 |
Industry Solutions
|
 |
|
|
|
 |
|
|
 |
|
|
 |
|
|
|
|
 |
|
|
|
|
 |
 |
 |
 |
Streamline IEP management with the Océ Special Education Platform
|
 |
 |
Creating, managing, and distributing IEPs is a complex, paper-intensive process that places a growing burden on school staff, educators, and budgets. For most school systems, managing the time and costs of creating and distributing IEPs, satisfying confidentiality requirements, and managing liability and parental involvement are ongoing challenges.
With the Océ Special Education Platform, schools benefit from automated IEP processes and reduced costs, guaranteed confidentiality and legal compliance, automatic integration of IEPs with cumulative records and simplified annual IEP monitoring and reporting.
Learn more, read the "Océ Special Education Platform brochure (PDF)".
|
 |
Océ Special Education Platform (PDF)
|
|
|
|
 |
|
|
 |
 |
 |
Digitize student records for improved security and reduced costs
|
 |
 |
One of the leading challenges school systems face is finding and retrieving student records. For many institutions, records are stored in filing cabinets or basement offices in aging cardboard boxes, and have to be manually retrieved and refiled. A simple request for records, whether for transcripts, attendance records, grades or personnel information, can take weeks or months to fulfill, driving the need for a more efficient and cost-effective way to manage records.
The Océ Digital Educational Records Solution integrates an Océ VarioPrint® digital system with Océ ScanLogic® and Océ Find Logic® software to streamline scanning, archiving and retrieving of student records. With the Océ Digital Educational Records Solution, school systems save time, ensure security through duplication for backup purposes, and reduce overall storage costs. Learn more in the Océ Digital Educational Records Application Brief (PDF).
|
 |
Océ Scan Logic® Software,
Océ Digital Education Records Solution Brief (PDF)
|
|
|
|
 |
|
|
|
|
 |
|
|
|
|
 |
|
|
|
|
 |
|
|
|
|
 |
|
|
|
|
 |
|
|
|
|
 |
|
|
 |
|
|
|
 |
|