Shawnee Heights USD 450 Special Education Handbook

Shawnee Heights USD 450

Special Education Handbook

4401 SE Shawnee Heights Road

Tecumseh, KS 66542

TABLE OF CONTENTS

USD 450 Special Education Policies, Practices and Procedures Introduction Making Referrals for Initial Evaluations Notice and Consent Eligibility

Section 1: Resources Online Resource Frequently used Acronyms

Section 2: General Activities Guidelines Activities to Begin School Ongoing Activities Transfer-In Students with IEPs In-State Out of State End of Year Activities

Section 3: Legal Forms and Procedures FORMS/DOCUMENTS REVIEWED IN THIS SECTION:

• Parent Rights SE – 001 • Parent Permission to Release Information SE – 002 • Record of Access SE – 003 • Revocation of Consent for Special Education and Related Services SE – 034

These forms are available on WebKIDSS:

• IEP Contact Log • IEP Amendment • Auto Prior Written Notice • Notice of Meeting • Excusal From IEP Meeting • Prior Written Notice (Id, Change, and Request for Consent) • Failure to obtain parent consent • Meeting Report • Parent Consent for Release of Information/Medicaid Reimbursement • Medicaid Consent • Notification for Accessing Public Benefits or Insurance • Notice of Evaluation or Reevaluation • Reevaluation Not Needed • Reevaluation Team Report • Copy of 450 Transfer of Rights

Section 4: IEP Procedures WebKIDSS IEP IEP Development Before the IEP Meeting At the IEP Meeting If parents do not attend the IEP meeting Following the IEP meeting IEP Correction Notification Procedure Quarterly Progress Reports Special Circumstances IEP Amendment

Section 5: Initial Eligibility Evaluations Screening for Children Age 3 to 5/Transition from Infant Toddler services General Education Interventions for school aged students SLP Role in General Education Intervention (GEI) Referral for Initial Eligibility Evaluation Parent Request for Initial Eligibility Evaluation Students Transferring During Evaluation Notice and Consent for Initial Eligibility Evaluation Initial Eligibility Evaluation Procedures Eligibility Evaluation Process Special Education Eligibility Determination

Section 6: Related Services What is a related services? Referral for a related service Discontinuing a related service Assistive Technology Evaluations Frequently Asked Questions

Section 7: Reevaluations Reevaluation Requirements Consent for Reevaluation Scheduling Reevaluation Meetings

Section 8: Behavior Intervention Plan (BIP, Functional Behavioral Assessment (FBA), and Positive Behavior Supports (BPIS) Functional Behavioral Assessment (FBA) BIPs and Positive Behavior Supports Homebound/Hospitalization Referral to Other Agencies or Doctors

Section 9: Least Restrictive Environment (LRE)/ Continuum of Services Consultation Special education services in a general education setting Special education services in another location in a general education building, Early Childhood Special Education Behavior Management Program 3

Functional program Special Purpose School/Project Plus Transition to Work/18-21 year old program

Section 10: Transition Assessment of Transition Needs Transition services Measurable Postsecondary Goals Courses of Study Outside Agencies Age 16 Transition Services Age of Majority Preparing for the IEP meeting

Section 11: Emergency Safety Interventions Physical Intervention Guidelines

Section 12: Manifestation Determination Manifestation Determination Determination Behavior was a Manifestation of the Disability Determination Behavior was not a Manifestation of the Disability Figure 13-1 KSDE Procedures for Disciplinary Violations

Section 13: Exiting a student from Special Education Services Exiting or dismissing a student from special education service Related service(s) High school graduation Parent Revokes Consent for Services Student moves from district Absent more than 10 consecutive days Incarceration Dropped out Removed from home

Appendices

A. IEP Checklist B. Compliance Notification Checklist C. Assuring the Documentation of Frequency, Location, and Duration of Accommodations on the IEP D. Behavior Intervention Plan Worksheet E. Behavior Intervention Plan F. Extended School Year (ESY) G. Guidelines for Placement in Behavior Management Program H. K.A.R. 91-40-1 Adapted Description of Related Services

SPECIAL EDUCATION POLICIES, PRACTICES, AND PROCEDURES

I. Introduction

As part of the Shawnee Heights USD 450 application for special education funds, we are required to provide assurances to adopt and implement policies, practices and procedures that conform to state and federal statutes and regulations regarding special education including:

§300.200 Condition of assistance. An LEA is eligible for assistance under Part B of the Act for a fiscal year if the agency submits a plan that Provides assurances to the SEA that the LEA meets each of the conditions In §§ 300.201 through 300.213. (Authority: 20 U.S.C. 1413(a)) § 300.201 Consistency with State policies. The LEA, in providing for the education of children with disabilities within its jurisdiction, must have in effect policies, procedures and programs that are consistent with the State policies and procedures established under §§ 300.101. through 300.163, and §§ 300.165 through 300.174

This document was developed to meet those requirements.

Additional information regarding the development, submission and review of written policies, practices, and procedures is outlined in the KSDE, SES team memorandum, KSDE Review of Local Policies, Practices and Procedures (KSDE, October 30, 2009)

Persons wanting more information may refer to the Special Education Process Handbook, published by the Kansas Department of Education, July 2000 (revised July 2008) at www.kansped.org. A copy of the Special Education Process Handbook is maintained in the Shawnee Heights USD 450 Central Office at 4401 SE Shawnee Heights Road. Further information may be obtained by contacting Kyle Goodwin, Director of Special Education, at (785) 379-5800.

A description of the procedures used to identify the existence of a potential exceptionality and a need for an initial evaluation of students kindergarten through age 21

Students in our district receive vision and hearing screenings at least as frequently as: Vision: PreK, K, 1, 2, 3, 5, 7, 9, 11 Hearing: PreK, K, 1, 2, 4, 7, 10

Parents are notified when the results of a vision or hearing screening require follow up.

Out district utilizes a problem-solving model of general education interventions for students that exhibit academic and/or behavior needs. Each building establishes a General Education Intervention Team (GEI). The GEI reviews student performance data from a variety of sources to identify students who require intervention and receives referrals involving students whose

academic or behavioral performance requires attention from school staff, community agencies and families.

The GEI Team reviews the student’s needs and facilitates specific interventions, accommodations and modifications that provide necessary support to improve the student’s performance in the area of the identified need so the student can be successful in the general education environment.

During the conduct of GEI interventions, data is collected to monitor student progress in the identified academic and/or behavioral areas. If at any time during the GEI process the team suspects the student has an exceptionality, a referral for a special education initial evaluation will be made.

II. Making Referrals for Initial Evaluations K.A.R. 91-40-7(c)

A description of the procedures and practices used within the district to determine when referral for initial evaluation is needed

Data-based documentation supporting the need for an evaluation is required. Referrals for special education evaluation will include data developed during the GEI process that includes: (1) documentation showing the student was provided appropriate instruction in general education settings delivered by qualified personnel, (2) the results of frequent progress monitoring assessments that reflect the impact of the intervention, (3) information regarding how the intervention results were shared with the child’s parents, and (4) the completed referral form the initial evaluation including the data used to monitor progress during the implementation of general education interventions.

If a parent requests an initial evaluation, the building principal will contact the director of special education and School Psychologists. An evaluation team will convene and determine whether an initial evaluation will be conducted immediately in conjunction with general education interventions or whether general education interventions should precede the initial evaluation.

For students that transfer into the district after an initial evaluation process has started in their previous district, the special services department will contact the previous district and request information that will enable our evaluation team to continue to complete the initial evaluation in a timely manner.

Parents are provided a KSDE approved copy of the Procedural Safeguards at the time a referral for an initial evaluation occurs.

III. Notice and Consent K.S.A. 72-986(b)

A description of the procedures used in providing the parents notice of an initial evaluation and obtaining informed parental consent

Parents are members of the team that considers whether an initial evaluation will be conducted. Families are encouraged to participate, ask questions, and offer information during meetings considering initial evaluations. Parents will be provided KSDE approved Prior Written Notice and Consent forms and asked to provide written consent for an initial evaluation.

In conducting special educational initial evaluations, a variety of age and culturally sound assessment tools will be used to ensure that the child is appropriately assessed in all areas of suspected exceptionality. These assessment procedures will provide academic, developmental, and functional data that assist the team in determining eligibility, need for special education and, when appropriate, IEP development.

No single assessment instrument will be used to make eligibility determination. All instruments used will be technically sound and administered by appropriately trained staff. Instruments are administered in accordance with instruction prescribed by the test publisher or consistent with acceptable best practice. Assessment instruments are provided and administered in the language and form most likely to yield accurate information regarding what the student’s abilities and needs are in the specific area being assessed.

IV. Eligibility K.S.A. 72-986(e)

A description of procedures and processes within the district pertaining to eligibility

The evaluation team, including the parent of the child, use the data collected to determine whether the student has an exceptionality and whether there is a need for special education services and related services. In making this determination, the team must consider appropriate exclusionary factors including: lack of instruction in reading, lack of instruction in the essential components of reading, lack of instruction in math, and limited English proficiency. Upon making the determination, the team must write an eligibility report that documents the determination of eligibility.

SECTION 1: RESOURCES

I. ONLINE RESOURCES

• KSDE Student Support Services: www.ksde.org

• Special Education Connection: http://www.specialedconnection.com/

For information regarding special education topics such as legal cases, behavior intervention plans, etc. Username: shawneeh Password: snh450

• USD450 Website: http://www.usd450.net/

• USD450 Special Education Forms: http://www.usd450.net/webpages/dforms/

All documents are available at this site by selecting Special Education Forms from the left column menu. ALL documents may be completed online and printed; however, documents CANNOT BE SAVED. The district Special Education Handbook is available under this link.

• Special Education Intervention Website: http://www.interventioncentral.org

Academic and Behavior interventions to use with challenging students

• General Education Intervention Website: http://www.whatworks.ed.gov

• Dynamic Learning Maps: http://dynamiclearningmaps.org/

Information on assessment for individuals with significant cognitive and adaptive behavior deficits

II. FREQUENTLY USED ACROYNMS

SPED- Special Education IEP- Individualized Education Program PSP- PSP, this person has primary responsibility for IEP PWN- Prior Written Notice KSDE- Kansas Department of Education GEI- General Education Intervention BIP- Behavior Intervention Plan PBIS- Positive Behavior Intervention and Supports FBA- Functional Behavioral Assessment MDR- Manifestation Determination Review ECSE- Early Childhood Special Education 8

SECTION 2: GENERAL ACTIVITIES GUIDELINES

I. ACTIVITIES TO BEGIN SCHOOL (within first 2 weeks)

A. Print your student roster from WebKIDSS and check for accuracy. Notify MIS Clerk by email if there are errors on your student roster of assigned students (such as students that have moved, another provider is now responsible for, etc.)

B. Review student IEP and related files.

C. Verify student enrollment and develop service schedules for your students, paraprofessional staff, etc.

D. Share the WebKIDSS Snapshot IEP for your students with their general education teachers. Inform teachers and appropriate staff members of relevant IEP content.

E. To print the Snapshot IEP from WebKIDSS click on the IEP #2 button followed by the Print IEP with Errors button (selecting Service Plan prior to printing). When printing the file, select print as PDF document, this will allow you to save it to your desktop and forward to appropriate staff.

F. If needed, conduct student pretesting, interviews, interest survey assessments, etc. to develop baselines for progress monitoring.

G. Print a WebKIDSS Procedural Dates Report (IEP and three year reevaluation dates) for your students. Select Procedural Dates Report from the Print menu.

H. Contact parent(s) to introduce yourself.

I. Using a calendar of your choice, work backwards to create reminders for when to conduct activities such as meeting scheduling, sending out Notice of Meeting, and begin working on IEP.

II. ONGOING ACTIVITIES

A. State data collection occurs on December 1 and June 1. You will need to check to make sure all WebKIDSS files are accurate for your active students prior to these critical dates.

B. Check Procedural Dates report, and schedule annual IEP/reevaluation meetings. Schedule reevaluations during the school year to coincide with annual IEPs. For example, if the IEP is due in November and reevaluation is due in January, then the team should complete reevaluation in November at the same time as IEP.

C. Schedule team meetings as needed with student, parents, teacher, principal, School Psychologist, and other related service providers. Required IEP team members are the SPED teacher, administrator/ LEA designee, general education teacher, parent or guardian, and student age 14 or older.

D. Within ten school days following the IEP meeting, the IEP paperwork with required signatures should be turned into the MIS Clerk at the Special Services Office.

E. Complete the quarterly progress report on WebKIDSS. Provide a printed copy to the parents.

III. TRANSFER-IN STUDENTS WITH CURRENT IEP’S

A. In-State

1. School Psychologist will request IEP and most recent evaluation. The School Psychologist will contact anticipated providers to determine if changes are needed. Psychologist will provide copies of the IEP and evaluation to Primary Service Provider (PSP). Psychologist will notify related service providers of the new student. If the IEP is adopted without any changes and school will provide similar or equivalent services, a completed PWN should be sent to parents stating USD #450 staff has reviewed IEP and is accepting without any changes. In this case a parent signature is not required.

2. If changes are needed on a transfer-in IEP, the parent should be contacted by the school psychologist to share why changes are needed and these changes should be outlined in the PWN. The parent must sign the PWN.

3. The School Psychologist, PSP, or MIS Clerk will complete the following four screens in WebKIDSS: ▪ Demographics ▪ Dates/Ed Status ▪ Anticipated Services Chart ▪ IEP Goals

4. The School Psychologist will check with the Special Services Administrative Assistant to determine if the transfer in student is eligible for Medicaid. If the student is Medicaid eligible, the SSAA will print the Medicaid form for parent signature and mail this form to parent.

B. Out-of-State Transfer-In

1. School Psychologist reviews records and determines if student meets Kansas Eligibility Criteria. If the student is eligible, follow same procedures as In- State Transfers.

2. If School Psychologist determines that student is not eligible or there is a question about eligibility an evaluation will be conducted.

3. In consultation with parents the team will provide FAPE and develop a service plan providing comparable services as outlined in previous IEP to be implemented during the evaluation process. Obtain Consent for Evaluation and document on Meeting Report Form.

4. The team, in consultation with parents, must develop and deliver a comparable service plan. Parents may accept or reject the alternate service plan. If parents disagree, the team will inform parents they have the right to request a due process hearing.

IV. END OF YEAR ACTIVITIES

A. All IEP meetings for students that are continuing in special education services should be held before May 1st. This allows time for the IEP paperwork to be processed through the special education office. New evaluations resulting in IEPs can be completed during May.

B. Complete amendment and PWN for next year’s placement if required for students who are transitioning to another grade level. The Anticipated Services sections of the student IEP should include anticipated placement and services for the upcoming school year.

C. Participate in transition activities related to student placement and needs for the next school year.

D. Check student’s enrollment/schedules for the upcoming school year if available.

E. Complete Special Education, building, and assistive technology checkouts.

F. Ensure all IEP related paperwork has been signed, completed and turned in to the MIS Clerk.

G. Complete exit paperwork and WebKIDSS updates for graduates.

SECTION 3: LEGAL FORMS AND PROCEDURES

FORMS/DOCUMENTS REVIEWED IN THIS SECTION:

These forms are available on the district website under the Special Education forms link. KS forms have been adopted from KSDE.

• Parent Rights/Procedural Safeguards SE – 001 • Parent Permission to Release Information SE – 002 • Record of Access SE – 003 • Revocation of Consent for Special Education and Related Services SE – 034

These forms are available on WebKIDSS:

• IEP Contact Log • IEP Amendment • Auto Prior Written Notice • Notice of Meeting • Excusal From IEP Meeting • Prior Written Notice (Id, Change, and Request for Consent) • Meeting Report • Parent Consent for Release of Information/Medicaid Reimbursement • Medicaid Consent • Notification for Accessing Public Benefits or Insurance • Notice of Evaluation or Reevaluation • Reevaluation Not Needed • Reevaluation Team Report • Copy of 450 Transfer of Rights

I. FORMS ON THE USD 450 WEBSITE

• Parent Rights/Procedural Safeguards (SE-001)

Parents/guardians must be provided the Parent Rights in Special Education document (SE- 001) in their native language at least once a year, and upon:

• Initial referral or parental request for evaluation • The filing of a request for a due process hearing • Any long term suspension/expulsion for more than 10 consecutive school days • Upon request by a parent

In Kansas a parent is defined as:

• biological or adoptive parent • legal guardian

• an education advocate or foster parent (if appointed education advocate) • person acting as parent (e.g., grandparent, stepparent or other relative with whom the child lives or a person who is legally responsible for the welfare of the child)

Native Language of the Parent: Meeting Notices, Parent Rights documents and Evaluation Consent forms must be provided in the native language of the parent or other mode of communication used by the parent. Interpreter services are available through the Language Line by calling 1-800-752-6096. At age 18, legal rights transfer to the student unless the student has been legally adjudicated to be incapacitated.

• Parent Permission to Release Information (SE-002) This form is used in order to release or receive information from another agency regarding a student. Student information should not be shared or discussed with anyone who does not have direct educational responsibility for the student without parent signature on the Parent Permission to Release/Request Information form.

All special education staff members including teachers, para-educators, and related staff must ensure that all records and information for our students and their parents are kept secure and remain private. Confidentiality includes discussions in team meetings, conversations with fellow staff working with student, IEP records, evaluation reports, etc.

• Record of Access (SE-003) A Record of Access is included in each student’s Special Education file located in the Special Services office. Teachers and district personnel who have direct educational responsibility for students are not required to sign the Record of Access.

• Revocation of Consent For Special Education and Related Services (SE-034) This form is used when a legal guardian no longer agrees for a student to receive special education services. Parent consent is voluntary, and may be revoked at any time. If parents indicate they want to revoke consent, they must submit a request in writing. The team is encouraged to meet to discuss services. The team will meet with parents and/or provide the Revocation of Consent form and PWN for parent signature. No reevaluation is needed.

Once the district has discontinued the provision of special education services, the student is considered a general education student.

Should parents make a subsequent request for an evaluation, the team will follow district procedures for an Initial Eligibility Evaluation in order to determine whether or not the student is disabled and in need of special education services.

When a parent seeks to re- initiate special education services for a child who was previously identified, a new evaluation is required. A review of records may serve as the evaluation. Consent for Evaluation form, Evaluation report, PWN form must be completed.

II. FORMS AVAILABLE ON WebKIDSS:

• IEP Contact Log The Contact Log is a way for school staff to document any type of contact with parents.

• IEP Amendment This form should be used for any changes in educational programming, including a substantial change in placement (involving more than 25% of the child’s school day) or a material change in service (an increase or decrease of 25% or more of the duration or frequency of a service) that occur outside of an annual IEP meeting. IF you are changing goals and a substantial change in placement, best practice would suggest completing a new IEP. An IEP amendment will be documented by the IEP team in the following documents: o IEP Amendment form o Prior Written Notice for Placement form (do not use Auto Prior Written Notice) o After parent signatures are obtained paperwork should be turned into the MIS Clerk. When completing the PWN, one should state the changes that are being made (outlined in the amendment, this can be cut and pasted over).

• Auto Prior Written Notice This form automatically pulls data from the special education services and related services text boxes that are completed on the IEP. Staff must then complete the remaining text boxes which address why services are proposed, options, etc. Additionally, if this is an initial or reevaluation, the categorical qualification of the student must be stated.

*When you update the Auto PWN, this information is copied over to the IEP Special Education and related services boxes. If you do not want this to occur, use the Prior Written Notice instead of the Auto Prior Written Notice.

• Notice of Meeting This form is used to notify parents a minimum of 10 calendar days prior to a meeting. The meeting should be set at a time that is agreeable to parents and school staff. Parents should receive written notice using the notice of meeting form. This meeting notice does not need to be signed by the parent if they receive it 10 days ahead of the meeting time.

If the parents do not show up for the meeting, the school may conduct an IEP meeting without the parents because at least 2 attempts have been made.

If the parent indicates that they will attend the meeting (on the Meeting Notice) but does not show up for the IEP meeting, the school must contact the parent to try to reschedule the meeting, complete the meeting via a conference call or hold the meeting with permission of the parent.

Attempts to obtain consent should be documented in detail. This can occur using the Parent Contact Log:

Telephone calls made or attempted and results, Copies of correspondence sent to parents and their response, if any, Visits to parents’ home or place of employment and the response, if any. 14

• Excusal From Attendance at IEP Meeting 1. This form is used to excuse a member of the IEP team from attending the meeting. A required member of the IEP team may be excused from the IEP meeting if the parent(s) and the district agree that the attendance of the member is not necessary. The member’s area of curriculum or related services is not to be discussed or modified at the meeting. The parent’s agreement must be documented in writing on the Excusal from IEP Meeting form.

2. A required team member may be excused from the IEP meeting when the meeting is to involve discussion of, and possibly a modification to, the IEP member’s area of the curriculum or related service, if:

A. the parent and agency consent to the excusal, B. the IEP member submits, in writing to the parent and the IEP team, input in the development of the IEP prior to the meeting; and C. the parent’s consent to the excusal is documented in writing on the Excusal From IEP Meeting form.

• Prior Written Notice (Identification, Change and Request for Consent) The purpose of this form is to accurately describe the proposed educational placement (e.g., services and supports) and to document that least restrictive educational environment (LRE) has been considered by the team. Once the student has been identified as an exceptional child in need of special education services, the team obtains informed written consent as documented through the Prior Written Notice for Identification, Change and Request for Consent. Parent consent is obtained following team review/development of the student’s Individualized Education Program (IEP).

Educational placement (special education services and location) must be reviewed annually and must consider any potential harmful effects of the placement on the child (educational and/or social consequences). This is documented in the IEP and the Prior Written Notice for Placement form.

FAILURE TO OBTAIN PARENT CONSENT

If there are differences of opinion regarding educational goals, services, supports, or placement every attempt should be made by both parties to resolve these differences through conferences, negotiations, or mediation.

A. The Director of Special Education will be notified should staff and parents be unable to reach agreement about educational goals, services, supports, or placement or when parents refuse to give informed consent for proposed changes placement and services in order to explore formal Mediation and/or Due Process Procedures as outlined in the Parent Rights document.

B. If the team has documented two reasonable attempts using two different methods* to obtain consent and parents have failed to respond, the team may implement proposed

material change in services or substantial change in placement (i.e. because parents failed to respond and have not rejected the change.)

*For example, School staff contact parents via phone (method #1) and determine a mutually agreed upon date and time (attempt #1). School staff mail (method #2) Written Notice of Meeting to parents (attempt #2). School staff contact parents via email (method #3) and remind them of the meeting (attempt #3). Document parent contact attempts on the Contact Log.

If the parents do not show up for the meeting, the school may conduct an IEP meeting without the parents because at least 2 attempts have been made.

Attempts to obtain consent should be documented in detail. This can occur using the Parent Contact Log:

Telephone calls made or attempted and results, Copies of correspondence sent to parents and their response, if any, Visits to parents’ home or place of employment and the response, if any.

• Meeting Report This form is used to document notes from a transition or case review meeting. This form should be used at meetings outside the Annual IEP as well as if the IEP team is making a referral for related services. * This is the initiation process for referrals for any related service.

• Parent Consent for Release of Information/Medicaid Reimbursement School staff ask all parents to sign this form. For Medicaid/Healthwave eligible students this allows the school to access funds for specific billable related services. For eligible students, please have parent write in physician name on appropriate blank. If the student has private insurance, parent may select do not give consent for release of information. Regardless of Medicaid/ Healthwave eligibility, all parents should sign and check give consent or do not give consent.

• Medicaid Consent This form is signed by the physician indicating that they have seen the child in the last 12 months. This form is sent to physician by Special Services Administrative Assistant.

• Notification for Accessing Public Benefit or Insurance This form is prints out automatically when an IEP is printed. There is nothing that school staff have to complete on this form. This form is given to the parents if they indicate their student is eligible for Medicaid or HealthWave and they sign the Parent Consent for Release of Information/Medicaid Reimbursement consent form. Parents keep this form and it explains to how their child’s records are accessed and how the school receives reimbursement for provision of some services. If parents do not sign the Parent Consent for Release of Information/Medicaid Reimbursement consent (because their child has private insurance there is no need to give parents this form).

This is the consent form for parents to provide authorization to complete a special education evaluation or reevaluation. This should be written in language parents can understand and also provided in the parent’s native language.

• Reevaluation Not Needed This form is used when the parents and school agree that a reevaluation is not needed because sufficient information is available to document continued eligibility and need for services. The PSP or School Psychologist can sign as School Representative.

• Reevaluation Team Report A report is required to document eligibility following obtaining consent for a reevaluation. The only time this report is not needed is when parents agree and sign that a reevaluation is not needed. This is completed to determine eligibility for special education, the present levels of academic achievement and developmental needs, and whether any additions or modifications are needed for the IEP.

• Copy of USD 450 Transfer of Rights At the age of 18, rights transfer from parents to student. This form is sent to parents and student on or before the student’s 17th birthday.

SECTION 4: IEP PROCEDURES

I. WEBKIDSS IEP

• The IEP and legal documents are completed, printed, and saved at the WebKIDSS site. • User Manual – Online guide to WebKIDSS programs.

WebKIDSS IEP address: http://webkidss.usd450.net:8080/

• User Name: heights • Password for new users: lower case (1st initial first name) (last 4 digits of SS #) (1st initial last name) NOTE: If you do not have Mozilla Firefox internet browser, submit a BigWeb ticket to I.T. department to load it: http://login.bigwebapps.com Username: [email protected] Password: (6 character password assigned by district)

Contact the MIS Clerk, at 357-5440, USD 450 Special Services Office, if you have any questions regarding WebKIDSS.

II. IEP DEVELOPMENT

The WebKIDSS IEP is developed online at http://webkidss.usd450.net:8080/ for an initial placement in special education, the annual IEP update, or with an amended IEP. The PSP (PSP) is responsible for coordinating the writing of the IEP, ensuring that all related service providers have been invited to the meeting, and completing any needed changes for their services prior to the IEP meeting.

For annual IEP updates, the PSP completes the updated Prior Written Notice (Id. Change and Request for Consent- WebKIDSS forms) outlining changes in services/supports (with the help of related service providers) and obtains parent signature.

An IEP may be amended instead of rewritten anytime the team believes a revision of the IEP is appropriate, if the following procedures are followed:

1. The PSP or related service provider should select Add New/Amendment IEP Record. This allows PSP/related service provider to make changes in WebKIDSS program and to access forms on this student. The PSP/related service provider will then complete IEP Amendment Form and PWN to obtain parental consent.

2. Once parental consent is obtained - send the signed Prior Written Notice (Id. Change and Request for Consent) and IEP Amendment forms to the MIS Clerk to process. Clean copies will be sent to parents and PSP from the special services office.

3. This process changes the initiation date for relevant services and supports but does not change the Annual Review Date of the IEP. 18

4. Changes are implemented as soon as possible and no later than 10 school days after obtaining signed parent consent.

III. BEFORE THE IEP MEETING

A. Notice of Meeting

The IEP Notice of Meeting form (WebKIDSS forms) must be dated and sent at least 10 calendar days prior to the IEP meeting date. Contact parent (e.g. phone, email, communication notebook) at least 10 calendar days prior to the IEP meeting. It is recommended that IEP meetings are scheduled several days before the actual due date. When notification is made by mail, three days shall be added to the prescribed period.

The IEP meeting may be scheduled sooner if requested by parents. This request should be dated and noted in the IEP Contact Log (WebKIDSS forms). Parent signature waiving the 10 day notification requirement should be obtained on the Notice of Meeting form (WebKIDSS forms). No parent signature is required if notification is made at least 10 days in advance.

Invite administrator or LEA, teacher(s,) related service providers, and student (if aged 14 years +), and provide the IEP meeting time, date, and location. An administrator, or LEA designee, and the student’s general education teacher must attend the IEP meeting and sign the IEP. They are not required to stay for the entire meeting but should have input in discussions on the student’s involvement and progress in the general curriculum and participation in the general education environment including supports and program modifications.

When a required team member does not attend:

1. Parent signature on the Excusal from Attendance at IEP Meeting (SE- 011) form should be obtained when a required team member does NOT attend the IEP.

2. If two attempts have been made using two methods*, the IEP team may elect to conduct the annual IEP without the parent. *For example, School staff contact parents via phone (method #1) and determine a mutually agreed upon date and time (attempt #1). School staff mail (method #2) Written Notice of Meeting to parents (attempt #2). School staff contact parents via email (method #3) and remind them of the meeting (attempt #3).

3. If the parent indicates that they will attend the meeting (on the meeting notice) but does not show up for the IEP meeting, the school must contact the parent to try to reschedule the meeting, complete the meeting via a conference call or have meeting with permission of the parent.

4. If the parent elects not to attend IEP meeting, the school IEP team still needs to meet to conduct the annual review. If a parent opts to not attend a signature is not required on the Attendance of Meeting page. PSP should check box #3 “Parents/Guardian opted not to attend” under Parent/Guardian Notification section on the IEP. Staff then sends home a copy of IEP and parents must still sign the PWN. The original IEP is sent to the MIS Clerk.

B. Complete a draft of the updated WebKIDSS IEP.

Click on the User Manual in the upper right corner for assistance. Be sure to complete all fields. For annual updates, revise all the fields so they reflect changes in student performance and progress.

1. Benchmarks are required only for students instructed in a functional curriculum with IEP Goals based on KSDE College and Career Readiness Standards. Benchmarks are optional for all other students receiving special education instruction.

2. The results of vision and hearing screening are required for the initial IEP, annual IEP updates, and transfer-in student IEPs.

3. For all students with IEPs who are 14 years of age and older, the PSP and/or the transition facilitator must complete the Transition Sections of the IEP.

4. For all students with IEPs team must consider ESY. See Appendix F for additional information.

A complete list of required considerations and content for each IEP is included in the Kansas Special Education Process Handbook available online at www.ksde.org

IV. AT THE IEP MEETING

A. The following documents/materials should be available at the annual IEP meeting:

• Notice of Meeting (WebKIDSS forms) • IEP Draft for all members to review • Prior Written Notice (Id. Change and Request for Consent- (WebKIDSS forms) • Parent Rights (SE-001)

B. If parents agreed to waive their 10 day notice but have not signed the Notice of Meeting form (WebKIDSS forms) ask them to sign at the meeting.

C. Review and update all student and parent demographic information. If there is an educational advocate, he/she must be listed as parent 1 and invited to all IEP functions. Foster parent can be listed on a case by case basis. Unless parental rights have been severed the biological parents are sent the IEP for signatures. The foster 20

placement of the child is confidential so the foster placement address should not be included on any forms sent to the biological parent.

D. In the case of divorce, both parents with addresses should be listed on the IEP and invited to the meeting, Both will provided IEP paperwork unless there is official legal documentation in the school office indicating that one of the parents does not have rights to educational information.

E. Handout draft of IEP to parent and other meeting participants.

F. Ask parent for input regarding their concerns and student strengths

G. Discuss Present Levels of Academic and Functional Performance

H. Review proposed goals (baselines in goals need to be the same as baselines in Present Levels of Academic and Functional Performance) and make revisions as needed.

I. Identify how and where services can be delivered within in the context of Least Restrictive Environment. When a student is removed from the general education classroom for services, modifications to the general education curricular content must be addressed in the IEP.

J. Frequency, location, and duration must be addressed for each recommended special education service. Special education services are addressed in the Special Education Services textbox while related services should be addressed under the Related Service text box. The Anticipated Services Chart should align with the Special Education Services and Related services section of the IEP. Consent for this placement must also be obtained and documented through the Prior Written Notice (Id. Change and Request for Consent) form.

K. Review proposed text outlining special education, related service, supplementary aids and services including accommodations, program modifications and school personnel supports from the Anticipated Services section of the IEP.

L. The PSP obtains signatures under the IEP Meeting Attendance Signature Page of the IEP. Signatures indicate meeting attendance and not agreement with the content of the IEP. The Prior Written Notice (Id. Change and Request for Consent) (WebKIDSS forms) form provides parent(s)/legal guardian(s) with due process rights and an opportunity to agree or disagree to proposed educational programming. PWN must be completed and signed at all annual and amended IEP meetings.

M. Offer to provide parent rights to parent(s)/legal guardian(s) and obtain initials for statements 1 through 7 of the Text after Signature section of the IEP.

N. Ask for required signatures on Prior Written Notice (Id. Change and Request for Consent) forms.

O. Ask parents to sign the Medicaid Release form, and identify Primary Care Physician, if they are Medicaid or HealthWave eligible. Special Services Office will obtain physician signature. If there is NOT a known doctor, or there is private insurance, PSP will note that on the form that is sent to the MIS Clerk. ALL forms must be submitted, with notation/indication of insurance provided, regardless of whether student is Medicaid eligible or not.

P. Copies of a draft IEP, and applicable forms (including Parent Consent for Release of Information/Medicaid Reimbursement, Physician Authorized Medicaid Billing, Medicaid Consent and Notification for Accessing Public Benefits or Insurance) may be given to parents. PSP sends original, signed copies of ALL forms to MIS Clerk. Special Services Office will process and distribute copies to parents and PSP. *If changes are made by hand on the draft copy, the PSP MUST go back into WebKIDSS and make the changes on the applicable pages.

V. IF PARENTS DO NOT ATTEND THE IEP MEETING

A. The school may conduct an IEP meeting without the parents if the school has made repeated attempts (at least two contacts by two different methods), but has been unable to secure the parents participation. If the parent has received notice of the IEP team meeting at least 10 calendar days prior to the meeting which includes the meeting date, time and location, and agrees to participate, but does not come to the meeting, the school must contact the parent to reschedule the IEP team meeting and conduct a complete IEP team meeting with all members in attendance unless parent indicates they want staff to go ahead and conduct the IEP meeting. If necessary, other means of parent participation may be used such as conference calls. Detailed records are to be maintained of attempts to contact the parents. It is recommended the PSP uses the IEP Contact Log located in the forms section of WebKIDSS.

B. If parents or their representatives cannot attend, the IEP meeting must be held before the expiration date and a copy of the IEP provided to the parents. If parent(s) do not attend the IEP meeting, the school IEP team still needs to meet to conduct the meeting. Paperwork is then sent home for the parents to review and sign. PSP should send the original(s) to the MIS Clerk and send home a photocopy of signature pages.

C. If the parents are unable to meet until after the IEP date has passed, contact the MIS Clerk and document reasons on Meeting Report form (WebKIDSS forms). Attempts to schedule with parents should be documented on the Contact Log. This documentation needs to be sent to the Special Services Office.

D. If the parents elect not to attend the IEP meeting, the PSP should conduct the IEP meeting with the other team members. The PSP should mark on the Parent/Guardian Notification section of the IEP, item #3- “parent/guardian opted not to attend”. Parent should not sign the attendance page, however, parents must still sign the PWN and the Meeting Notice if it was not sent 10 days in advance.

VI. FOLLOWING THE IEP MEETING

After completing any agreed upon changes to the draft IEP, send the original IEP document WITH ALL signatures, and forms to MIS Clerk. Special Services Office will distribute copies to parents and PSP. The following documents should be submitted:

• Signed copy of the IEP attendance and initialed text after signatures • Notice of Meeting • PWN • Medicaid form • Meeting Notes or any other documentation (if applicable)

VII. IEP CORRECTION NOTIFICATION PROCEDURES

• Step one: MIS Clerk emails PSP and outlines necessary corrections using the Compliance Notification Checklist. Corrections should be made within three to five work days and PSP should notify MIS Clerk that corrections have been made.

• Step two: If PSP does not respond or does not make corrections in five work days-- MIS Clerk emails the Compliance Notification Checklist to the PSP again and includes the School Psychologist on the notification. School Psychologist will provide support as needed.

• Step three: If there is no response or corrections are not made within two weeks, the MIS Clerk emails the PSP again and CC’s the building administrator, WebKIDSS coordinator, and School Psychologist. The building administrator then follows up with the PSP.

VIII. QUARTERLY PROGRESS REPORTS

Progress Reports must be updated and provided to parents quarterly. Progress reports must indicate:

A. The child’s progress towards annual goals (i.e. measurable data, percentages, etc.) B. The extent to which that progress is sufficient to enable the child to achieve the goals by the end of the IEP year. C. As part of an internal file review process, quarterly progress reports will be randomly checked to ensure quality and compliance.

IX. SPECIAL CIRCUMSTANCES

The PSP must take steps to ensure that IEPs are completed on time. If an IEP is overdue, the district is out of compliance. It is imperative to complete IEPs before the annual due date. It is recommended that IEP meetings are scheduled several days before the due date; when appropriately planned, the IEP can still be rescheduled before the due date in cases of unforeseen circumstances.

If the IEP is not held on the actual due date because of special circumstances (i.e., snow day), the PSP should contact the MIS Clerk and School Psychologist.

X. IEP AMENDMENT

To complete an IEP Amendment: 1. Click on Enter Forms Data Menu 2. Complete the Amendment Form 3. Complete the PWN (not auto PWN) 4. Obtain the parent signature 5. Send these two signed forms to the MIS Clerk. MIS Clerk will then process this IEP to make the service lines match the completed amendment.

The amendment form should be used for any changes in educational programming, including a substantial change in placement (involving more than 25% of the child’s school day) or a material change in service (an increase or decrease of 25% or more of the duration or frequency of a service) that occur outside of an annual IEP meeting. IF you are changing goals and a substantial change in placement, best practice would suggest completing a new IEP. An IEP amendment will be documented by the IEP team in the following documents: o IEP Amendment form o Prior Written Notice for Placement form (do not use Auto Prior Written Notice) o After parent signatures are obtained paperwork should be turned into the MIS Clerk. When completing the PWN, one should state the changes that are being made (outlined in the amendment, this can be cut and pasted over).

SECTION 5: INITIAL ELIGIBILITY EVALUATIONS

FORMS/DOCUMENTS REVIEWED IN THIS SECTION

• General Education Intervention Form SE – 039 • Prior Written Notice for Evaluation or Reevaluation • Parent Rights SE – 001 • Notice of Meeting SE – 046 • Auto/Prior Written Notice (Id, Change, & Request for Cons)

I. I. SCREENING FOR CHILDREN AGE THREE TO FIVE/TRANSITION FROM INFANT TODDLER SERVICES The district conducts preschool screenings for children younger than kindergarten age. Screening events are scheduled throughout the school year at district elementary schools. Parents may contact the Special Services Office, 357-5440, in order to schedule a screening date. Screening preschool students involves: Vision, Hearing, Language, Fine Motor, Gross Motor, Concepts, Social, Self Help and other areas as appropriate. The screening team reviews screening results and 24

refers children for a comprehensive evaluation when appropriate. Evaluations are conducted by appointment or in an ECSE classroom setting as determined appropriate by the ECSE team. An operational agreement between the district and Part C providers included a procedure for the Part C provider to refer children who will reach the age of three within 90 days of the child’s third birthday and a special education evaluation will be completed prior to the referred child’s third birthday.

II. GENERAL EDUCATION INTERVENTION FOR SCHOOL AGE STUDENTS

The district utilizes a problem-solving model of general education intervention for students that exhibit academic and/or behavior needs. Each building establishes a general education intervention team (GEI). The GEI team reviews student performance data from a variety of sources to identify students who require intervention and receives referrals involving students whose academic or behavioral performance requires attention from school staff, community agencies, and families.

The GEI team reviews the student’s needs and facilitates specific interventions, accommodations and modifications that provide necessary support to improve the students’ performance in the area of the identified need so the students can be successful in the general education environment.

III. SLP ROLE IN GENERAL EDUCATION INTERVENTION (GEI)

A. Language concerns

1. All students suspected of needing services due to language deficits will be referred first to the GEI team in each school building.

2. Following the first GEI team meeting, the building SLP may provide primarily indirect language services. These services may include student observations and assisting staff in generating data driven lessons/tasks/activities that may expand students’ language skills within the classroom. These services will continue for approximately two to four weeks per recommendations of the GEI team.

3. At the second GEI team meeting, the team may determine that further/continued interventions or supports are needed. At this time the SLP may provide direct services. These services could include targeted group interventions to support students’ language needs. Indirect services will continue at this time and may include assistance with data collection and monitoring of student progress.

4. At the third GEI team meeting, the team may decide to continue targeted interventions for an additional, limited amount of time and continue to chart progress or the team may request a special education evaluation at this time.

B. Articulation concerns

1. Teachers and parents may bring articulation-only concerns that may be having an impact on classroom performance directly to the building SLP. The SLP will notify the GEI team and may begin targeted direct intervention in small, same abilities groups for six to eight weeks.

2. Following initial intervention period, SLP will report data to teachers, parents, and GEI team. The SLP will then assist with decisions regarding continued targeted interventions or referral to special education/speech evaluation.

IV. REFERRAL FOR INITIAL ELIGIBILITY EVALUATION Data-based documentation supporting the need for an evaluation is required. Referrals for a special education evaluation will include data developed during the GEI process that includes:

1. documentation showing the student was provided appropriate instruction in general education settings delivered by qualified personnel,

2. the results of frequent progress monitoring assessments that reflect the impact of the intervention,

3. information regarding the intervention results were shared with the child’s parents,

4. the completed district GEI form (SE–39) for initial evaluation including the data used to monitor progress during the implementation of the general education interventions. Note: The Special Education Teacher or relevant staff (i.e., speech language therapist) must be included when the team is considering interventions involving special education inclusion supports and/or pullout for individual/small group direct instruction. A nine to 18 week time limit is recommended on interventions provided by special education staff. Parent permission must be obtained before the child is removed for Tier III interventions provided by special education staff. This permission may be documented in the Meeting Notes/GEI form.

V. PARENT REQUEST FOR INITIAL EVALUATION Parents must submit their request for an evaluation in writing to the building principal. The building principal will contact the School Psychologist. An evaluation team will convene and determine whether an initial evaluation will be conducted immediately in conjunction with general education interventions or whether general education interventions should precede the initial evaluation. When a parent makes a request in writing the school has 10 days to determine if they will initiate or refuse to complete the evaluation. If the school refuses to complete the evaluation,

the Notice of Evaluation form must be completed stating the school is refusing to complete the evaluation along with reasons for refusal.

VI. STUDENTS TRANSFERRING DURING INITIAL EVALUATION

For students that transfer into the district after an initial evaluation process has started in the previous district, the special services department will contact the previous district and request information that will enable our evaluation team to continue and complete the initial evaluation in a timely manner.

VII. NOTICE AND CONSENT FOR INITIAL ELIGIBILITY EVALUATION

Parents are members of the team that considers whether or not an initial evaluation will be conducted. Families are encouraged to participate, ask questions, and offer information during meetings. Parents will be provided the Prior Written Notice and Consent form (SE – 012) and asked to provide written consent for an initial evaluation, parents are also provided a copy of the Procedural Safeguards (SE – 001).

VIII. INITIAL ELIGIBILITY EVALUATION PROCEDURES In conducting special education initial evaluations, a variety of age and culturally sound assessment tools will be used to ensure that the child is appropriately assessed in all areas of suspected exceptionality. These assessment procedures will provide academic, developmental, and functional data that assist the team in determining eligibility, need for special education, and when appropriate, IEP development. No single assessment instrument will be used to make eligibility determination. All instruments used will be technically sound and administered by appropriately trained staff. Instruments are administered in accordance with instructions prescribed by the test publisher or consistent with acceptable best practice. Assessment instruments are provided and administered in the language and form most likely to yield accurate information regarding what the student’s abilities and needs are in the specific area being assessed. The evaluation team is required to assess in all areas of suspected disability and use a variety of assessment tools and strategies, including information provided by the parent, from five information sources:

• General education intervention results • Records review • Interview • Observation • Tests Eligibility evaluation assessment activities* are assigned to various district professionals. Assessment summaries are provided to the School Psychologist for inclusion in the USD 450 Evaluation/Eligibility Report prior to the feedback meeting. Typical assignments include:

• School Psychologist - student interviews, cognitive and social emotional testing, observations • Special Education Teacher- observation & academic testing • School Counselor – GEI summaries, records review • School Social Worker - social history, behavior rating scales and observations, adaptive behavior summary • Related Service Providers- provide summary of evaluation results, if applicable • *Speech Only Evaluations- conducted by Speech Language Pathologists

IX. ELIGIBILITY EVALUATION PROCESS

Once the parent has signed the Prior Written Notice for Evaluation, the team has 60 school days to complete evaluation activities. If the team determines the child is eligible, and demonstrates a need for special education, the IEP must be developed and implemented within the 60 school day timeframe.

The initial eligibility evaluation is conducted by a multidisciplinary team, which serves as the child’s IEP team should the team determine the child is eligible for special education. Legally required participants for each IEP team are:

• Parents of the child • General education teacher(s) • Principal or person with authority to commit district resources/LEA designee • Special Education Teacher • School Psychologist or person qualified to interpret the instructional implications of evaluation results • Other qualified professionals • The student (age 14+)

Upon completion of evaluation activities, an Eligibility Evaluation feedback meeting will be scheduled through the building team and principal. The team will involve parents and professionals assigned to evaluation activities in order to determine whether or not the child is eligible for special education services. All meetings are scheduled at times when parents/guardians and required team members can attend.

Parents must be given at least 10-day calendar advance written notice through the Notice of Meeting form (SE–046) and a copy of the Parent Rights document (SE-001).

The team may schedule a Professional Review meeting prior to the evaluation feedback meeting with parents in order to allow staff to analyze data, ensure all evaluation activities are complete, and to explore possible recommendations. The Director of Special Education will be notified when the team is considering a recommendation for an educational placement outside the student’s home school.

X. SPECIAL EDUCATION ELIGIBILITY DETERMINATION

If the team determines that a student is not eligible for special education services they may consider the appropriateness of referral back to the General Education Intervention Team or a Section 504 plan.

SECTION 6: RELATED SERVICES

I. WHAT IS A RELATED SERVICE?

Adapted from K.A.R. 91-40-1 "Related services" means developmental, corrective, and supportive services that are required to assist an exceptional child to benefit from special education. (1) In USD 450 commonly used related services shall include any of the following: (A) Assistive Technology devices and Services (B) Audiology (C) Counseling Services (D) Interpreting Services (E) Occupational Therapy (F) Orientation and Mobility Services (G) Physical Therapy (H) Recreation, including therapeutic recreation (I) School Health Services (J) School Nurse Services (K) School Psychological Services (L) School Social Work Services (M) Speech and Language Services (N) Transportation

(2) Related services shall not include the provision of any medical device that is surgically implanted, including a cochlear implant, the optimization of the device's functioning, including mapping and maintenance of the device, and replacement of the device.

Refer to Appendix G for K.A.R. 91-40-1 Adapted Description of Related Services

II. REFERRAL FOR A RELATED SERVICE

Before a related service can be added to an IEP a referral needs to be completed for the proposed service. A referral for any related service should be documented in the Meeting Report in order to initiate the process.

Each student must show need for the related service determined by IEP team and specific provider during a screening process. If a service is being added at annual IEP meeting, initial evaluation, or reevaluation then referrals need to be made prior to IEP so provider can assess whether service is needed for the particular student. Referrals can be made anytime throughout the school year. If student needs a service then related service provider will complete a PWN and amendment to add it to the IEP, unless it is during an evaluation or annual IEP.

Each IEP shall indicate the projected beginning date and the anticipated frequency, location, and duration for the special education and related services, supplementary aids and services, and modifications.

III. DISCONTINUING A RELATED SERVICE

To exit a related service, the student needs to have met the IEP goal corresponding to that service. The related service provider may determine through professional judgment that services are no longer appropriate due to lack of progress or skills are commensurate skills with cognitive ability. For example, the student has been identified as having a learning disability and in addition has been receiving speech services. This student has one goal related to articulation. The student has met the speech goal. There are two ways to discontinue speech services for this student.

1. Student may be discontinued from speech services at the annual IEP meeting. This discontinuation of speech services should be noted on the PWN as a change of service and the proposed action box should reflect that speech services are no longer being provided since the speech goal has been met and there are no additional need in this area.

2. Student may be discontinued from related services through an IEP amendment. It is the related service providers’ responsibility to contact the parent, complete paperwork and obtain signatures on the amendment and PWN in order to discontinue the service. See IEP forms for procedures for completing amendment.

IV. ASSISTIVE TECHNOLOGY EVALUATION

A. Each school district is required to ensure that assistive technology devices and services or both, are provided to a child with a disability if needed. Assistive technology can be made available as a part of the child’s IEP with written description in the following areas:

1. assistive technology plan, 2. special education services, 3. related services, 4. supplementary aids and services

B. Assistive technology can be provided through devices and services:

1. An assistive technology device is any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized. AT is used to increase, maintain, or improve functional capabilities of children with disabilities.

2. Assistive technology services are provided to directly assist the student with a disability in the selection, acquisition, or use of an assistive technology device. This includes:

a. the evaluation of needs including a functional evaluation b. purchasing, leasing or otherwise providing for the acquisition of assistive technology devices c. selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing of assistive technology devices

d. coordinating with other therapies, interventions, or services with assistive technology devices e. training or technical assistance for a student with disabilities or that child’s family f. training or technical assistance for professionals

3. Requests for assistive technology (AT) are determined by the student’s IEP team. The IEP team begins with the determination that an evaluation for possible AT is necessary. The IEP Team notes this on the Meeting Report and sends a copy to the AT Team Leader. AT evaluations are provided by local staff or a contracted individual or agency. The individuals or agency involved in the provision of the AT evaluation collaborate with the IEP team. The AT evaluation should be driven by the IEP team’s determination of the student’s present level of function. The evaluation should outline which area of learning will be enhanced by AT and include: a range of options that are available, the availability of high-tech as well as low-tech options, and the longevity of the AT options that are available. When possible, AT devices should be used on a trial basis as part of the evaluation. 4. The IEP team reviews the results of the assistive technology evaluation. The Present Levels of Academic and Functional Performance section of the IEP should then be modified to include assessment information that provides an indication of learning, which may be enhanced or supported by assistive technology. The goals and objectives of the IEP should reflect how the technology would increase, maintain, or improve the functional capabilities of the student. The IEP should reflect the link between assistive technology and the student’s academic, social or other goals.

5. The IEP determines the appropriate utilization of assistive technology. The IEP team determines the educational appropriateness of utilizing technology outside the school setting. If equipment is sent home, an AT Equipment Loan Agreement form must be signed by parents (SE-017). Assistive technology devices and equipment purchased with school funds are the property of USD #450. When a student exits the district or a USD #450 program, the assistive devices/equipment remains with the district. a. The district Special Education Office maintains an inventory of assistive technology devices/equipment. Items may be requested and checked out through the AT Team Leader.

b. The effectiveness and ongoing appropriateness of the application of assistive technology to the student’s program must be documented. IEP updates will report the progress the student is making in utilizing assistive technology. The IEP team should periodically evaluate the frequency and the quality of the assistive technology application.

V. FAQ’s - Frequently Asked Questions

1. How do I initiate a referral for a related service? This is a team decision that should be discussed at an IEP or team meeting. This initial referral is documented in the WebKIDSS Meeting Report.

2. What if a parent makes a request for a related service? This request should be forwarded to the appropriate related services provider and any additional background / concerns related to this referral should be shared at this time.

3. If a related service referral is made during a team meeting, will that service automatically be added to IEP? No, related services will only be added to IEP following determination of need by the specific related service provider.

4. What is the difference between SE and SS as a service identification code in the anticipated services chart? Speech/Language - If student’s primary exceptionality is Speech/Language then service is listed as SE in anticipated services chart. If student has a primary exceptionality with Speech/Language as a related service then SS should be used in anticipated services chart. Unless student is (DD) Developmental Delayed then all Speech/Language services are SE.

5. When are School Health & Nursing services included on an IEP? When a student with an IEP needs a health service administered during the school day, School Health and Nursing services will be documented on IEP in three places: health/physical section, anticipated services chart and related services section. If the student receives medication at school, the duration of the service is 15 minutes per administration.

6. Where do I add Social Work services on an IEP? Social work services documented on IEP in three places: social emotional section (radio button checked “Yes”), anticipated services chart, and related services section.

7. Do related services need to indicate frequency, duration, and location? Yes. Frequency, duration, and location should be documented in the related services section of the IEP and the anticipated services chart.

SECTION 7: REEVALUATIONS

FORMS/DOCUMENTS REVIEWED IN THIS SECTION:

• Auto/Prior Written Notice (Id, Change, & Request for Cons) • IEP Amendment • Reevaluation Not Needed • Notice For Evaluation or Reevaluation - • Notice of Meeting • Parent Rights SE – 001 • Reevaluation Team Report

I. REEVALUATION REQUIREMENTS

A. Reevaluations are to be conducted at least once every three years. The IEP team is responsible for ensuring the completion of reevaluation components prior to the three-year reevaluation date. The PSP, School Psychologist and related service providers will work collaboratively with parents in order to determine recommendations for reevaluation components and to schedule meeting dates.

B. Reevaluations may be conducted more frequently if conditions warrant a reevaluation or the child’s parent(s) or teacher requests a reevaluation.

C. On the year when the three year reevaluation is due, the dates for reevaluation and IEP should coincide. For example, if the reevaluation is due in March and the IEP is due in January, the reevaluation needs to be completed by the January IEP date.

D. Reevaluation is required if the team is considering a change in eligibility or dismissing the student from special education services. Reevaluation is not required for dismissal from a related service e.g., OT, Speech & Language, PT, Social Work, etc.

1. When dismissal is recommended with reevaluation and annual IEP update, the related service staff team member provides written documentation of the reasons for dismissal and the location of data used to justify dismissal.

2. When dismissal from a related service is recommended between annual IEP updates, related service staff will provide information listed above to the PSP and related service provider will complete paperwork and obtain a parent signature on the Prior Written Notice (Id, Change, & Request for Cons) and the IEP Amendment form.

3. Reevaluation is not required for change of placement prior to graduation or aging out of a special education program (at age 21). Reevaluations are required prior to turning age 10 when a student currently identified as Developmentally Delayed.

4. The Reevaluation Not Needed form is used to document parental consent if the team agrees that a reevaluation is not needed because sufficient information is available to document continued eligibility and need for services.

II. CONSENT FOR REEVALUATION

A. The IEP team determines the assessments to be conducted for the reevaluation. The Notice of Evaluation or Reevaluation can be completed on WebKIDSS by the PSP, related service providers, and/or School Psychologist.

B. In conducting the reevaluation, the IEP team must:

1. use a variety of assessment tools and strategies to gather relevant functional and developmental information, including information related to enabling the child to be involved and progress in the general education curriculum

2. assess the child in all areas of suspected disability

3. use relevant information in determining the educational needs of the child

C. The PSP and School Psychologist are responsible for providing copies of parental rights to parents/guardians, or students age 18+ years and getting written consent prior to conducting the reevaluation.

III. SCHEDULING REEVALUATION TEAM MEETINGS

A. Reevaluation feedbacks are typically scheduled the same day as the child’s annual IEP update so assessment findings can be included in Present Levels of Academic and Functional Performance (PLAAFP) section of the IEP. The School Psychologist and PSP are responsible for ensuring the completion of reevaluation components prior to the three year reevaluation date.

B. Upon completion of reevaluation components, a reevaluation feedback and the annual IEP will be coordinated through the IEP team and building principal involving parents and qualified professionals. All meetings are scheduled at times when parents/guardians and required team members can attend. C. Parents must be given at least 10-day calendar advance written notice through Notice of Meeting form and given a copy of the Parent Rights document if this has not already been provided to parents. The PSP or School Psychologist typically notifies parents and team members of the meeting date and time.

D. As documented in the Reevaluation Team Report the team determines whether or not:

1. the child continues to be a child with an exceptionality;

2. the educational needs of the child;

3. the present levels of academic achievement and the functional performance (related developmental needs) of the child;

4. whether the child continues to need special education and related services;

5. any additions or modifications to the special education and related services are needed to enable the child to meet the measurable annual goals set out in the IEP of the child and to participate, as appropriate in the general education curriculum.

E. The School Psychologist is responsible for completing the Reevaluation Team Report unless the student only has speech language services.

F. Parents are given a copy of the Reevaluation Team Report and documentation that parents received a copy is noted on the report form.

G. Parent signature is also obtained on the Prior Written Notice (Id, Change, & Request for Consent) form.

SECTION 8: FUNCTIONAL BEHAVIORAL ASSESSMENT (FBA), BEHAVIOR INTERVENTION PLAN (BIP), POSITIVE BEHAVIOR INTERVENTION AND SUPPORTS (PBIS)

I. FUNCTIONAL BEHAVIORAL ASSESSMENT (FBA)

A. The team conducts the FBA in order to develop strategies/positive behavioral interventions and supports needed to address the behavior(s) of concern when a student’s behavior impedes his/her learning or that of others. A formal FBA should be completed under the following circumstances:

1. as a recommended component of an initial eligibility evaluation

2. as a recommended component of a reevaluation

3. the IEP team is considering a change in educational placement/service

4. a student with an IEP receives a disciplinary suspension exceeding five consecutive school days or a total of 10 school days within a school year.

B. Essential components of an FBA involve:

1. establishing a clear description of the behavior(s) of concern 2. observations of the student in the environments where the behavior occurs 3. interviews with people involved in the situation 4. collecting baseline data to indicate specific times, settings, or activities where behavior manifests 5. hypothesizing the possible functions of the behavior 6. changing the environment to prevent the behavior 7. identifying reinforcers to be used when behavior is appropriate 8. teaching new skills that meet the students’ performance or acquisition deficits 9. monitoring the behavior of concern and making changes if strategies are not effective

II. BEHAVIORAL INTERVENTION PLAN (BIP) AND POSTIVE BEHAVIOR SUPPORTS

A. A BIP is developed when a student’s behavioral needs exceed that of general education or resource classroom intervention and supports. The BIP is developed from a variety of sources which may include a FBA.

B. Recommended BIP components include:

1. baseline behavior data 2. description of current interventions including positive behavioral strategies and supports 3. ongoing data collection and follow-up with changes as needed

C. The BIP may be included under the BIP section of the IEP or attached to the IEP. If the BIP is included in the IEP, any changes to the plan require an amendment. See sample BIP included in Appendix E.

D. The need for positive behavior intervention supports may also be addressed within the student’s IEP under the Positive Behavior Intervention and Supports section and/or through annual goals, program modifications, and supplementary aids/services. *An IEP team may contact Project Stay to assist in data collection and development of a FBA or BIP. III. HOSPITALIZATION/HOME BOUND

For special education students the multidisciplinary team will meet and discuss transition and deliver options and the team will update the Prior Written Notice.

Special Education Hospital or Homebound Instruction Requirements:

A. The medical doctor completes (GF-128). B. Appropriate information is noted on the IEP. C. The administrator completes (GF-128, GF-013, GF-090). D. The above items are sent to the central office. E. At the completion of Homebound/Hospital instruction, the administrator completes (GF-013).

Regular education students may receive, with central office approval, homebound instruction at district expense as the result of an extended illness or accident. Regular education students may be identified as special education students when an accident results in a permanent disability or for terminal or potentially terminal illness requiring extended treatment or services. A comprehensive evaluation and an individual education program are required. The general education team will meet and complete a general education intervention (GEI) forms (SE-039) and discuss the option of an evaluation to consider OHI or other special education classification, and follow district evaluation procedures if the team determines an evaluation is appropriate for regular Education Hospital or Homebound Instruction:

1. Complete A, C, D and E above.

2. When appropriate, Special Education Teachers may serve as homebound instructors.

3. Teachers, from substitute list, will receive the per hour rate as indicated by the negotiation agreement and mileage.

4. Special and regular education teachers will receive hourly and mileage compensation as indicated in the negotiated agreement.

VI. REFERRAL TO OTHER AGENCIES OR DOCTORS

Special circumstances may indicate a need for referral to an outside agency for an educational evaluation. The IEP team should consult with the School Psychologist and Director of Special Education to determine the child’s educational need.

SECTION 9: LEAST RESTRICTIVE ENVIRONMENT (LRE)/ CONTINUUM OF SERVICES

I. CONSULTATION

Consult or consultation services can be provided by any Special Education Teacher or related service provider. Consult is an indirect service, meaning that special education personnel delivers service through another person and does not provide direct service to the student. If a service is coded as an X (consult) in WebKIDSS this is staff to staff communication not direct student contact.

II. SPECIAL EDUCATION SERVICES IN A GENERAL EDUCATION SETTING

Special Education Services in a General Education Setting is a code C in WebKIDSS. In this service setting a Special Education Teacher, paraprofessional, or therapist provides direct service in the general education classroom. (In the past this has been called CWC or inclusion services). Co-teaching by Special Education Teacher or paraprofessional in the general education classroom would also fall under this service setting.

III. SPECIAL EDUCATION SERVICES IN ANOTHER LOCATION IN A GENERAL EDUCATION BUILDING.

Special Education Services in another location in a General Education Building is a code G in WebKIDSS. In this service setting a student leaves the general education classroom and receives direct instruction from special education service provider. The service may be individual or in a small group.

IV. EARLY CHILDHOOD SPECIAL EDUCATION (ECSE)

The district offers ECSE classroom services for children three to five who meet state guidelines for eligibility. ECSE services are also offered on a continuum in community and home settings. Speech only services are also available through the ECSE program.

V. THE BEHAVIOR MANAGEMENT PROGRAM

This program is designed to meet the needs of students with significant behavioral and/or emotional disabilities who are unable to effectively participate and learn in a general education setting without specialized behavioral management structures and supports. See Appendix G for Guidelines for Placement in Behavior Management Program.

VI. FUNCTIONAL PROGRAM (K-12) 40

This program is to meet the needs of students who have significant multiple disabilities that require different academic instruction with a focus on adaptive life skills.

VII. SPECIAL PURPOSE SCHOOL- PROJECT PLUS

Project PLUS (Positive Learning-Understanding Students) is an accredited Special Purpose School which operates under the sponsorship of Southeast Kansas Education Service Center. This school serves students who are identified as having emotional and behavioral disorders. Project PLUS provides a structured framework which promotes and sustains positive social behavior and successful academic performance.

Placement in a special purpose school setting is typically a result of, but is not limited to, a student being an inherent danger to themselves or others, and/or whose behavior support requirements exceed the limits of programming available at their local school as determined by an IEP team.

Shawnee Heights district procedures for transitioning special education students from a Special Purpose School back to the local school is as follows:

1. Shawnee Heights is notified by the Special Purpose School administrator that the student is ready to return to a Shawnee Heights school. The School Psychologist is notified.

2. A meeting is held at the Special Purpose School with parent/guardian, Shawnee Heights school team, and student to discuss the change in placement. The meeting will be held on the campus of the Special Purpose School. 3. Basic information will be gathered and shared among team members from both schools. The team will review the information, discuss placement options, and develop goals related to the possible transition.

4. If a determination is made to pursue placement on the Shawnee Height campus, the IEP will be amended to include information applicable to placement. In the case of a partial placement, the responsibility of the IEP will be shared with both the Special Purpose School and Shawnee Heights school teams.

5. If student is in partial placement (Special Purpose School/Shawnee Heights split) the team will meet regularly to review the student’s progress on goals and to review placement options.

*Shawnee Heights High School Special Purpose team consists of: High School Administrator, SPED Director, School Psychologist, Transition Facilitator, Counselor, School Social Worker, and Special Education Teacher. VIII. TRANSITION TO WORK/18-21 YEAR OLD PROGRAM

The district offers appropriate programming for students 18-21 if the team determines they are eligible.

SECTION 10: TRANSITION

I. ASSESSMENT OF TRANSITION NEEDS

IDEA Transition Requirements

IDEA requires that transition planning begin at the earliest age appropriate. For each student with a disability, beginning at age 14 (or younger, if determined appropriate by the IEP team), the IEP must include a statement of the student's transition service needs that focuses on the student's course of study (such as advanced academic courses, technical training, or intensive employment preparation). Thus, beginning at age 14, the IEP team, in identifying annual goals and services for a student, must determine what instruction and educational experiences will help the student prepare for the transition from school to adult life. For example, if a student's transition goal is to secure a job, a transition service need might be enrolling in a career development class to explore career options and specific jobs related to that career. A statement of transition service needs should relate directly to the student's goals after high school and show how planned activities are linked to these goals.

The law requires that the IEP team begin no later than age 14 to address the student's need for instruction that will assist him or her in preparing for transition. Beginning at age 16 (or younger, if determined appropriate by the IEP team), the IEP must contain a statement of needed transition services for the student, including, if appropriate, a statement of interagency responsibilities. This includes a coordinated set of activities with measurable outcomes that will move the student from school to post-school activities.

The IEP must be updated annually, or more often when needed. If the student is not making expected progress toward the annual goals and in the general curriculum, the team must meet and revise the IEP. Schools must report to parents on the progress of a child with a disability at least as frequently as they report on the progress of nondisabled children. Progress reports can help determine whether or not revisions to the IEP are needed.

A. Transition services means a coordinated set of activities for a child with a disability that— (1) Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;

(2) Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and includes— ▪ Instruction; ▪ Related services; ▪ Community experiences; ▪ The development of employment and other post-school adult living objectives;

▪ If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.

II. TRANSITION ASSESSMENT (MIDDLE SCHOOL & HIGH SCHOOL)

The LEA must conduct age-appropriate transition assessment at a minimum in the areas of education/training, employment, and, where appropriate, independent living. The purpose of transition assessment is to provide information to develop and write practical, achievable measurable post-secondary goals and assist in the identification of transition services necessary in helping the student reach those goals. Transition assessment must be conducted prior to the student reaching age 14 and prior to the development of the measurable post-secondary goals and transition services in the students’ IEP. For each postsecondary goal there must be evidence that at least one age-appropriate transition assessment was used to provide information on the student’s needs, strengths, preferences and interests regarding postsecondary goals. Evidence would most likely be found in the student’s file.

Those responsible gather the information needed to understand student needs, taking into account strengths, preferences and interests through career awareness and exploration activities and a variety of formal and informal transition assessments. These assessments should seek to answer questions such as:

• What does the student want to do beyond school (e.g., further education or training, employment, military, continuing or adult education, etc.)?

• Where and how does the student want to live (e.g., dorm, apartment, family home, group home, supported or independent)?

• How does the student want to take part in the community (e.g., transportation, recreation, community activities, etc.)?

Possible Assessments Include: ▪ Differential Aptitude Test ▪ Cognitive/Mental Ability ▪ Reading Free Vocational Interest Inventory ▪ Achievement Tests and performance in the classroom ▪ Questionnaires & Checklists – both parent and student ▪ Interest Inventories ▪ Kansas Career Pipeline ▪ Interview ▪ Observation ▪ Work Experience Evaluations ▪ IEP Progress Monitoring Data

A. Measurable Postsecondary Goals (MIDDLE SCHOOL & HIGH SCHOOL)

Each IEP for a student with a disability, who will be 14 or older during the time period of the IEP, must have measurable postsecondary goal(s) that address the areas of: training/education, employment, and independent living when appropriate. The only goal area that is not required based on individual student needs is independent living. 43

Descriptions of these categories are: • Training/Education – specific vocational or career field, independent living skill training, vocational training program, apprenticeship, OJT, military, Job Corps, etc., or 4 year college or university, technical college, 2 year college, military, etc. • Employment - paid (competitive, supported, sheltered), unpaid, non-employment, etc. • Independent living skills – adult living, daily living, independent living, financial, transportation, etc.

Examples of Measurable Postsecondary Goals:

Example Education/Training Goals: After graduation from high school, Sara will attend college to study drafting. After graduation from high school, Jamie will attend Central County Community College in the welding industry certificate program.

Example Employment Goals: After graduation from high school, Sam will obtain employment as a CAD operator. After graduation from high school, Jerry will work in an auto repair shop to gain experience in the automotive repair industry.

B. Courses of Study (MIDDLE SCHOOL & HIGH SCHOOL)

The IEP that will be in effect when the student turns age 14 must address the courses of study needed to assist the student in reaching his or her postsecondary goals. Courses of study are defined as a multi-year description of coursework to achieve the student’s desired post-school goals, from the student’s current to anticipated exit year. The courses of study may be identified on the student’s IEP as a list of courses of study or a statement of instructional program, as appropriate for the student.

Example: Freshman: Sophomore: Freshman English Sophomore English Math Math Science – Biology Science – Earth & Space Social Studies – World Geography Social Studies Electives Teen Topics Electives of your choice. Electives of your choice which could include: If your fine arts electives have not been Physical Education Elective started/completed, it would be in your best Fine Arts Elective(s) interest to complete it your sophomore/junior year. This is the same for your physical education elective.

Junior: Senior: Junior English Senior English Math Social Studies – US Government Science – Electives Social Studies – US History

Electives of your choice – should include Electives of your choice – should include courses that relate to what you would like to courses that relate to what you would like to do do after high school. after high school. Again, if your fine arts electives have not been started/completed, it would be in your best interest to complete it your junior year. This is the same for your physical education elective.

III. OUTSIDE AGENCIES (MIDDLE SCHOOL & HIGH SCHOOL)

Representatives of any other agencies. For a child with a disability age 14 or older the IEP team will consider the transition services of the child, and the IEP team must determine, to the extent appropriate, any other public agency that must be invited to the IEP meeting because they are likely to be responsible for providing or paying for transition services. The parents, or a student who is 18 year of age, must provide consent for the school to invite any outside agency who may be providing secondary transition services to the IEP meeting (K.A.R. 91-40-17(g); 34 C.F.R. 300.321(b)(3)).

Consent from the parent (or adult student) is required when inviting outside agencies to ensure the protection of confidentiality of any personally identifiable data, information and records collected or maintained by the school. Although the school has the responsibility to invite (after receiving parent or adult student consent) individuals from other agencies, the school district does not have the authority to require the other agency representative to attend the IEP meeting (Federal Register, August 14, 2006, p.46672). (See Consent to Invite Representative of Noneducational Agency to IEP Meeting at http://www.ksde.org/Default.aspx?tabid=2832).

Examples of outside agencies include, but are not limited to: The Community Developmental Disability Organization, Family Service & Guidance or other providers serving the student outside of school

IV. AGE 16 TRANSITION SERVICES

Beginning at age 16, or younger, if determined appropriate by the IEP team, each IEP of a student with a disability must also contain an additional statement of needed transition services for the child, including, when appropriate, a statement of the interagency responsibilities or any needed linkages (K.S.A. 72-987(c)(8)). This requirement is in ADDITION to the age 14 requirements.

The age 16 transition services should be a coordinated set of activities or strategies that support the student in achieving their desired postsecondary goals. The IEP team builds this set of activities from information contained in the PLAAFP that describe where the student is currently performing in relationship to his/her postsecondary goals. The IEP team should consider the individual child’s needs, taking into account the child’s strengths, preferences, and interests. With that as the starting point, the team needs to determine what skills, services, or supports the student will need in order to successfully transition from where (s)he is now to his/her desired postsecondary goals.

For each postsecondary goal, there should be consideration of transition services in the areas of (a) instruction, (b) related service(s), (c) community experience, (d) development of employment and other post-school adult living objective, (e) if appropriate, acquisition of daily living skill(s), or (f) 45

if appropriate, provision of a functional vocational evaluation listed in association with meeting the postsecondary goal. The LEA may also include the multi-year plan for activities and transition services in the IEP as part of the Age 16 Transition Services. If the LEA decides to include a multi- year plan there must be a clear distinction between those activities/services that are being provided for the current IEP year and the activities or services that are being planned for the future.

The age 16 (and over) transition services statement must:

1. Document activities & transition services for the current IEP year and identify the responsible party/agency. 2. Document who will provide or pay for which services if an agency outside of the school has responsibility.

The IEP team, including the student and parent, may find it helpful to answer the following questions as the age 16 transition services are developed:

• What services, supports, or programs does this student currently need? (For example, specially designed instruction, accommodations and modifications, related services, job coaching, special transportation, etc.) • Then, based on what the student currently needs: • What additional services, supports, activities, or programs will this student need in order to achieve his or her desired postsecondary goals and lead to success as the student leaves high school? • Are linkages being made to the needed post-school services, supports or programs before the student leaves the school setting? • Do the age 16 transition services include strategies to ensure students and parents are aware of, and connected to, needed post-school services, programs and supports before the student exits the school system?

The age 16 transition services should be developed as a coordinated set of activities by considering each of the following areas:

• Instruction the student needs to receive in specific areas to complete needed courses, succeed in the general curriculum and gain needed skills post high school. • Related services the student may need to benefit from special education while in school. Generally, the IEP team should also begin to consider related service needs the student may have as he or she enters the adult world. If related services will be needed beyond school, the IEP should identify, as appropriate, linkages to adult agencies or providers before the student leaves the school system. • Community experiences that are provided outside the school building or in community settings. Examples may include community-based work experiences and/or exploration, job site training, banking, shopping, transportation, counseling and recreation activities. • Employment or other post-school adult living objectives the student needs to achieve desired post-school goals. These could be services leading to a job or career or those that support activities done occasionally such as registering to vote, filing taxes, renting a home, accessing medical services, applying for insurance or accessing adult services such as Social Security Income (SSI).

• Acquisition of daily living skills (if appropriate). Daily living skills are those activities that adults do every day (e.g., preparing meals, budgeting, maintaining a home, paying bills, caring for clothing, grooming, etc.). • Functional vocational evaluation (if appropriate). This is an assessment process that provides information about job or career interests, aptitudes and skills. Information may be gathered through situational assessment, observation, or formal measures and should be practical. The IEP team could use this information to refine services outlined in the IEP.

The IEP team must determine, to the extent appropriate, any other public agency that must be invited to the IEP meeting because they are likely to be responsible for providing or paying for transition services. The parents, or a student who is 18 years of age, must provide consent for the school to invite any outside agency to the IEP meeting (K.A.R. 91-40-17(g); 34 C.F.R. 300.321(b)(3)). Consent from the parent (or adult student) is required when inviting outside agencies to ensure the protection of confidentiality of information under FERPA (Federal Register, August 14, 2006, p. 46672). (See Consent to Invite Noneducation Agency to IEP Meeting form at http://www.ksde.org/Default.aspx?tabid=2832).

It is expected that transition services to be provided by agencies other than the school will be included in the IEP. If an agency other than the school, fails to provide the transition service in the IEP that it had agreed to provide, the school must reconvene the IEP team to identify alternative strategies to meet the transition objectives for the child that are set out in the IEP (34 C.F.R. 300.324(c)(1)). Alternative strategies might include the identification of another funding source, referral to another agency, the public agency’s identification of other district-wide or community resources that it can use to meet the student’s identified needs appropriately or a combination of these strategies.

The school, or any participating agency, including the State vocational rehabilitation agency, is responsible to provide or pay for any transition service that the agency would otherwise provide to children with disabilities who meet the eligibility criteria of that agency. This is to be done without delay. The school may claim reimbursement from an outside agency that failed to provide or pay for the service pursuant to an interagency agreement or other financial arrangement (34 C.F.R. 300.324(c)(2); 34 C.F.R. 300.103; 34 C.F.R. 300.154). If a participating agency, other than the school district, fails to provide the transition services described in the IEP, the school district must reconvene the IEP team to identify alternative strategies to meet the transition objectives for the child.

For students incarcerated in an adult correctional facility whose eligibility under IDEA will end because they will turn 21 years old before they will be eligible to be released from prison, the requirements relating to transition planning and transition services do not apply (K.A.R. 91-40- 5(c)(2)(B); 34 C.F.R. 300.324(d)).

V. AGE OF MAJORITY (HIGH SCHOOL)

Beginning at age 17, the IEP team must inform the student and the parents that at the age of majority under State law (age 18 in Kansas), the rights under IDEA will transfer to the student. The school must provide documentation in the IEP, at least one year before the student is 18, that the student has been informed of rights provided in the federal and state law that will transfer to the student. If parents believe that their child may not be able to make educational decisions, they may 47

wish to find out about obtaining a limited guardianship or some other legal means to support the student upon reaching the age of majority. It is important for the school to provide information and resources to the student and parents early in the IEP process to assist them in understanding the implications of the transfer of these rights under IDEA (K.S.A. 72-989; K.A.R. 91-40-18(e))

VI. PREPARING FOR THE IEP MEETING

At the time of the annual IEP when a student reaches age 13 or with the initial placement for students aged 14 and beyond, the IEP provider or the transition facilitator will complete the Transition Summary and proposed transition plan. The Transition Plan must be included in the IEP on or before the student’s fourteenth birthday.

• Parent Transition Planning Input KU form (ONCE IN MIDDLE SCHOOL OR WHEN NEEDED AT THE HIGH SCHOOL LEVEL) • Student Planning Input KU form (ONCE IN MIDDLE SCHOOL OR WHEN NEEDED AT THE HIGH SCHOOL LEVEL) • Student Interview – It is about the student and what they want to do (MIDDLE SCHOOL & HIGH SCHOOL – YEARLY)

Once the Parent Transition Planning Input & Student Planning Input is completed, send a copy to the transition facilitator, keep a copy for their notebook and send the original to the psychologist office to be placed in their special education folder.

At the time of any subsequent reevaluation or annual review of the IEP, the IEP provider or transition facilitator will update the transition sections of the IEP.

SECTION 11: EMERGENCY SAFETY INTERVENTIONS

I. EMERGENCY SAFETY INTERVENTIONS/ PHYSICAL INTERVENTION GUIDELINES

A. Purpose:

• Is used in a manner that is consistent with the protection of a student’s rights, safety and welfare. • Is used to prevent students from harming themselves or others. • Is used effectively and safely. • In no situation will physical intervention be used to punish or discipline a student or as a convenience to staff.

B. Definitions: Article 42. - Emergency Safety Interventions 91-42-1. Definitions. As used in this regulation and in K.A.R. 91-42-2, each of the following terms shall have the meaning specified in this regulation: (a) "Chemical restraint" means the use of medication to control a student's violent physical behavior or restrict a student's freedom of movement. (b) "District" means a school district organized under the laws of this state that is maintaining a public school for a school term pursuant to K.S.A. 72-1106, and amendments thereto. This term shall include the governing body of any accredited nonpublic school.

(c) "Emergency safety intervention" means the use of seclusion or physical restraint when a student presents an immediate danger to self or others. Violent action that is destructive of property may necessitate the use of an emergency safety intervention. (d) "Mechanical restraint" means any device or object used to limit a student's movement. (e) "Physical escort" means the temporary touching or holding the hand, wrist, arm, shoulder, or back of a student who is acting out for the purpose of inducing the student to walk to a safe location. (f) "Physical restraint" means bodily force used to substantially limit a student's movement. (g) "School" means any learning environment, including any nonprofit institutional day or residential school and any accredited nonpublic school, that receives public funding or over which the Kansas state department of education has regulatory authority. (h) "Seclusion", when used with a student, means that all the following conditions are met: (1) The student is placed in an enclosed area by school personnel. (2) The student is purposefully isolated from adults and peers.

(3) The student is prevented from leaving, or reasonably believes that the student will be prevented from leaving, the enclosed area. (i) "Time-out" means a behavioral intervention in which a student is temporarily removed from a learning activity without being confined. (Authorized by and implementing Article 6, Section 2(a) of the Kansas Constitution; effective P- .) 91-42-2. Policy, documentation, and reporting requirements. (a) Each district shall develop and implement written policies to govern the use of emergency safety interventions over all schools. At a minimum, written district policies shall conform to the definitions and requirements of these regulations, including that seclusion and physical restraint shall be used only when student conduct meets the definition of necessitating an emergency safety intervention. Parents shall be annually provided with the written policies on the use of emergency safety interventions. The written policies shall include the following: (1) Policies and procedures for the use of emergency safety interventions: (A) Policies and procedures shall prohibit the following: (i) The use of prone, or face-down, physical restraint; supine, or face-up, physical restraint; physical restraint that obstructs the airway of a student; or any physical restraint that impacts a student's primary mode of communication; (ii) The use of chemical restraint, except as prescribed treatments for a student's medical or psychiatric condition by a person appropriately licensed to issue these treatments; and (iii) The use of mechanical restraint, except those protective or stabilizing devices either ordered by a person appropriately licensed to issue the order for the device or required by law, any device used by a law enforcement officer in carrying out law enforcement duties, and seatbelts and any other safety equipment when used to secure students during transportation; and 91-42-2 (B) Written policies developed pursuant to this regulation shall be accessible on each school's web site and shall be included in each school's code of conduct, school safety plan, or student handbook, or any combination of these; (2) School personnel training consistent with nationally recognized training programs on the use of emergency safety interventions: (A) Training shall address prevention techniques, de-escalation techniques, and positive behavioral intervention strategies; (B) Training shall be designed to meet the needs of personnel as appropriate to their duties and potential need for emergency safety interventions; and (C) Schools and programs shall maintain written or electronic documentation on training provided and lists of participants in each training;

(3) Written parental notification whenever an emergency safety intervention is used. This notification shall be provided within two school days;

(4) documentation of any incident of emergency safety intervention, which shall include the date and time of the intervention, the type of intervention, the length of time the intervention was used, and the school personnel who participated in or supervised the intervention; (5) procedures for the collection, maintenance, and periodic review of the use of emergency safety intervention at each school, which shall include the documentation described in paragraph(a)(4); and 91-42-2 (6) local dispute resolution processes. Each district shall develop policies that, at a minimum, shall include the following: (A) A complaint investigation procedure; (B) a procedure for parents to present written complaints to the local board of education to initiate complaint investigation by the local board of education; and (C) a procedure for parents, the school, and the Kansas state department of education to receive written findings of fact and, if necessary, corrective action from the local board of education within 30 days of filing of a complaint by a parent. (b) Each district shall develop a system to collect and maintain documentation for each use of an emergency safety intervention, which shall include the information described in paragraph (a)(4). (1) Information maintained by the school shall be compiled and submitted, at least biannually, to the district superintendent or district designee. (2) Documentation of any school's or district's use of emergency safety intervention shall be provided to the Kansas state department of education upon written request of the Kansas state department of education. (3) Each district shall report all incidents of emergency safety intervention to the Kansas state department of education by the date and in the form specified by the Kansas state department of education. An annual report shall be provided by the Kansas state department of education to the Kansas state board of education. 91-42-2 (Authorized by and implementing Article 6, Section 2(a) of the Kansas Constitution; effective P- .) C. Guidelines for Using Emergency Safety Intervention

1. The school district offers Mandt training to staff. Please call the district Special Services Office, 357-5440, to enroll for a training session.

2. Mandt training is strongly recommended before physical intervention is implemented.

3. Complete the SPED Emergency Safety Intervention Report Form (SE-052) with appropriate multidisciplinary team members after any Emergency Safety Intervention (ESI) has been used with student.

SECTION 12: MANIFESTATION DETERMINATION

I. MANIFESTATION DETERMINATION

Once the building administrator determines that the infraction could potentially lead to a long term suspension/expulsion he/she contacts the School Psychologist. Subsequently the School Psychologist will arrange a preliminary planning meeting and the formal MDR meeting.

The preliminary meeting will be conducted prior to the formal MDR so the team is able to organize and plan for the formal MDR.

The formal MDR should include the parent/guardian, Special Education Director, building administrator, School Psychologist, IEP case manager, and others who have pertinent information regarding the student. In addition, the student should attend if possible.

A. As soon as practical, but not later than 10 school days after the date on which the decision is made to change the placement of a child with a disability because of a violation of a student code of conduct, the representative of the school, the parent and other relevant members of the child’s IEP team, as determined by the parent and the school, must meet to review:

1. all of the relevant information in the child’s file, 2. the child’s IEP, 3. any teacher observations, and 4. any relevant information provided by the parent.

B. Based on its review of all the relevant information, the group must determine if the conduct in questions was:

1. caused by, or had a direct and substantial relationship to the child’s disability; or 2. the direct result of the school’s failure to implement the child’s IEP (K.S.A. 72-991a(d)(2),(e)(1); 34 C.F.R. 300.530(e)(1)).

II. DETERMINATION BEHAVIOR WAS A MANIFESTATION OF THE DISABILITY

A. If the school, the parent and other relevant members of the child’s IEP team determine the student’s behavior was the direct result of the school’s failure to implement the IEP, the school district must take immediate action to remedy those deficiencies.

B. If the school, the parent and other relevant members of the IEP team determine the child’s behavior was a manifestation of the disability, the IEP team must: 1. Return the child to the placement from which the child was removed, unless the parent and the school agree to a change of placement as part of the modification of the behavioral intervention plan; and

2. Either:

a. Conduct a functional behavior assessment, unless the school had conducted a functional behavioral assessment before the behavior that resulted in the change of placement occurred, and implement a behavior intervention plan for the child; or

b. If a behavioral intervention plan already has been developed, review the behavioral intervention plan, and modify it, as necessary, to address the behavior, or

c. If it is determined that the child’s behavior is a manifestation of the child’s disability the child cannot be subject to a long-term removal for the behavior.

III. DETERMINATION BEHAVIOR WAS NOT A MANIFESTATION OF THE DISABILITY

A. If the IEP team determines the behavior was NOT a manifestation of the child’s disability, the district may proceed with suspension and expulsion proceedings.

B. A child with a disability must continue to receive educational services during the period of a long-term disciplinary removal. The services that must be provided during the long-term removal are the services that the IEP team determines are needed to enable the child to continue to participate in the general education curriculum, although in another setting, and to progress toward meeting the goals set out in the child’s IEP. If the IEP team determines it is appropriate, the child must receive a functional behavioral assessment, and behavioral intervention services and modifications that are designed to address the behavior violation so it does not recur.

Figure 13-1

PROCEDURES FOR DISCIPLINARY VIOLATIONS FOR CODE OF STUDENT CONDUCT INCLUDING WEAPONS, DRUGS, SERIOUS BODILY INJURY

IF IEP CHALLEN LENGTH OF SERVICES MEETING SERVICES DETERMINED BY WHOM GED REMOVAL REQUIRED REQUIRED STAY PUT

1. Short term None No N/A N/A removals, not exceeding 10 300.530(d) consecutive (3) school days, and not cumulating to more than 10 school days. 300.530(B)

2. All subsequent Beginning on the No. No School officials (General Ed. Administrator, Director of N/A short term 11th cumulative manifestation SPED and child's SPED removals which day, services determination is teacher). 300.530(d)(4). 91-40- includes the 11th necessary to required. 300.5 33(b) 91-40-36(a) cumulative day enable the child 30(e) - Also see (but does not to: row 3 if long constitute change 1)Participate in term of placement) the general suspension/exp education ulsion is curriculum anticipated (although in another setting); and

2) Progress toward meeting the goals in the IEP 300.530(d)(4)

3. Same as Yes, IEP Team determines services and place where the services Disciplinar above. to: will be y 1) A provided. 300.530(d)(5) Placement removal for more 300.530(d)(5) 300.531 than 10 1) Make a 300.5 consecutive days, manifestation Parental consent is not required for this change in 33 or determination* placement. (Notice of 2) another action and removal that Parents Rights cumulates to more immediately, than 10 school and meeting days, and shows a within 10 school pattern of removal days.) 300.530( constituting a e), 300.530(h); change of and placement. 3 00.536(a)(1)(2); 2) If the 300.530.53 behavior is a 0(c) manifestation of the disability, (a) develop a FBA and BIP, or review existing BIP, and make 54

changes needed to address behavior and (b) return student to IEP placement unless parent and school agree otherwise. 300. 530(f)

4. 45 school day Same as Yes Same as above. Same as alternative above. to: above. educational setting (IAES) 300.350(d)(1) 1) (weapons, drugs, Determine IAES serious bodily setting and injury) services, and

2) Determine if FBA and BIP are appropriate.

300.530(d)( 1) and (d)(5), 300.531

5. 45 school day Same as above. Yes Services determined by the IEP Same as alternative to: Team. 300.530(d)(5) above. educational 300.536(a) setting (IAES) ordered by H.O. 1) Determine (dangerous IAES services, behavior) and 300.532(a) and 2) Determine if (b) FBA and BIP are appropriate.

SECTION 13: EXITING A STUDENT FROM SPECIAL EDUCATION SERVICES

I. EXITING OR DISMISSING A STUDENT FROM SPECIAL EDUCATION SERVICES

When a parent or school personnel suspect that a child is no longer eligible for special education services, a reevaluation must be conducted to determine if the child is no longer a child with an exceptionality. As a part of the reevaluation, the IEP team will review existing data and determine whether they need to conduct any additional assessments.

If it is determine that a child is no longer eligible for special education services, school will provide Prior Written Notice and obtain parent consent to discontinue services. The Reevaluation Team Report, Consent for Reevaluation and Prior Written Notice should be sent to the MIS Clerk who will exit the student in WebKIDSS.

II. EXITING A RELATED SERVICE

III. EXITING DUE TO HIGH SCHOOL GRADUATION

When a student exits special education services because they have met all graduation requirements, they are no longer eligible for special education services. A Prior Written Notice must be completed and signed by the parent or student (if they are 18). This paperwork is then sent to the MIS Clerk who makes appropriate changes in WebKIDSS. A reevaluation is not required to exit a student from special education services if they are graduating.

IV. PARENT REVOKES CONSENT FOR SERVICES

Parent consent for all special education services is voluntary and parents may choose to revoke consent at any time. If a parent chooses to revoke consent it must be in writing. If the school and parents are in disagreement then it is advisable for the school and parents to meet to attempt to resolve these differences. If differences cannot be resolved then the parents’ decision must be honored and the school cannot pursue mediation or due process. A Prior Written Notice (PWN) should be completed outlining the special education services proposed. The parents then should sign do not consent for these services and they also need to sign the Revocation of Consent form SE-034 (available on the District Forms website). All paperwork related to the revocation of services should be sent into the MIS Clerk.

V. STUDENT MOVES FROM DISTRICT

If a student moves from district the MIS Clerk and the School Psychologist need to be notified of new school district. This information is turned into the state, if we do not know the location of the student, this student is recorded as a drop-out.

VI. ABSENT MORE THAN 10 CONSECUTIVE DAYS

If a student is absent more than 10 consecutive days, the MIS Clerk needs to be notified. If the student is absent due to health reasons, the team should meet to amend IEP to reflect the students current needs and services.

VII. INCARCERATION

If a student is incarcerated, notify MIS Clerk. The school district where the facility is located is responsible for provision of service.

VII. DROP OUT

If a student drops out of school, the MIS Clerk and the School Psychologist needs to be notified. The School Psychologist then sends a letter informing the parent that special education services continue to be available if they re-enroll their child. If at some point the child re-enrolls the previous IEP must be implemented until a new IEP is written.

VII. REMOVED FROM HOME

If a student is removed from home, the School Social Worker needs to be notified. The School Social Worker will follow up with appropriate agencies to gather information and notify MIS Clerk if student is being moved out of district. If student is placed in district then the School Social Worker will assess services and support the district can provide.

Once a student no longer receives any special education services and parents or a team believe the student may have special education needs an initial evaluation is required to determine eligibility. The GEI process should be initiated prior to consent for evaluation being signed. The team may determine that no additional information is needed to determine new

eligibility but all evaluation paperwork is required to be completed (Consent for Eval, Evaluation Report, PWN, IEP if eligible).

APPENDICES

A. IEP Checklist B. Compliance Notification Checklist C. Assuring the Documentation of Frequency, Location, and Duration of Accommodations on the IEP D. Behavior Intervention Planning Form E. Behavior Intervention Plan F. Extended School Year (ESY) G. Guidelines for Placement in Behavior Management Program H. K.A.R. 91-40-1 Adapted Description of Related Services

Appendix A IEP Checklist IEP CHECKLIST (Specific procedures provided in the Shawnee Heights Special Education Handbook)

BEFORE THE IEP MEETING

• Access IEP at http://webkidss.usd450.net:8080/

• Send out Notice of Meeting at least 10 calendar days prior to the IEP date (no signature required if Notice of Meeting form sent out 10 calendar days prior to the meeting)

• Invite administrator or LEA, teacher(s,) related service providers, and student (if aged 14 years +), and provide the IEP meeting time, date, and location of meeting

AT THE IEP MEETING

• Documents/materials available at the meeting

• Notice of Meeting • IEP draft for all members to review • Prior Written Notice (Id. Change and Request for Consent) • Parent Rights (Procedural Safeguards) • Medicaid Forms

• Offer Parent Rights (Procedural Safeguards) to parent(s)/legal guardian(s)

• Obtain signatures on IEP Attendance Page from all team members present at the meeting

• Obtain initials for statements 1 through 7 of the Text after Signatures section of the IEP.

• Obtain required signatures on Prior Written Notice (Id.Change and Request for Consent) form

• Obtain signature on the Medicaid Release form and identify Primary Care Physician, if they are Medicaid or Health Wave eligible

• Provide copy of draft IEP to parent informing them that a clean copy will be sent after processed through the Student Support Services office

FOLLOWING THE IEP MEETING

• Complete any agreed upon changes to draft IEP

• Once changes are made, notify MIS clerk to begin the review process (e-mail, scan, phone, pony, etc..)

• Send IEP document WITH ALL original signatures and forms to MIS Data Clerk

✓ Signed copy of the IEP Attendance Page ✓ Initialed Text After Signatures page ✓ Notice of Meeting ✓ Prior Written Notice (Id. Change and Request for Consent) ✓ Medicaid form with signature and physician name ✓ Notes or any other documentation (if applicable)—ANYTHING WITH ORIGINAL SIGNATURES (e.g. meeting notes, behavior plan)

• Communicate with MIS clerk regarding needed changes as identified on the Compliance Notification Checklist to complete changes within two weeks of the IEP meeting date

The PSP and parent/guardian will receive a clean copy of the IEP for their records after the document is fully processed through the Student Support Services office.

Appendix B Compliance Notification Checklist

Shawnee Heights USD 450 SPECIAL EDUCATION COMPLIANCE NOTIFICATION CHECKLIST

(This information is confidential and is only available to authorized personnel.)

Student Name: IEP Meeting Date: First Notification Date: Primary Provider: Second Notification Date: Service Provider: Third Notification Date:

CNC Compliance Notification Checklist

Alphabet Table for Office Use Only

a b c d e f g h i j k

l m n o p q r s t u v

Please make corrections within 2 weeks.

a Notice of Meeting:

b Prior Written Notice (Id., Change, and Request for Consent):

c IEP Amendment:

d Re-evaluation Report or Waiver/Re-evaluation Not Needed:

e Initial Evaluation Report:

f IEP Teacher Information Page (TIP):

g Student Strengths:

h Parent Concerns:

Health/Physical Condition: i

Social/Emotional: j

Goals Address Academic Performance Concerns and Baselines Align: k

l Common Core Standards: m Special Education and Related Services:

n Accommodations and Modifications:

Transition Section for Ages 14 and Up: o

State Assessment: p

Service Lines: q

r IEP Attendance Page:

Text After Signatures Page/Contact Log if Needed: s

Medicaid Forms: t

u Other:

v Other:

Some CNC components may require signature of the parent and/or reconvening the IEP team. Please email Mary Ann when finished with Compliance Notification Checklist corrections. Thank you!

Appendix C

Assuring the Documentation of Frequency, Location, and Duration of Accommodations on the IEP

All special education and related services, supplementary aids and services (which include accommodations), program modifications and supports for school personnel that are included on students’ IEPs are required to be documented so that all involved with developing and implementing the IEP have a clear understanding of what will be provided to the student.

In addition to indicating the projected date for the beginning of the services, the IEP also requires statements that describe: • What is going to be provided? (description of the service to be provided) • When, where, and for how long will it be provided? (documentation of frequency, location & duration of the service)

While this documentation is required for all services, this guidance document was designed to specifically address the above required statements as they relate to accommodations, which are a supplementary aid and service.

What is going to be provided?

IEP teams should discuss in detail what specific accommodations a given student needs. It is not good practice to list any or all accommodations that a teacher might use during instruction or assessment – the IEP should document only the accommodations that an individual student must be provided in order to advance appropriately toward meeting annual goals, to advance in the general curriculum and be educated with his/her peers.

When beginning the discussion about what accommodations may be needed, the IEP team should refer to the Present Levels section of the IEP. Any needs that the student has should be reflected in the statements in that section. For example, the information may indicate that a student has difficulty attending, has a need for frequent breaks, has difficulty transferring thoughts into written form, is several grade levels behind in reading or math skills, has difficulty concentrating in noisy settings, etc., etc.

It is this type of information that the IEP team should consider as they determine what, if any, accommodations a student may need. Again, it should not be a discussion about what the teacher might ever use or even what might be beneficial to students in general – the discussion should be about what the individual student reasonably needs to advance appropriately toward meeting annual goals, advance in the general curriculum, and be educated with his/her peers. When an accommodation is written into an IEP, it must be implemented, as written.

Typically any accommodations in the IEP which are regularly used for instruction should also be used on classroom assessments for students with IEPs. Some accommodations regularly used for instruction may also be used during district and State assessments as well. School districts may establish their own policies for accommodations which are appropriate for district-wide assessments, and the State identifies the accommodations which are appropriate for State assessments (see the Accommodations Manual at www.ksde.org.) Especially when it comes to

accommodations for assessments, it is important to be familiar with local or state guidance about appropriate accommodations.

Once the team has determined what accommodations are necessary for a student, each accommodation should be described clearly so there is no question about what is to be provided. For example, for a student with a learning disability who is reading several years below grade level, the IEP team might determine that the student will need to have independent reading assignments available in a format other than writing.

When, where, and for how long will it be provided?

After an IEP team has determined what accommodations are necessary for the student, the team should then consider when, where and for how long each accommodation will be provided. The result of this consideration is what will allow the team to document the frequency, location and duration of each accommodation.

When is the service going to be provided? (frequency)

The consideration of this question can sometimes be more complicated than expected with regard to accommodations. IEP team members often report that the need for accommodations can change under differing conditions or circumstances.

Consider the example from above where the IEP team determines that a student with a learning disability in reading needs to have independent reading assignments available in a format that allows the student to listen to the assignment. How often should the student receive that accommodation? With further discussion the team might determine that the student is able to read independently when materials are able to be provided at her instructional level, but cannot read independently in grade level text books or on tests where the reading level is above her instructional level.

Because the need for an accommodation may be different depending on the situation, often the frequency of an accommodation is documented by describing the condition under which the accommodation will occur.

Continuing with the reading example above, the frequency might be documented with a statement such as:

Whenever Sally is given an independent reading assignment that requires reading text above her current instructional level, she will be provided the text in a format that allows her to listen to the assignment.

This provides everyone with the knowledge needed to determine how often the accommodation should occur. In this case, everyone should know that the frequency with which this accommodation is to be provided is: every time she is expected to read independently in text above her instructional level.

Of course, sometimes the frequency of an accommodation may be able to be described in terms of daily, weekly, monthly, etc. An example of this may be a student who the IEP team knows needs to have a daily check-in before leaving school to insure assignments are written down and materials to support homework are being taken home.

Where is the service going to be provided? (location)

Once the IEP team knows what service is to be provided and how often the student will need it, the team must also determine the location of where the service will occur.

Is the accommodation for a student needed in all locations (e.g. general classroom, special education classroom, on a job site, on the playground, in the hallway, on the bus etc.?) Or, is it

needed only in one location? It is not good practice just to list every location a student might be and document that the accommodation is needed everywhere. The IEP team should carefully consider where the need exists and determine the location accordingly.

In our example of Sally above, the team might have determined that the only location she needs the accommodation is in the general education classroom as that is where the textbook content generally exceeds her instructional reading level. So, now, putting together what the accommodation is and the statement of frequency and location, the documentation of the accommodations might look something like:

Whenever Sally is given an independent reading assignment in the general education classroom that requires reading text above her current instructional level, she will be provided the text in a format that allows her to listen to the assignment.

This statement includes, what the accommodation is, how often (frequency) she is to receive it and where (location) it will be provided.

How long is the service going to be provided? (duration)

The IEP start and end date specify when the IEP is in effect, and sometimes teams mistakenly assume that the duration of services is simply the length of time the IEP will be in effect. While it is true that all services contained in the IEP will occur during that timeframe, the duration of each service to be provided must also be documented.

The IEP team should discuss each accommodation and decide how long (i.e. the duration of) the service should be provided each time it is provided. Is it going to happen for the length of the language arts block, math class, for 60 minutes, etc.? If it is an accommodation for which it is easy to pinpoint a specific time, using minutes may be the most clear. For example, for a student who can be successful in math if he has fewer independent problems to solve, a statement might look something like:

Each day, during the last 15 minutes of 3rd grade math class, Tim will be assigned no more than 3 problems to solve independently.

However, because some accommodations are more difficult to quantify in terms of a specific timeframe, how the team describes the duration of the service may vary from accommodation to accommodation. For example, with the example of Sally from above, and knowing that some reading assignments will take longer to complete than others, the complete accommodation statement that includes the duration of the service might look something like:

In this example:

• Frequency = Whenever given an independent reading assignment that requires reading text above her instructional reading level • Location = In any general education classroom • Duration = Through completion of the reading assignment

In Summary…

Accommodations, like any other part of the IEP, should be individualized to the needs of the student and written in such a way that clearly describes what is to be provided in terms of frequency, location and duration. The next section provides numerous examples of accommodations that meet these requirements.

Each of the following examples provides guidance of how an accommodation might be written, giving options for frequency, location and duration. This is not an exhaustive list of accommodations and it is expected that these statements would not show up “as is” on IEPs but, rather, be customized according to the individual needs of students that can be linked back to needs contained in the Present Levels section of the IEP. For your convenience, the examples have been organized according to function in 5 areas.

Presentation Examples:

• When lecture is utilized as the primary instructional format in a general education or special education classroom, an audio recording of the entire lecture will be made available to the student within school day(s) following the lecture. • When written materials are utilized in a general education or special education classroom, the materials will be provided in large print for the length of the class period. • When the student is given materials in the general education or special education classroom and he/she is responsible to read independently, the materials will be provided in large print for the length of the instructional period associated with the independent reading assignment. • When expected to take notes in the general education or special education classroom, a copy of the notes will be provided to the student prior to instruction for use during the lecture period. • When expected to take notes in the general education or special education classroom a copy of Cloze notes will be provided to the student for use during the instructional period. • Given an assessment in a general education or special education setting (establish content areas and this should be based on an inability to READ the assessment) the assessment will be read aloud by a designated reader for the duration of the individualized testing session. • Each time instructions are presented in written form in a general education or special education setting, the written instructions will be represented in oral form to the student for the length of the instructional period.

Response Examples:

• Given written assignments or assessments in the general education or special education classroom, the student will dictate answers to a scribe for the length of the individualized assignment or testing session. • Given a written assessment in the general education or special education setting, the student will use a (tape recorder, i-pod, computer) to capture responses in oral form for the length of the individualized testing session. • Given a written assessment in the general education or special education setting, the student will use a computer to type his/her responses for the length of the individualized testing session.

• Given a computerized assessment in a general education or special education class, the student will take the assessment in paper/pencil form for the length of the individualized testing session. • Given a standardized assessment in the special education or general education classroom, the student will record answers directly into test booklet for the duration of the individualized testing session.

Timing:

• Given an assessment in the general education or special education classroom, the student will have a minute break for every minutes of testing completed for the length of the testing session. • Given an assessment in a general education or special education class, the student will have extended time (1 ½ X) to complete the assessment. • Given an assessment in the regular education or special education classroom, a copy of the study guide will be provided (days, week(s) in advance of the assessment date.

Setting:

• When visual supports (board, graphic organizers, videos, etc.) are utilized to support instruction in the general education or special education classroom, the student will be given preferential seating to gain ready access to the visual supports for the length of the period the visual supports are used. • Given an assessment in a general education or special education classroom, the student will be provided a space with minimal distractions to complete the assessment within the individualized testing session timeframe. • Given an assessment in a general education or special education classroom, the student will be given the test in small group setting for the duration of the individualized testing session. • Given an assessment in a core or elective course, the test will be administered one to one in an alternative test site for the duration of each testing session.

Test Scheduling

• Given an assessment in a general education or special education classroom, the test will be administered in sessions over days. • Given an assessment in a general education or special education classroom, the test will be administered by a familiar person in the morning for the length of each individualized testing session.

Assuring the Documentation of Frequency, Special Education Services Locat ion, and Duration of Accommodations on the IEP Kansas Department of Education

Appendix D

Behavior Intervention Plan Worksheet

Date ______Student______School ______1. State specifically and in positive terms a replacement or competing behavior that could serve the same function for the student. ______

Is this replacement behavior: ___ in the student’s repertoire or ___ will it need to be taught directly?

If taught directly, how will it be taught and who will be responsible for teaching it? ______2. Identify adult strategies that will help generalize and maintain the student’s new behavior. ______3. State who will be responsible for what in the intervention plan. Student ______

Parent ______

Staff ______

4. Identify methods for monitoring and modifying the effectiveness of the plan. (Be sure to determine a baseline before implementing an intervention.)

______

5. Determine how you will know when the plan is successful and when the team will meet to decide whether or not monitoring and modifying can be discontinued. Examples:

• When the frequency of the targeted behavior decreases from the present level of _____% to _____% • When the duration of the targeted behavior decreases from the present level of _____ minutes to _____ minutes • When the intensity of the target behavior no longer causes dangers to student or others as measured by ______.

Appendix E Behavior Intervention Plan

Name: Grade: ____ Age: ____ Date:- ______

Strengths of Student:

Individual Information About the Student:

Previously Implemented Interventions:

Behavior 1: Baseline:

Function of the Behavior:

Replacement Behavior:

Interventions

Documentation

Amount of Improvement Expected:

Update:

Behavior 2 Baseline: Function of the Behavior:

Replacement Behavior:

Interventions:

Documentation:

Amount of Improvement Expected:

Schedule for Review:

Provisions for Home Coordination:

Crisis Management Plan: (For behaviors which may lead to suspension or expulsion)

Team Members-

Appendix F ESY (Extended School Year) INFORMATION Data Collection and Regression Explanation

ESY Special Education Services are provided as an extension of the IEP to students who meet eligibility criteria based on specific data collected by the service providers. This data may be collected before and after summer break for students who are already identified for special education services. Data may also be collected before and after winter break or spring break for students who transfer in to the district or for new placements during the school year.

The IEP Team may use the following methods to decide if a student with a disability (not students who are gifted) needs ESY services. Note that each is not mutually exclusive and consideration of all of these factors may be warranted.

1. Is a significant regression anticipated if ESY services are not provided? The school is not required to provide ESY services merely because the student will benefit from them. Instead, the IEP Team should determine if the regression experienced by the student would significantly affect his/her maintenance of skills and behaviors. Some degree of loss in skills typically occurs with all students during normal school breaks and would not be considered substantial.

Additional guidance: In October (at the end of the first 9-weeks), re-measure the IEP goals/benchmarks measured in May. Compare the May skill level to the October skill level. Determine whether the level of mastery lost over the summer has been regained during the first 45 days of school. Those students who relapse over the summer break and do not regain their May skill levels after the same number of days of instruction may be considered for ESY.

When summer break information is not available to make a May-October comparison, another school break period may be used. When using another break to show relapse in a skill level that was not regained, the teacher will need to measure the goals/benchmarks prior to the break. When the break is over, wait the same number of days the student was out of school and re-measure.

2. What is the nature and severity of the disability(ies)? Each student’s needs must be considered individually.

Questions to consider: • Could ESY Services markedly slow the rate of degeneration anticipated due to a student’s medical condition? • Are the services an integral part of a program for populations of students with the same disabling conditions and would a break in programming have a serious, detrimental effect?

• Are there any other circumstances that make the provision of ESY services critical so that this child can learn or participate in school activities upon return to school?

3. Are instructional areas or related services needed that are crucial in moving toward self- sufficiency and independence? Particular consideration for ESY services should be given to students who need instruction in such self-help skills as dressing or eating, or who need continued structure to develop behavioral control.

4. The IEP Team could use the following information and data in determining the need for ESY services:

• Documented regression and recoupment time • Review of the current IEP goals, objectives or benchmarks • Progress on goals in consecutive IEPs • Observation and data from teacher, therapists and others having direct contact with the student before and during breaks in educational programming • Data and observations regarding the student’s performance after long weekends, vacations, and past summer breaks • Assessment of information maintained on the student, including pretest and post-test data • Curriculum-based assessment • Progress notes/reports • Standardized tests • Behavior logs • Attendance information • Other objective information • Parent interviews and student interviews where appropriate

It is important for the IEP Team to address the educational needs of each student and how they might be addressed, such as:

• Scope of the special education instructional services including the duration and content of the program; • Which current goals and objectives will be addressed to maintain present skills and behaviors; • Related services that will be made available

ESY Procedures 1. SPED office removes the “Y” from the demographics page on KIDSS. 2. Email to teachers. Attach Information for ESY data collection and ESY documentation form # SE-020.

3. PSPs return ESY form # SE-020 and supporting documentation to SPED office to ESY Data Review Team. 4. ESY Data Review Team reviews submissions. 5. ESY Data Review team sends response to PSP. (approval/request for more info./ESY need not substantiated) 6. When approved, teacher completes “ESY Services Form” on KIDSS and marks “Y” box on Demographics/Parents/School Data page. 7. SPED office runs ESY roster. 8. Teacher obtains firm yes/no from family as to actual ESY attendance.

Form # SE-020 is available on the district Form Page or use attached Word Document. Notice that the TIP (Teacher Information Page) (from the IEP), documentation to support ESY consideration (evidence of regression or severity of need), and goals that are proposed for ESY are to be attached to the form for review. PSPs need to check with Related Service Providers regarding the documented need for that service…(just because a student receives a support service such as SL or OT during the school year does not necessarily mean that they show a need to receive that service during ESY)

Appendix G

K.A.R. 91-40-1 Adapted Description of Related Services

(a) ‘‘Assistive technology device’’ means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability. The term shall not include any medical device that is surgically implanted or the replacement of the device. ‘‘Assistive technology service’’ means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. This term shall include the following: (1) Evaluating the needs of a child with a disability, including a functional evaluation of the child in the child’s customary environment; (2) purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by children with disabilities; (3) selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing assistive technology devices; (4) coordinating and using other therapies, interventions, or services with assistive technology devices, including those associated with existing education and rehabilitation plans and programs; (5) providing training or technical assistance for a child with a disability or, if appropriate, that child’s family; and (6) providing training or technical assistance for professionals including individuals providing education and rehabilitation services, employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of a child. (b) ‘‘Audiology’’ means the following: (1) Identification of children with hearing loss; (2) determination of the range, nature, and degree of hearing loss, including referral for medical or other professional attention for the habilitation of hearing; (3) provision of habilitative activities, including language habilitation, auditory training, lip-reading, hearing evaluation, and speech conservation; (4) creation and administration of programs for prevention of hearing loss; (5) counseling and guidance of children, parents, and teachers regarding hearing loss; and (6) determination of children’s needs for group and individual amplification, selecting and fitting an appropriate aid, and evaluating the effectiveness of amplification. (c) ‘‘Counseling services’’ means services provided by qualified social workers, psychologists, guidance counselors, or other qualified personnel. (d) ‘‘Interpreting services’’ means the following: (1) For children who are deaf or hard of hearing, oral transliteration services, cued language transliteration services, sign language transliteration and interpreting services, and transcription services, including communication access real-time translation (CART), C-Print, and TypeWell; and (2) special interpreting services for children who are deaf-blind. (e) ‘‘Occupational therapy’’ means the services provided by a qualified occupational therapist and shall include services for the following: (1) Improving, developing, or restoring functions impaired or lost through illness, injury, or deprivation; (2) improving the ability to perform tasks for independent functioning if functions are impaired or lost; and (3) preventing, through early intervention, initial or further impairment or loss of function. (f) ‘‘Orientation and mobility services’’ means the services provided to blind or visually impaired students by qualified personnel to enable those students to attain systematic orientation to, and safe movement within, their environments at school, at home, and in the community. This term shall include teaching students the following, as appropriate: (1) Spatial and environmental concepts and use of information received by the senses, including sound, temperature, and vibrations to establish, maintain, or regain orientation and line of travel; (2) use of the long cane or a service animal to supplement visual travel skills or to function as a tool for safely

negotiating the environment for students with no available travel vision; (3) the understanding and use of remaining vision and distance low vision aids; and (4) other concepts, techniques, and tools. (g) ‘‘Physical therapy’’ means therapy services provided by a qualified physical therapist. (h) ‘‘Recreation’’ means leisure education and recreation programs offered in schools and by community agencies. The term shall include assessment of leisure function and therapeutic recreation services. (i) ‘‘School health services’’ means health services that are specified in the IEP of a child with a disability and that are provided by a school nurse or other qualified person. (j) ‘‘School nurse services’’ means nursing services that are provided by a qualified nurse in accordance with the child’s IEP. (k) ‘‘School psychological services’’ means the provision of any of the following services: (1) Administering psychological and educational tests, and other assessment procedures; (2) interpreting assessment results; (3) obtaining, integrating, and interpreting information about child behavior and conditions relating to learning; (4) consulting with other staff members in planning school programs to meet the special needs of children as indicated by psychological tests; (5) planning and managing a program of psychological services, including psychological counseling for children and parents; and (6) assisting in developing positive behavioral intervention strategies. (l) ‘‘School social work services’’ means services provided by a qualified social worker and shall include the provision of any of the following services: (1) Preparing a social or developmental history on a child with a disability; (2) group and individual counseling with the child and family; (3) working in partnership with the parent or parents and others on those problems in a child’s living situation, at home, at school, and in the community that affect the child’s adjustment in school; (4) mobilizing school and community resources to enable the child to learn as effectively as possible in the child’s educational program; and (5) assisting in developing positive behavioral intervention strategies. (m) ‘‘Speech or language impairment’’ means a communication disorder, including stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance. ‘‘Speech-language services’’ means the provision of any of the following services: (1) Identification of children with speech or language impairments; (2) diagnosis and appraisal of specific speech or language impairments; (3) referral for medical or other professional attention necessary for the habilitation of speech or language impairments; (4) provision of speech and language services for the habilitation or prevention of communicative impairments; and (5) counseling and guidance of parents, children, and teachers regarding speech and language impairments.

Appendix H

Guidelines for Placement into the Behavior Management Program Date:______Student Name: ______DOB: ______Grade: ______School______Diagnosis:______Yes No Exceptionality is ED or OHI? (circle). If not ED or OHI what is current disability (s). ______Yes No Current Special Education Services: Inclusion (C): ______Pullout (G): ______Other: ______Yes No Does the IEP reflect goals and objectives for positive behavior supports?

Yes No Has the student received counseling or other supports to address inappropriate behavior, interpersonal relationships or feelings?

Yes No Has the student had a mental health consultation (outside the school setting)? When:______By Whom: ______

Yes No Has a Functional Behavior Assessment (FBA) been completed? Date: ______Yes No Has a Behavior Intervention Plan (BIP) been implemented with data being collected on date, time of day, and length of incidents? Duration of implementation: ______

Yes No Has the BIP been revised or reviewed lately? Date:______

Yes No Has Project Stay observed, provided interventions, and those interventions implemented with data being collected on date, time of day, and length of incidents? Duration of implementation______Yes No Have there been any crisis-type situations with this student lately, e.g. suicide attempts or ideation, running away from school, threatening violence towards staff or peers, actual violence towards staff or peers. Number of incidents: ______Timeline: ______Yes No Do you regard this student as dangerous to self or others? Why? How many days has the student been suspended from school? In School Suspension:______Out of School Suspension: ______

Reasons for Suspension: ______Rev. 09/20/11