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. You'll often see citations or links back to the original documents so you can review the source information yourself. Then ask follow up questions as needed.

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. So you can phrase questions naturally, as if talking to a colleague. For instance:

• "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?"

• "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?"

• "How fast do we have to do an eval once the parents say okay?"

• "Who all needs to be at the IEP meeting? Do we need the principal every time?"

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

First, don't worry about "perfect" language, you can use your own words.  Just describe the situation as you would to a colleague or when talking about a student in a team meeting. The chatbot is designed to understand common scenarios and everyday language.

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?" 

Refine and Follow Up

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

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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.