1. Haysville USD 261 – School Psychologist Handbook
  1. USD 261
  2. School Psychologist Handbook
  3. Special Education Department
      1. Haysville USD 261 – School Psychologist Handbook
      2. Haysville USD 261 – School Psychologist Handbook
      3. Haysville USD 261 – School Psychologist Handbook
  4. PART I
  5. SCHOOL
  6. PSYCHOLOGIST
  7. JOB DESCRIPTONS
      1. Haysville USD 261 – School Psychologist Handbook
    1. I. Part I: School Psychologist – Job Descriptions
      1. A. School Psychologist Assignments
      2. B. Psychologist’s Secretary Assignments
      3. Haysville USD 261 – School Psychologist Handbook
      4. C. School Psychologist – Job Description
      5. School Psychologist Handbook
      6. D. Building Programs and Working with Teachers and Administrators
      7. E. Working with Parents
      8. Haysville USD 261 – School Psychologist Handbook
      9. F. Case Management
      10. Haysville USD 261 – School Psychologist Handbook
      11. G. Screening
      12. Haysville USD 261 – School Psychologist Handbook
  8. PART II
  9. MTSS
  10. PROBLEM SOLVING
      1. Haysville USD 261 – School Psychologist Handbook
    1. II. Part II – MTSS and Problem Solving
      1. A. Multi-Tier System of Supports
      2. B. Tiered Levels of Intervention
      3. Haysville USD 261 – School Psychologist Handbook
      4. C. Systematic Problem Solving
      5. D. Data Collection and Problem Analysis
      6. E. Intervention design and Implementation
      7. Haysville USD 261 – School Psychologist Handbook
      8. F. Progress Monitoring
      9. G. Progress Monitoring: Monitoring Measures
      10. H. Progress Monitoring: Data Collection and Display
      11. Haysville USD 261 – School Psychologist Handbook
      12. I. Progress Monitoring: Decision Rules
      13. J. Evaluation of Intervention Effects
      14. School Psychologist Handbook
      15. K. Evaluation of Intervention Effects: Applying Decision Rules
      16. Baseline Measures
      17. Goal Line
      18. Goal
      19. Four data points below the goal line, consider program
      20. change
      21. Goal Line
      22. Goal
      23. Trendline above the goal line, consider raising the
      24. goal
      25. Baseline Measures
      26. Haysville USD 261 – School Psychologist Handbook
      27. L. Learning Disability Eligibility
      28. Haysville USD 261 – School Psychologist Handbook
  11. PART III
  12. SPECIAL EDUCATION
  13. PROCESS
      1. School Psychologist Handbook
    1. III. Part III: Special Education Process:
      1. A. School Initiated Referrals
      2. B. Parent Request for Evaluation
      3. Haysville USD 261 – School Psychologist Handbook
      4. C. Non Stand Alone Related Services
      5. D. Initial Evaluation Referral Process
      6. Haysville USD 261 – School Psychologist Handbook
      7. E. Referral Process for Students Already Receiving Services
      8. Haysville USD 261 – School Psychologist Handbook
      9. F. Initial Evaluations
      10. Haysville USD 261 – School Psychologist Handbook
      11. G. Initial Evaluation Timeline
      12. Haysville USD 261 – School Psychologist Handbook
      13. H. Initial Evaluation Staffing Conferences
      14. I. Initial Evaluation Team Reports
      15. Haysville USD 261 – School Psychologist Handbook
      16. J. Reevaluations
      17. – School Psychologist Handbook
      18. K. Reevaluation Staffing Conferences
      19. Haysville USD 261 – School Psychologist Handbook
      20. L. Reevaluation Dates in WebKIDSS
      21. M. Dismissing Special Education Services
      22. N. School Psychologist Report
      23. Haysville USD 261 – School Psychologist Handbook
      24. O. Change in Placement
      25. Haysville USD 261 – School Psychologist Handbook
      26. P. Homebound Services for Special Education Students
      27. Q. Early Childhood Special Education Initial Evaluations & Reevaluations
      28. Haysville USD 261 – School Psychologist Handbook
      29. R. Individual Education Program
      30. Haysville USD 261 – School Psychologist Handbook
      31. S. Extended School Year
      32. T. Parental Rights in Special Education
      33. U. Move-In Students: Entering from within the State of Kansas
      34. Haysville USD 261 – School Psychologist Handbook
      35. V. Move-In Students: Entering from Outside the State of Kansas
      36. Haysville USD 261 – School Psychologist Handbook
      37. W. Excusal from Meeting
      38. X. Medicaid
      39. Haysville USD 261 – School Psychologist Handbook
      40. Y. Special Transportation
      41. Haysville USD 261 – School Psychologist Handbook
      42. Z. (a)State/Local Assessments
      43. Haysville USD 261 – School Psychologist Handbook
      44. Haysville USD 261 – School Psychologist Handbook
    2. Eligibility Criteria for
    3. Students with Significant Cognitive Disabilities
    4. To participate in the
    5. Kansas Alternate Assessment
      1. Haysville USD 261 – School Psychologist Handbook
      2. Haysville USD 261 – School Psychologist Handbook
      3. BB. Graduation of Special Education Students
      4. CC. Active Files/Records Maintenance
    6. APPENDIX A: Eligibility Indicators
      1. Haysville USD 261
      2. Haysville USD 261
    7. Eligibility Determination
      1. Haysville USD 261
      2. 2. Determining Whether the Child Needs Special Education and Related Services
      3. Haysville USD 261
    8. Examples of Sources of Data
      1. Haysville USD 261
      2. Haysville USD 261
      3. Haysville USD 261
      4. Haysville USD 261
      5. Haysville USD 261
      6. Haysville USD 261
      7. Haysville USD 261
      8. Haysville USD 261
      9. Haysville USD 261
      10. Haysville USD 261
      11. Haysville USD 261
    9. Learning Disability
      1. Haysville USD 261
      2. Haysville USD 261
      3. Haysville USD 261
    10. Multiple Disabilities
      1. Haysville USD 261
      2. Haysville USD 261
    11. Orthopedic Impairment
      1. Haysville USD 261
      2. Haysville USD 261
    12. Other Health Impairment
      1. Haysville USD 261
      2. Haysville USD 261
    13. Sensory Impairments
    14. Hearing impairment, Deafness, Visual Impairment, Blindness
      1. Haysville USD 261
      2. Haysville USD 261
      3. Haysville USD 261
    15. Deaf-blindess
      1. THE FOLLOWING INDICATORS APPLY TO DEAF-BLINDNESS
      2. Haysville USD 261
    16. Speech or Language Impairment
      1. Haysville USD 261
      2. Haysville USD 261
    17. Traumatic Brain Injury
      1. Haysville USD 261
      2. Haysville USD 261
    18. Reporting Requirements
    19. Index
      1. Haysville USD 261

Haysville USD 261
School Psychologist Handbook
Haysville USD 261
School Psychologist Handbook
2012-2013

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USD 261

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School Psychologist Handbook

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Special Education Department

Haysville USD 261
School Psychologist Handbook
I.
Part I: School Psychologist
Job Descriptions ........................................................................................................................ 5
A.
School Psychologist Assignments .............................................................................................................................................. 5
B.
Psychologist’s Sec................................retary A................................ssignmen................................ts
....................................... 5
C.
School Psychologist
Job Description ..................................................................................................................................... 6
D.
Building Programs and Working with Teachers and Administrators ........................................................................................ 7
E.
Working with Parents ................................................................................................................................................................ 7
F.
Case Management ..................................................................................................................................................................... 8
G.
Screening ................................................................................................................................................................................... 9
II.
Part
II
MTSS
and
Problem
Solving
......................................................................................................................................
11
A.
Multi-Tier System of Supports ................................................................................................................................................. 11
B.
Tiered Levels of Intervention ................................................................................................................................................... 11
C.
Systematic Problem Solving .................................................................................................................................................... 12
D.
Data Collection and Problem Analysis ................................................................................................................................... 12
E.
Intervention design and Implementation ................................................................................................................................. 12
F.
Progress Monitoring ................................................................................................................................................................ 13
G.
Progress Monitoring: Monitoring Measures ........................................................................................................................... 13
H.
Progress Monitoring: Data Collection and Display ............................................................................................................... 13
I.
Progress Monitoring: Decision Rules ..................................................................................................................................... 14
J.
Evaluation of Intervention Effects ........................................................................................................................................... 14
K.
Evaluation of Intervention Effects: Applying Decision Rules .................................................................................................. 15
L.
Learning Disability Eligibilty .................................................................................................................................................. 16
III.
Part
III:
Special
Education
Process:
.......................................................................................................................................
18
A.
School Initiated Referrals ....................................................................................................................................................... 18
B.
Parent Request for Evaluation ............................................................................................................................................... 18
C.
Non Stand Alone Related Services ........................................................................................................................................... 19
D.
Initial Evaluation Referral Process ......................................................................................................................................... 19
E.
Referral Process for Students Already Receiving Services ...................................................................................................... 20
F.
Initial Evaluations ................................................................................................................................................................... 21
G.
Initial Evaluation Timeline ...................................................................................................................................................... 22
H.
Initial Evaluation Staffing Conferences ................................................................................................................................... 23
I.
Initial Evaluation Team Reports .............................................................................................................................................. 23
J.
Reevaluations .......................................................................................................................................................................... 24
K.
Reevaluation Staffing Conferences .......................................................................................................................................... 25
L.
Reevaluation Dates in WebKIDSS ............................................................................................................................................ 26
M.
Dismissing Special Education Services ..................................................................................................................................... 26
N.
School Psychologist Report ..................................................................................................................................................... 26
O.
Change in Placement ............................................................................................................................................................... 27

Haysville USD 261
School Psychologist Handbook
3
P.
Homebound Services for Special Education Students ............................................................................................................. 28
Q.
Early Childhood Special Education Initial Evaluations & Reevaluations .................................................................................. 28
R.
Individual Education Program ................................................................................................................................................. 29
S.
Extended School Year ............................................................................................................................................................... 30
T.
Parental Rights in Special Education ...................................................................................................................................... 30
U.
Move-In Students: Entering from within the State of Kansas .................................................................................................. 30
V.
Move-In Students: Entering from Outside the State of Kansas................................................................................................ 31
W.
Excusal from Meeting .............................................................................................................................................................. 32
X.
Medicaid .................................................................................................................................................................................. 32
Y.
Special Transportation ............................................................................................................................................................ 33
Z.
(a)State/Local Assessments ...................................................................................................................................................... 34
Z.
(b)Decision Flowchart ............................................................................................................................................................. 37
AA.
Discipline of Special Education Students ........................................................................................................................... 38
BB.
Graduation of Special Education Students ......................................................................................................................... 39
CC.
Active Files/Records Maintenance ...................................................................................................................................... 41
APPENDIX A: Eligibility Indicators ..................................................................................................................................................... 42
Reporting Requirements ........................................................................................................................................................................ 74
Index ...................................................................................................................................................................................................... 75

Haysville USD 261
School Psychologist Handbook

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PART I

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SCHOOL

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PSYCHOLOGIST

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JOB DESCRIPTONS

Haysville USD 261
School Psychologist Handbook
5
I. Part I: School Psychologist
Job Descriptions
A. School Psychologist Assignments
Angie Garner
Alternative High School
Campus High School
Chisholm
Crystal Winters
Early Childhood
Brad Johnson
Haysville Middle School/Freeman Elementary
Jessica Quinn
Haysville West Middle School/Bethel Life School/St. Cecilia
Catholic School
Linda Sullivan
Rex Elementary
Judith Picard
Nelson Elementary
Jennifer Erickson
Oatville Elementary
Prairie Elementary/
Marie Patterson
Ruth Clark Elementary
B.
Psychologist’s Secretary Assignments
Sandy Harper
Brad Johnson
Terry Nicklaus
Angie Garner

Haysville USD 261
School Psychologist Handbook
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C. School Psychologist
Job Description
School Psychologists tailor their services to the particular needs of each child and each situation.
School Psychologist’s roles can vary depending on building needs. Most provide assistance with
these core services:
1. Consultation
consult with teachers, parents, and administrators to provide healthy and effective
alternatives when working with students who exhibit problems in learning and behavior
help others understand child development and how it affects learning and behavior
strengthen
working relationships between educators, parents and community services
2. Assessment
Use a wide variety of techniques at an individual, group, and systems level to evaluate:
academic skills
learning aptitudes
personality and emotional development
behavior
social skills
learning environments and school climate
eligibility for special education
3. Intervention
work face-to-face with children and families
help resolve conflicts and problems in learning and adjustment
provide psychological counseling for children and families
provide social skills training, behavior management, and other strategies
monitor treatment integrity of interventions as appropriate
data documentation and progress monitoring of interventions for students in special
education
help families and schools deal with crises
4. Prevention
identify potential learning difficulties
design programs for children at risk of failure
provide parents and teachers with the skills to cope with disruptive behavior
help foster tolerance, understanding, and appreciation of diversity in the school community
develop school-wide initiatives to make school safer and more effective
5. Education
Develop programs on topics such as:
teaching and learning strategies
classroom management techniques
working with students who have disabilities or unusual talents
substance abuse
crisis management

Haysville USD 261
School Psychologist Handbook
7
6. Research and Planning
evaluate the effectiveness of academic programs, behavior management systems, and other
services
acquire new knowledge about learning and behavior
contribute to planning and evaluating school-wide reform and restructuring
interpret school-wide assessment data
7. Health Care Provision
collaborate with school and community-based personnel to provide a comprehensive model
of school-linked health services
work with children and families to provide integrated community services focusing on
psychosocial wellness and mental health-related issues
developing partnerships with parents and teachers to create healthy school environments
D. Building Programs and Working with Teachers and Administrators
1. Each school psychologist is responsible for case management of all exceptional children and
services in their buildings. The school psychologist shall provide effective consultation
with
special education staff, general education staff, administration and paraprofessionals regarding a
variety of special education issues. Additionally, the school psychologist shall ensure that
procedural requirements are followed including obtaining parental consent for changes in
placement, services, and eligibility when necessary.
2. The school psychologist shall work with special education teachers, general education teachers,
and administrators to improve program effectiveness, including classroom visitations,
consultations, participation on building teams, presentations at building in-services, etc.
3. The services of the school psychologist shall be available to all special programs including self-
contained special education classrooms. The school psychologist may be listed as a related
service on any student’s
IEP if it is appropriate and necessary to enable a student to benefit from
their educational program, and if the student is seen on a regular schedule.
E. Working with Parents
For purposes of this document the term parent will include parent, educational advocate,
legal guardian, or student of majority age (18). Must have educational signature rights.
1. The school psychologist should schedule feedback, eligibility, placement, move-in and other
conferences with parents according to reasonable and established timelines. The school
psychologist should ensure the parents are fully informed of ongoing intervention strategies and
should encourage parents to participate in staffing conferences in an active and meaningful
manner.
2. The school psychologist is expected to appropriately address parent complaints and concerns
within their assigned buildings and to effectively participate in resolution of these situations.
School psychologists are encouraged to discuss difficult cases with special education
administrators.

Haysville USD 261
School Psychologist Handbook
8
F. Case Management
1. The school psychologist is responsible for the coordination and completion of all
comprehensive evaluations and reevaluations in their assigned buildings. As Case Managers,
the school psychologist will provide follow through from referral to closure including the
completion of all appropriate procedural paperwork and follow-up support. The school
psychologist shall gather intake information, conduct their part of the evaluation and provide
feedback to the parents and staff
with regard to the child’s performance. The school
psychologist must ensure that the evaluation is appropriate as specified by the Kansas
Regulations for Special Education and Kansas Special Education Law. Additionally, the school
psychologist is expected to act in the “Case Manager” role to provide support on a variety of
issues regarding special education students and the provision of appropriate services within their
assigned buildings.
2. Each evaluation/reevaluation shall begin with a review of existing information and data on the
student (evaluations from outside agencies, information from parents, results of previous
evaluations conducted by the district). From this review, the team must determine what, if any
additional information is needed to determine whether the student is eligible as a student with
an exceptionality, the student’s present levels of performance, whether the student needs special
education and related services, and (in the case of reevaluations) whether
additions/modifications to special education/related services are needed to enable the students to
meet the IEP annual goals or to participate, as appropriate, in the general curriculum.
a) Initial Evaluations: Once the Student Improvement Team recommends an initial
comprehensive evaluation, the recommendation and supporting information will be sent to
the special education office for review. The special education office will send the PRIOR
WRITTEN NOTICE FOR EVALUATION OR REEVALUATION AND REQUEST FOR
CONSENT and PARENTAL RIGHTS IN SPECIAL EDUCATION to the parents for their
written consent. The written notice must fully inform the parents regarding the scope of the
evaluation procedures being proposed and parental consent must be obtained prior to
conducting the action. The special education office will notify the school psychologist to
proceed with the initial evaluation once the signed consent is received.
b) Reevaluations: Once the determination regarding additional data has been made, the school
psychologist will send the PRIOR WRITTEN NOTICE FOR EVALUATION OR
REEVALUATION AND REQUEST FOR CONSENT and PARENTAL RIGHTS IN
SPECIAL EDUCATION to the parents for their written consent. The written notice must
fully inform the parents regarding the scope of the reevaluation procedures being proposed
and parental consent must be obtained prior to conducting the action. If the team
determines that no additional information is necessary, the parents must be provided with
notification of this decision with the PRIOR WRITTEN NOTICE FOR EVALUATION OR
REEVALUATION AND REQUEST FOR CONSENT as well as the rationale and
notification of their right to request an evaluation. The PRIOR WRITTEN NOTICE FOR
EVALUATION OR REEVALUATION AND REQUEST FOR CONSENT must be signed
and returned by the parent to proceed with the proposed action even if the team determines
that no additional data is needed.
The team may proceed with the reevaluation if three documented attempts with no response
[at least two methods of communication] have been employed.
The school psychologicompst’s
lete evalufirst
ations and reeprivaluatioritons on tiy
meis
.
to

Haysville USD 261
School Psychologist Handbook
9
3. Complete Initial Evaluations within 60 school days (excluding holidays and when school is not
in session) of receiving parental consent.
Complete the evaluation. The evaluation is complete when the multi-disciplinary team,
including parents, determines the eligibility status and anticipated special education needs.
Conduct a meeting to determine whether the student is a child with exceptionality.
• Develop and implement
, if the chiltd
he
is a student
student’s
with an exceptiIonaEPlity.
*The evaluation and implementation of the IEP must be completed within 60 school days.
Collect and organize appropriate evaluation documentation and ensure that it arrives in the
Special Education Office no more than 10 working days following the staffing. All
appropriate reevaluation documentation should be submitted to the Special Education Office
within 10 working days of the triennial reevaluation due date. If the reevaluation is
completed substantially earlier than the triennial reevaluation due date, submit all
appropriate documentation to the Special Education Office within 10 working days of the
actual staffing date.
*The Days of the Year Calendar can be used to assist in the calculation of the due dates.
If extenuating circumstances occur, which are expected to result in an evaluation or reevaluation
exceeding the established guidelines, the school psychologist shall: notify the building
administrator and the Director of Special Education and contact parent to obtain their written
permission for reasonable extension of the evaluation timelines. Written permission for the
extension should be documented by obtaining written consent with an additional
PRIOR WRITTEN
NOTICE FOR EVALUATION OR REEVALUATION AND REQUEST FOR CONSENT
signed by
the parent.
Include documentation of parent’s permission in the student’s evaluation/reevaluation
records as well as a memo from the school psychologist indicating the reasons why the established
timelines were exceeded and the results of any parent contacts.
G. Screening
Local education agencies are responsible for providing systematic and ongoing screening
procedures for students. The school psychologist may be requested to consult with or assist directly
in the screening process. Screening is the first step in the identification of exceptional children but
is not a special education action and does not require consent. Preschool screening of children is
also required. School psychologists assigned to Early Childhood evaluations may be requested to
assist directly or indirectly with preschool screening clinics.

Haysville USD 261
School Psychologist Handbook

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PART II

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MTSS

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PROBLEM SOLVING

Haysville USD 261
School Psychologist Handbook
11
II. Part II
MTSS and Problem Solving
A. Multi-Tier System of Supports
A Multi-Tier System of Supports (MTSS) is the process that Haysville Public Schools uses to
describe how our district provides supports for each child in our school district to be successful.
This process includes procedures and tools that teachers will use to make instructional decisions for
each child that they instruct.
There are two federal laws that have made a difference in how school districts coordinate services
for children. The first is the Elementary and Secondary Education Act (ESEA); most recently
referred to as the No Child Left Behind (NCLB) Act. This Act requires that by the year 2014 all
students are to meet proficiency targets in the area of reading and math, that schools would have a
high graduation rate, and conversely a low dropout rate.
The second law influencing school districts is the 2004 reauthorization of the Individuals with
Disabilities Education Act (IDEA). IDEA is the federal law that defines special education. The
concept of Response to Intervention (RTI) was introduced in the 2004 reauthorization of IDEA and
has influenced the way that Haysville Public Schools identify and serve students with an
exceptionality.
The term RTI is typically much narrower than what is meant by MTSS. Some of these topics
include the identification of a student with specific learning disabilities under IDEA, individual
student problem solving approach to interventions, standard protocol approach to interventions or
possibly a school wide approach. In Kansas MTSS encompasses all of these issues.
MTSS is a continuum of school-wide, evidence based set of processes that support a rapid response
to the needs of each child as early as possible when they are not learning at the rate necessary to
progress in the general education curriculum. The main goal is MTSS is to use our resources in
ways that enable every child to be successful. This is accomplished by being prevention oriented,
knowing who needs support as early as possible each school year, and putting the necessary
supports in place as quickly as possible. It also requires that evidence-based interventions for all
students be available based on each student’s needs.
1. Each student will be screened at the beginning of the school year using the following tools:
Literacy First Screeners, Scantron, and AIMSWeb.
Screening
data will then be reviewed in each building at grade level PLC’s and/or
Student Improvement Teams. These teams will determine necessary
instructional/behavioral interventions for each student.
Instructional/behavioral interventions will be implemented as early as possible each
school year.
2.
Student growth rate will be reSviewtudent
Impreoved ment
by grade level PLC’s and/or
Teams at least once every six weeks to determine if progress is being made by each student
needing intervention. This is considered Tier-One intervention.
B. Tiered Levels of Intervention
Tier I is the foundation, containing core curriculum. This curriculum should be effective for at
least 80% of students. Tier I interventions focus on preventative and proactive group
interventions for all students.
Tier II interventions are more intense interventions (small group), meeting the needs of
approximately 15% of students. Students receiving Tier II interventions continue to receive Tier
I interventions as well.

Haysville USD 261
School Psychologist Handbook
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Tier III serves the remaining 5% of students. Students at this tier receive intensive, individual
interventions. The intensity of the intervention is adjusted once students achieve target skill
levels. Students receiving Tier III interventions also receive Tiers II and I.
C. Systematic Problem Solving
Systematic problem solving is a set of procedures used to examine the nature and severity of an
educationally related problem. It is vital to document this process and minimally include:
Description of problem
Data collection and problem analysis
Intervention design and implementation
Progress monitoring
Evaluation of intervention efforts
Describe the presenting problem in objective, measurable terms that focus on alterable
characteristics of the individual and the environment.
Examine the individual and environment through systematic data collection.
Define the presenting concern in a statement that describes the degree of discrepancy between the
expectations of the educational setting and the individual’s performance.
D. Data Collection and Problem Analysis
A systematic, research-based, data-driven process shall be used to identify interventions that have a
high likelihood of success.
1. Data collected on the identified problem shall be:
a) relevant to the identified problem
b) used to plan and monitor interventions
2. Data collection procedures shall:
a) be specific to the identified problem
b) be individually tailored
c) be valid and reliable
d) allow for frequent and repeated measurement (progress monitoring) of intervention
effectiveness
E. Intervention design and Implementation
1. Design interventions based on:
a) the defined problem
b) the data collected and problem analysis
c) parent input
d) professional judgments about the potential effectiveness of interventions
2. Describe the interventions in an intervention plan that includes:
a) goals
b) strategies to address goal attainment
c) a progress monitoring plan
d) a decision making plan for summarizing and analyzing progress monitoring data (e.g.
comparison of data to 4 point rule)
e) responsible parties

Haysville USD 261
School Psychologist Handbook
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3. Interventions shall be implemented as developed and modified on the basis of objective data
and with the agreement of the responsible parties.
4. The data derived from interventions that are not implemented as developed or properly
modified cannot be used to make educational decisions.
a) For example, the intervention calls for 3 sessions of 20 minutes each week of additional
assistance. Additional assistance is provided less than 3 times a week. The child does not
make expected progress. The failure of the child to make expected progress cannot be used
to make educational decisions because the intervention was not implemented as designed.
F. Progress Monitoring
Progress monitoring of targeted general education instruction or interventions is the systematic and on-
going collection of data on student performance over time. It is important that progress monitoring is
implemented consistently as described in an intervention plan.
1. Progress monitoring data is used to determine:
a) the
effectiveness of an individual’s current instruction or intervention
b) if changes in instruction or intervention need to be made
G. Progress Monitoring: Monitoring Measures
Progress monitoring data is systematically collected using instructionally sensitive measures that
directly assess the intended outcomes of the general education instruction or intervention. Progress
monitoring measures and data collection must be designed to assure that the data are reliable and valid
for decision making.
When monitoring more intensive instruction or interventions, measures must be repeated frequently as
intensive instruction or interventions require more frequent monitoring than general instruction. The
progress monitoring schedules should be determined by:
1. the frequency of the problem being monitored
2. the intensity of the intervention being implemented
H. Progress Monitoring: Data Collection and Display
This is guidance for our psychologists when working with student intervention teams.
1) Systematic progress monitoring shall include:
a) regular and frequent data collection and
b) graphic display of the data
2) Regular data collection is defined by the intervention plan. The frequency of data collection is
based on the nature and severity of the problem.
3) Seven to 12 data points are required to make instructional decisions that are statistically valid.
So, in order to have sufficient data points to make a valid instructional decision, data must be
collected regularly and frequently.
a) If progress of intervention is monitored:
i) daily, effectiveness of instruction may be determined after 2 weeks. (10 data points)
ii) twice a week, effectiveness of instruction may be determined after 1 month. (8 data
points)
iii) once a week, effectiveness of instruction may be determined within 1 quarter. (9 data
points)
iv) quarterly, every 9 weeks, effectiveness of instruction may not be determined, even after
a year. (4 data points)

Haysville USD 261
School Psychologist Handbook
14
I. Progress Monitoring: Decision Rules
Decision rules for determining how to evaluate intervention effects based on progress monitoring
data must be in place and consistently implemented.
1. Examples of Decision Making Rules Include:
4 Point Decision Making Rule:
(e.g., “Given a minimum of two weeks of instruction and a
minimum of 7 data points following the initiation of or change in instruction, a 4 point rule
will be applied: raising Jenny’s goal will be considered if 4 data points fall above the
fluency goal line; modifying/changing
Jenny’s program (instructional approach, services,
supports, etc.) will be considered if 4 data points fall below the fluency goal line.”
Trendline Analysis:
(e.g., “Given a minimum of
uction
faond ur
a minimweum
eks of instr
of 8 data points following the initiation of or change in instruction, the trendline will be
analyzed: raising Jared’s goal will be considered if the trendline is steeper than (i.e., above)
the goal line; modifying/changing gJraam
re(instd’ructis
onaprol approach, services,
supports, etc.) will be considered if the trendline is less steep than (i.e., below) the goal
line.” NOTE: This example presumes a goal line with a positive slope *i.e., a goal for
increased performance).
See section K for additional information regarding aimlines and trendlines.
J. Evaluation of Intervention Effects
The effectiveness of interventions shall be evaluated through a systematic procedure in which
patterns of individual performance are analyzed and summarized. Decisions regarding the
effectiveness of interventions focus on comparisons of student’s progress with their initial level of
performance and the target level of the intervention. This process includes data analysis and
application of the decision rule.
1. Data should be used to answer the following questions:
Is the data valid for decision making? (Was the intervention implemented as developed or
properly modified? Was the data collected as regularly and frequently as required?)
What does the decision rule tell us in relationship to the data (see examples, below)?
Should the intervention be continued or modified?
Is there a suspicion that the child has a disability?

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School Psychologist Handbook
15
K. Evaluation of Intervention Effects: Applying Decision Rules
This is guidance for our psychologists when working with student intervention teams.
Baseline Measures
Goal Line
Goal
Four data points
below the goal line,
consider program
change
Goal Line
Goal
Trendline above the goal
line, consider raising the
goal
Baseline Measures

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School Psychologist Handbook
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L.
Learning Disability Eligibility
The Kansas Department of Education (KSDE) allows two methods for determining if a student has a
learning disability: Response to Intervention (RTI) and Patterns of Strengths and Weaknesses (PSW).
Although all schools in the Haysville District have begun to implement some components of the RTI
method within the Multi-Tiered System of Supports (MTSS), no school currently has implemented all
components of RTI. All schools in the Haysville district must use the Patterns of Strengths and
Weaknesses (PSW) to determine if a student has a specific learning disability in any academic area.
To show that a student has a learning disability using PSW, the psychologist must first review all
cognitive measures administered to the student to determine if there are significant strengths and
weaknesses. As of January 2012, this was defined by KSDE KISN staff to be a difference of at least
fifteen standard score points between cluster, area, or individual subtest scores. If significant strengths
and weaknesses exist, the psychologist must then review the existing research to determine if the
cognitive weaknesses relate to achievement weaknesses. For further information on current research,
refer to the KIN website and the Evaluation and Eligibility resources of the professional development
materials developed by Sedgwick County Area Education Services for spring and fall 2012 workshops.
The school psychologist will share the PSW data with the multidisciplinary team during a staffing
conference. If the multidisciplinary team determines that the student does have a learning disability,
the
team must then address the second prong of eligibility which is a need that can’t be met by Tier II
and III interventions within the MTSS structure in regular education. Intervention data collected prior
to referral for special education evaluation and during the evaluation period is an excellent source of
information for making this decision.

Haysville USD 261
School Psychologist Handbook

Back to top


PART III

Back to top


SPECIAL EDUCATION

Back to top


PROCESS

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School Psychologist Handbook
18
III. Part III: Special Education Process:
A. School Initiated Referrals
1. The
Multi-Tiered System of Supports REQUEST FOR ASSISTANCE FORM
will be used
document the general education intervention/MTSS problem solving process.
2. The referring teacher completes all relevant sections of the form, including all implemented
interventions along with data corresponding to the duration and outcomes of those
interventions.
3. The student intervention team:
reviews the referral information
generates hypotheses regarding probable causes
defines the area of concern
using collected baseline data, develops an intervention plan using research-based
interventions with evaluation and progress monitoring procedures
evaluates the success of the interventions
4. The student intervention team recommends the following as appropriate:
general education interventions/strategies have resulted in significant progress for the
student and are adequate to address the areas of concern
o general education intervention continues, MTSS file placed in student cumulative file
general education interventions, including instruction and/or environmental modifications,
have been inadequate to address the areas of concern
the interventions require intense and sustained resources unavailable within the general
education environment
the data indicate the student may be a student with and exceptionality
o MTSS Form, (including all documentation) is sent to the special education office
5. A referral for an evaluation may be made if the MTSS team determines that support needed to
continue requires substantially more support than the general education resources can provide.
In some cases, even though intervention is successful, a referral for an evaluation may occur
because the MTSS team determines that the intervention requires ongoing, specially designed
instruction and supervision not feasible in a general education setting.
For a formal referral to take place, the
Multi-Tiered System of Supports REQUEST FOR ASSISTANCE
FORM
must be completed and be signed by all team members.
B. Parent Request for Evaluation
1. Parents may request an evaluation at any time verbally or in writing; however; informed
written consent from the parents, guardians, or students of legal age is required to begin an
evaluation. Informed written consent is documented through obtaining parental consent on the
PRIOR WRITTEN NOTICE FOR EVALUATION OR REEVALUATION AND REQUEST FOR
CONSENT
form
.
2. A full and individual initial evaluation, however; is required only if the child is suspected of
having a disability/exceptionality. Teams are encouraged to examine all available data,
ensuring appropriate consideration of multiple factors that may be impacting educational
performance to determine if the student may be a student with a disability. This should include
exclusionary factors such as poor school attendance, homelessness, drug use, situational issues,
limited English proficiency, and/or lack of appropriate reading and math instruction.

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3. In cases where parents request an evaluation and the team concludes that a
disability/exceptionality is not suspected, the School Psychologist should contact special
education administrators to determine if evaluation will not be conducted. If it has been
determined that the evaluation will not be conducted,
PRIOR WRITTEN NOTICE FOR
EVALUATION OR REEVALUATION AND REQUEST FOR CONSENT and PARENTAL
RIGHTS IN SPECIAL EDUCATION
must be provided to the parent, which includes an
explanation of why the public agency refuses to conduct the evaluation and the information
upon which this decision is based.
The school psychologist should contact parents to discuss with them the process of the
general education intervention team. If parents will allow the general education intervention
team to implement
strategies to address the concern, this may result in the team’s
determination that the child’s needs can be met through the general education curriculum, or
a comprehensive evaluation may be recommended.
If parents want immediate testing, the comprehensive evaluation can begin while the student
intervention team simultaneously implements and documents intervention effectiveness.
Parental request for an evaluation does not eliminate the requirement for general
education interventions and effectiveness to be documented.
This data will be needed
when the evaluation team meets to determine special education eligibility.
C. Non Stand Alone Related Services
1. Physical, Occupational, and Adaptive Physical Education Therapy Referral Process
Only a student who has been identified with one of the thirteen categorical disabilities
may receive the following services:
Physical Therapy (PT)
Occupational Therapy (OT)
Adaptive Physical Education (APE)
If a student’s physical needs do not affect their education, the related service is not the
responsibility of the district.
D. Initial Evaluation Referral Process
1. If the student is referred for a comprehensive evaluation and presenting concerns include fine
and gross motor issues the student must first go through the referral process for Student
Interventions.
2. Student Intervention Team Chair is instrumental in ensuring that physical therapy (PT),
occupational therapy (OT) and adaptive physical education (APE) staff, as appropriate, are
involved with general interventions.
a) A checklist and resources to provide strategies will be provided to the teacher(s) and
intervention team to use as a guideline regarding what needs are educationally relevant to
PT, OT, and/or APE.
b) The therapist will review the checklists, informally screen the child through observation
and will determine whether a formal evaluation is necessary as part of an initial
comprehensive evaluation.
c) The case managing school psychologist will notify the PT, OT, and/or APE that consent
for an initial comprehensive evaluation has been received.

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3. Once the initial comprehensive evaluation is complete, the therapist will attend the initial
staffing conference to report the evaluation findings to the team, including the parents. The
therapist will provide a written report of their evaluation. If the child is found to be eligible
for special education services and to qualify and need these related services, then therapy
services will be indicated on the IEP. Goals and benchmarks will be developed to meet the
child’s needs. Crk opto
the
y
speacll
ial educpaation
peofrwfice
with
o
the appropriate
checklist within 10 days after the staffing conference.
E. Referral Process for Students Already Receiving Services
1. If a student is already receiving special education services and a PT, OT, and/or APE concern
arises, the appropriate IEP team member should reference the resources and checklists that
have been provided by the above mentioned therapists. These strategies/interventions should
be implemented and determined whether or not they have been successful. The appropriate
adaptations should be given ample time to determine if they are successful or not.
2. If adaptations are unsuccessful, and the team determines that PT, OT, and/or APE services
may be needed, the psychologist should meet with the IEP team as well as the PT, OT, and/or
APE to consider initiating an evaluation to determine if a specific related service should be
added.
a) If an evaluation for the related service is deemed necessary, parent permission must be
obtained prior to the evaluation. Once consent is received, the therapist will complete an
evaluation.
b) When the evaluation for the related service is completed the therapist will attend the
staffing conference to report results. A written report of any assessments and observations
will be provided. Therapy services will be added to the IEP with appropriate goals and
benchmarks if services are determined to be necessary.
c) Although this is an initial evaluation for related services, the school psychologist will
complete all the necessary staffing paperwork for a reevaluation. (It is a reevaluation as
child is already receiving special education services).
3. Role of the Occupational Therapist, Physical Therapist, and Adaptive Physical Education
Teacher
a) The therapist is considered to be part of the IEP team on students who are currently
receiving these related services and should be provided with a timely notification of
reevaluations and IEP meetings. Their input must be obtained so that present levels of
educational performance, annual goals, benchmarks, and service times may be updated
and modified as necessary.
b) For students currently receiving PT, OT, and/or APE services, the school psychologist is
responsible for providing adequate notification to the therapist of any upcoming
reevaluations or special education meetings.
c) The primary service provider is responsible for providing adequate notification to the
therapist of all other typical IEP review meetings.

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F. Initial Evaluations
1. At the time the Student Intervention Team makes a formal referral, the school psychologist
must submit
Multi-Tiered System of Supports
to the Special Education Office for review to
ensure completeness of information. If extenuating circumstances exist resulting in the school
psychologist pursuing consent individually, the Special Education office must be notified first.
The school psychologist shall provide all of the referral information to the Special Education
Office upon completion of the evaluation.
a) Although interventions are an ongoing process if the expectation is that a comprehensive
evaluation will be completed by the end of the school year, referral paperwork must be
submitted to the Special Education Office as early as possible to complete the
comprehensive evaluation within the 60-day timeline.
2. The Special Education Office will complete
PRIOR WRITTEN NOTICE FOR EVALUATION
OR REEVALUATION AND REQUEST FOR CONSENT
form.
3. If parents do not return the consent form within 10 working days, the Special Education
Office will mail a second consent form.
4. If parents do not respond within a reasonable time following the second mailing, the case will
be returned to the school psychologist.
a) The school psychologist is expected to make a personal contact with the parents
concerning the proposed evaluation.
b) Following that contact the school psychologist shall notify the Special Education Office
regarding the status of the proposed evaluation.
c) Copies of all telephone and other parent contacts should be summarized on the
PARENT
CONTACT LOG
form and be made available in the central office files or school
psychologist’s
file for use as documentation.
d) If a parent denies or otherwise does not consent for an initial evaluation:
The school psychologist shall maintain the documentation of the referral in his or her
own files.
In a case where the parent denies consent, the school psychologist may contact the
Director of Special Education concerning the initiation of mediation procedures or a
due process hearing.
5. Obtaining all the relevant information is imperative in an initial evaluation, and as case
manager, the school psychologist is expected to ensure that appropriate measures are utilized
to obtain information. Use the
INITIAL EVALAUTION COVER SHEET
to ensure all
paperwork and documentation is acquired and signed (if necessary).
a) Information required for an initial evaluation includes, but is not limited to:
Health Report which can be obtained from the school health aide.
Social History (completed by the school psychologist)
Teacher Report from the general education teacher(s).
Teacher Report from a special education teacher.
• Psychologist’s Report
o Obtaining information from the parent is an integral component of the assessment,
and as case manager, the school psychologist is responsible for obtaining and
reporting this information.

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o Classroom observations should be summarized in the report as well as included
separately in the student’s file.
o Summary of intervention strategies and data regarding the effectiveness of these
strategies.
o Reporting assessment data is an integral component of the assessment. The school
psychologist may utilize, as appropriate, standardized instruments including
cognitive, achievement, behavior rating scales, adaptive behavior scales and
informal measures.
o Assessment Observations
o Recommendations
o Speech/Language, Occupational Therapy, Physical Therapy, and/or Adaptive
Physical Education reports when applicable.
o Team Reports are reviewed at the time of the meeting with the parents. This report
enables the team to compile all assessment information to determine if the student
is eligible and demonstrates a need for special education.
6. After the team completes the evaluation, schedule the staffing conference with the
parents/legal guardians.
a) The school psychologist contacts the parents to establish a time when they will meet with
the team to review evaluation results.
b) The school psychologist sends the parents a 10-day reminder notice (maintain a copy in
your file until a signed copy is received). The parents are to sign and return a copy of the
10-day notice acknowledging that they are aware of the date and time of the meeting.
(1) In the event that the parents do not establish a meeting time or miss appointments, it is
the responsibility of the school psychologist to continue contacting the parent and to
try alternate means of contacting such as certified mail. In the event that the parents or
legal guardians do not establish a meeting time or continue to miss appointments, the
team may meet without the parents but parents must be given a 10 day written notice
of the meeting and a parental signature still must be obtained on required documents.
(2) A staffing summary, which summarizes information shared by the school team
members, the parents, and the recommendations, is completed at the time of the
meeting.
(3) If it is determined that the student does qualify and demonstrates a need for special
education services, the team will develop an IEP with the parents. The school
psychologist is responsible for preparing the placement consent pages and explaining
these forms to the parents and requesting their consent.
G. Initial Evaluation Timeline
1. If the initial evaluation consent form has not been returned to the Special Education Office
within
10 working days
, a second consent form will be mailed from the Special Education
Office.
2. Initial evaluations must be completed
within 60 school days
(excluding holidays and when
school is not in session) of an agency receiving parental consent. Within this 60 school day
timeline, the team must complete the following:
a) Complete an evaluation of the student.
b) Conduct a meeting to determine whether the student is a child with an exceptionality.
c)
Develop and implement the student’s IEP.

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3. If eligibility and need for special education services has been determined, an IEP must be
developed and implemented within the 60-day evaluation period.
4. If it appears likely that the evaluation team may recommend a child for special education
services, the evaluation results should be made available in a timely manner to the appropriate
staff for use in developing the IEP.
5. All initial evaluation documentation must be sent to the Special Education Office no more
than 10 school days following the staffing.
H. Initial Evaluation Staffing Conferences
School Psychologists are expected to clearly explain their testing and shall chair routine team,
evaluation, re-evaluation and placement staffing conferences. It is expected that the school
psychologist will include in the staffing all persons involved in the evaluation, placement and
provision of services for a student. This is to include sending and receiving teachers, building
principals and other persons as appropriate.
1. After completion of assessments by all team members:
a) Informal evaluation team meeting (optional)
Discuss the results
Determine if additional data is needed to determine eligibility (exceptionality plus
need)
Begin development of a draft IEP.
b) Formal Staffing (Required)
Review evaluation results
Seek parent input. Designate a person to express parent opinions if parent is not
available
Determine eligibility and need with parent present
Develop IEP if appropriate.
c) Complete the following forms at the team staffing:
(1) SPECIAL EDUCATION STAFFING SUMMARY
Serves a written record of the information discussed and team recommendations.
The team shall certify with their signatures whether the summarized information
reflects their conclusions. If there is disagreement a separate statement shall be
provided by the dissenting team member to be attached to the summary. If parents
dissent to the team recommendation, they are allowed to proceed with mediation,
conflict resolution or due process.
(2)
INITIAL EVALUATION & ELIGIBLITY TEAM REPORT
(requires all participant
signatures),
PRIOR WRITTEN NOTICE FOR IDENTIFICATION, SPECIAL
EDUCATION and RELATED SERVICES, EDUCATIONAL PLACEMENT, CHANGE
IN SERVICES, CHANGE IN PLACEMENT and REQUEST FOR CONSENT
(parent
signature)
(3)
EMOTIONAL DISTURBANCE ELIGIBLITY CHECKLIST
(found on “DocuShare”
and should be used for determination of ED services)
Provide copies of all forms to parents and service providers as appropriate.
I. Initial Evaluation Team Reports

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School Psychologist Handbook
24
1. Complete the
INITIAL EVALUATION & ELIGIBLITY TEAM REPORT
for all students
considered for initial special education identification and services.
2. Consider all areas of LD.
a) If an achievement assessment instrument was utilized that does not include the areas of
oral expression or listening comprehension, the expressive language and receptive
language scores obtained by the Speech/Language Pathologist (SLP) may be substituted.
b) The written evaluation for LD exceptionality must contain:
(1)
documentation that the child does not achieve adequately for the child’s age or to meet
grade-level standards (refer to Appendix A
Learning Disability Eligibility Indicator)
(2) the child does not make sufficient progress to meet age or state-approved standards or
exhibits a pattern of strengths and weaknesses in performance, achievement or both
(3) relative to age, state-approved grade level standards or intellectual development, and
determination that the team considered and ruled out the effect of the following factors
on the child’s achieveme–
Leant
rning
(rDisaebilfeity r
Eligito
bility
Appendix A
Indicator):
visual
hearing
motor skills
disability
intellectual disability
emotional disturbance
cultural factors
environmental factors
economic disadvantaged
and/or
limited English proficiency
.
J. Reevaluations
1. Conducting reevaluations for all students receiving special education and related services is a
requirement when conditions warrant a reevaluation or upon parent/IEP team member request,
but not less than once every three years. It is required that a student be reevaluated before
they are determined to no longer be eligible for special education OR related services and
when a child is currently identified under an area of exceptionality and are being considered to
determine their need for related services. When a reevaluation is required or requested:
a) The necessary school staff shall meet to complete the
REEVALUATIONMULTIDISCIPLINARY TEAM PLANNING REPORT
which will
determine the scope of the reevaluation.
b) If the team determines that no reevaluation is needed, the School Psychologist will
conference with the
NO
student’s
REEVALUATION NEED
pa
ED
re
F
nts.
ORM
will
Thbe e
sent by the school psychologist to the parents for their written consent.
2. The school psychologist is responsible for completing the
PRIOR WRITTEN NOTICE FOR
EVALUATION OR REEVALUATION AND REQUEST FOR CONSENT FORM
and pursuing
parental consent on all comprehensive reevaluations in their assigned buildings. Consent
forms for reevaluations should be sent to parents early enough, prior to the triennial
reevaluation due date, to allow sufficient time to obtain parental consent and complete all
reevaluation activities.

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a) Obtaining consent for initial evaluations or reevaluations:
(1) A minimum of three attempts shall be made utilizing two methods (phone call, mail,
personal contact, etc.) to obtain parental consent.
(2) If parents fail to respond after the third attempt, the reevaluation shall be conducted
and documentation of the attempts (notice forms, contact logs, consent forms, etc.)
shall be submitted, with the reevaluation information to the Special Education office.
b) If Parent Denies Consent:
(1) The school psychologist should first contact the parent in an attempt to understand the
rationale of the parent for refusing to consent to the re/evaluation.
(2) Provide necessary clarification.
(3) Resolve any conflicts that appear to be hindering the process.
(4) If parent continues to refuse, the school psychologist should discuss the situation with
special education administration in order to pursue possible mediation procedures,
conflict resolution, or a due process hearing.
3. Reevaluation Timeline
a) Reevaluations are required to be conducted with all students receiving special education
and related services not less than once every three years.
b) Once written consent is received, the reevaluation must be completed within 60 school
days.
c) All reevaluation documentation should be submitted to the Special Education Office
within 10 working days of the triennial reevaluation due date or 10 working days of the
actual staffing date if the reevaluation is completed substantially sooner than the
reevaluation due date.
K. Reevaluation Staffing Conferences
1. At the completion of the reevaluation, the team, including the parents meet to determine:
a) Present levels of performance.
b) Continued eligibility (exceptionality plus need) for special education.
c) Whether additions and modifications are necessary to enable the student to meet the
measurable annual goals and participate in general education.
(1)
SPECIAL EDUCATION STAFFING SUMMARY
is completed to serve as a written
record of the information discussed as well as the recommendations of the team and
should be completed by the psychologist or designated member of the team.
(2)
REEVALUATION ELIGIBILITY TEAM REPORT
should be completed and serves as a
written statement describing the team’s decision regarding the student’s identification,
the basis for that decision, as well as any changes to the existing special education
services. This shall be signed by all team members and a copy given to the parents
d) The school psychologist is responsible for compiling all of the documentation concerning
the completed reevaluation and submitting that information to the Special Education
Office within 10 days of the staffing conference. Use the
REEVALUATION COVER
SHEET
to ensure all paperwork and documentation is acquired and signed (if necessary).

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e) Reasonable attempts should be made to align the triennial reevaluation date with the
annual IEP date to avoid the need for parents to attend multiple meetings.
f) The school psychologist will coordinate with the IEP team to ensure that the annual IEPs
has the most recent reevaluation information included in them.
L. Reevaluation Dates in WebKIDSS
1. It is the responsibility of the School Psychologist to update the Reevaluation completion date
on the dates screen page of the IEP in WebKIDSS. If an annual IEP
IS NOT
being
completed at the same time as a reevaluation, an amendment IEP must still be completed to
reflect the results of the comprehensive reevaluation information and the correct reevaluation
completion date.
M. Dismissing Special Education Services
1. A reevaluation must be conducted before a student can be dismissed from special education
and/or related services. The school psychologist will obtain
PRIOR WRITTEN NOTICE
FOR EVALUATION OR REEVALUATION AND REQUEST FOR CONSENT FORM
.
a) Dismissing from a special education category: complete all reevaluation forms as
appropriate.
b) Dismissing from a related service: obtain related service report and complete the
REEVALUATION & ELIGIBLITY TEAM REPORT
at the meeting.
c) For students receiving speech articulation services only, the speech therapist is responsible
for the reevaluation process.
N. School Psychologist Report
The school psychologist report is part of the written results of the student’s
evaluation/reevaluation. A child who is assessed deserves to have an unbiased report that
clearly and concisely expresses
rethe
port may
scincludhool
e
psychologist’s findings. The
information gained through record review, tests, interviews, observation, informal assessments,
or other methods.
The way a report is organized depends on personal preference, which may be governed partly
by the anticipated audience of the report. The report requires the school psychologist to convey,
to his/her readers, a body of information or content that will contribute to the decision making
process. This information should be comprehensible to its intended audience. The school
psychologist’s report should be submiand
other attnticipated
ed
to the special education teacher
service providers, as appropriate in a timely manner prior to the staffing date. The following is
offered as basic areas to be considered in all reports:
1. The report should identify the evaluation as being conducted by Haysville, USD 261 and
contain basic information as:
Name of Student
• The Student’s Date of Birth
• Student’s Present Grade
School
• ExamiNaneme r’s
Date of Evaluation (s)
Date of the Report
Who Referred the Student
Reason for Referral
Summary of Intervention Strategies and the Effectiveness of These Strategies

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School Psychologist Handbook
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Student Background/Developmental History/Medical History
Testing Observations
Interpretation of Evaluation Results
The Impact of Behavioral Factors
Recommendations
The report is to contain information from all assessments conducted by the school psychologist
including formal testing, questionnaires, rating scales, interviews, and teacher reports. Test
results from achievement testing conducted by the special education teacher should be included
in the report unless the teacher prefers to write a report independently. Previous testing and test
information from other sources should be included when available, particularly for
reevaluations on which new formal testing was not conducted by the school psychologist. For
reevaluations, the school psychologist report should summarize assessment data from previous
evaluations and integrate new data from formal testing and informal assessments such as
questionnaires, interviews, observations, and teacher reports. Additionally, the report should
include individual recommendations
regarding the student’s need for special education services
and additions or modifications necessary to enable the student to progress in the general
education curriculum.
2. The setting in which the evaluation took place, as well as the behaviors observed, are to be
described in the report and a determination should be made regarding the validity of the test
scores obtained. Additionally, if the assessments were not conducted under standard
conditions, any modification to conditions, which were deemed necessary, must be
summarized in the report.
The assessment findings may include the following:
IQ scores and classifications
Percentile ranks of test scores
• Description of the child’s strengths and weaknesses as reflected by the scores and
significant differences between the subtest scores and total test score
Comparison of verbal and nonverbal skills
Academic skill levels
Social and emotional interpretations
Signs suggestive of exceptionality
Interrelationships among test findings
Implications of assessment findings
Validity of test results
Recommendations
O. Change in Placement
1. The school psychologist will assist the IEP team to determine when parental consent for a
change in placement or special education and related services is necessary. Although
technically, parental consent is not required in some situations where changes are not being
made in the IEP, notification to the parents of these changes is required. Since this
notification requires the completion of
PRIOR WRITTEN NOTICE FOR
IDENTIFICATION, SPECIAL EDUCATION and RELATED SERVICES, EDUCATIONAL
PLACEMENT, CHANGE IN SERVICES, CHANGE IN PLACEMENT and REQUEST FOR
CONSENT
, parent signatures to obtain consent are being required at all IEPs, even when
changes are not being made. The only current exception to this requirement involves
students receiving only speech services.

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2. However,
PRIOR WRITTEN NOTICE FOR IDENTIFICATION, SPECIAL EDUCATION
and RELATED SERVICES, EDUCATIONAL PLACEMENT, CHANGE IN SERVICES,
CHANGE IN PLACEMENT and REQUEST FOR CONSENT
is legally required when
changes are made to the IEP including:
a) Adding/Removing/Changing Services or Exceptionalities.
b) Increasing or Decreasing Special Education Time by 25% or more or more of the school
day.
c) Making other substantial (greater than 25%) or material (greater than 25%) change in
time to or from regular education.
P. Homebound Services for Special Education Students
If the need arises for homebound services for a special education child, the general procedures
are as follows:
1. The school psychologist shall contact the Special Education Office as soon as possible.
2. A letter and release form should be sent for the parent to sign and return so that information
may be obtained from the child’s physician.
3. The school psychologists shall contact the home school principal and inform him/her that a
child is in need of homebound services so that a teacher may be located to provide the
homebound services. (If possible, the teacher should be a special education teacher certified
at the same grade level as the child needing the homebound services).
4. The school psychologist shall set up a staffing so that the amount of time for homebound
services can be determined, and an IEP and
PRIOR WRITTEN NOTICE FOR
IDENTIFICATION, SPECIAL EDUCATION and RELATED SERVIES, EDUCATION
A
L
PLACEMENT, CHANGE IN SERVICES, CHANGE IN PLACEMENT
and
REQUEST FOR
CONSENT
can be completed and signed by the parents.
5. When the child is no longer in need of homebound services the school psychologist shall set
up a staffing so that the IEP can be revised and a signed PRIOR WRITTEN NOTICE FOR
IDENTIFICATION, SPECIAL EDUCATION AND RELATED SERVICES,
EDUCATIONAL PLACEMENT, CHANGE IN SERVICES, CHANGE IN PLACEMENT
AND REQUEST FOR CONSENT can be obtained.
Q. Early Childhood Special Education Initial Evaluations & Reevaluations
1. Students who attend the Early Childhood classroom must be identified in one of the thirteen
disability categories or as Developmentally Delayed (DD).
2. Initial evaluations and reevaluations are conducted by the Early Childhood school
psychologist. Existing evaluation data should be considered and reviewed, but current
evaluations should be conducted with these students in the areas necessary to determine
their eligibility.
3. Best practice is that a student should not be labeled as DD if the initial evaluation occurs
after age 6. A categorical placement should be determined at the regular triennial
reevaluation for a child labeled DD to continue receiving special education services.

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4. If the DD reevaluation does not result in a categorical placement, students who have not
been successfully mainstreamed without special education support and specially designed
instruction, may continue to receive special education services under the DD label between
the ages of 6 and 9 (until the 10
th
birthday). Sometime prior to reaching age 10, DD
students must be reevaluated to determine eligibility for categorical services or be
dismissed. You may not continue DD services through the end of the school year in which
the student reaches 10 years of age.
R. Individual Education Program
The IEP is the responsibility of the special education staff who are anticipated to be the service
providers. The school psychologist as case manager plays an important part in ensuring the
completeness and accuracy of dates, evaluation information, and other essential components of
initial IEPs and IEPs that involve reevaluations or move-in students. At the staffing involving
the initiation of services and placement, the school psychologist is expected to complete and
obtain parental signatures on the
PRIOR WRITTEN NOTICE FOR IDENTIFICATION,
SPECIAL EDUCATION and RELATED SERVICES, EDUCATIONAL PLACEMENT, CHANGE
IN SERVICES, CHANGE IN PLACEMENT and REQUEST FOR CONSENT FORM
and to
provide the parents with a copy as well as an explanation of their
PARENTAL RIGHTS in
SPECIAL EDUCATION
. Additionally, the school psychologist (or other trained staff in the
building) is responsible for collecting all relevant documentation concerning an eligibility
staffing, organizing it according to the appropriate checklist, and transmitting the information to
the Special Education Office within 10 working days of the staffing.
The school psychologist’s attis
reequindared.
ncAdditie
onaallt
y, the
all initial IEP meetings
school psychologist shall attend all IEP meetings that involve the review of reevaluation
information or other special circumstances. Proper written notification to parents and staff of
IEP meetings for an initial evaluation or a reevaluation is the responsibility of the school
psychologist. The
NOTICE OF MEETING TO REVIEW EVALUATION RESULTS &
DEVELOP AN IEP
form is sufficient to document reasonable notification to the parents when
the parents attend and participate in the IEP meeting. However, when parents do not attend the
IEP meeting, additional documentation should be recorded regarding attempts to involve the
parents, including phone calls, letters, and similar documentation and included in paperwork
sent to the Special Education Office. Similar to obtaining parental consent for reevaluations,
these attempts must include at least three attempts through two methods.

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School Psychologist Handbook
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S. Extended School Year
1. When the IEP team determines that Extended School Year Services are needed, the team
must complete the
EXTENDED SCHOOL YEAR DOCUMENTATION OF NEED
form
found on WebKIDSS. This form must be completed with the data to document why
Extended School Year services are being recommended. You must obtain the parent’s
signature indicating YES, their student will attend Extended School Year or NO their
student will not attend Extended School Year. This form must be completed and turned in
no later than April 15
th
to the special education administration office.
T. Parental Rights in Special Education
1. Parents of special education students and of students being considered for special education
eligibility are entitled to a copy and clear explanation of their rights in special education.
PARENTAL RIGHTS IN SPECIAL EDUCATION
must be provided to parents in the
following situations and must be in the written language of the general public and provided
in the native language of the parent or other mode of communication used by the parent
unless it is clearly not feasible to do so:
At least one time in a school year, and
Notification and Request for Consent for Initial Evaluation
Notification and Request for Consent for Reevaluations
Notification of Identification, Special Education & Related Services, Educational
Placement, Changes in Services, Changes in Placement and Request for Consent
Upon a disciplinary removal from school that constitutes a change in placement
Formal Complaint / Request for a Due Process Hearing
Parent Request for a copy of the Parental Rights
U. Move-In Students: Entering from within the State of Kansas
1. The school psychologist is responsible for obtaining all educationally relevant information
on students who move into the district who have been previously placed in special
education. Additionally, parental consent must be obtained to the level of services proposed
through an IEP in our district.
2. At enrollment, the school psychologist shall:
a) Check the current address of the student to determine if they reside within our district
boundaries.
b) Complete a move-in report and
immediately
submit it to the Special Education office.
3.
Call the student’s previous school to obtain
may
evaluation and educational information that
be used to write an IEP. This information should be documented on the move-in report.
Some students may enter the district with the Special Education (SE) non-categorical. When
conducting the move-in staffing, these students should be identified utilizing the appropriate
categorical identification whenever possible. If it is not possible to identify the appropriate
categorical identification, a student may be continued under the SE identification until a
reevaluation can be completed. The following is a listing of the categorical identifications
available for use with students in Kansas:
Autism
Deafness
Deaf-Blindness
Developmentally Delayed
Early Childhood Disability

Haysville USD 261
School Psychologist Handbook
31
Emotional Disturbance
Giftedness
Hearing Impairment
Specific Learning Disability
Intellectual Disability
Other Health Impairment
Orthopedic Impairment
Speech/Language Impairments
Multiple Disabilities
Traumatic Brain Injury
Visual Impairment
4. After the move-in meeting submit paperwork to Special Education Office as soon as
possible. Use the
MOVE-IN COVER SHEET
to ensure all paperwork and documentation is
acquired and signed (if necessary).
It is illegal to withhold records from a district where the student is currently enrolled for any
reason. If records cannot be obtained from the previous district, the school psychologist may
contact an administrator in the Special education Office for assistance with this matter.
However, special education services may not be provided to students without the appropriate
documentation. This documentation should include evaluation records (Psych. Reports, SLP
reports, etc.), IEPs, and other relevant information necessary to make educational decisions
regarding the student. If these records cannot be obtained, an evaluation must be conducted to
generate the necessary information prior to providing special education services.
An IEP meeting must be held on all move-in special education students. An IEP from another
district in Kansas may be utilized for the interim provision of services. However, a staffing to
develop a new IEP and obtain consent for the provision of services in our district should be held
within 30 days of the student’s enrollycholoment.
gist will
Following the staffing, the school ps
submit the move-in cover sheet and supporting paperwork to the Special Education Office. The
staffing should be held to address the following:
Address necessary information to all staff involved.
Determine if special education placement is appropriate using
MOVE-IN
MULTIDISCIPLINARY TEAM REPORT
.
Develop an IEP for implementation in our district.
Obtain informed parental consent for the placement and provision of services in our
district utilizing the
PRIOR WRITTEN NOTICE FOR IDENTIFICATION, SPECIAL
EDUCATION and RELATED SERVICES, EDUCATIONAL PLACEMENT, CHANGE
IN SERVICES, CHANGE IN PLACEMENT, and REQUEST FOR CONSENT FORM
.
Provide the parents with a copy of their
PARENTAL RIGHTS IN SPECIAL
EDUCATION
.
V. Move-In Students: Entering from Outside the State of Kansas
1. For a move-in student who had been receiving services in another state, a staffing should be
held as soon as possible. The staffing shall be held to address the following:
a) Obtain consent for a reevaluation.
b) Determine if the special education identification and placement is appropriate.
c)
Consider if sufficient evaluation information is available to determine the student’s
eligibility for special education services under Kansas guidelines.

Haysville USD 261
School Psychologist Handbook
32
(1) If adequate information is available, document eligibility using the
MOVE-IN
MULTIDISCEPLINSRY TEAM REPORT
and, if appropriate, develop a new IEP for
implementation in our district.
(2) If adequate information is not available a reevaluation using additional data will be
conducted to determine eligibility under Kansas guidelines. The
REEVALUATION/CONTINUING ELIGIBILITY TEAM REPORT
will be completed
at the staffing conference.
(3) Students will receive special education services
while this reevaluation is conducted.
d) When a new IEP is written, it shall be developed with the participation of the parents
and a new
PRIOR WRITTEN NOTICE FOR IDENTIFICATION, SPECIAL
EDUCATION and RELATED SERVICES, EDUCATIONAL PLACEMENT, CHANGE IN
SERVICES, CHANGE IN PLACEMENT and REQUEST FOR CONSENT FORM
shall
be completed and signed by parents. The school psychologist is responsible for the
completion of this form and for obtaining the parental signatures as well as for ensuring
that the parents receive a copy and clear explanation of their
PARENTAL RIGHTS IN
SPECIAL EDUCATION
.
W. Excusal from Meeting
1. A member of the IEP team is not required to attend an IEP team meeting, in whole or in
part, if the parent of a child with an exceptionality and the school agree, in writing, that the
attendance of the IEP team member is not necessary because the member’s area of the
curriculum or related services is not being modified or discussed in the meeting.
2. A required member of the IEP team, may be excused from attending an IEP team meeting,
in whole or in part, when the meeting involves a modification to or discussion of the
member’s area of the curriculum or related services, if:
The parent, in writing, and the school consent to the excusal; and
The IEP team member submits, in writing to the parent and the IEP team, input into the
development of the IEP prior to the meeting
3. Informed parental consent means that the school must provide the parent with appropriate
and sufficient information to ensure that the parent fully understands that the parent is
consenting to excuse a required IEP team member from attending an IEP team meeting in
which the member’s area of the curriculum or related services is being changed or discussed
and that if the parent does not consent the IEP team meeting must be held with that IEP
team member in attendance (Federal Register, August 14, 2006, p 46674). To ensure that the
parent is fully informed and written agreement or consent is appropriately documented, you
must use the KSDE form for excusing a member of the IEP team. This form is found on
WebKIDSS under FUNCTION: Enter Forms Data. The form is titled-
EXCUSAL FROM
ATTENDANCE AT IEP MEETINGS of REQUIRED IEP TEAM MEMBERS
.
X. Medicaid
1. Medicaid reimburses LEAs for all medically necessary services for the child to receive a
free and appropriate public education, as documented on the child's individualized
educational plan (IEP). Providers of Medicaid-reimbursable services in an LEA must have
appropriate credentials as described in the Medicaid State Plan and as required by the
Kansas State Department of Education (KSDE).

Haysville USD 261
School Psychologist Handbook
33
2. Psychological services must be provided by or under the direction of a licensed psychologist
in accordance with 42 CFR 440.60 (a). The psychologist must be licensed by the Behavioral
Sciences Regulatory Board and/or licensed and
endorsed by KSDE as a “school
psychologist”. (This criteria mirrors current KSDE requirements.)
3. Medicaid reimbursement can occur only when permission is given for the LEA to share
appropriate information concerning the student with the Kansas Health Policy Authority so
the LEA, can, if applicable, seek reimbursement for any health-related services that are
claimable under the Title XIX Medicaid Program or the Title XXI State Child Health
Insurance Program. This permission is gained by obtaining parental signature on the parent
release of information form titled
MEDICAID GREENBUSH FORM 2
on WebKIDSS.
Social work and psychology services limitations include the following:
Individual counseling reimbursement is limited to a combined total of two hours (four
units) per calendar week. Includes counseling and/or risk factor reduction
intervention(s) provided to a healthy individual; approximately 30 min. (procedure
code: 99402)
Group counseling reimbursement is limited to a combined total of one hour (two units)
per calendar week. Includes counseling and/or risk factor reduction intervention (s)
provided to healthy individuals in a group setting; approximately 30 minutes.
(procedure code: 99411)
Psychological testing reimbursement is limited to a total of three hours per school
year. Psychological testing includes psycho diagnostic assessment of emotionality,
intellectual abilities, personality and psychopathology, e.g., MMPI, RORSCHACH,
WAIS, per hour of the psycholog-istto-face ’s
time
or
with
physician’s time, both face
the patient and time interpreting test results and preparing the report. (procedure code:
96101)
Reimbursement is one hour equals one unit. For those individuals that cannot
participate in a full hour of testing, the testing can be broken out into 15-minute
increments as follows:
o 0-15 minutes equals .25 units.
o 16-30 minutes equals .5 units.
o 31-45 minutes equals .75 units.
o 46-60 minutes equals 1 unit.
Developmental testing (e.g., developmental screening test II, Early Language
Milestone Screen with interpretation and report) reimbursement is limited to one
session per school year. (procedure code: 96110)
4. Ongoing services can be addressed on the individual health plan (IHP), behavior
intervention plan (BIP), and/or assisted technology plan. These plans must be identified in
the IEP as well as attached to it.
Documentation of all services performed is required and must include:
o Date, time, and description of each service delivered and by whom (name,
designation of profession or paraprofessional)
o Assessment and response to intervention service
o Progress toward achieving individualized long- and short-term goals
Y. Special Transportation

Haysville USD 261
School Psychologist Handbook
34
1. Transportation is a related service when it is needed in order for the child to benefit from
special education. Each situation is considered individually. In addition to travel to and
from school, transportation, as a related service, also includes travel between schools as well
as travel in and around school buildings. Thus, the IEP team may need to also assess a
child’s ability to
ities. Lacike acll
erelatess
d sersvicchool
es, when an
faIEP cteilam
determines it is needed, transportation services will be included on the child's IEP.
2. When the IEP team determines that special transportation services are needed, the
REQUEST FOR TRANSPORTATION FORM
found under the forms in WebKIDSS must be
completed. A copy of this form must be sent to the transportation department and the
special education administration office as soon as the IEP team determines special
transportation is needed. In addition, the form must be updated annually along with the IEP.
3. If we are adding transportation as a service
PRIOR WRITTEN NOTICE FOR
IDENTIFICATION, SPECIAL EDUCATION and RELATED SERVICES, EDUCATIONAL
PLACEMENT, CHANGE IN SERVICES, CHANGE IN PLACEMENT, and REQUEST FOR
CONSENT FORM
must be completed
.
Z. (a)State/Local Assessments
It is the responsibility of the IEP team to determine the manner in which each student with a
disability will participate in State and Local Assessments. The following is an outline of the
options for the participation of students with disabilities in State and Local Assessments along
with the eligibility criteria for each:
1. General Assessment:
The student participates without accommodations or modifications in the General
Assessment for:
Reading
Mathematics
Writing
Science
Social Studies
2. Assessment with Accommodations:
The student has an active IEP or 504 Plan
All of the accommodations the IEP team has determined this student requires to take
the General Assessment with Accommodations are indicated in the IEP
These accommodations are used for classroom instruction and classroom testing
These accommodations provide equity rather than advantage and do not make the
student appear as if they possess a skill or ability they do not actually possess
3. Kansas Assessment of Modified Measures (KAMM) Eligibility Criteria
a) Required components:
(1) The student has a current IEP. The content area being assessed must be addressed
through goals and objectives on the IEP.
(2) Student is not eligible for the alternate assessment in the content area being
considered. (Eligibility must be determined for each content area separately.)
(3)
The decision to determine a student’s eligibility to participate in the KAMM may
NOT RESULT PRIMARILY from: excessive or extended absence, any specific
categorical label nor social, cultural, or economic differences.

Haysville USD 261
School Psychologist Handbook
35
4. Kansas Alternate Assessment (KAA):
a) Required components:
(1) The student has an active IEP. The content area being assessed must be addressed
through goals and objectives on the IEP.
(2) The student demonstrates cognitive abilities and adaptive behaviors that require
substantial adjustment
to the general curriculum
(3)
The student’s
learning objectives and expected outcomes focus on applications as
indicated in the benchmarks, indicators, and examples in the extended standards
(4) The student primarily requires direct and extensive instruction to acquire, maintain,
generalize, and transfer the skills performed in the naturally occurring setting of the
student’s life
Criteria
All
criteria must be met to identify a
student as eligible for participation in the
KAMM.
Examples
Supporting evidence for meeting these criteria (Data)
Intensive Individualized Instruction
Does the student need
significant
changes in the complexity
and scope of the general standards to show progress in the curriculum?
Requires intensive specially designed
instruction
AND
Planning/implementing of differentiated instruction to meet the individual needs of
the student. For example: modifications, materials used, visual supports
Requires intensive individualized supports
AND
Learning supported by adult assistance, providing frequent and structured prompting
and cueing, or may use assistive technology
Requires extensive instruction
AND
Extended learning time including increased frequency and duration of instruction
and practice
Classroom Assessment
Does the student need supports to significantly reduce the complexity or breadth of assessment items?
Requires differentiated content for
classroom assessment
AND
Student receives modified classroom assessments on a routine basis
Needs to show what they know differently
AND
Assistive technology, oral presentation instead of a written response, performance
assessment
Accommodations alone do not allow the
student to fully demonstrate knowledge
AND
Documented accommodations have been insufficient
Student Performance
Is the student
multiple
years behind grade level expectations?
Consistently requires instruction in pre-
requisite skills to the grade level indicators
being assessed
AND
Evidence shows the slevetul
in
dthene
scot’pe as
nd
iseqnusentrce
of
uthctioe
nal
content standards is at a pre-requisite level
Despite the provision of research based
interventions, the student is not progressing
at the rate expected for grade level
AND
Evidence shows the use of research based interventions and data for monitoring
progress
Student classroom achievement and
performance is significantly below grade
level peers
The preponderance of the above evidence and data indicates that the student is
performing significantly below their peer group. (It was discussed that this could be
approx. 2 standards deviations below the mean).

Haysville USD 261
School Psychologist Handbook
36
Eligibility Criteria for
Students with Significant Cognitive Disabilities
To participate in the
Kansas Alternate Assessment
The student has an active Individual Education Plan and the present levels of educational performance data
indicates that with regard to progress in the general curriculum area under consideration, the student is
significantly delayed.
AND
The student’s
earning objectivels and expected outcomes in the academic area under consideration requires
substantial adjustment to the general curriculum of that area. The student’s learning objectives and expected
outcomes in the area focus on application, as illustrated in the benchmarks, indicators, and clarifying
examples within the Extended Standards.
AND
The student primarily requires direct and extensive instruction in the academic area under consideration to
acquire, maintain, generalize, and transfer the skills
done in the naturally occurring settings of the student’s
life (such as school, vocational/career, community, recreation/leisure and home).
AND
The student is presented with unique and significant challenges in demonstrating his or her knowledge and
skills on any assessment available in the academic area under consideration.
The decision to determine a student’s eligibility to participate in the alternate assessment may NOT RESULT
PRIMARILY from:
Excessive or extended absence
Any specific categorical label
Social, cultural, or economic difference
Amount of time he/she receives special education services
Achievement significantly lower than his or her same age peers

Haysville USD 261
School Psychologist Handbook
Z.
(b)Decision Flowchart
Is the student’s instruction and IEP goals
and objectives based primarily on the
Extended Standards, benchmarks and
indicators?
Ye
s
No
Is the student multiple
years behind grade
level expectations?
Ye
s
Ye
s
No
Does the student
routinely receive
accommodations that allow demonstration of
knowledge & skills during instruction,
classwork, and/or classroom assessments?
Does the student need significant
changes
in the complexity and scope of the general
standards to show progress in the curriculum?
No
Ye
s
No
Does the student need supports to
significantly reduce the complexity or breadth
of assessment items?
Ye
s
No
Alternate Assessment
The IEP team should
review the detailed
eligibility criteria for
Alternate Assessment
to
finalize the decision
before documenting on
KAMM
The IEP team should
review the detailed
eligibility criteria for
KAMM
to finalize the
decision before
documenting on the
General Assessment
The IEP team should
document the content
areas for which the
student will take the
General Assessment.
General Assessment
With Accommodations
The IEP team should
document the appropriate
accommodations for each
content area on the IEP.

Haysville USD 261
School Psychologist Handbook
AA. Discipline of Special Education Students
Identified students with disabilities (not gifted) have additional rights concerning suspension and
expulsion procedures. Students with disabilities may be subject to short-term suspensions which do
not exceed 10 consecutive school days, or for an extended-term suspension not exceeding 90 school
days. Multiple short-term suspensions may be imposed within a given school year. Additionally,
under certain circumstances, an expulsion may be imposed for a term not exceeding 186 days.
However, a series of short-term suspensions must not constitute a pattern because of factors such as
the length of each suspension, the duration of each suspension, or the proximity of the suspensions
to one another. Such a series of short-term suspensions, constituting a pattern, would be considered
an extended-term suspension and require the appropriate procedures to be followed.
Additionally, if a disciplinary action is proposed, which leads to the student being suspended for
more than 10 cumulative days in a school year, the IEP team must meet to conduct a functional
behavioral analysis and develop a behavior intervention plan to address the problem behaviors. If a
behavior intervention plan has already been developed, the plan shall be reviewed by the IEP team
and modified as necessary to address the behavior. The IEP team must meet within 10 business
days of the child first being removed for more than 10 cumulative school days to conduct this
analysis and develop the behavior intervention plan.
The school personnel must determine what special education services are necessary, when a short
term suspension exceeds 10 cumulative days, to enable the student to appropriately progress in the
general curriculum areas specified in the IEP and appropriately advance toward achieving the
annual goals in the IEP. School personnel in this case refers to the regular education administrator,
Director of Special Education (or designee), and the special education teacher of the student. IEP
meetings relating to disciplinary actions shall be convened as expeditiously as possible. Although
attempts should be made to meet with the parent(s) at a mutually convenient time, only 24-hour
notification is required. Additionally, the notification does not have to be provided in written form.
All students have a right to a formal discipline hearing when an extended-term suspension or
expulsion is proposed. If a suspension is greater than 10 consecutive school days or a series of
short-term suspensions that constitute a pattern is proposed, the IEP team must conduct the
functional behavioral analysis and develop a behavioral intervention plan as stated above. If a
behavior intervention plan has already been developed, the IEP team must meet to review and
revise this plan as necessary to address the behavior. This meeting must be held within 10 business
days of the child first being removed. Additionally, the IEP team must make a manifestation
determination to determine if the specific behavior is related to the
student’s disa-
bility. Extended
term suspensions and expulsions may not be imposed if the behavior subject to disciplinary action
is a manifestation of the student’s disability. If an IEP team determines that the behavior was not a
manifestation, that information
is submitted to the district’s discipline hearing officer for the
student’s formal hearing. If the suspension is imposed, the IEP team must determine what special
education services are necessary to enable the student to appropriately progress in the general
curriculum and appropriately advance toward achieving the goals in their IEP. The IEP team must
address the following in making a manifestation determination:
1. Based on its review of all the relevant information, the group must determine if the conduct in
question was:
a)
caused by, or had a direct and substantial relationship to the child’s disability; or
b)
the direct result of the school’s fail-
ure to implement the child’s IEP. (K.S.A. 72
991a(d)(2),(e)(1); 34 C.F.R. 300.530(e)(1)).

Haysville USD 261
School Psychologist Handbook
39
A student with a disability (not gifted) may be placed in an interim alternative education setting as a
result of the student’s possession of a weapon or illegal drug for up to 45 school days. Additionally
a due process hearing officer may place a student with a disability in an alternative educational
setting (which is proposed by school personnel) who has inflicted serious bodily injury upon
another person while at school, on school premises, or at a school function for up to 45 school days
without parental consent. The alternative educational setting proposed to a hearing officer must be
appropriate, including the special education and related services to be provided to the student as
well as services/modifications to address the behavior and prevent its reoccurrence.
Students found to be eligible under 504 are entitled to the same rights concerning disciplinary
actions as identified special education students. Additionally, some regular education students may
invoke the same protections regarding disciplinary actions as special education students. The
school psychologist shall consult with building administration and district special education
administration, when necessary, on disciplinary issues to ensure proper procedures are followed in
their assigned buildings.
BB. Graduation of Special Education Students
1. Students receiving special education services will receive a regular high school diploma at the
completion of their secondary program if they meet USD 261 graduation requirements. IEP
teams can alter or modify graduation requirements when the high school principal, Director of
Special Services and Assistant Superintendent are involved.
2. If the student has completed the required courses for graduation, but the IEP team determines
the student still needs additional special education and related services, graduation may be
delayed and the student can continue to receive the needed special education services on the IEP
through the school year in which the student turns 21. Some students may require services until
age 21 to meet IEP goals. The distl
eduriccation
t’s
serviceoblis ends (a)
gation to provide specia
when the student meets graduation requirements and receives a regular high school diploma, (b)
at the end of the school year in which the child reaches age 21, or (c) an evaluation shows that
the child is no longer eligible for special education services.
3. No reevaluation is required prior to exiting a student due to graduation. Before the student
completes the last semester of high school in which she/he is expected to graduate, the district
will provide the student (if over age 18) and the parents with Prior Written Notice of the
discontinuation of services at the end of the school year
.
The Prior Written Notice will clearly
state that the student will no longer be entitled to receive special education services from the
district after graduation. Parental consent is not required when a child graduates with a regular
diploma.
4. Graduation is considered a change in placement; therefore, a
PRIOR WRITTEN NOTICE FOR
IDENTIFICATION, SPECIAL EDUCATION and RELATED SERVICES, EDUCATIONAL
PLACEMENT, CHANGE IN SERVICES, CHANGE IN PLACEMENT and REQUEST FOR
CONSENT
form that terminates special education services at the completion of the final
semester, shall be completed by the school psychologist and sent to the parents, or student if
legal age. This form must be sent prior to the end of the student’s last semester of classes if this
was not incorporated into the last IEP. A copy of this form shall be filed in the student’s special
education records and replaced with the signed copy when it is returned by the parents.
5. Graduating special education students (not gifted) will have an exit meeting to discuss their
SUMMARY of PERFORMANCE
(SOP). The meetings will follow the normal meeting
guidelines and the following will apply:
a) Graduating Seniors Process (Categorical Labels other than Gifted)
For students who are under 18 years of age or whose parents have legal guardianship:

Haysville USD 261
School Psychologist Handbook
40
Ample time prior to gr
Prior
a
W
d
rit
uati
ten Notic
on
e for Id
se
ent
nd
ification
the
, Spec
ial Education
and Related Services, Educational Placement, Change in Services, Change in Placement, and Request
for Co
an
nse
d
Dne
ts” truction of
forms
St
to
u
pa
d
ren
e
ts/le
nt
gal
D
gu
a
ard
ta
ia
ns for signature.
(The placement must clearly state: Special education services will be dismissed upon completion of
graduation credits and meeting IEP goals. Summary of Performance reviewed with student prior to
graduation . )
(Announce in the cover letter for the above forms that a small celebration will be held during the
inclusive dates of proposed SOP reviews, offering them the opportunity to participate. Include also a
statement to inform parent/guardian that once a date/time is confirmed the student will inform
them of the specifics.)
For students who are 18 years or older and whose parents do not have legal guardianship:
The “Team” needs to have the followreiview
ng
afndor/or cms/ompleition
nformation available for
at the gathering:
The
Prio
r Written Notice for Identification, Special Education and Related Services, Educational
Placement, Change in Services, Change
(The
in
placeme
Pla
nt
cement, and Request for Consent”
must clearly state: Special education services will be dismissed upon completion of graduation
credits and meeting IEP goals. Summary of Performance reviewed with student prior to
graduation . )
Destruction o
f
f
orms
Student Data”
Completed SOP
Student Exit Survey
Dismissal/Exit Form
NOTE: A copy of these completed forms need to be placed into the student’s SOP packet prior to the
meeting being completed.
The “Team” needs to have the following forms/information available in the student SOP packet:
Most Recent IEP (copy)
Most Recent 3-year
“psych r
ree
e
v
p
aluati
or
on
t
(c
opy)
Signed Congratulations Cover Letter (personalized by school)
Place copy of all forms completed above in to SOP packet for student
Graduation Placement Wording:
1. DESCRIPTION OF THE ACTION AND REASONS WHY THE ACTION IS PROPOSED
Special education services will be dismissed upon completion of graduation credits and meeting IEP goals.
Summary of Performance reviewed with student prior to graduation.
2. OPTIONS CONSIDERED AND WHY THE OPTIONS WERE REJECTED
The team considered continued services, however upon graduation the student exits from special education.
3. DESCRIPTION OF THE DATA USED AS BASIS FOR THE PROPOSED OR REFUSED ACTION
The data used as a basis for the proposed action include summary of performance report, student & team input,
review of files. Last 3-year reevaluation.
4. OTHER FACTOR RELEVANT TO THE PROPOSAL OR REFUSAL
No harmful social or educational effects are anticipated as a result of this special education action.

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School Psychologist Handbook
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b) Graduating Seniors Process
Gifted ONLY
The process for graduating “Gifted” seniors will be the same as for all other
exceptionalities except there will be no SOP review or meeting to discuss dismissal.
CC. Active Files/Records Maintenance
a)
Psychologist’s files should be maintained in a neat and organized manner on each student.
Do not leave used protocols in the same file as other records
.
b) Protocols should be maintained in the same manner as all other student records in an
individual folder with a record of access form. Retain the protocol files until a reevaluation
has been completed.
(1) If the reevaluation included comparable standardized assessments, the previous
protocols may be shredded and the new protocols should be retained.
(2) If the reevaluation was a file review only, it will be necessary to maintain the previous
protocols for the student.
(3) If parental consent to destroy protocols is obtained, the consent should be copied to all
appropriate related service personnel who are maintaining protocol files.
2. Transferring files to Another Psych Office:
a) In preparing files to be transferred to the next psych office, work with your secretaries to
have your files cleaned and organized.
(1) Remove all duplicate reports, scraps of unnecessary paper, etc.
(2) Files for inactive non-placed students, students who have moved within the last two
years, and protocol files for these students should also be included in the files transferred
to the next appropriate school psychologists office.
(3) If a student moves to another district, the file is to be maintained by the school
psychologist for two academic years. After two years the file should be sent to the
special education office for long term storage.
3. Transferring files to the District Office
a) Files to be transferred to the district office include seniors who have graduated who received
services until graduation, seniors who were inactive at the time of their graduation and
students, regardless of their grade and status, who have moved from your school two years
ago.
b) Collect files from teachers and related service providers.
c) Send all paperwork to the district office from the psych file, teacher file and related service
files.
d) Divide these files into one of the following categories:
Graduated (active at the time of graduation)
Graduated (inactive at the time of graduation)
Moved Away (has been gone for two school years)
e) Type a list of files to accompany the records to the district office. Keep one copy for your
records and send one copy with the records to the district office.
4. Inactive Teacher/Related Service Files
a) Teacher and related service files of students who have been staffed out of programs or
moved are to be given to the school psychologist. The school psychologist and school
psychologist secretary are to delete duplicates and keep pertinent information from these
files in their own inactive files.

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School Psychologist Handbook
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APPENDIX A: Eligibility Indicators
Eligibility Indicators
for
Haysville USD 261
Spring, 2011
Version 5.0 (a revision to the Fall, 2007 version)
A copy of this document may be downloaded by accessing the KSDE Special Education
Services web page: www.ksde.org
This guidance document will continue to be a working document and will be periodically
updated based on input from its use in the field.

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43
Eligibility Indicators
Table of Contents
APPENDIX A: Eligibility Indicators ................................................................................................................................ 42
Eligibility Determination .................................................................................................................................................... 44
Examples of Sources of Data .............................................................................................................................................. 46
Autism .................................................................................................................................................................................. 47
Developmental Delay (age 9 and younger)........................................................................................................................ 49
Emotional Disturbance ....................................................................................................................................................... 51
Gifted .................................................................................................................................................................................... 53
Intellectual Disability .......................................................................................................................................................... 55
Learning Disability ............................................................................................................................................................. 57
Multiple Disabilities ............................................................................................................................................................ 60
Orthopedic Impairment ..................................................................................................................................................... 62
Other Health Impairment .................................................................................................................................................. 64
Sensory Impairments .......................................................................................................................................................... 66
Hearing impairment, Deafness, Visual Impairment, Blindness...................................................................................... 66
Deaf-blindess ....................................................................................................................................................................... 69
Speech or Language Impairment ...................................................................................................................................... 70
Traumatic Brain Injury...................................................................................................................................................... 72
Reporting Requirements .................................................................................................................................................... 74
An Equal Employment/Educational Opportunity Agency
The Kansas State Department of Education does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and
activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: KSDE General Counsel, 120 SE
10th Ave., Topeka, KS 66612; 785-296-3201

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This document contains information about initial evaluation, including appropriate sources of data, eligibility
determination, and includes Federal and State definitions of each exceptionality area. It also provides information
regarding exclusionary factors that must be considered and examples of indicators of eligibility to assist school personnel
as they make decisions. The purpose of the document is to provide guidance to evaluation teams as they seek to address
the two-prong test of eligibility when determining if a student is eligible for special education. For further guidance and a
more complete discussion of the initial evaluation process, see Chapter 3 in the Special Education Process Handbook.
This important resource may be viewed and downloaded by accessing the following web page: www.ksde.org
Eligibility Determination
The initial evaluation must include a variety of assessment tools and strategies to gather relevant functional,
developmental, and academic information. This includes information provided by the parent that may assist in
determining whether the child is an exceptional child, the educational needs of the child, and the content of the child’s
IEP, including information related to enabling the child to be involved, and progress in the general education curriculum
or, for preschool children, to participate in appropriate activities (K.S.A. 72-986(b)(1)). The Special Education Process
Handbook outlines two
methods of evaluation, (i) “the
-chibasled
d’si ntreesponsrvente iton”
o scand
ien(itii) fic research
“a pattern of strengths and weaknesses”, which are outlined in federal regulations with regard to the identification of
students with specific learning disabilities. However, in Kansas, both are also appropriate to be used to determine
eligibility for any of the areas of exceptionality. Regardless of the method chosen, evaluation teams will use existing
and/or new data that comes from a variety of sources. The richest source of this information comes from the data collected
in the provision of interventions. Interventions typically occur as a part of the General Education Intervention process, but
may also be collected from interventions conducted during the initial evaluation process.
When interpreting evaluation data from either of the two methods of evaluation for the purpose of making an eligibility
determination, the team must ensure that the child meets the definition of one of the categories of exceptionality and, as a
result of that exceptionality, needs special education and related services (KAR 91-40-1(k)(w); 34 CFR 300.8). This is
known as the two-prong test of eligibility. If a child meets the definition of an exceptionality category but does not need
special education and related services, s/he will not be determined to be eligible. If the child has a need for special
education and related services but does not meet the definition of an exceptionality category, s/he will not be determined
to be eligible. In the case of a child who is found to have a disability, but does not need special education and related
services, a referral for a Section 504 evaluation may be considered.
1. Determining Whether the Child is a
Child with an Exceptionality
"Exceptional children" means children with disabilities and gifted children (KAR 91-40-1 (w)). "Child with a disability"
means the following: (1) a child evaluated as having intellectual disability, hearing impairments including deafness,
speech or language impairments, visual impairments including blindness, emotional disturbance, orthopedic impairments,
autism, traumatic brain injury, other health impairments, specific learning disabilities, deaf-blindness, or multiple
disabilities, and who, by reason thereof, needs special education and related services; and (2) for children ages three
through nine, a child who is experiencing developmental delays and, by reason thereof, needs special education and
related services ((KAR 91-40-1 (k); CFR 300).
When considering the first prong of the two-prong test of eligibility, the team reviews the initial evaluation and other data
to determine whether or not the child is a child with an exceptionality. To do this, team members compare the data about
the child to see if there is a match to one of the exceptionality categories defined in the regulations. However, even when
the data points to a particular area of exceptionality, there are exclusionary factors that must be examined before
determining the child is a child with an exceptionality.
Regulations are very clear with regard to the fact that a child must NOT be determined to be a child with an exceptionality
if:
(a) the determinant factor is:
Lack of appropriate instruction in reading, including the essential components of reading instruction (defined in
section 1208(3) of the ESEA (NCLB) as phonemic awareness, phonics, vocabulary development, reading fluency
including oral reading skills, and reading comprehension strategies); or
Lack of appropriate instruction in math; or
Limited English proficiency; and

Haysville USD 261
45
(b) the child does not otherwise meet the eligibility criteria as a child with an exceptionality (KSA 72-986(f); KAR 91-40-
10(c); 34 CFR 300.306(b)).
In addition to these exclusionary factors which apply to all categories of exceptionality, there are exclusionary factors
specific to certain disabilities that must also be ruled out. Those factors are contained in this document and guidance is
provided to assist teams in their evaluation of these factors as they determine eligibility.
If the evaluation data indicates there is a match with a particular category of exceptionality and the team has ruled out the
presence of any exclusionary factors, the team may determine that the child meets one of the requirements of eligibility as
a child with an exceptionality (Prong 1 of the test of eligibility). If there is not a match or exclusionary factors are present,
the team must determine that the child does not meet the eligibility of a child with an exceptionality. However, being
gifted or having a disability does not necessarily qualify a child for special education services. Thus teams must also
consider the component of the definition which states: “and who, by reason thereof, needs special education and related
services.”
2. Determining Whether the Child Needs Special Education and Related Services
The second prong of the test of eligibility is to determine whether or not the child needs special education and related
services as a result of the exceptionality. It is helpful for teams to remember that by definition special education means
specially designed instruction (KAR 91-40-1(kkk); 34 CFR 300.39(a)(1)), and, that specially designed instruction means
adapting the content, methodology, or delivery of instruction to address the unique needs of a child that result from the
child’s exceptionality to ensure access of the child to the general education curriculum in order to meet the educational
standards that apply to all children (KAR 91-40-1 (lll); 34 CFR 300.39(b)(3)(i-(ii)). This implies that in order to have a
need for special education, the child has specific needs which are so unique as to require specially designed instruction in
order to access and progress in the general education curriculum.
Kansas regulations at KAR 91-40-7(c)(1-2), require that prior to referral for an initial evaluation the school must have
data-based documentation of the following: (1) having provided appropriate instruction to the child in regular education
settings that was delivered by
qualified personnel (2) repeatedly assessing the child’s academic achievement at reasonable
intervals which reflect formal assessment of the child’s progress during instruction; (3) having provided the assessment
results to the chiat lthde ’as
ssespsmarent reesntults is;
ndicatane an
d,
evalu(a4tion
) tis happropriate.
Gone are the days
where school teams can simply indicate the interventions tried with anecdotal remarks to indicate the need for evaluation.
The data collected prior to referral must now be documented as indicated above and, if the child goes on for evaluation,
that data becomes an integral part of the eligibility determination of need. Whether the school is implementing a system of
school-wide multi-tiered model of intervention (MTSS) or uses an individual problem solving approach (SIT, SAT,
CARE, etc.) to carry out interventions and document the child’s progress, the school will have data regarding the child’s
needs related to the intensity of instruction and supports required for the child to be successful.
The team must review the evaluation data in such a way as to understand the extent of the child’s needs with regard to
specially designed instruction. Teams should be able to use the data to describe the intensity of the support needed to
assist the child in accessing and progressing in the general education curriculum. It is only through this discussion that the
team can determine whether or not the child’s need for having adapted content, methodology, or delivery of instruction is
so great that it cannot be provided without the support of special education.
If the team determines that the child’s need for having adapted content, methodology, or delivery of instruction is so great
that it cannot be provided in regular education without the support of special education, the team may determine that the
child needs special education and related services (Pforr ong 2 of the eligibility test). If the data suggests the child’s needs
instruction can be provided within regular education without the support of special education and related services, the
team must determine that the child is not in need of special education and related services.

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Examples of Sources of Data
1. General Education Interventions or Results of Screening/General Education Curriculum Progress
Data that the child was provided appropriate instruction in general education settings, including repeated assessments of
achievement at reasonable intervals,
reflecting formal assessment of the child’s progress during instruction. This includes
records of interventions attempted, data collected during monitoring, evaluation of interventions, and data collected
through screening measures.
2. Record Review
Information provided by the parents, current classroom-based assessments, information from previous services providers,
prior screenings, previous evaluations, reports from other agencies, portfolios, discipline records, cumulative file, health
records, performance in relationship to curricular standards, and other records.
3. Interview (Parent and other caregivers, Student, Teacher)
Parents, teachers, and the child can all typically provide insight into areas of strengths and needs. Interviews can also
provide
information about significant historical events in the child’s life as well as about his performance in the classroom
and other settings. This may include instructional history, social history, medical information, and/or developmental
history.
4. Observation
Structured observations, rating scales, ecological instruments, behavioral observations, functional analysis of behavior and
instruction, anecdotal notes, and other observations (conducted by parents, teachers, related services personnel, and
others).
The purpose of the observation is to help the evaluation team understand the extent to which the child’s skills are
impacting his/her ability to participate and progress in a variety of settings.
5. Tests
Standardized norm-referenced tests are helpful if the information being sought is to determine how a child compares to a
national group of children of the same age or grade. Criterion-reference tests are helpful in determining if the child has
mastered skills expected of a certain age or grade level. Tests may include individual measures of ability or aptitude,
curriculum-based assessments (e.g., CBA, CBM, or CBE), performance-based assessments (i.e., rubric scoring), or other
skill measures such as individual reading inventories. Diagnostic testing which might include measures of reading, math,
written language, other academic skills, tests of motor functioning, speech/language skills, adaptive behavior, self-
concept, or appropriate tests of any domain of concern.

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Autism
KAR 91-40-1
(f) "Autism" means a developmental disability significantly affecting verbal and nonverbal communication and social
interaction, generally evident before age three but not necessarily so, that adversely affects a child's educational
performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped
movements, resistance to environmental change or change in daily routines, and unusual responses to sensory
experiences. The term shall not apply if a child's educational performance is adversely affected primarily because the
child has an emotional disturbance.
Exclusionary Criteria:
A child
must NOT be determined to be a child with an exceptionality
if the determinant factor is:
Exclusionary Factor
How to Evaluate
Lack of appropriate instruction in reading,
including the essential components of reading
instruction (defined in section 1208(3) of the
ESEA (NCLB);
Evidence shows that the student’s previous reading instruction
and curriculum addressed phonemic awareness, phonics,
vocabulary development, reading (fluency including oral
reading skills), and reading comprehension strategies. This
evidence may come from (a) an evaluation of the school’s basal
curriculum and supplemental materials, and (b) that the student
actually received instruction provided by highly qualified
teachers using appropriate basal curriculum and supplemental
materials.
Lack of appropriate instruction in math; or
Evidence shows that the student’s previous math instruction and
curriculum addressed math calculation, problem solving, and
conceptual understanding. This evidence may come from (a) an
evaluation of the school’s basal curriculum and supplemental
materials, and (b) that the student actually received instruction
provided by highly qualified teachers using appropriate basal
curriculum and supplemental materials.
Limited English proficiency;
If the student being evaluated is an English Language Learner,
provide evidence that the student was provided with appropriate
accommodations and interventions to address it. Consider things
such as: proficiency in English and in the student’s native
language, amount of time in the country, level of education in
the student’s
native country, etc. Also consider whether the
student’s rate of learning is different from those of similar
language background and educational experience. If, in spite of
appropriate accommodations and interventions, the student’s
learning difficulties persist, this factor is ruled out.
and the child does not otherwise meet the
eligibility criteria as a child with an
exceptionality
Evidence shows that the student’s learning difficulties are not
due to factors other than those associated with the criteria for
disabilities as defined in IDEA. For example, frequent moves,
incarceration, substance abuse, etc.
The term shall not apply if a child's educational
performance is adversely affected primarily
because the child has an emotional disturbance.
The team should rule out the presence of an emotional
disturbance. If the data the team collects matches the indicators
for emotional disturbance, the student should be identified as a
child with an emotional disturbance rather than a child with
autism.

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Prong 1: Does the child exhibit an exceptionality?
Indicators
For meeting this prong of eligibility, the team must consider information and have data to support at least 1 indicator from
each of the following categories:
1. Evidence
Records contain medical information which provides evidence of autism
Record review, interview, and/or observations indicate student’s skills in verbal and nonverbal communication and
social interaction are significantly different from peers
Record review, interview, and/or observations provide information which substantiates student characteristics such
as: engagement in repetitive activities and stereotyped movements; resistance to environmental change or change in
daily routines; and unusual responses to sensory experiences which are significantly different than peers.
Measures
of the student’s communication and social skills indicate skill level is markedly below that of peers
Record review, interview and/or observations indicate concerns regarding the student’s communication and social
interaction skills were evident before age 3
2. Adverse effect
Record review, interview and/or observation indicate that the student’s condition adversely impacts his/her
educational performance
Progress monitoring data displayed on charts or graphs shows slow rate of growth in educational performance
despite provision of intense, explicit instructional interventions
Student progress monitoring data shows student’s educational performance is markedly below that of peers
Prong 2: Does the child need special education?
Indicators
Student progress monitoring data indicate intense or sustained resources needed in order for student to demonstrate
adequate progress
Despite modifications of instruction, curriculum, and environment, the student does not make sufficient progress to
meet age or state-approved grade-level standards in one or more areas
Student progress monitoring data show that the student’s behavior of concern is resistant to targeted supplemental
and intensive interventions to address communication, social interaction, and/or academic skills.
Student Progress monitoring data of increasingly customized and individually tailored instruction and intervention
indicate that the student needs specially designed instruction to access the general curriculum.
Despite implementation of intensive interventions, which include purposeful instructional design and delivery,
prioritized content, protected time and grouping, and performance monitoring, the student does not make sufficient
progress to meet age or state-approved grade-level standards in one or more areas.

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Developmental Delay (age 9 and younger)
KAR 91-40-1
(q) “Developmental delay” means such a deviation from average development in one or more of the following
developmental areas that special education and related services are required:
(A) Physical;
(B) cognitive;
(C) adaptive behavior;
(D) communication; or,
(E) social or emotional development
The deviation from average development shall be documented and measured by appropriate diagnostic instruments and procedures.
Exclusionary Criteria:
A child must
NOT be determined to be a child with an exceptionality
if the determinant factor is:
Exclusionary Factor
How to Evaluate
Lack of appropriate instruction in reading,
including the essential components of reading
instruction (defined in section 1208(3) of the
ESEA(NCLB);
Evidence shows that the student’s previous reading instruction
and curriculum addressed phonemic awareness, phonics,
vocabulary development, reading fluency (including oral
reading skills), and reading comprehension strategies. This
evidence may come from
(a) an evaluation of the school’s basal
curriculum and supplemental materials, and (b) that the student
actually received instruction provided by highly qualified
teachers using appropriate basal curriculum and supplemental
materials.
Lack of appropriate instruction in math; or
Evidence shows that the student’s previous math instruction and
curriculum addressed math calculation, problem solving, and
conceptual understanding. This evidence may come from (a) an
evaluation obasf
al
tcuhrricue
lusm
canhd osupoplel’msental
materials, and (b) that the student actually received instruction
provided by highly qualified teachers using appropriate basal
curriculum and supplemental materials.
Limited English proficiency;
If the student being evaluated is an English Language Learner,
provide evidence that the student was provided with appropriate
accommodations and interventions to address it. Consider things
such as: proficiency in English and in the student’s native
language, amount of time in the country, level of education in
the student’s native country, etc. Also consider whether the
student’s rate of learning is different from those of similar
language background and educational experience. If, in spite of
appropriate accommodations and interventions,
the student’s
learning difficulties persist, this factor is ruled out.
and the child does not otherwise meet the
eligibility criteria as a child with an
exceptionality
Evidence shows that the student’s learning difficulties are not
due to factors other than those associated with the criteria for
disabilities as defined in IDEA. For example, frequent moves,
etc.

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Prong 1: Does the child exhibit an exceptionality?
Indicators
For meeting this prong of eligibility, the team must consider information and have data to support at least 1 indicator from
each of the three following categories:
1. Records indicate student is age 9 or under
2. Rate of skill acquisition as measured by progress monitoring is markedly different from peers
Progress monitoring data displayed on charts or graphs shows slow rate of growth in educational performance
despite provision of intense, explicit instructional interventions
Progress monitoring data displayed on charts or graphs shows student is a non-responder to increasingly intense
instructional interventions
3. Performance is significantly below developmental expectations in one or more developmental areas as measured by
appropriate diagnostic instruments and procedures.
Performance is significantly below developmental expectations on a criterion referenced instrument in one or more
developmental areas
Performance is significantly below normative sample on a standardized assessment in one or more developmental
areas
Record review, interview, and/or observations demonstrate significant deviation from average development in one
or more developmental areas
Student performance is significantly lower than peers on one or more benchmark assessments, curricular objectives,
or state assessments.
Prong 2: Does the child need special education?
Indicators
Student progress monitoring data indicates intense or sustained resources needed in order for student to:
o physically negotiate and manipulate the environment, or
o understand age appropriate information, reason, and solve problems, or
o exhibit developmentally appropriate adaptive skills such as: self-care, home living, community use, self-
direction, health and safety, and functional academics, or
o convey and comprehend communication and social intent, or
o positively impact relationships with peers and adults, or
o initiate, respond to, and maintain positive social relationships, or
o meet behavioral expectations (e.g., following directions, rules, and routines)
Despite modifications of instruction, curriculum, and environment, the student does not make sufficient progress to
meet age or state-approved grade-level standards in one or more developmental areas.
Student progress monitoring data show that the student’s behavior of concern is resistant to targeted supplemental
and intensive interventions to address communication, social interaction, and/or academic skills.
Student progress monitoring data of increasingly customized and individually tailored instruction and intervention
indicate that the student needs specially designed instruction to access the general curriculum.
Despite implementation of intensive interventions, which include purposeful instructional design and delivery,
prioritized content, protected time and grouping, and performance monitoring, the student does not make sufficient
progress to meet age or state-approved grade-level standards in one or more areas.

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Emotional Disturbance
KAR 91-40-1
(v) “Emotional disturbance" means a condition exhibiting one or more of the following characteristics over a long period
of time
and to a marked degree that adversely affects a child’s educational performance:
(1) An inability to learn that cannot be explained by intellectual, sensory, or health factors;
(2) an inability to build or maintain satisfactory interpersonal relationships with peers and teachers;
(3) inappropriate types of behavior or feelings under normal circumstances;
(4) a general pervasive mood of unhappiness or depression; or
(5) a tendency to develop physical symptoms or fears associated with personal or school problems.
The term includes schizophrenia, but shall not apply to children who are socially maladjusted, unless it is determined that they have an
emotional disturbance.
Exclusionary Criteria:
A child
must NOT be determined to be a child with an exceptionality
if the determinant factor is:
Exclusionary Factor
How to Evaluate
Lack of appropriate instruction in reading,
including the essential components of reading
instruction (defined in section 1208(3) of the
ESEA(NCLB);
Evidence shows that the student’s previous reading instruction
and curriculum addressed phonemic awareness, phonics,
vocabulary development, reading fluency (including oral
reading skills), and reading comprehension strategies. This
evidence may come from (a) an evaluation of the school’s basal
curriculum and supplemental materials, and (b) that the student
actually received instruction provided by highly qualified
teachers using appropriate basal curriculum and supplemental
materials.
Lack of appropriate instruction in math; or
Evidence shows that the student’s previous math instruction and
curriculum addressed math calculation, problem solving, and
conceptual understanding. This evidence may come from (a) an
evaluation of the school’s basal curriculum and supplemental
materials, and (b) that the student actually received instruction
provided by highly qualified teachers using appropriate basal
curriculum and supplemental materials.
Limited English proficiency;
If the student being evaluated is an English Language Learner,
provide evidence that the student was provided with appropriate
accommodations and interventions to address it. Consider things
such as: proficiency in English and in the student’s native
language, amount of time in the country, level of education in
the student’s native country, etc. Also consider whether the
student’s rate of learning is different from those of similar
language background and educational experience. If, in spite of
appropriate
accommodations and interventions, the student’s
learning difficulties persist, this factor is ruled out.
and the child does not otherwise meet the
eligibility criteria as a child with an
exceptionality
Evidence shows that thltiee
s
sarte
duue
dto ent’s learning difficu
factors other than those associated with the criteria for
disabilities as defined in IDEA. For example, frequent moves,
incarceration, substance abuse, etc.
The student may not be socially maladjusted,
unless it is determined that they also have an
emotional disturbance
Courts have interpreted social maladjustment to mean a conduct
disorder. Teams should review records to rule out that the
student has been identified as a student having a conduct
disorder, unless other evidence that the student also has an
emotional disturbance exists.

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Prong 1: Does the child exhibit an exceptionality?
Indicators
For meeting this prong of eligibility the team must consider information and have data to support at least 1 indicator from
each of the four following categories:
1. Characteristics of Emotional Disturbance
Record reviews, interviews, and/or observations indicate levels of physical symptoms or fears which are different
from peers and are correlated with school problems
Record reviews, interviews, and/or observations indicate student exhibits inappropriate behaviors or feelings under
normal circumstances
Record reviews, interviews, and/or observations indicate an inability to build or maintain satisfactory interpersonal
relationships with peers and teachers
Record reviews, interviews, and/or observations indicate a pervasive mood of unhappiness or depression
2. Evidence that characteristics have been exhibited over a long period of time
Record reviews, interviews, and/or observations indicate that emotional difficulties have been exhibited over a long period of
time
3. Evidence that characteristics are exhibited to marked degree
Assessments indicate behavioral and emotional characteristics are exhibited to a marked degree when compared to peers
4. Evidence that behavior adversely affects educational performance
Record reviews, interviews, and/or observations indicate that emotional characteristics are adversely affecting the
student’s educational performance
Record reviews, interviews, and/or observations indicate an inability to learn that cannot be explained by
intellectual, sensory, or health factors
Progress monitoring data displayed on charts or graphs shows slow rate of growth in educational performance
despite provision of intense, explicit instructional interventions
Progress monitoring data displayed on charts or graphs shows student is a non-responder to increasingly intense
instructional interventions
Other Supporting Information
Records document a DSM-IV diagnosis that substantiates one or more of the following: an inability to build or maintain
satisfactory interpersonal relationships with peers and teachers; inappropriate types of behavior or feelings under normal
circumstances; a general pervasive mood of unhappiness or depression; or a tendency to develop physical symptoms or fears
associated with personal or school problems and includes schizophrenia
Prong 2: Does the child need special education?
Indicators
Student progress monitoring data indicates intense or sustained resources needed in order for student to demonstrate
adequate progress
Despite modifications of instruction, curriculum, and environment, the student does not make sufficient progress to
meet age or state-approved grade-level standards in one or more areas
Modifications of instruction, curriculum, and the environment have not adequately addressed the behaviors,
feelings, relationships, moods, fears, or physical symptoms that adversely affect
the student’s educational
performance
Student progress monitoring data show that the student’s behavior of concern is resistant to targeted supplemental
and intensive interventions
Student progress monitoring data of increasingly customized and individually tailored instruction and intervention
indicate that the student needs specially designed instruction to access the general curriculum

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Gifted
KAR 91-40-1
(cc) "Gifted" means performing or demonstrating the potential for performing at significantly higher levels of
accomplishment in one or more academic fields due to intellectual ability, when compared to others of similar age,
experience and environment.
Prong 1: Does the child exhibit an exceptionality?
Indicators
For meeting this prong of eligibility the team must consider information and have data to support at least 1 indicator from
each of the three following categories:
1. Evidence of performing or demonstrating the potential for performing at significantly higher levels of accomplishment in
one or more academic fields
Record reviews, interviews, and/or observations indicate student demonstrates superior reasoning and problem
solving ability
Student progress monitoring ior nmodre icateacademic
ars
eas
sis tmuucdh
abenove
t’that
s
of
skill level in one
peers
GPA, classroom, portfolio, or rubrics indicate a significantly high level of intellectual ability and excellence in
academics
District, state, and national assessments indicate a significantly high level of intellectual ability and excellence in
academics
A rank of not less than the 95th percentile on national norms on a standardized, norm-referenced achievement test
in one or more of the academic fields (mathematics, language arts (including reading), science, and social science),
or evidence that such test scores do not adequately reflect the child's excellence in academics
College entrance exams indicate a significantly high level of intellectual ability and excellence in academics
Pre-tests consistently indicate student has already mastered end of unit/curricular objectives prior to instruction
2. Evidence of being due to intellectual ability
Record reviews, interviews, and/or observations indicate student shows persistent intellectual curiosity and asks
searching questions
Record reviews, interviews, and/or observations indicate student shows initiative and originality in intellectual
work
Ease of task completion indicates a significantly high level of intellectual ability and excellence in academics
Rate of acquisition and retention indicate a significantly high level of intellectual ability and excellence in
academics
Products from home or school indicate a significantly high level of intellectual ability and excellence in academics
A composite rank of not less than the 97th percentile on an individually administered, standardized, norm-
referenced test of intellectual ability, or evidence that the child's standardized, intelligence test score does not
adequately reflect the child's high intellectual potential
3. Evidenced that when compared to others of similar age, experience and environment
Multiple characteristics of giftedness exhibited when interventions provide adaptations, enrichment, or acceleration
Persistence to task and generalization of knowledge gained indicate a remarkably high level of accomplishment
Coursework analysis indicates a significantly high level of intellectual ability and excellence in academics when
provided with interventions
Performance significantly higher than peers on one or more areas on benchmark assessments, curricular objectives,
or state assessments

Haysville USD 261
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Prong 2: Does the child need special education?
Indicators
Student progress monitoring data indicates intense or sustained resources needed in order for student to demonstrate
appropriate progress:
Evidence of student’s mastery of successive levels
noeef
d foir
nstructional objectives or course requirements indicates the
intensive adaptations or acceleration
Student progress monitoring data show that targeted supplemental interventions are insufficient for student to demonstrate
appropriate progress
Student progress monitoring data of increasingly customized and individually tailored instruction and intervention indicate
that the student needs specially designed instruction to access the general curriculum at appropriate levels of instruction
Intensive changes or modifications needed in instruction, curriculum, grouping, assignments, etc. for student to demonstrate
appropriate progress
Evidence of student's frustration with enriched instructional environments indicates the need for intensive adaptations or
acceleration
General education interventions such as alternative course selections or cross-age grouping are insufficient to support student
progress

Haysville USD 261
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Intellectual Disability
KAR 91-40-1
(oo) "Intellectual Disability" means significantly sub-average general intellectual functioning, existing concurrently with
deficits in adaptive behavior and manifested during the developmental period, which adversely affects a child’s
educational performance.
Exclusionary Criteria:
A child must NOT be determined to be a child with an exceptionality if the determinant factor is:
Exclusionary Factor
How to Evaluate
Lack of appropriate instruction in reading,
including the essential components of reading
instruction (defined in section 1208(3) of the
ESEA(NCLB);
Evidence shows that the student’s previous reading instruction
and curriculum addressed phonemic awareness, phonics,
vocabulary development, reading fluency (including oral reading
skills), and reading comprehension strategies. This evidence may
come from (a) an evaluation of the school’s basal curriculum and
supplemental materials, and (b) that the student actually received
instruction provided by highly qualified teachers using
appropriate basal curriculum and supplemental materials.
Lack of appropriate instruction in math; or
Evidence shows that the student’s previous math instruction and
curriculum addressed math calculation, problem solving, and
conceptual understanding. This evidence may come from (a) an
evaluation of the school’s basal curriculum and supplemental
materials, and (b) that the student actually received instruction
provided by highly qualified teachers using appropriate basal
curriculum and supplemental materials.
Limited English proficiency; and
If the student being evaluated is an English Language Learner,
provide evidence that the student was provided with appropriate
accommodations and interventions to address it. Consider things
such as: proficiency in English and in the student’s native
language, amount of time in the country, level of education in
the student’s
native country, etc. Also consider whether the
student’s rate of learning is different from those of similar
language background and educational experience. If, in spite of
appropriate accommodations and interventions, the student’s
learning difficulties persist, this factor is ruled out.
the child does not otherwise meet the eligibility
criteria as a child with an exceptionality
Evidence shows that the student’s learning difficulties are due to
factors other than those associated with the criteria for
disabilities as defined in IDEA. For example, frequent moves,
incarceration, substance abuse, etc.

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Prong 1: Does the student exhibit an exceptionality?
Indicators
For meeting this prong of eligibility, the team must consider information and have data to support at least 1 indicator from
each of the four following categories:
1. Information relating to sub-average general intellectual functioning
Student’s rate of learning, as measured by progress monitoring, is markedly different from peers
Student’s score is two or more standardad dmevinisteriatioed,
standarndizeds ,
below the mean on an individually
norm-referenced test of intellectual ability
2. Information related to deficits in adaptive behavior
Records, interviews, and/or observations indicate student exhibits deficits in adaptive skill areas
Measures of adaptive behavior skills indicate significant deficits in two or more areas
3. Information related to initial occurrence during the developmental period
Records and/or interviews indicate deficits in adaptive behavior and low intellectual functioning were manifested
during the developmental period
Records, interviews, and/or observations indicate adaptive behavior deficits have occurred over an extended period
of time
4. Evidence of Adverse Effects on Educational Performance
Records, interviews, and/or observations indicate child’s level of educational performance has been significantly
below age or state-approved grade level standards.
Student’mas
nce
pis ersignfificaonrtly
below age or state-approved grade level standards when measured on
benchmark assessments, curricular objectives, or state assessments
Measures of academic achievement indicate significant delays across subject areas
Other Supporting Information
Records indicate a medical diagnosis of mental retardation
Prong 2: Does the child need special education?
Indicators
Despite modifications in instruction, curriculum and environment, student’s rate of learning is significantly less than
peers
Despite modifications in instruction, curriculum and environment, student’s educational performance in various age
appropriate environments is significantly below age or state-approved grade level standards.
Despite modifications in instruction, curriculum and environment, student’s adaptive behavior skills in various age
appropriate environments is significantly delayed from peers
Despite modifications of instruction, curriculum, and environment, the student does not make sufficient progress to
meet age or state-approved grade-level standards across curricular areas
Student progress monitoring dr
oata
f concern
sis hresiows
tantt tho tarat
geted
thsupe
plesmetuntal
dent’s behavio
and intensive interventions
Student progress monitoring data of increasingly customized and individually tailored instruction and intervention
indicate that the student needs specially designed instruction to access the general curriculum.
Despite implementation of intensive interventions, which include purposeful instructional design and delivery,
prioritized content, protected time and grouping, and performance monitoring, the student does not make sufficient
progress to meet age or state-approved grade-level standards in one or more areas.

Haysville USD 261
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Learning Disability
KAR 91-40-1
(mmm) “Specific learning disability” means a disorder in one of more of the basic psychological processes involved in
understanding or using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak,
read, write, spell, or to do mathematical calculations, including perceptual disabilities, brain injury, minimal brain
dysfunction, dyslexia, and developmental aphasia. The term shall not include learning problems that are primarily the
result of any of the following: (1) Visual, hearing, or motor, disabilities; (2) Intellectual Disability; (3) emotional
disturbance; or (4) environmental, cultural, or economic disadvantage.
KAR 91-40-11
(b)(1) A group evaluating a child for a specific learning disability may determine that the child has such a disability only
if the following conditions are met:
(A) The child does not achieve adequately for the child's age or meet state-approved grade-level standards, if any, in one
or more of the following areas, when the child is provided with learning experiences and instruction appropriate for the
child's age and grade level: (i) Oral expression; (ii) listening comprehension; (iii) written expression; (iv) basic reading
skill; (v) reading fluency skills; (vi) reading comprehension; (vii) mathematics calculation; and (viii) mathematics
problem solving; and
(B)(i) The child does not make sufficient progress to meet age or state-approved grade level standards in one of more of
the areas identified in paragraph (b)(1)(A) when using a
process based on the child’-s
based
response to scientific, research
intervention; or (ii) the child exhibits a pattern of strengths and weaknesses in performance, achievement, or both, relative
to age, grade level standards, or intellectual development that is determined by the group conducting the evaluation to be
relevant to the identification of a specific learning disability, using appropriate assessments.
Exclusionary Criteria:
A child
must NOT be determined to be a child with an exceptionality
if the determinant factor is:
Exclusionary Factor
How to Evaluate
Lack of appropriate instruction in reading,
including the essential components of reading
instruction (defined in section 1208(3) of the
ESEA(NCLB);
Evidence shows that the student’s previous reading instruction
and curriculum addressed phonemic awareness, phonics,
vocabulary development, reading fluency (including oral reading
skills), and reading comprehension strategies. This evidence may
come from
(a) an evaluation of the school’s basal curriculum and
supplemental materials, and (b) that the student actually received
instruction provided by highly qualified teachers using
appropriate basal curriculum and supplemental materials.
Lack of appropriate instruction in math; or
Evidence shows that the student’s previous math instruction and
curriculum addressed math calculation, problem solving, and
conceptual understanding. This evidence may come from (a) an
evaluation of the scnhd osupoplel’ms
ental
basal curriculum a
materials, and (b) that the student actually received instruction
provided by highly qualified teachers using appropriate basal
curriculum and supplemental materials.
Limited English proficiency;
If the student being evaluated is an English Language Learner,
provide evidence that the student was provided with appropriate
accommodations and interventions to address it. Consider things
such as: proficiency in English and in the student’s native
language, amount of time in the country, level of education in
the student’s native country, etc. Also consider whether the
student’s rate of learning is different from those of similar
language background and educational experience. If, in spite of
appropriate accommodations and interventions, the student’s
learning difficulties persist, this factor is ruled out.
and the child does not otherwise meet the
eligibility criteria as a child with an
exceptionality
Evidence shows that the student’s learning difficulties are due to
factors other than those associated with the criteria for
disabilities as defined in IDEA. For example, frequent moves,
incarceration, substance abuse, etc.
The determinant factor for why the child does not
achieve adequately for the child’s age or does not
Evidence shows that student information does not match
indicators for visual, hearing, or motor disability, intellectual

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make sufficient progress to meet age or State-
approved grade level standards, or exhibits a pattern
of strengths and weaknesses, is not primarily the
result of:
A visual, hearing or motor disability;
emotional disturbance;
cultural factors;
environmental or economic disadvantage;
limited English proficiency; or
intellectual disability
disability, or emotional disturbance indicating the presence of
another disability is not the primary cause of learning problems.
However, it should be recognized that learning disabilities can
co-exist with other types of disabilities (i.e., co-morbidity).
If any other factors (cultural, environmental or economic
disadvantage, or limited English proficiency) are an issue for the
student being evaluated, provide evidence that the student was
provided with appropriate accommodations and interventions to
address them. If, in spite of appropriate accommodations and
interventions, the student’s learning difficulties persist, these
factors are ruled out as the primary cause.

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Prong 1: Does the student exhibit an exceptionality?
Indicators
For meeting this prong of eligibility, the team must consider information and have data to support at least 1 indicator from
each of the three following categories:
1. Observational Data
Observation in the student’s learning environment (which must include the general education classroom) provides evidence
of the student’s performance anNod
te:
bThehis
is
avrequioired
fr
or all
in
evalutatiohe
ns
arof
stuea
dents
of difficulty. [
suspected of having a learning disability]
2. The child does not achieve adequately for the child's age or meet state-approved grade-level standards.
Measures of achievement in basic reading skills, reading fluency skills, and/or reading comprehension is
significantly below age or state-approved grade level standards
Measures of achievement in math calculation or math problem-solving are significantly below age or state-approved
grade level standards
Measures of achievement in written expression are significantly below age or state-approved grade level standards
Measures of oral expression and/or listening comprehension indicate student performance is significantly below age
or state-approved grade level standards
Interviews indicate student demonstrates a high level of understanding during oral discussions but lacks mastery of
basic skills
Student performance is significantly below age or state-approved grade level standards on one or more benchmark
assessments, curricular objectives, or state assessments
3. Evidence of provision of learning experiences and instruction appropriate for the child's age and grade level.
Records of intervention indicate appropriate instructional decisions based on student data
Progress monitoring data displayed on charts or graphs show slow rate of growth in at least one achievement
domain despite provision of intense, explicit instructional interventions
Progress monitoring data displayed on charts or graphs show student is a non-responder to increasingly intense
instructional interventions.
Other Supporting Data
Record reviews shows DSM-IV diagnosis ( by clinical psychologist or other appropriately trained and qualified
diagnostician) of learning disability or previous identification as having a learning disability or other diagnosis of perceptual
disabilities, brain injury, minimal brain dysfunction, dyslexia, or developmental aphasia.
Prong 2: Does the child need special education?
Indicators
Student progress monitoring data indicates intense or sustained resources needed in order for student to demonstrate
adequate progress
Despite modifications of instruction, curriculum, and environment, the student does not make sufficient progress to
meet age or state-approved grade-level standards in one or more areas.
Despite modifications of instruction, curriculum, and environment, the student progress monitoring data shows
variability across academic performance areas
Student progress monitoring data
shows that the student’s behavior of concern is resistant to targeted supplemental
and intensive interventions
Student Progress monitoring data of increasingly customized and individually tailored instruction and intervention
indicate that the student needs specially designed instruction to access the general curriculum.
Despite implementation of intensive interventions, which include purposeful instructional design and delivery,
prioritized content, protected time and grouping, and performance monitoring, the student does not make sufficient
progress to meet age or state-approved grade-level standards in one or more areas.

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Multiple Disabilities
KAR 91-40-1
(pp) ) "Multiple disabilities" means coexisting impairments, the combination of which causes such severe educational
needs that those needs cannot be accommodated in special education programs solely for one of the impairments. The
term shall not include deaf-blindness.
Exclusionary Criteria:
A child must NOT be determined to be a child with an exceptionality if: the determinant factor is:
Exclusionary Factor
How to Evaluate
Lack of appropriate instruction in reading,
including the essential components of reading
instruction (defined in section 1208(3) of the
ESEA(NCLB);
Evidence shows that the student’s previous reading instruction
and curriculum addressed phonemic awareness, phonics,
vocabulary development, reading fluency (including oral
reading skills), and reading comprehension strategies. This
evidence may come from (a) an evaluation of the school’s basal
curriculum and supplemental materials, and (b) that the student
actually received instruction provided by highly qualified
teachers using appropriate basal curriculum and supplemental
materials.
Lack of appropriate instruction in math; or
Evidence shows that the student’s previous math instruction
and curriculum addressed math calculation, problem solving,
and conceptual understanding. This evidence may come from
(a) an evaluation of the school’s basal curriculum and
supplemental materials, and (b) that the student actually
received instruction provided by highly qualified teachers using
appropriate basal curriculum and supplemental materials.
Limited English proficiency;
If the student being evaluated is an English Language Learner,
provide evidence that the student was provided with
appropriate accommodations and interventions to address it.
Consider things such as: proficiency in English and in the
student’s
ange,
aativmount e
of tlaime inn tghe
ucountry,
level
of education in the student’s native country, etc. Also consider
whether the student’s rate of learning is different from those of
similar language background and educational experience. If, in
spite of appropriate accommodations and interventions, the
student’s learning difficulties persist, this factor is ruled out.
and the child does not otherwise meet the
eligibility criteria as a child with an
exceptionality
Evidence shows that thltiee
s
sarte
duue
dent’s learning difficu
to factors other than those associated with the criteria for
disabilities as defined in IDEA. For example, frequent moves,
incarceration, substance abuse, etc.
The term shall not apply if a child's educational
performance is adversely affected primarily because the
child is a child with deaf-blindness
The team should rule out the presence of deaf-blindness. If the
data the team collects matches the indicators for deaf-
blindness, the student should be identified as a child with deaf-
blindness rather than a child with multiple disabilities.

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Prong 1: Does the student exhibit an exceptionality?
Indicators
Record review and/or Interviews indicate the presence of co-existing impairments
Measures of educational performance indicate the following:
o the coexisting impairments are such that the student cannot be provided services appropriately in classrooms
solely for students with one of the impairments; or
o the coexisting impairments are such that the student cannot be provided services appropriately in general
education classrooms without specific assistance, modifications, adaptations, or supports necessary to
accommodate the multiple impairments
Other supporting information:
Records contain medical information which provides evidence of multiple disabilities
Prong 2: Does the child need special education?
Indicators
For meeting this prong of eligibility, the team must consider information and have data to support at least 1 indicator from
both of the following categories:
1. Despite modifications in instruction, curriculum and environment, student’s rate of learning is significantly less than
peers
Despite modifications in instruction, curriculum, and environment, student’s educational performance in various
age appropriate environments is significantly delayed from peers
Despite modifications in instructiodaptivne ,
bcehuaviorr
rskicuills
in vlaruioums ag,
ae nd environment, student’s a
appropriate environments is significantly delayed from peers
Despite modifications of instruction, curriculum, and environment, the student does not make sufficient progress to
meet age or state-approved grade-level standards across curricular areas
Student progress monitoring data of increasingly customized and individually tailored instruction and intervention
indicate that the student needs specially designed instruction to access the general curriculum.
Despite implementation of intensive interventions, which include purposeful instructional design and delivery,
prioritized content, protected time and grouping, and performance monitoring, the student does not make sufficient
progress to meet age or state-approved grade-level standards in one or more areas.
2. Student progress monitoring data indicate intense or sustained resources are needed to support interventions (e.g., specific
assistance, modifications, adaptations, or other supports) necessary to accommodate student needs resulting from coexisting
impairments
Record review, interviews, and observations show that coexisting impairments adversely affect the child’s
participation and progress in the general curriculum or participation in age-appropriate activities
Information from multiple sources of data indicate that the student exhibits a combination of impairments which
causes such severe educational needs that they cannot be accommodated in special education programs solely for
one of the impairments

Haysville USD 261
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Orthopedic Impairment
KAR 91-40-1
(tt) "Orthopedic impairment" means a severe orthopedic impairment that adversely affects a child’s educational
performance and includes impairments caused by any of the following: (1) congenital anomaly, such as clubfoot or
absence of a limb; 2) disease, such as poliomyelitis or bone tuberculosis; and 3) other causes, such as cerebral palsy,
amputation, and fractures or burns that cause contractures.
Exclusionary Criteria:
A child must NOT be determined to be a child with an exceptionality if the determinant factor is:
Exclusionary Factor
How to Evaluate
Lack of appropriate instruction in reading,
including the essential components of reading
instruction (defined in section 1208(3) of the
ESEA(NCLB);
Evidence shows that the student’s previous reading instruction
and curriculum addressed phonemic awareness, phonics,
vocabulary development, reading fluency (including oral
reading skills), and reading comprehension strategies. This
evidence may come from (a) an evaluation of the school’s basal
curriculum and supplemental materials, and (b) that the student
actually received instruction provided by highly qualified
teachers using appropriate basal curriculum and supplemental
materials.
Lack of appropriate instruction in math; or
Evidence shows that the student’s previous math instruction
and curriculum addressed math calculation, problem solving,
and conceptual understanding. This evidence may come from
(a) an evaluation of the school’s basal curriculum and
supplemental materials, and (b) that the student actually
received instruction provided by highly qualified teachers using
appropriate basal curriculum and supplemental materials.
Limited English proficiency;
If the student being evaluated is an English Language Learner,
provide evidence that the student was provided with
appropriate accommodations and interventions to address it.
Consider things such as: proficiency in English and in the
student’s
ange,
aativmount e
of tlaime inn tghe
ucountry,
level
of education in the student’s native country, etc. Also consider
whether the student’s rate of learning is different from those of
similar language background and educational experience. If, in
spite of appropriate accommodations and interventions, the
student’s learning difficulties persist, this factor is ruled out.
and the child does not otherwise meet the
eligibility criteria as a child with an
exceptionality
Evidence shows that thltiee
s
sarte
duue
dent’s learning difficu
to factors other than those associated with the criteria for
disabilities as defined in IDEA. For example, frequent moves,
incarceration, substance abuse, etc.

Haysville USD 261
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Prong 1: Does the student exhibit an exceptionality?
Indicators
For meeting this prong of eligibility, the team must consider information and have data to support at least 1 indicator from
each of the following categories:
1. Records contain medical information which provides evidence of orthopedic impairment
Records contain information substantiating an impairment caused by: congenital anomaly, such as clubfoot or
absence of a limb; disease, such as poliomyelitis or bone tuberculosis; and, other causes such as cerebral palsy,
amputation, and fractures or burns that cause contractures
Records and/or interviews indicate a history of orthopedic impairment
2. Records, interviews, observations, and/or tests show that the student’s educational performance is much below that of
peers
Records, interviews, observations,
and/or tests show that the student’s orthopedic condition adversely impacts
his/her educational performance
Measures of motor skills indicate the student’s skills are much below that of peers
Progress monitoring data displayed on charts or graphs shows slow rate of growth in educational performance
despite provision of intense, explicit instructional interventions
Progress monitoring data displayed on charts or graphs shows student is a non-responder to increasingly intense
instructional interventions.
Prong 2: Does the child need special education?
Indicators
Despite modifications in instruction, curriculum, and environment, student’s rate of learning is significantly less
than peers
Despite modifications in instruction, curriculum, and environment, student’s educational performance in various age
appropriate environments is significantly delayed from peers
Despite modifications in instructiodaptivne ,
bcehuaviorr
rskicuills
in vlaruioums ag,
ae nd environment, student’s a
appropriate environments is significantly delayed from peers
Despite modifications of instruction, curriculum, and environment, the student does not make sufficient progress to
meet age or state-approved grade-level standards across curricular areas
Student progress monitoring data show that the student’s behavior of concern is resistant to targeted supplemental
and intensive interventions
Student progress monitoring data of increasingly customized and individually tailored instruction and intervention
indicate that the student needs specially designed instruction to access the general curriculum.
Despite implementation of intensive interventions, which include purposeful instructional design and delivery,
prioritized content, protected time and grouping, and performance monitoring, the student does not make sufficient
progress to meet age or state-approved grade-level standards in one or more areas.

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Other Health Impairment
KAR 91-40-1
(uu) "Other health impairment" means having limited strength, vitality, or alertness, including a heightened alertness to
environmental stimuli, that results in limited alertness with respect to the educational environment and that meets the
following criteria: (1) is due to chronic or acute health problems, including asthma, attention deficit disorder or attention
deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis,
rheumatic fever, sickle cell
anemia, and Tourette syndrome; and 2) adversely affects a child’s educational performance.
Exclusionary Criteria:
A child
must NOT be determined to be a child with an exceptionality
if the determinant factor is
Exclusionary Factor
How to Evaluate
Lack of appropriate instruction in reading,
including the essential components of reading
instruction (defined in section 1208(3) of the
ESEA(NCLB);
Evidence shows that the student’s previous reading instruction
and curriculum addressed phonemic awareness, phonics,
vocabulary development, reading fluency (including oral
reading skills), and reading comprehension strategies. This
evidence may come from (a) an evaluation of the school’s basal
curriculum and supplemental materials, and (b) that the student
actually received instruction provided by highly qualified
teachers using appropriate basal curriculum and supplemental
materials.
Lack of appropriate instruction in math; or
Evidence shows that the student’s previous math instruction
and curriculum addressed math calculation, problem solving,
and conceptual understanding. This evidence may come from
(a) an evaluation of the school’s basal curriculum and
supplemental materials, and (b) that the student actually
received instruction provided by highly qualified teachers using
appropriate basal curriculum and supplemental materials.
Limited English proficiency;
If the student being evaluated is an English Language Learner,
provide evidence that the student was provided with
appropriate accommodations and interventions to address it.
Consider things such as: proficiency in English and in the
student’s native language, amount of time in the country, level
of education in the student’s native country, etc. Also consider
whether the studens
dit’ffers
ent
rfroate
m those
oof f learning i
similar language background and educational experience. If, in
spite of appropriate accommodations and interventions, the
student’s learning difficulties persist, this factor is ruled out.
and the child does not otherwise meet the
eligibility criteria as a child with an
exceptionality
Evidence shows that the student’s learning difficulties are due
to factors other than those associated with the criteria for
disabilities as defined in IDEA. For example, frequent moves,
incarceration, substance abuse, etc.

Haysville USD 261
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Prong 1: Does the student exhibit an exceptionality?
Indicators
For meeting this prong of eligibility, the team must consider information and have data to support at least 1 indicator from
each of the following categories:
1. Records contain medical information which document chronic or acute health problems including: asthma; attention
deficit disorder or attention deficit hyperactivity disorder; diabetes; epilepsy; heart condition; hemophilia; lead poisoning;
leukemia; nephritis; rheumatic fever; sickle cell anemia; or Tourette syndrome.
Record review, interviews,
observations, and/or tests show the student’s strength, vitality, or alertness is/are
significantly different from peers
Record review, interviews, observations, and/or tests show the student demonstrates limited alertness with respect to
the educational environment
2. Record review, interviews, observations, and/or tests show that the student’s condition adversely impacts his/her
educational performance
Record review, interviews, observations, and/oir
s mtestuch
s show that the student’s educational performance
below that of peers
Progress monitoring data displayed on charts or graphs shows slow rate of growth in educational performance
despite provision of intense, explicit instructional interventions
Progress monitoring data displayed on charts or graphs shows student is a non-responder to increasingly intense
instructional interventions.
Prong 2: Does the child need special education?
Indicators
Despite modifications in instruction, curriculum, and environment, student’s rate of learning is significantly less
than peers
Despite modifications in instruction, curriculum, and environment, student’s educational performance in various age
appropriate environments is significantly delayed from peers
Providing modifications in instruction, curriculum, and environment does not alleviate adverse effects on student’s
educational performance due to differences in strength, vitality, or alertness
Despite modifications of instruction, curriculum, and environment, the student does not make sufficient progress to
meet age or state-approved grade-level standards across curricular areas
Student progress monitoring data sis hresiows
tantt tho tarat
geted
thsupe
plesmetuntal
dent’s behavior of concern
and intensive interventions
Student progress monitoring data of increasingly customized and individually tailored instruction and intervention
indicate that the student needs specially designed instruction to access the general curriculum.
Despite implementation of intensive interventions, which include purposeful instructional design and delivery,
prioritized content, protected time and grouping, and performance monitoring, the student does not make sufficient
progress to meet age or state-approved grade-level standards in one or more areas.

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Sensory Impairments
KAR 91-40-1
(dd) "Hearing impairment" means an impairment in hearing, whether permanent or fluctuating, that adversely affects a
child’s educational performance but that does not constitute deafness as defined in this regulation.
(p) “Deafness” means at hteahat
riing
s so
impaisevrermene that it impairs a child’s ability to process linguistic
information through hearing, with or without amplification, and adversely affects the child’s educational performance.
(uuu) “Visual impairment” means
, evaen
n iwimpaith rcoment
rrectin ivons,
ision
advterhatsely affects a child’s
educational performance. The term includes both partial sight and blindness.
(g) “Blindness” means a visual impairment that requires dependence on tactile and auditory media for learning
(o) "Deaf-blindness" means the combination of hearing and visual impairments that causes such severe communication
and other developmental and educational needs that they cannot be accommodated in special education programs solely
for the hearing impaired or the visually impaired.
Hearing impairment, Deafness, Visual Impairment, Blindness
THE FOLLOWING EXCLUSIONARY CRITERIA APPLY TO HEARING IMPAIRMENT, DEAFNESS, VISUAL
IMPAIRMENT, BLINDNESS, AND DEAF-BLINDNESS
Exclusionary Criteria:
A child
must NOT be determined to be a child with an exceptionality
if the determinant factor is:
Exclusionary Factor
How to Evaluate
Lack of appropriate instruction in reading,
including the essential components of reading
instruction (defined in section 1208(3) of the
ESEA(NCLB);
Evidence shows that the student’s previous reading instruction
and curriculum addressed phonemic awareness, phonics,
vocabulary development, reading fluency (including oral
reading skills), and reading comprehension strategies. This
evidence may come from (a) an evaluation of the school’s basal
curriculum and supplemental materials, and (b) that the student
actually received instruction provided by highly qualified
teachers using appropriate basal curriculum and supplemental
materials.
Lack of appropriate instruction in math; or
Evidence shows that the student’s previous math instruction
and curriculum addressed math calculation, problem solving,
and conceptual understanding. This evidence may come from
(a) an evaluation of the school’s basal curriculum and
supplemental materials, and (b) that the student actually
received instruction provided by highly qualified teachers using
appropriate basal curriculum and supplemental materials.
Limited English proficiency;
If the student being evaluated is an English Language Learner,
provide evidence that the student was provided with
appropriate accommodations and interventions to address it.
Consider things such as: proficiency in English and in the
student’s native language, amount of time in the country, level
of education in the student’s
native country, etc. Also consider
whether the student’s rate of learning is different from those of
similar language background and educational experience. If, in
spite of appropriate accommodations and interventions, the
student’s learies
pernsisit,
nthg
is facdtoifr is
fruled
icouut. lt
and the child does not otherwise meet the
eligibility criteria as a child with an
exceptionality
Evidence shows that the student’s learning difficulties are due
to factors other than those associated with the criteria for
disabilities as defined in IDEA. For example, frequent moves,
incarceration, substance abuse, etc.

Haysville USD 261
67
THE FOLLOWING INDICATORS APPLY TO HEARING IMPAIRMENT, DEAFNESS, VISUAL IMPAIRMENT, AND
BLINDNESS
Prong 1: Does the student exhibit an exceptionality?
Indicators
For meeting this prong of eligibility, the team must consider information and have data to support at least 1 indicator from
each of the following categories:
1. Records contain information which provides evidence of hearing impairment, deafness, or visual impairment
Measures of hearing indicate the following:
o a 30dB (or greater) sensorineural or mixed hearing loss across speech frequencies in the better ear with
amplification
o a 30dB (or greater) conductive hearing loss across speech frequencies in the better ear with amplification (will
require annual audiological evaluations to maintain deaf-blind certification)
o a previous chronic condition exists which interferes with the auditory learning mode
o congenital malformations of the auricle (e.g., absence of a pina or ear canal opening)
Measures of vision indicate the following:
o Measured or estimated corrected visual acuity of 20/20 or less in the better eye
o A previous chronic condition exists which interferes with the visual learning mode
o Ocular motor (e.g., Muscle imbalance)
o Anophthalmus (absence of actual eyeball)
o Visual field of 40 degrees or less in the better eye
Hearing or vision losses are such that the student cannot be provided services appropriately in the general education
classroom without specific assistance, modifications, adaptations, or supports necessary to accommodate the
sensory loss
Testing indicates student is “functionally
-
dtheae
heafrin”, g
“cortically deaf”, or has “central processing loss”
structures are present and working; however, the student does not attend, respond, localize, or process hearing to
receive information from the environment or accurately interpret information about the environment
Testing indicates student is
y v“fisuunallctio- y
the
nivallismupal airstry
uctubredes
linar”e
prdesen”
ot r “corticall
and working; however, the student does not track, localize, or process vision to receive information from the
environment or accurately interpret information about the environment
2. Record review, interviews,
observations, and/or tests show that the student’s impairment adversely impact his/her
educational performance
Information from multiple sources of data indicates that the student exhibits a hearing impairment, whether
permanent of fluctuating,
that adversely affects a child’s educational performance
Information from multiple sources of data indicates that the student exhibits a hearing impairment that is so severe
that it impairs a child’s ability toin
g,
pwitrh oor cewithsous
t amlinplificatiogun,
isand tic information through hear
adversely affects the child’s educational performance
Information from multiple sources of data indicates that the student exhibits a visual impairment that, even with
correction, adverselony
al paferfofrmecance
ts a child’s educati
Record review, interviews, observations, and/or tests show that the student’s educational performance is much
below that of peers
Progress monitoring data displayed on charts or graphs shows slow rate of growth in educational performance
despite provision of intense, explicit instructional interventions
Progress monitoring data displayed on charts or graphs shows student is a non-responder to increasingly intense
instructional interventions.
Other supporting information:
Records contain medical information which provides evidence of hearing impairment, deafness, or visual impairment

Haysville USD 261
68
Prong 2: Does the child need special education?
Indicators
Despite modifications in instruction, curriculum and environment, student’s rate of learning is significantly less
than peers
Despite modifications in instruction, curriculum and environment, student’s educational performance in various
age appropriate environments is significantly delayed from peers
Student progress monitoring data indicates intense or sustained resources (e.g. specific assistance, modifications,
adaptations, or supports necessary to accommodate the sensory loss) are needed in order for student to demonstrate
adequate progress
Despite modifications of instruction, curriculum, and environment, the student does not make sufficient progress to
meet age or state-approved grade-level standards across curricular areas
Student progress monitoring
data shows that the student’s behavior of concern is resistant to targeted supplemental
and intensive interventions
Student progress monitoring data results of increasingly customized and individually tailored instruction and
intervention indicate that the student needs specially designed instruction to access the general curriculum.
Despite implementation of intensive interventions, which include purposeful instructional design and delivery,
prioritized content, protected time and grouping, and performance monitoring, the student does not make sufficient
progress to meet age or state-approved grade-level standards in one or more areas.

Haysville USD 261
69
Deaf-blindess
THE FOLLOWING INDICATORS APPLY TO DEAF-BLINDNESS
Prong 1: Does the student exhibit an exceptionality?
Indicators
For meeting this prong of eligibility, the team must consider information and have data to support at least 1 indicator from
1. Measures of hearing indicate the following:
a 30db (or greater) sensorineural or mixed hearing loss across speech frequencies in the better ear with amplification
a 30db (or greater) conductive hearing loss across speech frequencies in the better ear with amplification (will
require annual audiological evaluations to maintain deaf-blind certification)
a previous chronic condition exists which interferes with the auditory learning mode
Congenital malformations of the auricle (e.g., Absence of a pina or ear canal opening)
“Functionally deaf”, “corticall-
ty
he hdeaearing
fstr”,
uctuorr
es a“rcee presenntrt and
al
workpinrg;
ocessing loss”
however, the student does not attend, respond, localize, or process hearing to receive information from the
environment or accurately interpret information about the environment
2. Measures of vision indicate the following:
Measured or estimated corrected visual acuity of 20/20 or less in the better eye
A previous chronic condition exists which interferes with the visual learning mode
Ocular motor (e.g., Muscle imbalance)
Anophthalmus (absence of actual eyeball)
Visual field of 40 degrees or less in the better eye
“Functionally blind” or “co-
the
rvisticallual
structures ay
re
vpresenist uanalld
workiy
ng;
ihomwpevairer,
the
ed”
student does not track, localize, or process vision to receive information from the environment or accurately
interpret information about the environment
3. Measures of educational performance indicate the following:
The combined vision and hearing losses are such that the student cannot be provided services appropriately in
classrooms solely for students with visual or hearing impairments; or
The combined vision and hearing losses are such that the student cannot be provided services appropriately in
general education classrooms without specific assistance, modifications, adaptations, or supports necessary to
accommodate both sensory losses
Other Supporting Information:
Records contain medication information which provides evidence of deaf-blindness
Prong 2: Does the child need special education?
Indicators
For meeting this prong of eligibility, the team must consider information and have data to support at least 1 indicator from
each of the following categories
1. Despite modifications in instruction, curriculum, and environment, student’s educational performance in various age
appropriate environments is significantly delayed from peers
Student progress monitoring data indicates intense or sustained resources (e.g., specific assistance, modifications,
adaptations, or supports necessary to accommodate the sensory loss) are needed in order for student to demonstrate
adequate progress
Despite modifications of instruction, curriculum, and environment, the student does not make sufficient progress to
meet age or state-approved grade-level standards across curricular areas
Student progress monitoring data show that the student’s behavior of concern is resistant to targeted supplemental
and intensive interventions
Student progress monitoring data of increasingly customized and individually tailored instruction and intervention
indicate that the student needs specially designed instruction to access the general curriculum.
Despite implementation of intensive interventions, which include purposeful instructional design and delivery,
prioritized content, protected time and grouping, and performance monitoring, the student does not make sufficient
progress to meet age or state-approved grade-level standards in one or more areas.
Student progress monitoring data indicate intense or sustained resources (e.g., specific assistance, modifications,
adaptations, or supports necessary to accommodate both sensory losses) are needed in order for student to
demonstrate adequate progress
2. Information from multiple sources of data indicate that the student exhibits a combination of hearing and visual
impairments which causes such severe communication and other developmental and educational needs that they cannot be
accommodated in special education programs solely for the hearing or visually impaired

Haysville USD 261
70
Speech or Language Impairment
KAR 91-40-1
(lll) "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.
Exclusionary Criteria:
A child
must NOT be determined to be a child with an exceptionality
if the determinant factor is:
Exclusionary Factor
How to Evaluate
Lack of appropriate instruction in reading,
including the essential components of reading
instruction (defined in section 1208(3) of the
ESEA(NCLB);
Evidence shows that the student’s previous reading instruction
and curriculum addressed phonemic awareness, phonics,
vocabulary development, reading fluency (including oral
reading skills), and reading comprehension strategies. This
evidence may come from (a) an evaluation of the school’s basal
curriculum and supplemental materials, and (b) that the student
actually received instruction provided by highly qualified
teachers using appropriate basal curriculum and supplemental
materials.
Lack of appropriate instruction in math; or
Evidence shows that the student’s previous math instruction and
curriculum addressed math calculation, problem solving, and
conceptual understanding. This evidence may come from (a) an
evaluation of the school’s basal curriculum and supplemental
materials, and (b) that the student actually received instruction
provided by highly qualified teachers using appropriate basal
curriculum and supplemental materials.
Limited English proficiency;
If the student being evaluated is an English Language Learner,
provide evidence that the student was provided with appropriate
accommodations and interventions to address it. Consider things
such as: proficiency in English and in the student’s native
language, amount of time in the country, level of education in
the student’s
native country, etc. Also consider whether the
student’s rate of learning is different from those of similar
language background and educational experience. If, in spite of
appropriate accommodations and interventions, the student’s
learning difficulties persist, this factor is ruled out.
and the child does not otherwise meet the
eligibility criteria as a child with an
exceptionality
Evidence shows that the student’s learning difficulties are due to
factors other than those associated with the criteria for
disabilities as defined in IDEA. For example, frequent moves,
incarceration, substance abuse, etc.

Haysville USD 261
71
Prong 1: Does the student exhibit an exceptionality?
Indicators
For meeting this prong of eligibility, the team must consider information and have data to support at least 1 indicator from
each of the following categories:
1. Record review, interview, observations, and/or assessments indicate student’s voice, fluency, speech sounds, or language
skills are not commensurate with age appropriate expectations
Record review, interview, observations, and/or assessments indicate student’s
communication skill level is much
below that of peers
Record review, interview, observations, and/or assessments indicate student’s communication skills have impacted
development in other areas, e.g., social-emotional, cognitive
Student performance significantly lower than peers on measures of language which are related to curricular
performance
2. Information from multiple sources of data indicates that the student exhibits stuttering, impaired articulation, a language
impairment, or a voice impairment that adversely affects educational performance
Record review, interview, observations, and/or assessments indicate student’s voice, fluency, speech sounds, or
language skills have an adverse effect on the student’s educational performance
Records and interviews indicate a history of academic difficulty relative to communication skills
Progress monitoring data displayed on charts or graphs shows slow rate of growth in educational performance
despite provision of intense, explicit instructional interventions
Progress monitoring data displayed on charts or graphs shows student is a non-responder to increasingly intense
instructional interventions.
Prong 2: Does the child need special education?
Indicators
Despite modifications in instruction, curriculum, and environment, student’s rate of learning is significantly less
than peers
Despite modifications in instruction, curriculum, and environment, student’s educational performance in various
age appropriate environments is significantly delayed from peers
Despite modifications of instruction, curriculum, and environment, the student does not make sufficient progress to
meet age or state-approved grade-level standards across curricular areas
Student progress
monitoring data show that the student’s behavior of concern is resistant to targeted supplemental
and intensive interventions
Student progress monitoring data of increasingly customized and individually tailored instruction and intervention
indicate that the student needs specially designed instruction to access the general curriculum.
Despite implementation of intensive interventions, which include purposeful instructional design and delivery,
prioritized content, protected time and grouping, and performance monitoring, the student does not make sufficient
progress to meet age or state-approved grade-level standards in one or more areas.

Haysville USD 261
72
Traumatic Brain Injury
KAR 91-40-1
(sss) "Traumatic brain injury" means an acquired injury to the brain, caused by an external physical force, resulting in
total or partial functional disability or psychosocial impairment, or both, that adversely affects educational performance.
The term shall apply to open or closed head injuries resulting in impairments in one or more areas, including the
following: (1) cognition; (2) language; (3) memory; (4) attention; (5) reasoning; (6) abstract thinking; (7) judgment; (8)
problem-solving; (9) sensory, perceptual and motor abilities; (10) psychosocial behavior; (11) physical functions; (12)
information processing; and (13) speech. The term shall not include brain injuries that are congenital or degenerative or
that are induced by birth trauma.
Exclusionary Criteria:
A child
must NOT be determined to be a child with an exceptionality
if: the determinant factor is:
Exclusionary Factor
How to Evaluate
Lack of appropriate instruction in reading,
including the essential components of reading
instruction (defined in section 1208(3) of the
ESEA(NCLB);
Evidence shows that the student’s previous reading instruction
and curriculum addressed phonemic awareness, phonics,
vocabulary development, reading fluency (including oral
reading skills), and reading comprehension strategies. This
evidence may come from
(a) an evaluation of the school’s basal
curriculum and supplemental materials, and (b) that the student
actually received instruction provided by highly qualified
teachers using appropriate basal curriculum and supplemental
materials.
Lack of appropriate instruction in math; or
Evidence shows that the student’s previous math instruction
and curriculum addressed math calculation, problem solving,
and conceptual understanding. This evidence may come from
(a) an evaluation of the
nsd
chool’s basal curriculum a
supplemental materials, and (b) that the student actually
received instruction provided by highly qualified teachers using
appropriate basal curriculum and supplemental materials.
Limited English proficiency;
If the student being evaluated is an English Language Learner,
provide evidence that the student was provided with
appropriate accommodations and interventions to address it.
Consider things such as: proficiency in English and in the
student’s
ange,
aativmount e
of tlaime inn tghe
ucountry,
level
of education in the student’s native country, etc. Also consider
whether the student’s rate of learning is different from those of
similar language background and educational experience. If, in
spite of appropriate accommodations and interventions, the
student’s learning difficulties persist, this factor is ruled out.
and the child does not otherwise meet the
eligibility criteria as a child with an
exceptionality
Evidence shows that thltiee
s
sarte
duue
dent’s learning difficu
to factors other than those associated with the criteria for
disabilities as defined in IDEA. For example, frequent moves,
incarceration, substance abuse, etc.
The term shall not include brain injuries that are
congenital or degenerative or that are induced by birth
trauma.
The term TBI is not used for a person who is born with a brain
injury. It also is not used for brain injuries that happen during
birth. Evidence is provided that the brain injury was sustained
after some period of normal development.
The term shall not include brain injuries that are the result
of brain tumors, brain infections, cerebral vascular
accident (strokes), or poisonings.
The term TBI is not used for a person who sustained a brain
injury as a result of a brain tumor, brain infection, cerebral
vascular accident (stroke), or poisoning. Evidence is provided
that the brain injury sustained was not caused by these
conditions. (Note: Students with these conditions may meet
eligibility requirements under the category of “Other Health
Impaired”.)

Haysville USD 261
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Prong 1: Does the student exhibit an exceptionality?
Indicators
For meeting this prong of eligibility, the team must consider information and have data to support at least 1 indicator from
each of the following categories:
1. Record review, interview, observation, and/or tests indicates that the student has an acquired injury to the brain (applies to
both open or closed head injuries, including near drowning) caused by an external physical force that has resulted in total or
partial functional disability or psychosocial impairment, or both, that adversely affects educational performance
Record review, interviews, observations, and/or tests in one or more areas (cognition; language; memory; attention;
reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial
behavior; physical functions; information processing; and speech) indicate student’s skill level is much below that
of peers
Record review and/or interview indicates the brain injury is not congenital or degenerative or induced by birth
trauma
Record review and/or interview indicate the brain injury is not the result of brain tumors, brain infections, cerebral
vascular accident (strokes), or poisonings.
2. Record review,
interview, observation, and/or tests indicate the injury adversely affects the student’s educational
performance
Progress monitoring data displayed on charts or graphs shows slow rate of growth in educational performance
despite provision of intense, explicit instructional interventions
Progress monitoring data displayed on charts or graphs shows student is a non-responder to increasingly intense
instructional interventions.
Other Supporting Information:
Records contain medical information which provides evidence of traumatic brain injury
Prong 2: Does the child need special education?
Indicators
Despite modifications in instruction, curriculum, and environment, student’s rate of learning is significantly less
than peers
Despite modifications in instruction, curriculum, and environment, student’s educational performance in various age
appropriate environments is significantly delayed from peers
Student progress monitoring data indicates intense or sustained resources are needed to support interventions (e.g.
specific assistance, modifications, adaptations, or other supports) necessary to accommodate the needs resulting
from the injury
Despite modifications of instruction, curriculum, and environment, the student does not make sufficient progress to
meet age or state-approved grade-level standards across curricular areas
Student progress monitoring data show that student’s behavior of concern is resistant to targeted supplemental and
intensive interventions
Despite implementation of intensive interventions, which include purposeful instructional design and delivery,
prioritized content, protected time and grouping, and performance monitoring, the student does not make sufficient
progress to meet age or state-approved grade-level standards in one or more areas.

Haysville USD 261
74
Reporting Requirements
When the initial evaluation and eligibility determination are completed, the evaluation team must prepare a written
evaluation/eligibility report. The report must include not only the evaluation results, but also document the eligibility
determination.
The
evaluation report serves as the documentation of the child’s eligibility. The evaluation report and the documentation
of eligibility must be provided, at no cost, to the parent (KAR 91-40-10(b); 34 CFR 300.306(a)(2)). There are specific
requirements for reporting the eligibility determination (KAR 91-40-10(a), (e); 34 CFR 300.311). The report must include
a statement of:
a) whether the child is a child with an exceptionality;
b) the basis for making the determination;
c) the relevant behavior noted during the observation of the child (and for LD the relationship of that behavior to the
child’s academic functioning); and
d) the educationally relevant medical findings, if any;
e) and for a child determined to have a learning disability, the report must also include documentation of the
following:
(i) the child does not achieve adeq-uatapproveled
gry
adef- levoel
r
sttandahe
rds
cwhen
hild’s age or to meet State
provided with learning experiences and
-iapprnovsted
rgradeuc-letvel
ion appropriate for the child’s age or State
standards,
(ii) AND
the child does not make sufficient progress to meet age or State-approved grade-level standards when
using a process based on the chi-basled dint’ers
venrtesion;
ponse to scientific, research
OR
the child exhibits a pattern of strengths and weaknesses in performance, achievement, or both, relative to
age, State-approved grade-level standards, or intellectual development.
(iii) The determinate factor for why the child does
e
not achieve adequately for the child’s age or does not mak
sufficient progress to meet age or State-approved grade level standards, or exhibits a pattern of strengths and
weaknesses, is not primarily the result of:
a visual, hearing or motor disability;
intellectual disability;
emotional disturbance;
cultural factors;
environmental or economic disadvantage; or
limited English proficiency.
(iv) If the child has participated in a proces-s
basted
hat assesses the child’s response to scientific, research
intervention, the report must also document
the instructional strategies used; and
the student-centered data collected.
Documentation that the child’s parents were notified about the process, including the following information:
the State’s policies regarding the
ce dataa
mthat
ount
would be
and
collectend and
ature of student performan
the general education services that would be provided;
strategies for increasing the child’s rate of learning; and
the parent’s right to reques-40-10(e)t
, (f)an
; K.A.Re.
v91al-40-ua9(a)(2t)(i3); on
34 C.F.R(K.A.
.R. 91
300.309(a)(3); 34 C.F.R. 300.311(a)).

Index
1
10 Working Days . 8, 19, 20, 23, 27
4
4 Point Decision Making Rule . 13
5
504 . 31, 36
6
60 School Days . 8, 20, 23
A
Accommodations . 31
Active Files . 37
Adaptive Physical Education . 17, 20
Adaptive Physical Education Teacher . 18
Age 10 . 26
Age 6 . 26
AIMSWeb . 10
APE . 17
April 1 . 19
Assessment . 5, 6, 18, 20, 21, 22, 24, 25, 30, 31, 32, 37
KAA . 33
KAMM . 32
B
BIP . 31
C
Case Management . 6
Change in Placement . 25
Checklist . 18, 21
Classroom Observation .
19
Comprehensive Evaluations . 7
Consultation . 5
Cover Sheet . 23, 28
D
Data Collection . 11
Decision Rules . 14
Destruction of Student Data . 37
Developmentally Delayed . 26, 28
Disabilities Education Act . 10
Discipline . 35
District Office . 38
E
Early Childhood . 4, 8, 26, 28
ED . 21
Education . 5
Educational Advocate . 6
Effective Consultation . 6
Elementary and Secondary Education Act . 10
Eligibility Indicators . 39
Eligibility Team Report . 23, 24
Emotional Disturbance . 21
Evaluation . 11, 17
Excusal from Meeting . 29
Extended School Year . 27
F
Flowchart . 34
G
General Education Intervention Team . 17
General Education Interventions . 16
Gifted . 36, 37
goals . 37
Goals . 7, 11, 18, 23, 32, 33, 35, 37
Graduation . 36
H
Health Care Provision . 6
Health Report . 19
Health-Related . 30
Homebound . 25
I
IDEA . 10
IEP . 8, 18, 21, 23, 25, 27, 28, 29, 31, 32, 35, 37
IHP . 31
Initial Evaluation . 19, 20, 21, 27
Initial Evaluation Cover Sheet . 19
Intervention . 5, 6, 10, 11, 12, 13, 14, 16, 17, 19, 24, 30, 35
Intervention Plan . 12
J
Job Description . 4, 5
K
Kansas Regulations for Special Education . 7
Kansas Special Education Law . 7
L
LD . 21, 22
Learning Disability . 22, 28
Legal Guardian . 6
Limited English Proficiency . 16, 22

Haysville USD 261
76
M
Medicaid . 30
Meeting . 18, 23, 27, 35, 36
Move-In . 6, 27, 28, 29
MTSS . 10, 16
Multidisciplinary Team Planning Report . 22
Multi-Tier System . 10
N
No Child Left Behind . 10
No Reevaluation Needed Form . 22
Notice of Meeting . 27
O
Occupational Therapist . 18
Occupational Therapy . 17, 20
OT . 17
P
Parent Complaints . 6
Parent Contact Log . 19
Parent Request . 16, 27
Parental Rights . 27, 29
Physical Therapist . 18
Physical Therapy . 17, 20
Placement . 6, 20, 21, 25, 26, 27, 29
Prevention . 5
Prior Written Notice for Consent . 7, 17, 19, 22, 24, 25, 26, 27
Prior Written Notice for Placement . 21, 29, 31, 36, 37
Problem Analysis . 11
Procedural Requirements . 6
Progress Monitoring . 11, 12
Psychologist Assignments . 4
Psychologist Report . 24
PT . 17
R
Records . 8, 28, 36
Records Maintence . 37
Reevaluations . 7, 22, 23, 26, 27
Related Services . 7, 18, 22, 36
Research and Planning . 6
Response to Intervention . 31
RTI . 10
S
Screening . 8, 10, 31
Secretary Assignments . 4
Services . 29
SIT . 16
SLP . 22, 28
SOP . 36, 37
Special Education Office . 8, 19, 20, 23, 26, 27, 28, 29
Special Education Services . 18, 20, 26, 28, 36
Special Education Teacher . 19, 24, 25, 26, 35
Special Transportation . 31
Speech/Language . 20, 22, 28
Staffing Conference . 21, 23
Staffing Summary . 20, 37
State of Kansas . 28, 29
Student Improvement Team . 10, 19
Student of Majority Age . 6
Summary of Performance . 36
Suspended . 35
Systematic Problem Solving . 11
T
Teacher Report . 19
Team Member . 16, 20, 21, 23
Team Report . 20, 21, 29
Tier I . 10
Tier II . 10
Tier III . 11
Timeline . 6, 8
Transferring files . 37
Trendline
Analysis . 13
W
WebKIDSS . 27, 30, 31
Working with Parents . 6
Working with Teachers and Administrators . 6

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