Clerical level
• Same Structure for all SELPAs using SEIS
• All Demographic Data
• SSID/CSIS District ID
• Parent/Guardian Info
• School, District Important Dates
• All CASEMIS Data
• Disciplinary Actions
• Student Record Notes and Attachments
• Local Custom Information

• IEP
• Used mostly by Teacher level
• Whatever forms your SELPA has chosen
• All IEP Forms
• Present Levels
• Goals
• Behavior Support Plans
• Transition Forms
• Etc.

• Student Record AND IEP
• Basic Demographic Data
• Student ID Numbers
• Most all CASEMIS Data
• Services
• Possibly Additional Data Depending on Your IEP
  Forms

Shared data flows back and forth
between Student Record and IEP
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The Single Student FileAn example of one
students journey
Office personnel creates new Student Record,
enters student/parent information assigns
teachers.
IEP Team holds the IEP meeting using the Future
IEP forms.
Each Teacher is notified of the new student on
their caseload.
Forms for the Future IEP are automatically
created and contain all of this information.
Special Ed Teacher, LSH, OT, Resource Teacher
all who are assigned Service Providers for the
student enter their own info goals for the
student onto Future IEP
Case Manager Affirm/Attests the Future IEP,
creating the new Current IEP, sending the
previous Current to the History file saving a
new editable copy of the Future IEP.
Case Manager Affirm/Attests the IEP, creating
the Current IEP, which is read-only.
SEISs Complete Single Student Record/iep
An editable copy is also saved as the new Future
IEP
IEP Team holds the IEP meeting using these new
Future IEP forms.

• Mother remarries and changes last name. This
  new information is updated on Student Record and
  information carries over to the
• Future IEP simultaneously.
• This change does not reflect onto the
• Current IEP

New name and address information is already on
the Future IEP forms
All information from last IEP meeting is already
on the Future IEP forms
Family moves and has a new address This new
information is entered on Student Record carries
over to the Future IEP simultaneously. This
change does not reflect onto the Current IEP
Any new information, such as Progress Reports,
will be on the Future IEP forms
It is time for the next IEP meeting
This Creates the IEP Lifecycle...FuturegtCurrentgtHi
story
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Teacher Home Page
Here is where you can monitor the status of
requests you have made.
Student Change to request changes to students
currently on your caseload. Add Student to
request a student be added to your caseload
The Reference Materials packet has a screen shot
of this page that is very useful for taking notes
on. There are many features on this page that
will be used all the time
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The IEP

• Steps to Open an IEP
• IEP Lifecycle
• Basic Navigation of IEP forms and pages
• Then you will all log in! ?

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The steps to create a new IEP

• First, Determine if the student is on your
  caseload.
• Click on Student IEPs (top of the Navigation Bar
  on your Home Page).
• Then Search for Student IEPs.
• This will bring up a list that includes all
  students on your caseload, both Eligible and
  Pending.
• If you do not see the name of the student you are
  looking for then you will use the Add Students
  feature.

If the student is on your caseload Click on
Future in the IEPs column to open a list of
the IEP forms for the student you want to work
on.. Then click Edit to the right of the form
you would like to begin working on.
Later, when reviewing Home Page tools we will
cover how to request a student be added to your
caseload.
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What steps do I need to take to create a new IEP,
If the student is NOT listed on my caseload?

• Click on the Add Students link (in the Students
  section, top of the Navigation Bar on your Home
  Page)
• Fill out the form to the best of your ability.
  Use legal names and communicate with the
  district/SELPA via the text boxes if you are
  unsure of anything you are entering, or if you
  have information about the student.

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What Happens Once Your Request is Submitted

• Once you submit your request, the district or
  SELPA level user will do one of 3 things
• See that the student has an existing record in
  your SELPA or district,
• Add you as a Service Provider for that student
  so you will see the child on your caseload.
• Find out that the student has an existing record
  in SEIS with another District or SELPA
• Request a transfer and, as soon as the students
  records are transferred over, will add you as a
  Service Provider for the student so that you will
  see them on your caseload. Any IEPs created in
  SEIS for this student will be viewable for you as
  soon as the child is assigned to you.
• Find out that the student DOES NOT have an
  existing record in SEIS with any District or
  SELPA.
• Will then create a new record for the student,
  then will add you as a Service Provider for the
  student so that you will see them on your
  caseload.
• You will get a notice on your Home Page as soon
  as the student is placed on your caseload.
• CREATING NEW STUDENT RECORDS IN SEIS IS DONE BY
  DISTRICT OR SELPA LEVEL USERS ONLY.
• Use your Add Student link as soon as you realize
  you need a student added to your caseload so that
  they have time to do the research needed to
  determine which of the above is needed.

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The IEP Life Cycle
FUTURE IEP This is the set of editable forms
where the new IEP is created. Once it is complete
and the parent meeting has been held, the FUTURE
IEP is affirmed/attested by the Case Manager.
The Future IER remains, and a .pdf, read-only
copy which is called the Current IEP is created.
CURRENT IEP Has been affirmed and attested to
match what the parents agreed to. Think of this
as the CURRENT agreement with the parents. It is
in read-only format and cannot be edited, but you
can add addendums or attachments to Current
IEPs.
Historical IEPs follow the student if they
transfer from one SEIS SELPA to another.
HISTORICAL IEPS When the next Future IEP is
affirmed/attested, this CURRENT IEP goes into the
history file, and the most recently
affirmed/attested IEP becomes the new CURRENT
IEP.
HIAll previously affirmed/attested IEPs will be
stored in history. They are .pdf files (read
only), date stamped and can be viewed by users at
any time.
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Top of Sample IEP Form Main Navigation Tools
Notice all the information that already on the
form!
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Trainers Tip

• Be sure to stress NOT to use the Back button.
• Stress to use the navigation tools built into
  SEIS.
• And remember that you must SAVE YOUR WORK.
• Keep up with postings that CEDR Staff makes to
  the Message Board regarding new features

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More Tools and Elements of the IEP Pages
Lets take a quick look at these tools live in
SEIS before you all log in
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Trainers Tip

• Be sure they understand that they will be
  accessing real, live student data, NOT made-up,
  so they should not get ahead of the group and try
  doing things that have not been covered yet.
• Stress the importance of not sharing usernames
  and passwords with anyone
• Do some research ahead of time if using a
  labfind out if there are special log in
  credentials, know how to contact local IT for
  assistance if neededbe sure there is an lcd
  projector and that the computers have the
  browsers and Acrobat Reader installed.
• Know Usernames and password protocolsomeone from
  SELPA or the district should attend all
  trainings.

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Class Log On ?

• Open Browser Internet Explorer or Firefox
• Address Bar at very top www.seis.org
• User Name
• Password

Be Sure to Change Your Password And Enter or
Verify Your Email Address!
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TASK Change password and verify email address
phone number. Click on Manage My Profile in
the upper Navigation Bar. Verify your email
address, and add your phone number if you have
one. Change your password Passwords must have at
least 6 characters and include one number Why
should you do these 2 things? Changing your
password is your responsibility towards keeping
your student data secure. Your email address is
needed for communication with the Help Desk and
other users.
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The Goal Banks in SEIS
ACSA/Cars California Standards-Based Goal
Bank The BASICS Over 1400 Goals for students
with moderate to severe needs SEACO Sample
Goals for CAPA Students CSHA Speech and
Language Goals R.O.P.E.S. For Improved
Executive Function Children with Autism,
Aspergers, etc AuSpLan Auditory Speech and
Language for children who have Cochlear Implants
or Amplification. Spanish-English Academic
Goals Both languages will copy onto the IEP
form
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Teacher Created Goal Banks in SEIS
My Goals The teachers individual goal bank,
created by each teacher Teacher Generated Goals
Goals chosen by SELPA from teacher goals to be
shared with the SELPA Approved by SELPA level
users with the special permission Statewide
Teacher Generated Goals Goals created by
teachers in SEIS. Approved by SELPA level
users with the special permission. Can be
used by all teachers in SEIS
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The Goal Summary Page
To print the selected goals
To print a summary of the selected goals.
Case Manager uses this link to Affirm Progress
Reports
Click here to open a new, blank goal form
All teachers can use this link to print the
Progress Report
Click here to edit an existing goal or enter
Progress Report information
Use the check boxes to select specific goals
Use the Update link to indicate the Progress
Report information is ready for this goal
Use the Select Focus Area link to add this goal
to your Personal Goal Bank
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The Goal Summary Page
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.Key Points of the Service Grid
Lets look at the Affirm/Attest and see how
Services are managed.
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Class Go Back In ?
Look over your IEP forms and caseload Review the
IEP Worksheet that is in your Reference
Materials Packet We will regroup in 15 minutes
or so and walk through creating your own goal
for your personal goal bank, Then well look at
working with Services and The Affirm/Attest step
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Affirm/Attest

• Remember that you are logged into LIVE student
  data.
• Do NOT do this to your students at this time.
• Please follow along with the instructor so you
  can be clear on the steps.

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Trainers Tip

• By now the group should understand that they have
  live student data and should not be making
  changes they do not want to make
• But often some will STILL try to Affirm/Attest at
  this point just to see what it does. You know
  your people, if you think they will play around
  with this instead of paying attentionmake them
  all log off before proceeding.

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Understanding Affirm/Attest

• The legal IEP is still the paper, signed, hard
  copy, IEP.
• The on-line IEP is a tool to help facilitate IEP
  creation, for tracking, reporting and data
  management.
• Affirm/Attest is the function that assures that
  the data that is in the SEIS system is a match to
  the legal, hard copy IEP document.
• Affirm/Attest creates the Current IEP which
  keeps all the IEP information in history.
• In nearly every case this will mean the most
  recently SIGNED IEP.
• Affirm/Attest is done by the service provider who
  is designated as Case Manager for the student.
• NOTE! Only Eligible Students will have IEPs
  Affirmed/Attested.
• IEPs for Pending students are NOT Affirmed.
• Use the Student Change Form to inform the
  District/SELPA office of the needed status change
  to either Eligible or Ineligible.

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More on Affirm/Attest

• When Affirm/Attest is selected, Case Manager will
  verify the meeting date and purpose. If Annual
  and/or Triennial is selected the projected
  meeting dates will be set to generate future
  meeting notices for the Home Page.
• SEIS will then run the CASEMIS error check.
• Error check will catch errors that can be
  determined, Case Manager still needs to check
  accuracy of data input. The computer cant tell
  if the child you indicated as Japanese really is
  White.
• If there are no errors the IEP is Affirmed and is
  now the CURRENT IEP.
• Remember Current IEPs are READ-ONLY. You can
  add addendums and attachments, but, in the same
  way that you would not make changes to a signed
  IEP, you cannot make changes to an
  Affirmed/Attested one.
• The Future IEP remains intact, with all of the
  information, as an editable document to be used
  to prep for Future meetings.

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Affirm/Attest is the step that SAVES INFORMATION
ON THE IEP IN THE STUDENTS HISTORY
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Services, Exiting Students Affirm/Attest
When a student is Exited from receiving ALL
special education services, you must leave the
services the student was receiving when they were
eligible listed in the IEP. These services are
reported to the state during CASEMIS reporting
and even though the student has exited, they need
to know what services were provided to the
student. Simply enter an End Date on each
service, Affirm the IEP, and send an Exit Student
Request to the District or SELPA. Do NOT
remove services before sending an exit request
for a student. When a student is exiting a
single service, the student is not necessarily
exiting special education. The service just
needs to be noted with the End Date, you can make
note of the reason in the comments box and the
Case Manager will Affirm the IEP. This means
that the end date and reason are documented on
the Current, Affirmed IEP and saved in the
students history. NOTE that the service will
remain on the Future IEP, leave it there. When
preparing for your NEXT IEP meeting, on the
Future IEP make sure to remove any services no
longer being provided.
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The Goals and When to Remove Them
Goals are not reported to CASEMIS, but are
managed in very much the same way as SERVICES,
and it all centers around the Affirm/Attest
step. We will we addressing this soon after we
have talked more about the Affirm/Attest Process.
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IEP Meetings Off-Line vs On-Line
You can hold your IEP meeting on-line if you
wish, but it is not necessary. Your meetings can
be held on or offline.

• Off Line means that you enter as much on the IEP
  forms as you can ahead of time, run the MIS Error
  Check to clear any of the clerical type errors,
  print the forms, take them to the meeting and
  write on them.
• Get the parent signature on this partly
  printed/partly written on set of forms, (which is
  now the legal document) then update the
  electronic SEIS version and Affirm/Attest.
• Advantages
• No technology required for the meeting,
  so none of the requirements needed when working
  on-line.
• Disadvantages
• Legal hard copy may be difficult to read in
  places
• A bit of extra work going back into SEIS
  after the meeting and updating the future IEP
  before completing the Affirm/Attest process.
• Tip
• It is a good idea to run the CASESMIS
  error check before printing your forms. This
  can help catch certain errors ahead of time.

The Affirm/Attest must be done within 7 days of
the IEP meeting.
We will be explaining the Affirm/Attest in detail
very soon. ?
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IEP Meetings On-Line vs Off-Line

• On Line means that you are actually logged into
  your SEIS user account during the meeting. IEP
  forms are filled out live, you run the MIS Error
  Check, forms are printed and signed. You do the
  Affirm/Attest and youre done.
• This is not how most teachers currently work, but
  as users and parents become more comfortable with
  technology it happens more and more.
• Advantages
• IEP complete in the one session, no going back
  into the computer to update.
• Legal hard copy is all very clean and easy to
  read.
• Disadvantages
• Technology dependent. You may not have good
  Internet access. In the rare cases when the
  system or your local network has problems you can
  be stuck.
• Some teachers think the computer is a bit cold
  and feel that it intrudes on the meeting
• Tip
• Always have hard copies of your forms as back-up.

The important thing is that the IEP meeting
remains the focus, rather than the method you
choose to fill out the forms.
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The Affirm/Attest Process Step by Step
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Affirm/Attest Confirmation
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What to do if an Affirmed IEP Needs to be Changed
There may be different reasons that you would
want to do this   The IEP meeting was held and
the parents took the IEP home to review it before
deciding to sign it. You would go ahead and
Affirm the IEP so that the offer was saved in
the students history. If the parents bring the
IEP back and changes need to be made before they
will sign you just make those changes on the
individual IEP forms on the Future then attach
those to the Current.   Or maybe You have
Affirmed the IEP and realize that an error was
made. Same thing as above, make the correction
on the Future, then save the form and attach to
the Current.   In both cases you would leave a
comment to explain what was done.
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What to do if an Affirmed IEP Needs to be Changed
Make necessary changes on the FUTURE IEP form and
Save. Click PRINT FORM to bring up the form in
.PDF
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What to do if an Affirmed IEP Needs to be Changed
Click Save As and title and save the new from
to your computer.
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What to do if an Affirmed IEP Needs to be Changed
Go to the bottom of the Current (Affirmed) IEP
and click on Attachments Then click Add an
Attachment.
The form has been saved as a .PDF so just type in
the title you want to show and Browse to find the
file you have saved and click on Submit..
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What to do if an Affirmed IEP Needs to be Changed
At the top of the Current IEP is a Comment box,
just click EDIT and type in the information and
click SAVE.
All of this information is easily seen at the top
of the Current IEP, the Meeting Date, the date it
was first Affirmed and the fact that it was not
signed at that time, information about changes
that were made and the attached form with those
changes included.   Now the Current IEP is a
accurate reflection of the legal IEP and the
Future is updated with accurate information of
service being provided.
Step by Step instructions available in the
Reference Materials Handout.
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Printing the IEP
Printing IEP forms uses the Adobe Acrobat Reader
software. Individual goal pages can be printed
form the Goals Summary Page. This utility
requires that Pop-ups be allowed. Printing
problems can be caused by many different and are
often based on the individual computer. Contact
the Help Desk with any printing issues, they can
help. ?
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IEP Worksheet

• Open your complete Student IEPs list.
• You should see a list of your entire caseload,
  Pending as well as Current students.
• Are you the Case Manager for any of your
  students?________How can you tell?
• Your name will be in the Case Manager column, and
  if the child is a Current/Eligible student you
  will see the Affimr/Attest link to the left.
• What does CASEMIS mean?
• California Special Education Management of
  Information System.
• What is the purpose of the MIS Errors link?
• To verify the fields that are required for
  CASEMIS reporting, which is required by the state
  2x per year.
• What does the term Current IEP mean?
• The most recently Affirmed/Attested IEP, usually
  reflecting the most recent IEP signed by the
  parent.
• What does SEIS make you verify when you do the
  Affirm/Attest Process?
• Meeting Date, Purpose and all CASEMIS required
  fields of information.
• What link in the right side column under IEP
  would you click on to access the IEP data entry
  pages?

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IEP Worksheet, Cont.

• Why should you NOT use the Back Button when
  working on SEIS data entry screens, or any
  web-based system where you are entering data?
• It will take you back to the previous page you
  were onbefore you entered any data on the page
  where you used the Back Button, so data is lost.
  It is a time-traveler and to be avoided whenever
  possible.
• Use the nagivation tools built into SEIS to move
  around.
• Why is the Affirm/Attest process important?
• To confirm that the Case Manager has reviewed the
  IEP in SEIS and verifies that it is a match to
  the legal, hard copy
• True or False
• The legal IEP is NOT the one stored in SEIS, it
  is the hard copy, signed by the parent.
• The Case Manager can open an historical IEP and
  make changes to it years after it has been
  Affirmed.
• The MIS error check is fool proof so you dont
  really need to verify your entries into SEIS.
• If you are the Case Manager you should
  Affirm/Attest an IEP within 7 days of the IEP
  meeting

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Teacher Home Page
Student Change to request changes to students
currently on your caseload. Add Student to
request a student be added to your caseload
You have a copy of this screen shot in your
Reference Materials booklet, You will be happy
later on if you use it to take notes on now.
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Home Page Worksheet

• Look over your Home Page and answer the
  following
• What is your Home District? _____________________
  __Is that correct?____
• What is meant by Pending Student?
• A Pending Student has not been determined to be
  Eligible or Ineligible for Special Education yet.
• How many Current Students are on your
  caseload?______Pending Students?______
• If the numbers do not seem to be correct, what
  steps do you take to get the situation
  corrected?
• Use the Add Student or Student Change links to
  request changes to your casseload.
• What does the number to the right of New
  Additions to My Caseload mean?
• It is just a notice that a new student has been
  added to your caseload. REMOVING THE NOTICE HAS
  NO EFFECT ON THE STUDENT OR YOUR CASELOADIT IS
  JUST A NOTICE.
• TASK Remove all New Addition notices from your
  Home Page.
• What sort of information would you expect to find
  in the section called Requests Submitted to
  District/SELPA?
• Requests to add students to your caseload, remove
  students from your caseload, make status changes
  to your Pending students once assessment is
  complete, and various other tasks done at the
  Admin Level.

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Home Page True and False

• An unaffirmed IEP means that the meeting has net
  been held yet.
• You should only use the Add Student Form if you
  know the student has never been in Special Ed
  before.
• If a projected date for an Annual or Triennial is
  in red it means the process of completing the IEP
  in SEIS has not been done.
• Students do not need to be entered into SEIS
  until they are Eligible for Special Education.
• There is no difference between the IEP and the
  Student Record.

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Other Things in SEIS that may be useful for you

• Other Pages of Student Record
• besides the ones used for Error Checking,
  especially
• Dates, Notes, History Disciplinary Actions
• Attendance Register
• Custom Searches and Reports
• Make an easy Contact List with instructions in
  your Reference Materials
• Links on lower part of Navigation Bar

Find time to review these in your User Manual
? Call the Help Desk if you have any questions.
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Plan for Your Training Session

• SEIS Trainers Information Page
• Training
• Location_________________________________________
  _____________
• Location Contact(s)_______________________________
  ________________________
• Lab Computers
• Log-in Information_______________________________
  ____________________
• SEIS Trainer Username/Password____________________
  ________________
• Training Participants
• Log-In Protocol__________________________________
  ____________________
• Local SELPA or District
• on-call Contact__________________________________
  _____________________
• SEIS Help Desk 1 [phone] or [phone]

Site, Room Location, Check-in Policies, etc
Who reserved the room, IT Support
They may need to access the local network first
How you will log in to demo SEIS
Your groups Usernames and Passwords
Director? MIS Person? Have a way to contact if
needed
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Plan for Your Training Session

• Review the materials supplied on the CD
• You will want to have copies made ahead of time
  for your teachers to have at the training..
• Get comfortable with the PowerPoint
  presentation
• Use Alt-Tab to see all open files on your
  computer.
• In this way you can easily go from PowerPoint
  to SEIS and back again

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• Trainer Tip
• If you will be training in a lab, check it out
  ahead of time if possible
• School labs are often designed more for
  individual study than for direction instruction.
  If you will need to get creative with the set up
  it is best to know ahead of time.
• Be sure there is a computer for the instructor
  (you) which is hooked to an LCD projector and
  there is a screen or blank wall available.
• Be sure the computers have Internet Explorer or
  Firefox AND Adobe Acrobat Reader installed.
• If at all possible have an Admin Level users
  attend to help with user accounts, caseload
  adjustments, procedural questions, etc.

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• Trainer Tip Dont panic if
• If some of the computers in the lab are very
  slow,
• If some of the computers in the lab lock up,
• If some of the computers in the lab cannot access
  the Internet or open .pdf files (print versions
  of the IEP),
• If all of the computers are slower than you think
  they should be,
• If some users cannot log in to SEIS,
• Lab computers are like rental cars, some are
  better than others!
• Usernames are sometimes misspelled, or have or do
  not have hyphens.
• Take a breath, and move on.

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• SEIS Teacher Trainings include a
• LOT of information.
• Please dont get frustrated if you dont retain
  all of it right away.
• Use the support materials, User Manuals and
  Videos. Call the
• Help Desk as often as you need to
• Thats what were here for! ?

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Class Log Off ?Thank You All!