IEP/Data Guide

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IEP Procedures

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


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

IEP Reminders

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.


Exceptionality Codes

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.

Services Settings

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.


Special Education / Related Services Codes

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

*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.


Status Codes

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.

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.


Transition

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.

When Parents Do Not Attend the IEP Meeting

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.


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


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

Overdue IEPs

New Students Entering a District

Students Exiting a District


IEP Amendment Protocol


Meeting Notes

Parental Rights

Progress Reports


Addressing Behavior Issues

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.

Behavior Intervention Plan

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

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