Introduction:
Welcome to our new AI-powered Special Education Law & Process Assistant! This tool is designed to provide quick, accurate, and reliable answers to your questions about Kansas special education law and processes.
How It Works
This Assistant is a secure chatbot built using NotebookLM, an AI tool by Google. It has been trained exclusively on official Kansas special education statutes, regulations, and guidance documents. This means every answer you receive is grounded directly in official source materials.
Simply type your question into the chat interface, and it will provide a response. You'll often see citations or links back to the original documents so you can review the source information yourself.
Because it is "source locked," it will not function like ChatGPT or similar systems. It will not access any information aside from what it has been trained on, which makes it very reliable, but also limits its ability to respond to questions that can't specifically be answered by the sources provided.
One Way to Ask Effective Questions
The more specific your query, the better the answer you'll receive, especially when you include related keywords. For example:
"What are the requirements for conducting a reevaluation in Kansas?"
"Summarize the parental consent rules for initial evaluations."
"What is the process for a manifestation determination?"
"When is an FBA required?"
Beyond Keywords: Using Everyday Language
You don't always need to cite the 'official' legal term or perfect keyword to get a useful answer. It's designed to understand everyday language and common scenarios. Don't hesitate to phrase questions naturally, as if you were talking to a colleague.
Here are some examples of questions you can ask using your own words:
"A kid just transferred here from another state and the parents say he has an IEP, but we haven't seen it yet. What should I do next?"
You should get: Steps on requesting records, providing comparable services, and establishing timelines for review or reevaluation for out-of-state transfers.
"We've got a student with an IEP who keeps getting into trouble for throwing things. Some want to suspend him. Is there anything special we have to do because of his IEP?"
You should get: Information about Manifestation Determination Reviews (MDRs), changes in placement due to disciplinary actions, and the importance of a Functional Behavioral Assessment (FBA) and Behavior Intervention Plan (BIP).
"How fast do we have to do an eval once the parents say okay?"
You should get: The specific timeline (e.g., 60 school days in Kansas) for completing an initial evaluation after receiving parental consent.
"Who all needs to be at the IEP meeting? Do we need the principal every time?"
You should get: A list of required IEP team members and clarification on the role of the LEA representative (who must be qualified, but isn't always the principal).
What is the Source Focus?
The interface will show you the sources. It has been trained on the federal and Kansas state legal framework and practical guidance for special education services, covering identification, evaluation, service provision, and procedural safeguards for students with exceptionalities in Kansas, for instance,
Section 504
Kansas Special Education Process Handbook
Child Find & GEI
Dyslexia Screening
Evaluation & Eligibility Including State Eligibility Indicators
Evaluation Reports
Individualized Education Programs (IEPs)
Accommodations/Services Documentation
Alternate Assessments (DLM) including the 1% Threshold
Summary of Performance (SOP) for students exiting special education
Dispute Resolution
Confidentiality (FERPA/IDEA)
Medicaid Billing
ECKCE's Gifted Guidelines, Rubric, Guidance on use of Index Scores
Data Privacy & FERPA: Important Guidelines
While Google states that data input into the chat interface will not be used to train its AI models, it still passes through their systems. Thus, it is crucial that you DO NOT input Personally Identifiable Information or other sensitive student data. Your responsibility to protect student privacy and adhere to FERPA remains paramount.
What this means for your questions/queries is:
Never type a student's full name or any other direct identifier. Avoid including details that, even without a name, could identify a student within your context.
Frame your questions using hypothetical situations rather than specific details of an individual student.
Instead of: "What should I do about John Smith's reevaluation being overdue?"
Ask: "What are the procedures for a reevaluation that has gone beyond its due date?"
Focus on process, not individual records: The Assistant is designed to explain laws, policies, and procedures, not to review individual student records or provide specific guidance based on a student's unique case details.
De-identify information: If you must refer to a characteristic of a student for a hypothetical scenario, de-identify it as much as possible.
Instead of: "My student, Jane Doe, who has a speech impairment and also has a heart condition..."
Ask: "If a student has a speech impairment and a co-occurring health impairment, what guidance applies to their IEP team composition?"
Adhering to these guidelines ensures we maintain full compliance with FERPA and uphold our commitment to student confidentiality."
Disclaimer
Though a powerful informational tool, it does not replace the guidance of ECKCE's leadership, school psychologists, or case managers. For critical decisions, complex scenarios, or situations requiring official interpretation, always consult with your building's school psychologist or the appropriate ECKCE leadership.
Feedback:
Your feedback helps us improve this resource! If you encounter an issue or have a suggestion for the AI Assistant, please email Jim Persinger jpersinger@eckce.com
Introduction:
Welcome to our new interventions assistant! Our chatbot is here to help you brainstorm evidence-based practices for student social-emotional, behavioral, mental health, and academic concerns. Think of it as a knowledgeable colleague who can quickly sift through our extensive resources to suggest what intervention, accommodation, etc. might work best for a child.
How It Works
This Assistant is a secure chatbot built using NotebookLM. It has been trained exclusively on evidence-based practices which span academic, social-emotional, mental health, and behavior resources used in special education and tiered services. Every answer you receive is grounded directly in these source materials.
Because it is "source locked," it will not function like ChatGPT or similar systems. It will not access any information aside from what it has been trained on, which makes it very reliable, but also limits its ability to respond to questions that can't specifically be answered by the sources provided.
How to Get the Best Answers
Second, the better you describe the situation, the more relevant and helpful the suggestions will be. Think about these details to include:
Student Characteristics:
Age/Grade Level: Is it a 1st grader, a middle schooler, or a high school student? (e.g., "7-year-old boy," "10th-grade student")
Specific Concerns: What are the exact behaviors, emotions, or academic struggles? (e.g., "struggles with reading comprehension," "frequent tantrums," "difficulty initiating tasks," "social anxiety," "disruptive outbursts")
Underlying Diagnoses/Eligibility Category When Applicable: (e.g., "has a specific learning disability in math," "has dyslexia," "diagnosed with ADHD," "on the autism spectrum," "history of trauma")
Current Strengths: What is the student good at or interested in? This can sometimes help tailor interventions. E.g., "loves art," "strong peer relationships," "excels in math."
Setting:
What tier or other context? For instance "a universal approach," "a tier 2 intervention," "a group counseling intervention," "an accommodation the paraprofessional can assist with"
Where is the concern happening? (e.g., "in the classroom," "during transitions," "at recess," "at home," "during independent work")
Who is involved? (e.g., "with peers," "with specific teachers," "when alone")
Level of Detail Needed:
Do you need a general idea, or a specific step-by-step approach? (e.g., "general strategies," "specific techniques," "materials needed")
Are you looking for something low-cost, easy to implement, or requiring specialized training? You can ask for this explicitly!
Examples of Effective, Specific Questions
"What are some evidence-based interventions for a 9-year-old girl in 4th grade who is experiencing social anxiety in the classroom, specifically avoiding group work and presenting verbally? We need strategies that can be implemented by the general education teacher without pull-out."
"My 2nd-grade student with suspected ADHD is having significant trouble completing independent work in the general education classroom. Specifically, he gets up from his seat frequently, distracts peers, and doesn't turn in assignments. What are some classroom-based interventions that focus on on-task behavior and work completion, and what simple visual supports might be helpful?"
"We have a middle school student (7th grade) who is experiencing peer rejection and difficulty initiating social interactions during unstructured times like lunch and recess. They also monopolize conversations when they do try to engage. What social skills interventions or small group strategies could we implement, and what's the evidence base for these?"
"A high school junior has recently disclosed feelings of overwhelming anxiety and has had panic attacks during presentations and tests. This is starting to impact their attendance. What are some school-based strategies for managing anxiety in the moment, and what resources should we consider for crisis de-escalation or referral to outside mental health support?"
"For a preschooler (4-year-old) who is largely non-verbal and communicates primarily through gestures and crying when frustrated, especially during playtime with peers, what early intervention strategies can we use to promote functional communication skills? Are there specific visual communication systems or communication aids that are recommended for this age group and concern?"
If the first answer isn't exactly what you need, ask follow-up questions!
"Maybe I should add, the student has recently started to bully others / they love soccer / they seem really motivated by teacher approval. Does that change any of the interventions you proposed?
"Can you give me more details about [specific intervention]?"
"I need more strategies for [student concern] that require minimal staff time."
"In their work with the social worker, the student has made great progress on emotional regulation. Does that change your answer?"
"What are the pros and cons of [intervention A] compared to [intervention B]?"
"Can you adapt these suggestions for a student who has serious social anxiety?"
What is the Source Focus?
The interface will show you the sources which include
Academic
Academic Skills Problems Fifth Edition Workbook
Essentials of Dyslexia Assessment and Intervention
Essentials of Evidence-Based Academic Interventions
Motivating Struggling Learners: 10 Ways to Build Student
School-Based Interventions for Struggling Readers, K-8
Understanding Assessing Intervening Reading
Behavioral
The Anger Workbook for Kids: Fun DBT Activities to Help You
Applied Positive School Psychology
Behavior Management: From Theoretical Implications to Practical Applications
Behavioral Interventions in Schools: Evidence-Based Positive
Behavioral Interventions in Schools: Tiered
Building Behavior: The Educator's Guide to Evidence-Based Initiatives
Children with Emotional and Behavioral Disorders: Systemic
Cognitive and Behavioral Interventions in the Schools
Collaborative Home School Interventions: Evidence-Based
Cultivating Behavioral Change in K–12 Students: Team-Based
Don't Suspend Me! An Alternative Discipline Toolkit
Evidence-Based Interventions for Children with Challenging Behavior
Evidence-Based Practice in School Mental Health
Family–School Success for Children with ADHD: A Guide for Intervention
Fostering Resilience and Well-Being in Children and Families
Handbook of Applied Behavior Analysis Interventions for Autism: Integrating Research into Practice
Handbook of Evidence-Based Interventions for Children and Adolescents
Handbook of Resilience in Children
How to Reach and Teach Children with Challenging Behavior
Learning to Breathe: A Mindfulness Curriculum for Adolescents
Mindfulness for Children, Adolescents, and Families: Integrating Research into Practice
Practical Strategies for Supporting Emotional Regulation in Students with Autism
Self-Regulation Skills in Young Children
Self-Regulation and Mindfulness: Over 82 Exercises &
Still Quiet Place
Teen Self-Injury
The Restorative Practices Playbook: Tools for Transforming
The Self-Regulation Workbook for Kids: CBT Exercises
The Special Educator’s Guide to Behavior Management
Trauma-Informed Social-Emotional Toolbox for Children
Combined Academic & Behavioral Sources
Academic and Behavior Supports for At-Risk Students: Tier 2
Collaborative Home School Interventions: Evidence-Based (Note: the majority of this source is behavioral, but one form directly supports academic homework completion)
Effective School Interventions, Third Edition
Evidence-Based Instruction in Special Education
Interventions II
Mindful Interventions in Special Education
Handbook of Evidence-Based Interventions for Children and Adolescents
Mindfulness & Acceptance for Positive Psychology (primarily discuss psychological theory and general approaches, which underlie both academic and behavioral applications.)
Evidence-Based Positive Psychological Interventions in Schools
Data Privacy & FERPA: Important Guidelines
While Google states that data input into the chat interface will not be used to train its AI models, it still passes through their systems. Thus, it is crucial that you DO NOT input Personally Identifiable Information or other sensitive student data. Your responsibility to protect student privacy and adhere to FERPA remains paramount.
What this means for your questions/queries is:
Never type a student's full name or any other direct identifier. Avoid including details that, even without a name, could identify a student within your context.
Frame your questions using hypothetical situations rather than specific details of an individual student.
Instead of: "What should I do about John Smith's reevaluation being overdue?"
Ask: "What are the procedures for a reevaluation that has gone beyond its due date?"
Focus on process, not individual records: The Assistant is designed to explain laws, policies, and procedures, not to review individual student records or provide specific guidance based on a student's unique case details.
De-identify information: If you must refer to a characteristic of a student for a hypothetical scenario, de-identify it as much as possible.
Instead of: "My student, Jane Doe, who has a speech impairment and also has a heart condition..."
Ask: "If a student has a speech impairment and a co-occurring health impairment, what guidance applies to their IEP team composition?"
Adhering to these guidelines ensures we maintain full compliance with FERPA and uphold our commitment to student confidentiality."
Disclaimer
Though a powerful informational tool, it does not replace the guidance of ECKCE's leadership, school psychologists, or case managers. For critical decisions, complex scenarios, or situations requiring official interpretation, always consult with your building's school psychologist or the appropriate ECKCE leadership.
Feedback:
Your feedback helps us improve this resource! If you encounter an issue or have a suggestion for the AI Assistant, please email Jim Persinger jpersinger@eckce.com
Paraprofessional Evaluation Tool
Medicaid Parent Consent Form - Access via WebKIDSS
Assistive Technology Steps Flowchart
Kansas Assistive Technology Guide - 2024
KSDE recommends use of the Wisconsin Technology Initiative forms and processes for teams considering AT as a related service
As highlighted by TASN in a series of workshops in 2024, School Mental Health Quality Assessment, SHAPE, has a library of free mental health assessments and resources. From the University of Maryland's National Center for School Mental Health, it was primarily developed with federal grant funds and has great resources for any interested in school mental health from a tiered perspective.
Authorized staff only - email jpersinger@eckce.com to request access.
Guidance for navigating WebKIDSS
Professional Development Archives Including Compliance Trainings
Access the Process Handbook Here. Or, check out the process assistant above!
Note - all policy in the guide is embedded in this site!
Brief overview of transition processes
Brief overview of emergency safety interventions (ESI) requirements
An ECKCE resource to help determine qualification for social work services.
The special education para is a team member who works alongside the special education teacher. S/he not only frees the teacher from the more routine tasks of the classroom, but also serves as an effective part of the educational team. With differentiated responsibilities, s/he carries out the programs developed by the special education professionals. However, it is important to note that paras are not teachers and should not be used to take the place of one during instructional time.
In order to use a para effectively, the teacher must first have a clear vision of his/her own role as a teacher. S/he needs to understand the hierarchy of the instructional tasks and then decide which ones best involve his/her time and which ones should be delegated to his/her assistant. The amount and quality of professional supervision given is crucial in deciding what duties paras can and should perform. There is almost universal agreement that the diagnosis of educational needs and the planning and design of programs and procedures to meet those needs are professional functions. The role of the para is to provide support to the approved special education personnel in the educational program, management of students, and assistance with non-instructional tasks. It is not the purpose of para support to foster dependence in a student. Data should be kept to determine the kind and the amount of support that meets the needs of the student. As the child gains skills and confidence, this support should be faded. As it pertains to IEPs, inclusion time (which actually translates into the amount of time a para spends with a student) should not be given in a blanket statement. Rather, it should be given in terms that provide coverage during specific kinds of activities. Again, this should be based on the needs of the student and data should be kept. The principal and special education director are available for consultation with the teacher if questions or problems related to supervision of a para arise.
Supervising Teacher Responsibilities
1. Diagnoses educational needs associated with testing and other types of assessment.
2. Plans instructional programs and process; copies, transcribes
3. Grades students’ performance
4. Takes responsibility for teaching new concept and skill in classroom activity
5. Revises instructional programs
6. Designs instructional materials
7. Designs and implements behavior intervention plan
8. Communicates with parents
9. Implements behavior programs
Paraprofessional Responsibilities
1. Scores and compiles data
2. Assists with the planning files, etc.
3. Checks and scores student work
4. Reinforces and reviews concepts and skills. Assists students in per-forming activities initiated by the supervising teacher
5. Monitors student progress in instructional programs and relates findings to supervising teacher
6. Helps develop instructional materials designed by the supervising teacher
7. Monitors and reinforces student performance on behavioral interventions through observation; may assume data collection and other record keeping duties
8. Maintains records associated with the parent conferencing procedures; may confirm conference dates
9. Manages students during times when the teacher is involved in the regular performance of professional duties or has emergency reasons for being out of the classroom; plays supportive management role when supervising teacher is present
The Paraprofessional May:
1. Be left alone in the classroom for short periods of time when the supervising teacher is away. The supervising teacher remains responsible for the
classroom at all times and must remain accessible.
2. Work without direct supervision with individuals or
groups of students.
3. Have specific tutorial and management responsibilities for the students.
4. Be involved in student staffing.
5.Be used to support the integration of exceptional students into regular classes by tutoring these students
in regular class assignments and giving tests orally, etc.
6.Be assigned record keeping tasks relevant to the
classroom assignment
7. Assist the supervising teacher in supervision assemblies and group field trips. Take individual students on job related activities, job interviews, curriculum-based recreation, shopping ect.
The Paraprofessional May Not:
1. Be used as a substitute for a certified teacher.
2. Teach independently new concepts and skills.
3. Be given primary responsibility for working with individual students
4. Be assigned to attend a student staffing in lieu of the
supervising teacher.
5.Be given primary responsibility for mainstreaming one or more students or used to teach regular
curriculum content to non-exceptional students **(see below).
6.Be used to carry out clerical responsibilities usually
assigned to other staff.
7.Take full responsibility for supervising field trips, assemblies or other on teaching duties usually assigned to teacher, e.g., hall duty, extra duty, school clubs, ect.
Teachers often have not had the opportunity to supervise other adults. The following list suggests things teachers can do to establish a good working relationship with a para.
1. Communicate daily; this is essential to building a program which is responsive to handicapped learners.
2. Listen to suggestions or ideas. Be careful not to hurt feelings if the suggestions or ideas are not taken.
3. Give the para feedback about his/her performance.
4. Model professionalism at all times.
5. Discuss problems IMMEDIATELY. Do not let them grow by ignoring them.
6. Give instructions that are clear and can be followed.
7. Remember all final decisions are up to the teacher.
8. Do not talk about problems with a para to other paras!
9. Ask for feedback, it helps in communication.
10. Make sure you teach classroom procedures (i.e. to restroom, recess, lunch, drinks, and fire drills) to the para.
11. Help the para become familiar with the types of children served in the classroom.
12. Help the para become familiar with your academic approach.
13. Help the para become familiar with the various types of academic equipment and materials used in the classroom.
14. Mutual respect and support between the teacher and the para must be shown at all times.
15. Work with the para on consistency in handling rules and rewards in the classroom.
16. If work problems arise and you have discussed them unsuccessfully with your para, discuss it with the building principal. This is a personnel issue and must be handled professionally.
The following list may be used to help the teacher develop an initial working relationship with a para new to the classroom.
1. What are your special and regular duties?
2. What records are you responsible for keeping?
3. What special services are available to the classroom and the school in which you work?
4. What schedules are you responsible for following?
5. What emergency provisions apply to your situations?
6. When do pupils come? When do they leave?
7. Where and when will the pupils in your classroom play?
8. What are the most significant playground regulations?
9. For what lunchtime activities will you be responsible?
10. Where are the supplies kept and how are they obtained?
11. What equipment is available and how is it obtained?
12. What is the line of communication and authority you are to follow?
13. If you are responsible for working with more than one teacher, how is your time divided?
14. What pupil records are available to you?
15. To whom should you direct questions concerning school policy?
16. With whom should you discuss a problem concerning relationships?
17. What should my response be when a parent raises a question on their child's functioning in the classroom?
18. What is expected of you in terms of pupil discipline?
19. What course should you follow if you feel that you do not have enough to do?
20. How does your teacher view the teacher/para relationship?
Access to the paraprofessional evaluation tool is here.
Paras will be evaluated by their supervising teacher, in collaboration with their building principal when appropriate, no later than March 31 using the evaluation form found on the ECKCE website. The evaluation must be reviewed with the para and both teacher and para will sign the document, which is then sent to the ECKCE office to be placed in the paras employment file. The paraprofessional may respond to the evaluation on the form itself, or they may attach their own response at any time. Paras receiving unsatisfactory evaluation in one or more areas may be subject to corrective action, up to and including termination at the discretion of the principal and the director.