IEP/Data Guide

When ready to begin writing an IEP, please follow these procedures:

1. Each screen contains a prompt box. A description of required information for PLAAFP development is outlined in red. Read and follow the directions/guidelines.

2. File all documents.

3. Click on Add New/Amendment IEP Record – radio button.

4. Demographics page information will carry over; verify that all of the information is correct.

5. Dates/Educational Status – Complete prompts for the following: Initiation, IEP Meeting, New IEP Meeting Date.

6. Anticipated Services Chart – Complete all prompts on service lines for all providers. You can update this screen later when you are ready to make specific service recommendations.

7. Initial IEP for the student to begin services – The school psychologist will start the IEP record with the basic information for the providers. The Special Education teacher will verify and complete all screens. Services begin only after the parent signs consent.

NOTE:  Following these steps will ensure all service providers will have access to the student IEP record under “Current Active Caseload”.

IEP Reminders

• Demographics – Complete all prompts. Verify parent contact information with parents at the beginning of the meeting. Verify Race/Ethnicity information with the building attendance secretary so all data sources match. (Gifted is no longer listed as an exceptionality, so check the box for Giftedness, if needed.)

• WK199 Text After Signatures – Check all buttons Y or N. Enter additional information in the available text box.

• Dates/Educational Status – All new referrals will need Consent for Initial Evaluation Date.  Initiation Date and IEP Date must be IDENTICAL. IEPs are to be dated with IEP meeting date NOT parent signature date. Supply evidence data in the textbox, as needed.

• Status – IEP meeting date and initiation date need to be identical. Update vision/hearing dates; verify

• Educational Status with correct code.

• Parent Input – Input parent comments into WEBKIDSS. X goes in the blank if there are no comments.

• Health – Compare vision/hearing dates to status screen – they should be the same. (A health request should be sent to the nurse at least two weeks prior to the IEP.) Include a statement about how the child’s health or medical diagnosis (may need to cite a doctor’s report) affects progress in school. Ask the PE teacher for a statement regarding the student’s skills. Include relevant background information.

• Social/Emotional – List strengths and concerns for peer and adult relationships. Does behavior impede progress? If it does, behavior concerns need to be mentioned in this section. Facts, not opinions, should be used. One incident, out of context, should not be placed on an IEP. Always use objective, measurable statements. Parents should not be surprised by the information in this section.

• Academics – List strengths and concerns from general education and special education staff members’ reports. The student’s present levels of academic and functional performance MUST be described. Included in this section should be testing results (standardized, informal, work products, grade equivalents, percentiles, etc...) A statement about how the student’s disability/giftedness affects their involvement in the classroom and with the curriculum must be included. Always use objective, measurable statements. (Opinions and recommendations are not appropriate.) The PLAAFP must end with a summary statement. Compare the student’s skills to peers, district standards, how the disability affects progress, and how the student will be assessed (general state assessment, KAMM, or alternate with standards specified.)

• Communication – Include a statement about a student's expressive and written communication skills. Check yes/no on all prompts.

• Other – Leave blank. Use this only if you need to include outside agency information. (Examples: Children’s Mercy, Bert Nash, etc...)

• Goals – These should be measurable goals that can be reasonably accomplished in one year. Goals must relate to PLAAFPS. It is from the PLAAFPS that baseline information should be determined. There should be at least one goal for each area for which a student receives pullout services.

• SPED & Related Services – DO THIS CORRECTLY – FUNDING IS DIRECTLY AFFECTED.  MUST – split the school year reporting of services. MUST use CHART when reporting services. Do not delete the prompts indicating the following: frequency, duration, location, and/or provider. DO NOT state para support. Call the MIS Clerk at extension 201 if there is a situation where 1-1 para support is required. When completing the chart, click on Display Services Chart and complete the anticipated services chart using the correct codes from the data dictionary and exact services listed on the SPED and related services chart. Do not forget to identify Primary Provider and Primary Building. Do not use CWC; use Inclusion.

• Program Modifications and Accommodations – MUST check all appropriate, needed accommodations and modifications using codes G, S, or B. The prompt (yes or no) for a modified grading plan is at the bottom. Check the appropriate box and supply specific information in the textbox if a modified grading plan is to be used.

• Supplementary Aids, etc. – Check the appropriate prompt and delete the extra information.

• Non-Participation – Check yes/no prompt. Mark with or without on lines.

• Transportation – If the complete screen appears, this indicates you chose Transportation Y on Demographics. X goes in the appropriate lines. Give descriptions, if appropriate. Make sure to consider if the student will need to be transported to/from a job site for vocational training.

• State Assessments –Choose the correct test from the drop box for each subject. Accommodations – select appropriate choices (hold Control key down) for every test. Text Box – complete with frequency, duration information for choices above #9. Alternate – must explain in the textbox. Alternate Assessment – complete standard, benchmark, and indicator. The textbox provided must be completed with the student’s assessment history and an explanation for the decision to test using the KAA.

• ESY (Extended School Year) – Check all lines that apply for eligibility consideration. If ESY is recommended, complete questions 1, 2, and 3. Teachers must provide data verifying that the student qualifies for ESY based on the child’s inability to recoup skills requiring greater than 45 calendar days. (It is recommended that students be pre- and post-tested after the Winter Holidays. Verify the 45 days progress monitor as a litmus test.) Address transportation needs, as well.

• Positive Behavioral Interventions and Support – This is triggered by Demographics Y/N. If this screen appears, you chose Y on Demographics. Choosing N will automatically print “School-wide Discipline Plan” followed. Check the school-wide discipline plan at the bottom of the screen.

• BIP – This is triggered by Demographics Y/N.

• Assistive Technology – This is triggered by Demographics.

• Special Considerations – This will show up as an error. There is nothing else that needs to be done on this screen. Always set to default and include – do not delete.

• Progress Report – Check quarterly and written reports, yes or no.

• Medicaid – Get signed at every initial and annual IEP meeting.

• Once the IEP is completed – Check MIS/General Errors before trying to print. The IEP will not print if there are any errors. E-mail the MIS clerk, 5 days prior to the meeting (UNLESS you have been required by the Director to do so even earlier) to check the IEP. Contact your school psychologist to check your completed action forms.

• Adopting IEP – This will be done when the IEP meeting is concluded and it is received by the MIS clerk. Once the IEP is adopted, no changes can be made by the provider except in demographics and status.

In the interest of eliminating the possible need for amendments, please follow these directions. On the SPED and Related Services pages, be sure that you explain why a student needs services for an entire class period, if that is the way you have written the IEP. Instead of giving specific numbers, please use the words “class period”. Use Inclusion, not CWC.

PRIMARY DISABILITY (as determined by the Eligibility Team)

AM: Autism

DB: Deaf-Blindness

DD: Developmentally Delayed – Students age 3 – 9 only. (This must stand alone as a primary disability.)

ED: Emotional Disturbance HI:        Hearing Impairment ID:        Intellectual Disability

LE: Specific Learning Disability

MD: Multiple Disabilities OH:        Other Health Impairment OI:        Orthopedic Impairment

SL:  Speech/Language Impairments

TB: Traumatic Brain Injury

VI:  Visual Impairment

SECONDARY DISABILITY (if the student qualifies and is identified as having a secondary disability, enter the category from the following list of codes)

AM: Autism

DB: Deaf-Blindness

ED: Emotional Disturbance

HI:        Hearing Impairment

ID:        Intellectual Disability

LD: Specific Learning Disability

MD: Multiple Disabilities

OH:        Other Health Impairment

OI:        Orthopedic Impairment

SL:  Speech/Language Impairments

TB: Traumatic Brain Injury

VI:  Visual Impairment

MULTIPLE DISABILITIES

For cases where a student is identified as having three or more disabilities, the Eligibility Team determines which exceptionality is the Primary and which is Secondary. Students may receive any service as determined by the IEP team and not necessarily be identified with another disability, for example, an LD only student receiving speech/language as a related service.

GIFTED

In the checkbox note Y = Yes, Student is gifted; N = No, Student is not gifted.

Codes:

A: Home-Based: The delivery of any direct special education service provided in a home environment, for students of any age who are not “Homebound” (P) or “Home Schooled” (O). A Home-based setting may include, but is not limited to, the delivery of early childhood services in the child’s home, a relative’s home, a non-licensed child care/baby sitter’s home or virtual school students who receive services at home

B: Early Childhood Setting: Includes settings for preschoolers or kindergartners with disabilities that receive special education or related services in educational programs designed primarily for students without disabilities.

C: Special Ed Direct Services in a General Ed classroom in an Elementary or Secondary Building: Includes settings where students with disabilities are educated with students who are not disabled; this includes but is not limited to general education classrooms, lunchroom/cafeteria, recess, passing periods, and nurse or counselor office.

D: Non-School Settings: Includes settings for students who receive special education or related services in non-school or off-campus centers, such as Public Libraries, doctor offices, rehabilitation centers, speech pathologist homes, church facilities, community centers, SRS Group Home, parks, recreational centers, settings on school property typically not used, etc. For children age 3, 4, 5 include service provider locations that the student is brought to for the child’s only special education or related service. E: Community Based Direct Instruction: Includes the actual settings in which students develop skills where they will ultimately be performed. Service settings include but are not limited to job sites, work study, life skills programs in business, shopping centers or restaurants and other organizations or establishments within the community.

F: Early Childhood Special Education Classroom: Includes settings for preschool students who are:

1.  Removed from their regular preschool program to receive special education or related service(s) in separate locations or rooms apart from their non-disabled peers.

2.  Special education programs for preschoolers with disabilities that have classrooms with no (zero) non-disabled peers. Including but not limited to one-on-one support for preschool children who come to the preschool and receive services on an itinerant basis.

Early childhood special education program settings may be housed in, but is not limited to special education classrooms in public or private / parochial school buildings, off-site public or private preschool centers.

G: Special Ed Direct Services in a Special Ed Classroom in an Elementary or Secondary Building: Includes settings where students with disabilities are removed from the general education environment or preschool classrooms. Include resource room settings for preschool children who come to the elementary school and receive services on an itinerant basis.

H: Alternative School: A school/program that is nontraditional, especially in education ideals, methods of teaching. Include virtual school classrooms in district buildings.

I: Incarceration: Includes settings for students who are incarcerated in any facility under the jurisdiction of the criminal justice system, including but not limited to local or county jails, juvenile or adult detention facilities, state penal institutions PRTC or level 6 facilities listed under K.S.A.72-1173.

J: Special Day School: “Special day school” means the delivery of special education services in a special purpose school or any segregated building that provides any of the following:

1.  specialized curricula for exceptional children;

2.  modified facilities and equipment for exceptional children; or

3.      interdisciplinary, ancillary, medical, psychiatric, or social services for exceptional children, or some combination of these services.

K: Early Childhood Program Time without Services (for ages 3, 4, 5): Includes the amount of time the child spends in regular early childhood programs, excluding time when special education services are delivered. These programs may include, but are not limited to: Head Start centers; kindergarten; community based or private preschools, group child development/child care centers, 4-year old at risk programs, preschool classes offered to eligible pre-KG children by the public school system. The time reported in this setting does not have to be publicly funded to qualify as regular early childhood program time. Early childhood students’ school day is capped at 480 minutes. Service time plus K time can not exceed 480 minutes for the building(s) where the student participates in the regular early childhood program(s).

L:  Hospital: For students confined to hospitals or convalescent homes for psychiatric or medical treatment on an in-patient basis and receive their special education services in this location.

M: Residential Setting: “Residential school” means a facility that provides a residential program of treatment and/or special education for exceptional children. This includes any facility that provides living accommodations and is considered the domicile or temporary sojourn of the students attending and receiving services at the facility.

O: Home School: For students who receive their general education and special education services in the home school environment. Neighborhood and attendance buildings are listed as home.

P: Homebound: “Homebound instruction” means the delivery of special educational services in the home of a child whose health problems (physical or mental) are so serious that school attendance is impossible. Students receiving special education services at home because of suspension or expulsion does not meet the definition of homebound instruction.

R: Integrated Special Education Setting (age 3, 4, 5): Includes settings for preschoolers with disabilities who receive their special education and related services in programs designed primarily for students with disabilities, and includes a population of children without disabilities at a ratio of less than 50%.

S: Extended School Year Setting: (Service lines are optional – not required by KSDE.) Any setting where Extended School Year services are provided. Extended School Year means special education and related services that are provided to a child with a disability under the following conditions:

1.      beyond the school term provided to non-disabled children;

2.  in accordance to the child’s IEP; and

3.  at no cost to the parents of the child.

Include summer term services. ESY services are never combined or used with regular term placement settings or service times.

T: Extracurricular: Includes settings for students who receive their special education or related services to support participation in school sponsored activities outside of the accredited school day. These nonacademic settings may include counseling or health service settings, athletics, supported transportation, recreational activities, special interest groups or clubs, etc., sponsored by the public agency.

 U: Under Suspension/Under Expulsion: Includes settings for students who receive special education or related services in non-school settings due to a disciplinary removal by district administrators.

W: Reverse Mainstream ECSE Classroom Setting: Settings for students age 3, 4, 5 who receive special education or related services in special education settings attended by children without disabilities at a ratio of 50% or more.

X: Indirect Services: Indirect service is defined as special education personnel delivering special education and related services to a student through another person, meaning the student is not physically present or there is no interaction/contact with the student. This includes but is not limited to services such as brailing, scribing, or consultation between service providers, service providers and administrators, parents, employers, etc. Classroom/curriculum/teacher preparation time or teacher training are not considered an indirect service.

Y: Juvenile Correction Facility (formally called Youth Center): For students receiving special education services in schools operated at a state juvenile correctional facility.

***Unless noted to the contrary, all definitions for the above placement settings are Non-regulatory definitions developed by KSDE for data collection purposes.

Services – Enter the code of the service the student is receiving from the following list of codes.

• AC: Attendant Care – a non-instructional paraeducator

• AP: Adapted PE

• AS: Assistive Technology – services and/or support for hardware and software devices. Typically addressed in the accommodations section of the IEP not in the services section.

• AT: Art Therapy

• AU: Audiology

• CM: Case Management*

• CS: Counseling*

• DI: Diagnostic Medical

• DM: Dance Movement Therapy

• GI: Gifted Education Services - specially designed instruction for students identified as Gifted*

• IN: Interpreter Services

• KT: Participation in an early childhood program w/o SPED support. (For KAN_Service only)

• MA: Mobility Assistance MS: Special Music Education MT: MusicTherapy

• NU: School Nurse Services – Services provided by a qualified nurse in accordance with the IEP.

• OM: Orientation and Mobility – for individuals with visual impairments

• OT: Occupational Therapy

• PC: Parent Counseling*

• PS: Psychological Services*

• PT: Physical Therapy

• RC: Rehabilitation Counseling

• RE: Recreation

• SE: Special Education Services – specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability – KSA 72-3404

• SH: School Health Services – IEP services provided by a school nurse or other qualified person.

• SS: Speech and Language as a related service – for students not identified with an S/L disability

• SU: Supplementary Service – supported/routine services delivered by an aide or Paraeducator under the supervision of a licensed OT or PT

• SW: Social Work Services*

• TS: Transition Services

• TT: Travel Training

• VO: Vocational Special Education – criteria examples for Vocational Special Education settings:

*Community Based Setting (E) – Direct support – job coaches, para support, etc. Indirect Service Setting (X) – No direct support – “work study”, consultation with employer, etc.

*These related services may be appropriate and will not generate verifications for a Gifted only student.

The status of the student for this school year at the collection point.

Active Status: The annual status of students currently receiving special education services.

• B Children age 3 who transition from Part C services to Part B by their 3rd birthday.

• C Continuing student from previous school year – served continuously by the responsible LEA last school year.

• E Entering from another district or agency from outside of the catchment area, this school year.

• I Reinitiation of Services; - IDEA Students who have had all of their services revoked by the parent or self (if 18 years of age or older) and services have been restarted this school year.

• K Under (Out of School) Expulsion, currently, at the time of the collection.

• N   New referral – student who is referred for special education services the first time in their life under Part B of IDEA or as Gifted by the Part B agency. This status remains with student for the entire school year in which services begin, including those who enter from another LEA.

• Q Under Long-term (Out of School) Suspension currently, at the time of the collection.

• R Returning to a Special Education Program: A student who has previously received special education services at some point in their life; completed objectives or dropped out or left services without a written revocation and then returned to services during the current school year.

Annual Status – The first status code assigned to the student in the current school year.

Inactive (Exit) Status: Students who no longer receive special education or related services. Documentation must be kept on file to support reported exit.

• D Dropped Out of School (KIDS D28-14) – Students with disabilities who were enrolled at the start of the reporting period, were not enrolled at the end of the reporting period, and did not exit special education through any other bases described below. This includes dropouts, runaways, expulsions, status unknown, students who moved and are not known to be continuing in another educational program and other exiters. Reported to ECKCE as a Dropout.

• G Graduation with Diploma (KIDS D28-8) – Students who meet the same graduation standards and receive a high school diploma identical to that which students without disabilities are eligible.

• H Has earned or is enrolled in a GED program (KIDS D28-19). Reported to ECKCE as a Dropout.

• L Left State (KIDS D28-3) – LEA has obtained evidence the student is continuing in General or Special Education in an LEA outside the state of Kansas. If the student has left the state and the LEA has no evidence the student is continuing in another educational program, then the status is “D”.

• M Maximum Age (KIDS D28-13) – Student reaches age 21 in the current school year.O Objectives completed – Student no longer meets eligibility criteria and does not qualify as a child with a disability.

• W Written revocation of services – by parent or by student (if 18 years of age or older) and the LEA has evidence the student is continuing in the general education environment.

• A Action initiated Withdrawn from Special Education – by parent or student if services have ceased due to an act taken by parent or student (without written revocation of services) and the LEA has evidence the student is continuing in the general education environment.

  • Include (A and W) students who exit SPED services for Home Schooling, enroll in a private, parochial, or virtual school, and NO Special Ed services are provided. A and W do not apply as part of the local procedure for dropping out of general and special education.

• X Deceased (KIDS D28-10)

• T Moved, known to be continuing (KIDS D28-2) – Students who moved outside of the responsible LEA’s catchment area and the LEA has obtained evidence the student is enrolled in General or Special Education in another Kansas district or agency.

These screens are to be completed for all students, except gifted, ages 14 and older. Screens are DOB sensitive and will automatically display. This information should be reviewed by the school psychologist and/or transition specialist prior to the IEP meeting.

Post-School Outcomes

Transition Assessments- Students must be interviewed/given at least two transition assessments each year. Choose assessments that are appropriate to help students work towards their post-secondary goal(s).

Assessments may be formal or informal. This must be completed by teachers and other team members. List assessments given and a summary of the results.

Student's Desired Post-School Outcomes

Outcomes/Visions are required for Education and Training and Employment for each student . Write an individualized goal that contains four goal components: timeframe, condition, behavior and criteria (i.e. After graduation from high school, the student will...). Remember that there will be goals for each future education/training and employment. Independent Living Skills are required for students who need to work on those skills. In addition, you must add what the student's current level of readiness or courses completed in these areas. Must be phrased as a “will” statement in order to be compliant with KSDE Indicator 13.

Anticipated Course of Study and Graduation Plan is required for each student. Also include courses that will assist the student in working towards their goal(s). Complete prompts for individual students. Include courses which allow the student to graduate from school as well as electives in their interest area.

Needed Transition Services: Complete Prompts in each area. Be sure to include: Service, Frequency, Location, Duration, Provider, Start Date, and End Date for EACH Service.

Instruction (Required). Services Needed. Activities and Strategies to assist in meeting a student's post-school goal and BY WHEN. Responsible Parties.

Employment (Required). Services Needed. Activities and Strategies to assist in meeting student's post-school goal and BY WHEN. Responsible Parties.

Community (As Needed). Services Needed. Activities and Strategies to assist in meeting student's post-school goal and BY WHEN. Responsible Parties.

Daily Living Skills (As Needed). Services Needed. Activities and Strategies to assist in meeting student's post-school goal and BY WHEN. Responsible Parties.

Related Services for Transition (As Needed). Services Needed. Activities and Strategies to assist in meeting student's post-school goal and BY WHEN. Responsible Parties.

**If an outside agency is listed, written consent from parents must be obtained in order to exchange information with the agency. (Forms are available at the SPED Office or from the school psychologist.) After consent is obtained, a representative from the agency may be invited to the IEP meeting. Document all meeting notices and attach to the Staffing Summary and/or Notice of Meeting. ***For students receiving case management services only, the parent/guardian invites the agency to the meeting.

Vocational Rehabilitation- Check appropriate prompts and also consider Pre-ETS as well as an adult KRS application

Agency Collaboration- Document any and all agency collaboration. This would include KRS, CDDO, Mental Health, Case Management, etc.

Parents are an integral part of the IEP process and must be encouraged to the greatest extent possible to participate in each IEP meeting. However, sometimes circumstances prevent this from happening despite our best efforts. If you are unable to convince a parent to participate, it is important that the attempts are well documented. Please follow these guidelines.

• Start contacting parents 6 weeks before the IEP is due to schedule the meeting – within these 6 weeks, make at least three contact attempts using multiple methods (telephone, mail, telephone; telephone, mail, mail; telephone, mail, in person; telephone, mail, note home). Send reminders.

•  If you have given the parent adequate time for notice of the meeting (at least 10 days), and the parent does not attend the meeting, try to call the parent to see if he/she forgot or is unable to attend.

If you are able to get in touch with the parent, the parent has one of three options:

• Come to the meeting.

• Do a conference call meeting on the telephone. (Document on the meeting notes that parent participated via telephone. Also ask them to sign the signature page of the IEP and the meeting notes.)

• Reschedule the meeting. If they want to do this, tell the parent that you are going to go ahead and have the meeting today with the team, but you will meet with the parent at another time to review the IEP. Inform the parent that when you review the IEP with him/her, some of the IEP team members may not be present.

If you are unable to contact the parent, proceed with the meeting.

• Document on the meeting notes that although multiple attempts were made to contact the parents for the meeting, the parent did not attend and refer the reader to the Meeting Notice for the documentation of the multiple attempts. Also, draw a line underneath the signatures on the IEP signature page.

• After the meeting, try to contact the parent to reschedule a meeting to review the IEP. Remember to inform the parent that some of the IEP team members may not be present at the meeting.

  • If the parent comes in the IEP review, have the parent sign and date the IEP underneath the line that you drew on the signature page. Also have them sign the action form. Have meeting notes for this meeting to document that you did meet with the parent. Have anyone present at this meeting sign the meeting notes.

  • If the parent does not want to come in for a meeting, document that on your meeting notice and green sheet. Mail a copy of the IEP, meeting notes, and the action form with a note on the action form to sign and return. (See a sample letter on the next page.) You can also ask the parent if he/she would like you to review the IEP over the telephone at that time.

• Using the “Notice of Meeting” form, document all contacts.

• Write an explanation of the reason/s for the IEP meeting being held past the deadline.

• Send a hard copy, including date and signatures, with the current IEP and other forms. Be sure that dates on the IEP status screen and anticipated services chart reflect new dates.

• The school contact person alerts the school psychologist to a new student.

• If the school sends a request for records, they will fax a copy to the SPED department. If the school does not send the request, the school psychologist has the MIS clerk request information. 

• The school psychologist will review information, when obtained, and advise the team of pertinent details. If there are no changes to services/placement, the IEP will be implemented as is.

• When each member has reviewed the IEP, they must sign and date the Signature Page Indicating Review (If team members have not seen this and you know about the student, check with your school psychologist.)

• If the student comes from a WebKIDSS’ school, the school psychologist will inform the WebKIDSS coordinator to import the IEP.

• If the student does not come from a WebKIDSS’ school, the school psychologist will create a new student and place them on the providers’ lists.  The provider completes Demographics and Status and Anticipated Service screens.

• If a new IEP is needed, but the team feels more information is needed to write an appropriate IEP, an Interim IEP may be written. This is only good for 30 calendar days. By the end of this time, a new IEP must be written and accepted by the team. (Do not start a new IEP on the Interim record.)

• Regardless of the action taken, all appropriate forms must be turned into the SPED office within 2 weeks of the meeting or review of the IEP.

• Reasons for leaving may include, but not be limited to, the following: transfer; graduation; no longer eligible; and drop out. Select the appropriate code on the Dates/Status screen in WebKIDSS and note the last date of SPED services.

• The case manager is responsible for notifying the MIS clerk, the school psychologist, the IEP coordinator, and other service providers.

• If a student is absent for more than ten (10) consecutive days, it is considered an interruption or change in services. Notify the MIS clerk for directions.

• An exit date MUST be entered on WebKIDSS. File all documents. Notify the MIS clerk to archive student documentation.

• Call your school psychologist to determine whether or not an amendment is necessary. (Examples: IEP rating form indicates a needed change; changes in testing are required; services do not match.)

• Unless verbal consent by the parent(s) is given and documented, NO changes may occur until the signature/form is received.

• If an amendment is required and verbal consent is received and documented, the case manager will send the school psychologist the amendment information by email.

• The school psychologist will create a new record, complete the amendment and send it to the case manager.

• In most cases a PWN (Prior Written Notice) with signature for parental consent is also required; the case manager is responsible for its completion. It must then be read and verified by the school psychologist before sending it to the parent.

• The case manager will then be responsible for contacting the parent and administrator for signatures, obtaining the signatures, and getting a copy to the parents. For compliance purposes, these actions must be documented. Send the amendment, the PWN, and the meeting/staffing report, to the school psychologist.

• The school psychologist will enter the amendment information into WebKIDSS on the appropriate page and complete TIP.

• The school psychologist will give the amendment, PWN, and TIP, if applicable, to the MIS clerk who will enter service changes.

• NOTE – The universal amendment location is on the SPED and Related Services screen in WebKIDSS.

• Meeting notes should be kept of anything that is not stated in the IEP/eligibility report. This includes anything discussed at the meeting that is important for documentation purposes.

• If a required participant from the school is unable to attend the meeting, the excusal form should be used and a brief explanation should be made in the meeting notes.

• Signatures of all in attendance at the meeting are required in the event of a parent meeting that occurs without an IEP or an eligibility report.

• Parents are to be provided notice of meetings related to eligibility, evaluation, reevaluation, IEP development, provision of a free appropriate public education (FAPE) for their child and educational placement decisions, to ensure that they have the opportunity to participate in the meetings.

• Parents must be provided Prior Written Notice of any special education action for which their consent is required. It is also required when the school refuses a parent’s request to initiate or change the identification, evaluation, or educational placement of the child, or to make a change to the provision of special education and related services to the child.

• To ensure that parents have knowledge about their rights under the special education law, schools are required to provide a copy of the Parent Rights in Special Education Notice to the parents:

  • At least one time in a school year;

  • Upon a referral or parent request for initial evaluation;

  • First formal complaint or due process complaint filed in a school year;

  • Upon a disciplinary removal from school that constitutes a change in placement; and

  • Upon parent request.

• In Kansas, a “parent” is defined as:

  • A natural (biological) parent;

  • An adoptive parent;

  • A person acting as a parent (grandparent, stepparent or other relative with whom a child lives, or a person other than a parent or relative who is legally responsible for the welfare of a child);

  • A legal guardian;

  • An education advocate; or

  • A foster parent, if the foster parent has been appointed the education advocate of an exceptional child.

• Complete a progress report each quarter of the school year.

• Send copies to parents and to the Special Education Office.

• Follow building administrator’s requirements, as well.

• If a student is not meeting goals, the IEP team should be re-convened to discuss issues relating to the goal. A new or adjusted goal may result from this meeting.

There are three ways to address behavior on the IEP, depending on severity:  goals; program modifications (positive behavior supports); and/or Behavior Intervention Plans. There is a checklist for PBS and a new screen for BIP’s now available on our IEP’s. Questions should be addressed by the school psychologist.

This will have its own place on site

A.  Problem Behaviors

1.  Define the observable and measurable behaviors. Include estimate or count of frequency and duration.

B.  Functions of Behavior

1.  The hypothesized functions of these behaviors are: (Please list.)

C.  Replacement Behavior

1.  Identify behaviors in a very specific way. These behaviors need to be observable and measurable.

D.  Interventions

1.  Determine whether the student knows how to do the positive replacement target behavior or if it needs to be taught. If it needs to be taught, determine who will provide the instruction and when and where it will occur.

2.  Identify changes in schedule, curriculum, and instruction.

3.  Determine what is reinforcing for the student. Observe the student during free time.

a.   Consider privileges, concrete (tangible) reinforcers, free time, computer time, time with an adult, reduced assignments, time with younger students, reinforcer given by parents at home, special outings, etc.

b.  The younger the student, the more frequent reinforcement needs to be given.

c.   The more severe the behavior problem, the more frequently reinforcement needs to be given.

d.  Reinforcement needs to occur more frequently when starting the plan, and then the frequency can be gradually reduced, as the student becomes more successful.

4.      Negative Consequences

***These need to be monitored for effectiveness and be rethought if these escalate the behavior.***

a.   Consider loss of privileges, response cost, added work, loss of recess time, alternate placement, inclusionary time-out, study carrel, etc.

b.  Consequences should move from less to more severe. If using a point sheet, student should not be able to

earn points while the negative consequence is in place.

5.      Progress Monitoring

a.  Set a date to review the plan. Remember that it may take some time for the plan to work, so it is important to persist and be consistent.

b.  Decide how you want to measure behavior changes. This plan should include objective and subjective measures.

c.  Think about how much change you want to occur by the time of the review meeting.

d.  If the plan is not working, go back and review each part of the plan.

e.  The plan should be reviewed at least once a semester and more frequently for more severe behaviors.

f.   Critical Incident Report. If a student is currently on a BIP, and he/she engages in behavior that is not typical for the student (i.e., when the behavior is not covered on the student’s BIP) or when the student’s behavior requires a physical response, a Critical Incident Report must be completed and a copy given to the building principal, school psychologist and the director.

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