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

Differentiation Between Teacher and Paraprofessional Responsibilities

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.

Establish Teamwork

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.

Para's Checklist

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.