1. SPECIAL EDUCATION
  2. CERTIFIED
  3. PROCEDURE GUIDE
  4. 2013-2014
      1. Certified Procedure Handbook
      2. Table of Contents
      3. Certified Procedure Handbook
      4. Certified Procedure Handbook
  5. PART I
      1. Certified Procedure Handbook
      2. I. PART I - EMPLOYEE PROCEDURES
      3. B. Special Education Paraeducator
      4. Certified Procedure Handbook
      5. Supervising Teacher Paraeducator
      6. The Paraeducator may: The Paraeducator may not:
      7. Certified Procedure Handbook
      8. Learning Plan.
      9. C. Staff Mileage
      10. Certified Procedure Handbook
      11. Documentation.
      12. Certified Procedure Handbook
      13. Available.
      14. In-State Out-of-State
      15. F. Procedure for Reporting Absences during Contracted Days
      16. Certified Procedure Handbook
  6. PART II
      1. Certified Procedure Handbook
      2. II. PART II - STUDENT PROCEDURES
      3. A. CHILD FIND
      4. B. Screening for Children from Birth to Age 5:
      5. Certified Procedure Handbook
      6. C. General Education Intervention (GEI) for Children from Kindergarten through
      7. Age 21:
      8. D. MTSS and Problem Solving
      9. Multi-Tier System of Supports
      10. Certified Procedure Handbook
      11. E. Initial Evaluation Referral Process
      12. Certified Procedure Handbook
      13. Certified Procedure Handbook
      14. F. The Individualized Education Program
      15. G. IEP Team
      16. Certified Procedure Handbook
      17. Certified Procedure Handbook
      18. A member of the IEP team may fill more than one role on the IEP team.
      19. I. Notice of IEP Meeting
      20. Certified Procedure Handbook
      21. Certified Procedure Handbook
      22. J. When the IEP will be in effect
      23. Certified Procedure Handbook
      24. K. Development of the IEP
      25. Certified Procedure Handbook
      26. Certified Procedure Handbook
      27. Certified Procedure Handbook
      28. Certified Procedure Handbook
      29. Certified Procedure Handbook
      30. The number of goals addressed in the IEP depends on the child's needs.
      31. Certified Procedure Handbook
      32. Certified Procedure Handbook
      33. Certified Procedure Handbook
      34. L. Secondary Transition
      35. Certified Procedure Handbook
      36. Certified Procedure Handbook
      37. Certified Procedure Handbook
      38. M. Meeting to Review, Revise, or Amend the IEP:
      39. Certified Procedure Handbook
      40. Certified Procedure Handbook
      41. N. Implementing the IEP
      42. Certified Procedure Handbook
      43. O. Move-In Students
      44. Certified Procedure Handbook
  7. PART III
      1. Certified Procedure Handbook
      2. III. PART III - OTHER DISTRICT PROCEDURES
      3. A. Staffing Students to a Program in another Building
      4. B. Student Transportation
      5. C. Discipline of Special Education Students
      6. Certified Procedure Handbook
      7. Certified Procedure Handbook
      8. D. Functional Behavioral Assessment
      9. Certified Procedure Handbook
      10. E. Assistive Technology Referral Process:
      11. F. Tri-City Day School
      12. Certified Procedure Handbook
      13. G. Out of District Contracts:
      14. H. Release of Student Records
      15. I. Contents of Special Education Student Files
      16. Certified Procedure Handbook
      17. J. Teacher Generated Student Caseload
      18. K. Working Files of Students Dismissed/Transferred/Moved
      19. L. Confidentiality
      20. Certified Procedure Handbook
      21. M. Education Advocate
      22. N. Least Restrictive Environment
      23. O. Reporting of Abuse
      24. P. Medicaid Reimbursement
      25. Certified Procedure Handbook
      26. MEDICAID LOGS
      27. HAVE to MATCH the TIMES and SERVICES on the IEP
      28. Certified Procedure Handbook
  8. APPENDIX
      1. Certified Procedure Handbook
      2. Special Education Flow Chart
    1. Student Improvement Team Process
      1. Intervention Plan Developed
      2. and Implemented
      3. Follow-up/Monitoring
      4. Evaluation
      5. Certified Procedure Handbook
      6. Creating Standards-Based IEP’s
      7. enrolled or would be enrolled based on age.
      8. in relation to the grade-level standards.
      9. standards.
      10. Certified Procedure Handbook
      11. Step 5: Access and report the student’. s progress throughout the year
      12. Step 6: Identify specially designed instruction including accommodations and/or
      13. Step 7: Determine the most appropriate assessment option.
      14. Certified Procedure Handbook
      15. PLAAFP/PLEP
  9. Present Level of Academic Achievement and Functional
  10. Performance (PLAAFP/PLEP) Development
      1. Certified Procedure Handbook
      2. Measurable Annual Goal Development
  11. Measurable Annual Goal Development
      1. Certified Procedure Handbook
      2. Steps to Developing a Measurable Annual Goal
  12. Steps to Developing a Measurable Annual Goal
      1. Select a need from the PLEP/PLAAFP that will
      2. be addressed by a goal
      3. Identify the performance which will be monitored. (Behavior)
      4. Specify how progress toward the goal will be measured. (Condition)
      5. Determine to what level the behavior must occur. (Criterion)
      6. Certified Procedure Handbook
      7. Short Term Objective and Benchmark Development
  13. Short-Term Objective and Benchmark Development
      1. Certified Procedure Handbook
      2. Service Definitions
  14. Service Definitions
      1. Special Education
      2. Certified Procedure Handbook
      3. Secondary Transition
  15. Secondary Transition
      1. Certified Procedure Handbook
      2. Progress Report Development
  16. Progress Report Development
      1. Certified Procedure Handbook
      2. Pre-School Samples
      3. Preschool Samples (Developed by KITS)
      4. Certified Procedure Handbook
      5. Benchmarks:
      6. Certified Procedure Handbook
      7. Math Calculation – Elementary/Middle School
      8. Math Calculation - Elementary/Middle
      9. Certified Procedure Handbook
      10. Written Language – Elementary/Middle School
      11. Written Language - Elementary/Middle
      12. Certified Procedure Handbook
      13. KS Curricular Standards for Math Number Sense – 4
      14. Grade
      15. Kansas Curricular Standards for Mathematics, 4th Grade
      16. Assessed Indicators from Standard 1, Benchmark 1, Indicator 2
      17. Accommodation:
      18. Certified Procedure Handbook
      19. Ks Curricular Standards for Reading and Writing Comprehension - 5
      20. Grade
      21. Accommodations:
      22. Certified Procedure Handbook
      23. Ks Curricular Standards for Reading and Writing Study - 5
      24. Grade
      25. Kansas Curricular Standards for Reading and Writing, 5th Grade Assessed
      26. Indicators from Benchmark 2, Indicators 1 and 2
      27. Certified Procedure Handbook
      28. KS Curricular for Reading and Writing Comp. Narrative – 5
      29. Grade
      30. Certified Procedure Handbook
      31. KS Curricular for Reading and Writing Vocabulary – 5
      32. Grade
      33. from Benchmark 4, Indicator 2, and Benchmark 5, Indicator 2
      34. Certified Procedure Handbook
      35. Assignment Completion Sample – High School
      36. Assignment Completion Sample - High School
      37. Accommodations:
      38. Certified Procedure Handbook
      39. Certified Procedure Handbook
      40. Reading Sample – High School
      41. Reading Sample - High School
      42. Accommodations:
      43. Certified Procedure Handbook
      44. Written Language Sample – High School
      45. Written Language Sample-High School
      46. Example #1
      47. ANOTHER EXAMPLE USING THE STATE CURRICULUM (8
      48. Grade):
      49. Accommodations:
      50. Certified Procedure Handbook
      51. Transition Instruction:
      52. Certified Procedure Handbook
      53. Learning Readiness – Secondary
      54. Learning Readiness-Secondary
      55. Accommodation:
      56. Transition Instruction (in support of the annual goal):
      57. Certified Procedure Handbook
      58. Dynamic Learning Maps
    1. Eligibility Criteria for
    2. Students with Significant Cognitive Disabilities
    3. To participate in the
    4. Dynamic Learning Maps
      1. Certified Procedure Handbook
      2. Statewide Assessments IEP Team Decision Flowchart
      3. Certified Procedure Handbook
  17. Discipline Flowchart
      1. Certified Procedure Handbook
      2. Certified Procedure Handbook
      3. Certified Procedure Handbook
      4. Certified Procedure Handbook

0 |
Page
SPECIAL EDUCATION

Back to top


CERTIFIED

Back to top


PROCEDURE GUIDE
HAYSVILLE USD 261

Back to top


2013-2014

Certified Procedure Handbook
[1]
Table of Contents
PART I
..................................................................................................................................... i
EMPLOYEE PROCEDURES .................................................................................................. i
I.
PART I - EMPLOYEE PROCEDURES ........................................................................ ii
A. Case Manager Responsibilities ...................................................................................... ii
B. Special Education Paraeducator ..................................................................................... ii
C. Staff Mileage ................................................................................................................. iv
D. Purchasing Material/Reimbursement for Purchase*: ..................................................... v
E. Procedure for Requesting Leave: ................................................................................... v
F. Procedure for Reporting Absences during Contracted Days ......................................... vi
PART II
................................................................................................................................ vii
STUDENT PROCEDURES .................................................................................................. vii
II.
PART II - STUDENT PROCEDURES....................................................................... viii
A. CHILD FIND .............................................................................................................. viii
B. Screening for Children from Birth to Age 5: .............................................................. viii
C. General Education Intervention (GEI) for Children from Kindergarten through Age
21: ix
D. MTSS and Problem Solving .......................................................................................... ix
E. Initial Evaluation Referral Process ................................................................................. x
F. The Individualized Education Program ........................................................................ xii
G. IEP Team ...................................................................................................................... xii
H. Excusal from Meeting ................................................................................................. xiv
I. Notice of IEP Meeting ................................................................................................. xiv
J. When the IEP will be in effect .................................................................................... xvi
K. Development of the IEP ............................................................................................. xvii
L. Secondary Transition .................................................................................................. xxv
M.
Meeting to Review, Revise, or Amend the IEP: ................................................ xxviii
N. Implementing the IEP ................................................................................................. xxx
O. Move-In Students ...................................................................................................... xxxi
PART III
.......................................................................................................................... xxxii
OTHER DISTRICT PROCEDURES ................................................................................ xxxii
III. PART III - OTHER DISTRICT PROCEDURES ................................................... xxxiii
A. Staffing Students to a Program in another Building ................................................ xxxiii
B. Student Transportation ............................................................................................ xxxiii

Certified Procedure Handbook
[2]
C. Discipline of Special Education Students ............................................................... xxxiii
D. Functional Behavioral Assessment .......................................................................... xxxv
E. Assistive Technology Referral Process: .................................................................. xxxvi
F. Tri-City Day School ................................................................................................ xxxvi
H. Release of Student Records .................................................................................... xxxvii
I. Contents of Special Education Student Files ......................................................... xxxvii
J. Teacher Generated Student Caseload .................................................................... xxxviii
K. Working Files of Students Dismissed/Transferred/Moved ................................... xxxviii
L. Confidentiality ....................................................................................................... xxxviii
M.Education Advocate ................................................................................................ xxxix
N. Least Restrictive Environment ................................................................................ xxxix
O. Reporting of Abuse ................................................................................................. xxxix
P. Medicaid Reimbursement ........................................................................................ xxxix
Q. K-Time .......................................................................................................................... xl
APPENDIX
............................................................................................................................. i
Special Education Flow Chart ............................................................................................ ii
Creating Standards-Based ................................IEP’s
........................................................ iii
PLAAFP/PLEP ................................................................................................................... v
Measurable Annual Goal Development ............................................................................. vi
Steps to Developing a Measurable Annual Goal .............................................................. vii
Short Term Objective and Benchmark Development ...................................................... viii
Service Definitions............................................................................................................. ix
Secondary Transition .......................................................................................................... x
Progress Report Development ........................................................................................... xi
Pre-School Samples .......................................................................................................... xii
Math Calculation
Elementary/Middle School .............................................................. xiv
Written Language
Elementary/Middle School .............................................................. xv
KS Curricular Standards for Math Number Sense
4
th
Grade ........................................ xvi
Ks Curricular Standards for Reading and Writing Comprehension - 5
th
Grade ............. xvii
Ks Curricular Standards for Reading and Writing Study - 5
th
Grade ............................ xviii
KS Curricular for Reading and Writing Comp. Narrative
5
th
Grade ............................ xix
KS Curricular for Reading and Writing Vocabulary
5
th
Grade ..................................... xx
Assignment Completion Sample
High School ............................................................. xxi
Reading Sample
High School ..................................................................................... xxiii
Written Language Sample
High School ..................................................................... xxiv

Certified Procedure Handbook
[3]
Learning Readiness
Secondary ................................................................................... xxvi
Dynamic Learning Maps............................................................................................... xxvii
Discipline Flowchart ....................................................................................................... xxv

i |
Page

Back to top


PART I
EMPLOYEE PROCEDURES

Certified Procedure Handbook
ii |
Page
I.
PART I - EMPLOYEE PROCEDURES
As a casemanager you will be assigned specific students that will be your responsibility.
These responsibilities include the following:
A. Case Manager Responsibilities
1. Maintaining IEP
2. Coordinate and communicate information and services with parents, outside agencies, and
school personnel
3. Set up IEP meetings and notify all participants
4. Complete student progress reports each grading period
5. Maintain all required paperwork in teacher file (see page 28)
6. Fulfill all building requirements as outlined in each building's handbook
7. Send caseload updates to Gina Latta at the Administration Building as requested
8. Notify, in advance, all secondary service providers and related service providers, parents,
students, and outside agencies of IEP meetings
9. Provide achievement testing and teacher report for initial evaluations and reevaluations
10. Complete and oversee completion of Medicaid Logs on Medicaid eligible students
11. Co-plan and collaborate with educators, parents, children, and other professionals
B. Special Education Paraeducator
The special education paraeducator's role is basically one of freeing the supervising teacher
from routine tasks in an effort to more effectively use professional knowledge and skills of
the teacher. By fulfilling this role, the classroom unit is capable of improved instruction and
service for a larger number of students.
The responsibilities of paraeducators are generally supportive in nature. The supervising
teacher assumes primary responsibility for students and the classroom. There are several
areas in which duties of the paraeducator and supervising teacher may overlap. The
following is a comparison of responsibilities of the paraprofessional and duties of the
supervising teacher.

Certified Procedure Handbook
iii |
Page
Supervising Teacher
Paraeducator
Ensures that each paraeducator under
their supervision has been trained in all
techniques including instructional,
medical, physical, etc.
Ask teacher or supervisor for direction and
clarification when unsure of practice and/or
process
Diagnose educational needs
Scores and compiles data associated with
testing and other types of assessment; carries
out informal assessment
Plans instructional programs
Assists with the planning process; copies,
transcribes, type's files, etc.
Grades student performance
Checks and scores student work
Takes complete responsibility for new
concepts, skills and each new classroom
activity
Reinforces and reviews concepts and skills.
Assists students in performing activities
initiated by the supervising teacher
The Paraeducator may:
The Paraeducator may not:
Work without direct supervision with
individuals or groups of students
Teach completely new concepts and skills
Have specific instructional and
management responsibility for students
Be given primary responsibility for working
with individual students
Be involved in student staffings
Be assigned to attend student staffings in
lieu of the supervising teacher
Be used to support the integration of
exceptional students into regular classes
by tutoring these students in regular class
assignments, giving tests orally, etc.
Be given primary responsibility for the
mainstreaming effort of one or more
students or used to teach students or used to
teach regular curriculum content to non-
exceptional students
Be assigned record keeping tasks
Be used to carry out clerical responsibilities
usually assigned to other staff members in
the building.
Aide the supervising teacher in
supervising assemblies and group field
trips. Take individual students on
related errands, job interviews,
curriculum based recreation or shopping,
etc.
Take full responsibility for supervising field
trips, assemblies or take other non-teaching
duties usually assigned to teachers e.g. hall
duty, extra duty, school clubs, etc.
Supervision for the special education paraeducator is a joint responsibility of certified staff,
building administrator(s), and Special Education Administration. The supervising teacher or
designated staff will be responsible for structuring the paraeducator's schedule and working
with the paraeducator on a regular basis to insure that responsibilities assigned are carried out
in an efficient manner. The supervising teacher or designee may assign duties to the
paraeducator according to classroom needs and capabilities of each paraeducator.

Certified Procedure Handbook
iv |
Page
Each special education paraeducator will be evaluated using the Employee Performance
Review Form; Special Education Para-Professional or School Psychologist Para-
Professional. Evaluations are sent personnel office no later than May 1
st
. Be sure you convey
an accurate account of their performance. If you are having difficulties with a paraeducator,
your building principal and the Assistant Director of Special Education, Angie Estell, should
be notified. They will be available to assist you in this area. If you are experiencing
problems, an evaluation should be completed immediately and sent to Angie Estell and the
building administrator. Each evaluation must be reviewed with and signed by the
paraeducator prior to submission. You should keep a copy of the evaluation and also give a
copy to the building principal and the paraeducator. These evaluations will become a
permanent document in the paraeducators personnel file.
1. Full-time paraeducators are scheduled to work 7 hours a day. Any time over a 7 hour day
must be approved by the Director or Assistant Director of Special Education.
2. Beginning in the 2010-2011 school year, paraeducator staff development requirements will
be tiered based on the special education experiences and/or credentials of the paraeducator.
Para's who have worked
less than three (3) years
as a Special Education
Paraeducator will be required to have
20 hours of inservice
(or 2 hours for every
month employed).
Para's who have worked as a Special Education Paraeducator
for the past three (3)
years in U.S.D. #261
will only be required to have
10 hours of inservice
(or 1 hour
for every 2 months employed).
All paraeducators will be required to have a two (2) hour orientation.
Paraeducators will be required to attend 30 minutes of instructional inservice. This
inservice will be provided at your building and will be coordinated by the building
principal.
Beginning 2013/2014, paraprofessional in-service hours will be recorded on
My
Learning Plan.
C. Staff Mileage
1. Mileage should be recorded on the
Monthly Itinerary Form and submitted at least every 2
months
.
2. When an purchase request. is submitted for mileage reimbursement, please remember the
following:
a) You must still complete a mileage form with beginning & ending odometer readings, the
reason for going, and if the trip was student related or non-student related.
b) You need to separate student related mileage (i.e., mileage incurred while providing
services, attending IEP meetings, etc.) from non-student related mileage (i.e.,
conferences, picking up class supplies, etc.). These will each need their own line on the
purchase request.
c) All miles are reimbursed at 55 cents per mile
d) The purchase request will be approved through the following approval tree:
Sandy Harper - who will assign appropriate account numbers
Becky Cezar
Clint Schutte

Certified Procedure Handbook
v |
Page
When you receive the Purchase Order back, you need to write the PO Number on your
Mileage Form and submit it to Jennifer Shumaker at the Administration Building.
D. Purchasing Material/Reimbursement for Purchase*:
* All purchases must be pre-approved by the Director of Special Education.
1. Purchases:
Do not make purchases without first getting approval from Becky Cezar.
If approved, you will need to do the following:
Type a purchase order.
BE SURE TO INCLUDE:
o Brief description of the item
o Catalog number(s)
o Price
o Quantity
o Shipping and handling charges
If a company is not – oyou
n
wtill
hnee
ed
“vto
ee-mnail
dor
Jennifelr
istShumake”
r to
add the company to the vendor list before you can proceed with your purchase request.
a) The purchase request will be approved through the following approval tree:
Sandy Harper - who will assign appropriate account numbers
Becky Cezar
Clint Schutte
b) If approved, you will receive a paper copy of the purchase order; you will then need to
place the order by faxing or mailing the purchase order to the company.
c) If the item was purchased at a local vendor, i.e., Wal-Mart, Homeland, or Office Depot,
you must submit the receipt to Sandy Harper at the Administration Building.
The purchase request Will Not Be Complete Until Sandy Harper Receives the Supporting
Documentation.
E. Procedure for Requesting Leave:
1. Request for leave can be completed in My Learning Plan
a) Complete My Learning Plan
b) Submit My Learning Plan to building principal and Director of Special Education
c) Conference registration
(1) Type and submit a purchase request for the conference
(2) Complete registration paperwork for conference (if applicable)
(3) Contact Sandy Harper for a list of approved hotels.
(4) Complete the purchase request for registration, per diem, hotel, etc.
(5) Make arrangement for substitute (if needed)

Certified Procedure Handbook
vi |
Page
(6) If available,
district vehicles must be used first
. Personal vehicles will only be used
in the event that a district vehicle is not available. Contact transportation to see if a
vehicle is available. If so, complete necessary paperwork.
All District Employees Must Travel Together to Conferences in a District Vehicle if
Available.
2. Hotel reservation:
a) Make a hotel reservation (if needed)
contact Sandy Harper for a list of approved hotels.
b) Complete an purchase request for the hotel.
NOTES:
If more than one person attending - you will need to share a room
We are tax exempt in Kansas - we only pay the room tax. Be sure to tell the hotel this
when making the reservation
Ask for the Government Rate or Conference Rate (whichever is less)
Get a Tax Exempt Form to take with you (if needed)
Direct Bill means the hotel will bill the district - you will not need to take a check
with you.
If you need to "hand.-carry" the hotel check - let Jennifer Shumaker know this - you
will be responsible for making sure you have this before you leave for the conference.
You will need to allow time for the purchase request process.
3. Per Diem:
Complete an purchase request for per diem - the following amounts need to be utilized:
In-State Out-of-State
Breakfast
$5.00
$10.00
Lunch
$7.00
$14.00
Dinner
$8.00
$16.00
If a meal is included in your conference, you would not request per diem for that meal
4. Make arrangements for a substitute (if needed) follow the procedure below.
F. Procedure for Reporting Absences during Contracted Days
All certified staff has been provided training to access the Automated Educational
Substitute Operator (AESOP).
When a certified staff member is absent, this information has to be entered by you to
record this absence.
If you have not received this training, contact Dawn Womack at the Administration
Building to arrange a training time.
All certified employees must report absences even if a substitute is not required.
When ill, you must count your sick days on your time sheet,
even if you do not have a
substitute
. Failure to do so is considered falsifying your time and could result in
termination, as stated in the
Negotiated Agreement Handbook
.

Certified Procedure Handbook
vii |
Page

Back to top


PART II
STUDENT PROCEDURES

Certified Procedure Handbook
viii |
Page
II.
PART II - STUDENT PROCEDURES
A. CHILD FIND
1.
Screening and General Education Interventions
:
Haysville Public Schools, USD 261, has policies and procedures in effect to ensure that all
children with exceptionalities (those who have disabilities and those who are gifted) and who
are in need of special education and related services are identified, located, and evaluated.
This includes children who attend public or private schools, are home schooled; are highly
mobile including migrant and homeless, or are wards of the State. Children in need of
special education services are identified as young as possible, and also as soon as possible
after the concern is noted. Haysville Public Schools, USD 261, accomplishes child find by
conducting GEI through an individual child problem solving approach, through the student
improvement teams (SIT), and through screenings.
2.
Public Notice for Child Find
:
The first step in the child find process is to provide information to the public concerning the
availability of special education services for exceptional children, including procedures for
accessing these services. This public notice is provided at the beginning of the school year
and repeated annually. This notice is also included in the district newsletter that is provided
to each parent with a child in the Haysville school district. Copies of the information from
child find activities are kept on file as documentation for implementing policies and
procedures.
The public notice is distributed to all schools in the area, including private schools, other
agencies and to professionals who would likely encounter children with a possible need for
special education. The following methods are used accomplish this public notice.
Newspaper articles or ads,
Community newspaper notices
Letters to all patrons in the district
School handbook and calendar
Radio, TV, or cable announcements,
Post in child care programs
Post in health departments or doctor’s
offices
Other public places
B. Screening for Children from Birth to Age 5:
Haysville Public Schools, USD 261, utilizes the following screenings:
1. For children younger than five years of age, observations, instruments, measures, and
techniques that disclose any potential disabilities or developmental delays that indicate a
need for evaluation, including hearing and vision screening
Screening implementation procedures that ensure the early identification and
assessment of disabilities in children.
Screenings include observations, instruments, measures, and techniques that address potential
developmental delays or disabilities in the areas of communication, cognitive development,
social-emotional development, self-help/adaptive behavior, and/or physical development. All
students in the Haysville Public Schools, USD 261, are provided hearing and vision
screenings, including all private schools within the district's boundaries. Screenings are
available for any child for whom there is a concern about an area of development including
communication, cognitive development, social-emotional development, self-help/adaptive
behavior, and/or physical development; and hearing and vision.

Certified Procedure Handbook
ix |
Page
a) Preschool age children are included in child find procedures as well.
Haysville Public Schools, USD 261, also works closely with the local Part C Infant-
Toddler Network (Rainbows United) for child find activities for children from birth
through 2 years to ensure that all children have access to screening in a timely
manner. Part C staff for children who are transitioning from the Part C Infant and
Toddler program notify the Haysville Public School’s Early Childhood contact person
to begin special education screenings prior to age 3.
Haysville Public Schools, USD 261, maintains documentation on results of screening
and ensures that the collection and use of data under the child find requirements are
subject to confidentiality requirements under FERPA regulations
C. General Education Intervention (GEI) for Children from Kindergarten through
Age 21:
For children in kindergarten through age 21, Haysville Public Schools, USD 261,
screenings utilize observations, instruments, measures, and techniques that disclose
any potential exceptionality and indicate a need for evaluation, including hearing and
vision screening, and age-appropriate assessments for school-aged children designed
to identify possible physical, intellectual, social or emotional, language, or perceptual
differences. Screening is also available for any children in public schools, private
schools, or for children who are home schooled.
Haysville Public Schools, USD 261, screening is conducted, in part, through the
implementation of general education intervention (GEI). The data collected through
screenings will be reviewed by grade
. If
level PLC’s to modify student instruction
students are not progressing after modifications by grade level PLC’s a student may
be referred to the building’s
Student Improvement Team (SIT) for further assistance.
Collaboration between special education and general education staff is conducted as
part of the general education intervention process. Both special education and
general education personnel are involved in this building-level, school-wide activity.
General Education Intervention Data is collected and documented with the
Multi-
Tiered Systems Supports Request
.
D. MTSS and Problem Solving
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. 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.

Certified Procedure Handbook
x |
Page
Progress monitoring of targeted general education instructions 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.
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.
E. Initial Evaluation Referral Process
1.
Referral from Parents
Parents have requested an evaluation. The request can be verbal or written and provided to
the principal or special education director. The school immediately begins the initial
evaluation determination as the SIT process continues in the regular education program. The
building principal or person designated to respond to parent requests for evaluations explains
to the parent the following:
a) They have the right to go directly to the evaluation; and
b) A GEI process that precedes an initial evaluation is available to assist in determining the
specific concerns and needs of their child. This includes the right of the parents to
participate in the GEI process. Parents may elect to have their child participate in GEI
prior to the evaluation, or, if the parents request the initial evaluation be conducted
without waiting for general education interventions to conclude, the general education
intervention process may be conducted as part of the initial evaluation.
c) The school may refuse to conduct the evaluation. The Prior Written Notice would
explain why the school refuses to conduct the evaluation.
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. Student Intervention Team Chair is instrumental in ensuring that physical
therapy (PT), occupational therapy (OT) and adaptive physical education (APE) staff, as
appropriate, is involved with general interventions.
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.
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.
The case managing school psychologist will notify the PT, OT, and/or APE that
consent for an initial comprehensive evaluation has been received.
2.
Referral Process for Students Already Receiving Services
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.

Certified Procedure Handbook
xi |
Page
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.
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).
c) Role of the Occupational Therapist, Physical Therapist, and Adaptive Physical Education
Teacher
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.
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.
d) The primary service provider is responsible for providing adequate notification to the
therapist of all other typical IEP review meetings.
3.
Self-referral from an adult student
A student 18 years of age or older can also request an evaluation. The request must be written
and provided to the principal or special education director. The school immediately begins
the initial evaluation determination as the SIT process continues in the regular education
program. The building principal or person designated to respond to the request for
evaluations, explains the following:
a) S/He has the right to go directly to an evaluation; and
b) A GEI process that precedes an initial evaluation is available to assist in determining the
specific concerns and needs of the student. This includes the right of the student to
participate in the GEI process. The student may elect to participate in GEI and not
pursue the evaluation, or, if the student requests the initial evaluation be conducted
without waiting for general education interventions to conclude, the general education
intervention process may be conducted as part of the initial evaluation.
c) The school may refuse to conduct the evaluation. The Prior Written Notice would
explain why the school refuses to conduct the evaluation.

Certified Procedure Handbook
xii |
Page
A special education teacher my participate as a member of the GEI process and utilize all
data collected prior to the initial evaluation which is provided by the Special Education
evaluation team. This insures the evaluation team has a basis for determining what additional
data may need to be collected as the initial evaluation process goes forward.
F. The Individualized Education Program
1.
Introduction
a) The Individualized Education Program (IEP) is a written statement for each student with
an exceptionality which describes that child's educational program. The IEP describes
and guides services for each child on an individual basis. Once a child is determined to be
eligible and in need of special education services, an Individualized Education Program
(IEP) is developed. The IEP is a written plan that must describe the student's individual
educational needs and how these needs will be met. The IEP is reviewed when one or
more people on the IEP team think it is necessary.
b) It is the responsibility of the case manager to give advance meeting notice to all IEP
participants including parents, general education teachers, administrators, and special
education staff including the school psychologist, secondary service providers and related
service providers.
G. IEP Team
The IEP team will work toward consensus, however, if an IEP team is unable to come to
consensus the district has ultimate responsibility to ensure that the IEP includes the services
that the child needs in order to receive a free appropriate public education (FAPE).
a) IEP Team Membership
(1)
The student
will be invited to attend his/her own IEP meeting beginning at age 14, or
younger, if a purpose of the meeting is consideration of the student's postsecondary
goals and the transition services needed to assist the student in reaching those goals,
If the student elects not to participate, the IEP team will take other steps to ensure that
the student's preferences and interests are considered in developing the IEP. The
school is not required to give students younger than age 18 the same notice of
meeting that is required for parents, but will document that the student was invited to
the meeting on the Notice of Meeting form. Beginning at age 18, if rights have
transferred to the student, both the student and parents will receive the 10-day written
notice of the IEP team meeting The school may invite the student to attend his or her
own IEP team meeting at any age if appropriate.
(2)
The parents
will be members of the IEP team. Each parent who has legal rights will
be invited to the IEP meeting.
(3)
The special education teacher(s) or provider(s)
, at least one special education
teacher of the child, or where appropriate, not less than one special education special
education provider of the child as determined by the school.
(4)
The general education teacher(s)
, at least one general education teacher of the child,
if the child is or may be, participating in the general education environment. If the
child has several general education teachers, at least one must attend the IEP meeting.
The general education teacher who serves as a member of the child's IEP team will be
one who is, or may be, responsible for implementing a portion of the IEP.

Certified Procedure Handbook
xiii |
Page
(5)
General Education Teacher for Early Childhood:
The general education teacher for children 3-5 years old will be:
For all 4 or 5 year olds who will attend kindergarten during the IEP, the
kindergarten teacher.
Haysville general education preschools - invite the preschool teacher.
For a child 3-5 years old receiving services in settings that do not provide a
preschool educational component (e.g., home setting or child care) a general
education teacher is not required.
o For a child 3-5 years of age, the representative may be a preschool teacher
(e.g., regular preschool, Head Start, 4-year-old at-risk, Parents as Teachers,
etc.).
(6)
The School Administrator or their designee who
can provide or supervise provision of special education services;
has knowledge of the general education curriculum; and
is knowledgeable about the availability of the school's resources.
(7)
A person who can interpret instructional implications of any new evaluation
or
assessment results will be a member of the IEP team. This person can be one of the
members of the IEP team mentioned previously.
(8)
Others:
Include individuals who have knowledge or special expertise regarding the
child, including related services personnel, as appropriate, and those who are invited
by the parents or the school to attend the IEP meeting
(9)
Representatives of any other agencies:
For a child with a disability age 14 or older
the IEP team will consider the transition services of the child and determine, to the
extent appropriate, any other public agency that must be invited to the IEP meeting
because they are likely to be responsible for providing or paying for transition
services. The parents, or a student who is 18 years of age, will provide consent for the
school to invite any outside agency.
(10)
Representative of Infant Toddler services:
When conducting an initial IEP team
meeting for a child who was previously served under the Infant Toddler Program of
the federal law, the school, at the request of the parent shall send an invitation to
attend the IEP meeting to the Infant Toddler services coordinator to assist with the
transition of services,
(11)
School Psychologist:
The school psychologist acts as case manager for students
served by special education teachers. For those students, the school psychologist will
be a member of the IEP team when:
the IEP team considers an initial IEP
the IEP team considers a change of placement (25% material or 25% substantial
change in a service)
the initiation of an additional service
the deletion of a service
exit from special education or graduation.

Certified Procedure Handbook
xiv |
Page
b)
Primary Implementer:
The primary implementer in an IEP meeting is responsible for
convening the IEP meeting. For students with a disability, the primary implementer is
the special education teacher providing the most service or the special education teacher
assigned by the building principal. For gifted students, the primary implementer is the
gifted facilitator. For students who are both gifted and disabled, the disability service
provider is the primary implementer. For students receiving only speech therapy,
occupational therapy or physical therapy as the only service, the therapist providing the
most service will be the primary implementer.
A member of the IEP team may fill more than one role on the IEP team.
H. 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
a of
nothe t necessary because the member’s are
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
.
I. Notice of IEP Meeting
a) The school will take steps to ensure that one or both parents are present at each IEP
meeting or are otherwise afforded the opportunity to participate in the IEP meeting. The
meeting is to be scheduled at a mutually agreed upon time and place. The school will
provide notice for all IEP meetings to the parents,
b) The IEP notice of meeting will be provided in writing at least 10 calendar days prior to
the meeting. (10-day Notice of Meeting - WebKIDSS Form)
c) If the student is 14 years old, the Notice of Meeting form provides notice to the parents
that the school has invited the child. If the parents determine that the minor child
shouldn't attend, the student will not be required to attend the IEP meeting.

Certified Procedure Handbook
xv |
Page
d) If parents are divorced, both parents are invited unless a court order precludes this from
happening. If the school is only aware of one parent's address; the school will make
reasonable efforts to locate the other parent in order to provide notice and document those
attempts in the student records. The school is not required to give children who are
younger than age 18 the written IEP meeting notice, but will document the student was
invited to the IEP meeting.
e) For students who are age 18 with intact rights, all notices are to go to both the adult
student and the parent, including the notice of the IEP meeting When a student reaches
18 years of age, the parents no longer have a right to attend or participate in an IEP
meeting for their child unless the child allows them to. The school or the student may
invite the parents to attend the meeting as persons with knowledge or expertise about the
student. The notice of the IEP meeting could be used as an invitation for all team
members who are invited to attend the IEP meeting.
f) Kansas Regulations require the parent(s) to receive a 10 calendar day prior written notice
of the Meeting. A parent can request to waive this required timeline but documentation of
this parent waiver will be recorded on the IEP notice form that is returned from the
parent.
g) To document parent contacts, complete a Parent Contact Log (forms) for each student in
your class. This form is to be kept in the student's file. Keep records of all
communication with parents on the Parent Contact Log with copies of all correspondence
sent to parents. This includes hard copies of e-mails and contact log if used to document
attempts to set up IEP meeting.
(1) Methods to Ensure Parent Participation
(a) IEP meetings are to be scheduled at a mutually agreed upon time and place. The
school will work with the parent to reach an amicable agreement about scheduling
If the parent/person acting as parent cannot be located the school shall contact the
Director of Special Services to request an education advocate. Parents may opt to
participate in an IEP meeting through the use of teleconference, video conference,
telephone technology or other technology devices available to the parent/school.
The school will take whatever action is necessary to ensure the parents understand
the proceedings at the IEP meeting, including arranging for an interpreter for
parents who are deaf or whose native language is other than English.
(b) If the parents request that the current IEP be extended past the one year renewal
requirement, the school may honor their request for a reasonable period of time.
The IEP will continue to be utilized to provide special education services as
written in the current IEP. The Primary Implementer will notify the Director of
Special Services when a parent requests such an extension. Documentation of
this parent request for an extension of the current IEP will be agreed to by the
Director of Special Services. Parent initials or signatures by the parent with the
reasons for the delay of the annual IEP review, will be noted on the subsequent
IEP.
(c) Each parent will be provided a final copy of the IEP at no cost.
(2) Conducting the IEP Team Meeting without a Parent

Certified Procedure Handbook
xvi |
Page
(a) A school may conduct an IEP meeting without the parent(s) in attendance if the
school has been unable to contact the parents to arrange for a mutually agreed
upon time or to convince the parents that they will participate. The school keeps a
record in the Notice of Meeting form of at least three attempts utilizing at least
two different methods to arrange a mutually agreed on time and place to secure
the parents' participation. The record shall include at least two of the following:
Detailed records of telephone calls made or attempted, including the date,
time, person making the calls, and the results of those calls;
Detailed records of visits made to the parents' home or place of employment,
including the date, time, person making the visit, and the results of the visits;
Copies of correspondence sent to the parents and any responses received; and
Detailed records of any other method attempted to contact the parents and the
results of that attempt.
As Casemanager, you are requiater
rethad
n thto
eir Acomnnual
plete all IEP’s no l
IEP date.
IEP’s must be started in Web-days
priKoIDSS
r to the IEnP
o later than 10
date.
(3) Using a DRAFT IEP
The primary implementer may use a "Draft IEP" document to facilitate an IEP
meeting. If a draft IEP is used, it will be clearly marked with the word "DRAFT"
prominently displayed on the document. It will be clear to all members of the IEP
team that the draft IEP is only a suggestion for consideration and the parent's input is
required before an IEP is complete. The use of a draft IEP will include an explanation
of the need for parent input and team review of the content of the IEP and services it
provides at the IEP meeting.
(4) Parent Rights Document Distribution for IEPs
(a) A copy of the Parent Rights document will be given to the parent at least one time
per year. It is our policy to distribute this document at the IEP meeting. The staff
will check the box on the special considerations page of the IEP, indicating the
parent(s) were given their Parent Rights. Parent rights documents are also
distributed any time parents request them.
J. When the IEP will be in effect
a) For Children Ages 3-21
(1) An IEP will be developed within 30 calendar days of a determination that the child
needs special education and related services and will be implemented within 10
school days after written parent consent is granted for the services in the IEP. IEP
development and implementation of the IEP are both part of the 60 school day timeline
of initial evaluation. The school is required to ensure that an IEP or IFSP is in effect
at the beginning of each school year for each child
b) For Children Ages 3-5
(1) The school district will make FAPE available to all eligible children by their third
birthday. An IEP will be developed and implemented in accordance with federal and
state laws and regulations. If a child's birthday occurs during the summer, the child's
IEP team will determine the date when services under the IEP will begin.

Certified Procedure Handbook
xvii |
Page
(2) For a child who is transitioning into the early childhood special education services
from the Infant Toddler early intervention services, the school is required to ensure
that:
the child is determined eligible;
an IEP is in effect by the child's 3rd birthday;
if a child's 3rd birthday occurs during the summer, the child's IEP team will determine
the date when services will begin, but not later than the beginning of the school year
following the 3rd birthday; and
a representative of the district will participate in transition planning conferences
arranged by the Infant Toddler program.
K. Development of the IEP
a) An IEP that promotes challenging expectations and ensures participation and progress in
the general education curriculum is one that focuses on local and state curricular content
standards and related assessments. Thus, statements of present levels of academic
achievement and functional performance (PLAAFP), measurable annual goals, special
education and related services, and the ongoing monitoring and evaluation of IEPs, will
relate to State and local standards. It is also important that the IEP address each of the
child's other educational needs identified in the PLAAFP that result directly from the
child's exceptionality. (PLAAFP Chart - Appendix)
b) The IEP for an exceptional child shall be reviewed and revised annually, Additional IEP
conferences may be held at any time throughout the year. For an exceptional child who is
not yet receiving special education, the IEP shall be developed no later than thirty days
from the date that it is determined through a staffing conference that the child is eligible
and needs special education services. The child shall remain in their current placement
until the IEP is completed and necessary parental permission is obtained.
1. The IEP team will consider and document:
(a)
Strengths of the Child
The IEP team will utilize the child's strengths in the development of the IEP to
assist in addressing the child's needs where possible. The strengths are included
in the present levels of academic achievement and functional performance
(PLAAFP) of the IEP.
(b)
Concerns of the Parents for enhancing the education of their child
Parents will have the opportunity to express their concerns for enhancing the
education of their child during the IEP meeting. This provides the parents an
opportunity to share with the school what they see as important in meeting the
needs of their child. The concerns of the parents will be considered by the IEP
team but do not obligate the IEP team. Parent concerns are recorded in the
PLAAFP.
(c)
Results of the Initial Evaluation or Most Recent Reevaluation

Certified Procedure Handbook
xviii |
Page
In developing each child's IEP, the IEP team will consider the results of the
initial or most recent reevaluation of the child. This will include a review of
valid evaluation data and the observed needs of the child resulting from the
evaluation process and, as appropriate, any existing data, including data from
current classroom-based, local and State assessments.
(d)
The Academic, Developmental and Functional Needs of the Child
The IEP team considers the academic, developmental, and functional needs of
the child A child's performance on State or district assessments is included in the
IEP team's consideration. In addition, as part of an initial evaluation or
reevaluation, the IEP team will review existing evaluation data, including data
from current classroom based, local, and State assessments, The consideration of
State and district-wide assessment programs is consistent with the emphasis on
the importance of ensuring that children with disabilities participate in the
general curriculum and are expected to meet high achievement standards.
(e)
Behavioral Concerns
For a child whose behavior impedes the child's learning or that of others, the IEP
team will consider the use of positive behavioral interventions and supports, and
other strategies, to address the behavior. Positive behavioral interventions and
supports could be implemented through the IEP annual goals, program
modifications, or a behavioral intervention plan (BIP). If a behavioral
intervention plan is developed by the IEP team, it becomes part of the IEP and
any changes to it could require an IEP amendment with the parent's agreement or
a meeting of the IEP team to consider the proposed changes to the plan and
notice and consent.
(f)
Limited English Proficiency
The IEP team will consider the language needs of the child who has limited
English proficiency as those needs relate to the IEP including the impact of how
service providers communicate with the student and progress is measured.
(g)
Braille (only for Children with Disabilities)
For a child who is visually impaired, the IEP team will consider instruction in
Braille. The use of Braille will be provided unless the IEP team determines, after
an evaluation of the child's reading and writing skills, needs, and appropriate
reading and writing media (including an evaluation of the child's future needs for
instruction in Braille or the use of Braille), that instruction in Braille or the use of
Braille is not appropriate for the child. If Braille is to be taught as a method of
accessing printed material, it is to be indicated in the IEP.
(h)
Communication Needs
The communication needs of all students with exceptionalities will be considered
on each IEP.
(i)
For All Children with Exceptionalities
It is required that the IEP team considers the communication needs of each child.
This consideration will include the unique communication needs of all children in
order to help them achieve their educational goals.

Certified Procedure Handbook
xix |
Page
(j)
For Children who are Deaf/Hard of Hearing
For a child who is deaf or hard of hearing, the IEP team will consider the child's
language and communication needs, including the opportunity for direct
communication with peers and professional personnel in the child's language and
communication mode, as well as academic level, and full range of needs including
opportunities for direct instruction in the child's language and communication
mode. This consideration is an IEP team decision based on the unique
communication needs of each child.
(k)
Assistive Technology
The IEP team will determine whether an individual child with a disability needs
an assistive technology device or service, and if so, the nature and extent to be
provided in the Assistive Technology section of the IEP.
(l)
Extended School Year Services
The IEP team will consider each individual child with a disability need for
extended school year (ESY) services during time periods when other children,
both disabled and non-disabled, normally would not be served. If ESY is
determined to be necessary to enable the child to benefit from his or her
education, then the type and amount of special education services to be provided,
including frequency, location and duration, are documented in the IEP in the
Extended School Year section.
(m)
Notification to Kansas Rehabilitation Services
When a student with a disability turns 16, the IEP team will determine if the needs
of the student warrant the school's notifying the district office of Kansas
Rehabilitation Services. This is only a notification and not a referral for services.
If notification is determined not to be necessary, the IEP team will document
reasons for that decision. When making this notification, parental consent to
disclose confidential information is required.
(n)
Physical Education Needs
The IEP team will consider the physical education needs of the child with a
disability that may need to be adapted physical education services. If adapted
physical education is required it will be addressed in the IEP.
(o)
Potential Harmful Effects
The IEP team will consider the potential harmful effects of the placement of a
student with a disability no matter where on the continuum the child is placed.
Consideration will include both the child and the quality of the services the
student needs and be considered each year at the annual IEP meeting.
2. Content of the IEP

Certified Procedure Handbook
xx |
Page
Evaluation information for a child with exceptionality identifies each of the child's specific
needs that result from the exceptionality, provide baseline information and
describe how the
exceptionality affects the child's participation and progress in the general education
curriculum
. Utilizing baseline data established in the present levels of academic
achievement and functional performance (PLAAFPs), the IEP team develops measurable
annual goals, including academic and functional goals that meet the child's needs and enable
the child to be involved in and make progress in the general education curriculum. The
special education, related services, supplementary aids and services, program modifications,
and supports for school personnel described in the IEP reflect the child's needs in order to
ensure he or she receives educational benefit.
3. Present Levels of Academic Achievement and Functional Performance
a) The IEP for each exceptional child includes a statement of the child's present levels of
academic achievement and functional performance (PLAAFP), including:
(1) how the child's disability or giftedness affects the child's involvement and progress in
the general education curriculum;
(2) for preschool children, as appropriate, how the disability affects the child's
participation in appropriate activities; an
(3) for those children with disabilities who take alternate assessments, a description of
benchmarks or short-term objections.
The PLAAFPs summarize the child's current performance and provide the foundation upon
which all other decisions in the child's IEP will be made. The PLAAFPs identify and
prioritize the specific needs of a child and establish a baseline from which to develop
meaningful and measurable goals. For a PLAAFP to be complete it needs to include
information about:
a) Current Academic Achievement and Functional Performance: This is the broadest type of
information that is included in the present level statement. It helps the team to begin to
sort through information and data to determine how well the child is performing and to
note additional issues outside of academic and functional behavior that have a direct
impact upon the child's performance in school. This might include information
such as standardized assessments, learning rate, social issues, vocational interests,
independent living skills, and other interests, strengths, and weaknesses.
b) Impact of Exceptionality: In addition to describing the child's current performance
(academics and functional areas), PLAAFPs will describe how the exceptionality affects
the child's involvement and progress in the general curriculum. By completing this
statement it will make it clear to the team what the child's needs are and which ones are
of highest priority to be addressed
c) Baseline: Baseline data provides the starting point for each measurable annual goal, so
there will be one baseline data point for every measurable annual goal on the child's IEP.
Baseline data in the PLAAFPs are derived from locally developed or adopted
assessments that align with the general education curriculum.
d) For preschool children, the PLAAFPs describe how the disability affects the child's
participation in age-appropriate activities. The term "age-appropriate activities" includes
activities that children of that chronological age engage in as part of a preschool program
or in informal activities.

Certified Procedure Handbook
xxi |
Page
e) For children ages 14 and older (or younger if appropriate), the PLAAFPs also describe
the child's transition needs in the areas of education/training, employment and where
appropriate, independent living skills.
f) The IEP team considers the following questions when writing the PLAAFPs:
In areas of concern, what is the child's present level of performance in relationship to
district standards and benchmarks in the general education curriculum (or to the
extended standards)?
In areas of concern, what is the child's present level of performance in relationship to
level of performance that will be required to achieve the postsecondary goals?
Are there functional areas of concern related to the disability not reflected in the
general education curriculum (e g., self-care skills, social skills, classroom survival,
etc.)?
What strengths of the child are relevant to address the identified concerns?
4. Measurable Annual Goals (Measurable Annual Goals Chart - Appendix)
Measurable annual goals are descriptions of what a child can reasonably be expected to
accomplish within a 12-month IEP period with the provision of special education and related
services. The IEP goals will address the most highly prioritized needs from the PLAAFP. For
curricular needs, the IEP team will consider identifying goals from local and State standards.
a) A student taking the Reading KAMM will have an IEP goal with benchmarks or short
term objectives in the area of reading a student taking the Mathematics KAMM will have
an IEP goal with benchmarks or short term objectives in the area of math.
b) There is a direct relationship between the measurable annual goal, baseline data and the
needs identified in the PLAAFPs.
c) Four critical components of a measurable annual goal are:
(1)
Timeframe
is usually specified in the number of weeks or a certain date for
completion. A year is the maximum allowed length for the timeframe.
o In 36 instructional weeks…
o By November 19, 2012…
o By the end of the 2012-13 school year…
(Chart at back)
(2)
Conditions
specify the manner in which progress toward the goal is measured.
Conditions are dependent on the behavior being measured and involve the application
of skills or knowledge.
o When presented with 2nd-grade-level text…
o Given a mixed, 4th-grade-level math calculation probe…
o Given a story prompt and 30 minutes to write…
(3)
Behavior
clearly identifies the performance that is being monitored, usually reflects
an action or can be directly observed and is measurable.
o Sarah will read…
o Claude will correctly solve…
o Mary will score…

Certified Procedure Handbook
xxii |
Page
(4)
Criterion
identifies how much, how often, or to what standards the behavior will
occur in order to demonstrate that the goal has been reached. The goal criterion
specifies the amount of growth the child is expected to make by the end of the annual
goal period.
o 96 words per minute with 5 or fewer errors.
o 85% or more correct for all problems presented.
o 4 or better when graded according to the 6-trait writing rubric.
The number of goals addressed in the IEP depends on the child's needs.
5. Benchmarks or Short-Term Objectives (Benchmarks & Short-Term Objectives Chart -
Appendix)
a) Benchmarks or Short-Term Objectives are required on the IEP of a child with a disability
who takes the Dynamic Learning Maps. For all other students, the use of benchmarks or
objectives is optional. The decision to use optional benchmarks or objectives is made by
the Primary Implementer and recommended by special education administration to assist
with progress monitoring reporting.
(1) Benchmarks (Milestones or Major Milestones)
Benchmarks are major milestones that describe content to be learned or skills to be
performed in sequential order. They establish expected performance levels that
coincide with progress reporting periods for the purpose of gauging whether a child's
progress is sufficient to achieve the annual goal.
b) Short-Term Objectives (Intermediate Steps)
Short-term objectives are measurable, intermediate steps between a child's baseline
data in the present level and the annual goal, with the conditions under which the skill
is to be performed, the behavior to be observed, and the criteria for success. A short-
term objective follows the same pattern of the goal, with a shorter timeframe and
intermediate criteria to be attained.
6. Anticipated Service Text
Teachers will fill in the Anticipated Service Chart, which only prints out on the teacher
information page. This section should include the delivery system, type of classroom,
minutes per day, days per week, weeks per year, all provider names, initiation date of
services, and duration of services. All related services should be listed in this section and
should include the previously mentioned information. Teachers will also fill out a narrative
of all of the special education services, related services, supplementary aid and services, state
of program modification or supports which will be delivered to the child.
a) This will include:
Initiation dates
Duration
Anticipated Frequency
Location and duration of the services and modifications
Special transportation and documentation of need
Accommodations
7. Statement of Special Education and Related Services:

Certified Procedure Handbook
xxiii |
Page
Each IEP for a child with exceptionality will include a statement of:
the special education services
related services
supplementary aids and services (including accommodations), based on peer-
reviewed research to the extent practicable, to be provided to the child, or on behalf
of the child
a statement of the program modifications, and
supports for school personnel that will be provided for the child to:
o advance appropriately toward attaining the annual goals;
o be involved in and make progress in the general education curriculum, and
participate in extracurricular and other nonacademic activities; and
o be educated and participate with other children with exceptionalities and non-
exceptional children in these activities.
All services, special education and related services, supplementary aids and services,
program modifications, and supports for school personnel, as outlined in the IEP (including
transition services) will indicate the projected date for the beginning of the services and the
anticipated frequency, location, and duration of those services.
The amount of services to be provided will be stated in the IEP so that the level of the
school's commitment of resources will be clear to parents and other IEP team members. In
determining the location for special education and related services the IEP team will consider
the continuum of educational placements necessary to implement the IEP and any potential
harmful effects of the placement.
8. Least Restrictive Environment:
This
Participation with non-disabled students
section of the IEP contains an explanation of
the extent, if any, to which the child
will not participate
with children without disabilities in
the general education class, and in extracurricular and nonacademic activities; and
why not
.
Children with disabilities are to be removed from the general education environment only if
the nature or severity of the disability is such that education in general education classes with
the use of supplementary aids and services or modifications cannot be achieved satisfactorily.
9. Measuring and Reporting Progress on Annual Goals
The IEP will include a description of how the child's progress toward meeting the annual
goals will be measured. This measure of progress will enable parents, children, and
educators to monitor progress during the year, and, if appropriate, to revise the IEP to be
consistent with the child's instructional needs.
The IEP will include a description of when parents will be provided periodic reports about
their child's progress toward meeting the annual goals. Progress reports will be sent to
parents at least as often as general education grade cards are distributed. The frequency of
Progress Reports is clarified on the IEP. The WebKIDSS progress reporting system will be
used for this purpose.
10. Participation in State Assessments and District-Wide Assessments
The IEP team determines how the child with a disability will participate in State and district
assessments. There are options for each content area available to children with disabilities
for the Kansas State Assessments:

Certified Procedure Handbook
xxiv |
Page
(1) Kansas State Assessment,
(2) Kansas State Assessment with Accommodations,
(3) Dynamic Learning Maps (DLM).
The IEP team will apply the eligibility criteria for the DLM to help determine which
assessment is the most appropriate for the child.
The State has identified allowable accommodations for State assessments for both general
education and special education children. These are listed in the Accommodations Manual
available at
www.ksde.org
. The Accommodations Manual provides information on
accommodations appropriate for classroom instruction and classroom assessment and allowable
accommodations for Kansas State Assessments.
11. Miscellaneous Information/Screens:
a)
Transportation:
The IEP should address whether or not the student requires special
transportation. If a student requires special transportation, the
Transportation Form
must
be completed and sent to transportation as well as attached to the IEP. Students requiring
special transportation must have this transportation arranged by either the building
principal or the director of special education. If the building principal is not present, the
school psychologist will provide the building principal the necessary information which
includes; student name, parent name, address, phone number, and special needs. The
transportation department will contact the parents and advise them of pick-up and drop-
off times. If a student requires special transportation with paraeducator assistance, time
must be recorded on the service line with a setting of TT and also included in the special
education service text.
(1) The
Transportation Request Form
must be completed on all students receiving
special transportation at the beginning of the year and at annual IEP meetings.
b)
Behavior Intervention Plan:
All IEPs must state how positive behavior supports are
utilized with each student. Examples should be specific. A behavior intervention plan
may be required for students that have significant behavior concerns that require behavior
interventions that are not part of the general school guidelines.
c)
Extended School Year:
The IEP team should determine if the student qualifies for
extended school year services. The IEP Team may use the following methods to decide
if a student with a disability needs ESY services. These reasons are not all-inclusive.
(1) Is a significant regression anticipated if ESY services are not provided? The school is
not required to provide ESY services merely because the student will benefit from
them. Instead, the IEP Team should determine if the regression experienced by the
student would significantly affect his/her maintenance of skills and behaviors.
(2)
What is the nature and severityne oeds
f
mthe
ust be
disability(ies)? Each student’s
considered individually.
(3) Are instructional areas or related services needed that are crucial in moving toward
self-sufficiency and independence? Particular consideration for ESY services should
be given to students who need instruction in such self-help skills as dressing or
eating, or who need continued structure to develop behavioral control.
(4) The IEP Team could use the following information and data in determining the need
for ESY services.

Certified Procedure Handbook
xxv |
Page
(a)
Teacher assessment of
h vathe
rious insstudetructional
nt’s success wit
interventions;
(b) Criterion-referenced and standardized test data;
(c) Health and health-related factors, including physical and social/emotional
functioning;
(d) Past educational history, as appropriate, including any ESY services;
(e) Direct observation
of the student’s classroom performance;
(f) IEP goals and objectives;
(g) Student performance (pretest and posttest data);
(h) Behavior checklists; and
(i) Parent interviews and student interviews where appropriate.
It is important for the IEP Team to address the educational needs of each student and how
they might be addressed, such as:
Scope of the special education instructional services including the duration and
content of the program;
Which current goals and objectives will be addressed to maintain present skills
and behaviors;
Implementer(s) of the ESY services;
What related services will be made available, and
If contracting with other schools or private agencies is needed.
d)
Assistive Technology Plan:
For students that have had an assistive technology
evaluation and/or have assistive technology that is necessary to increase, maintain, or
improve educational or functional outcomes for the student, an assistive technology plan
should be written.
L. Secondary Transition
Beginning at age 14, and updated annually, the IEP will contain (1) appropriate measurable
postsecondary goals based upon age-appropriate transition assessments related to
training/education, employment and where appropriate, independent living skills; and (2) the
transition services, including appropriate courses of study, needed to assist the child in reaching
the stated postsecondary goals; and (3) beginning at age 16, or younger, if determined
appropriate by the IEP team, a statement of needed transition services for the child, including
when appropriate, a statement of the interagency responsibilities or any needed linkages.
1. Transition Assessment
Transition assessment will be conducted prior to the student reaching age 14 and prior to the
development of the measurable post-secondary goals and transition services in the student’s
IEP. For each postsecondary goal there will be evidence that at least one age-appropriate
transition assessment was used to provide information on the student's needs, strengths,
preferences and interests regarding postsecondary goals. Evidence would most likely be
found in the student's file.
The IEP team gathers information needed to understand student needs, taking into account
strengths, preferences and interests through career awareness and exploration activities and a
variety of formal and informal transition assessments. These assessments will seek to answer
questions such as:

Certified Procedure Handbook
xxvi |
Page
(1) What does the student want to do beyond school (e.g., further education or training,
employment, military, continuing or adult education, etc.)?
(2) Where and how does the student want to live (e.g., dorm, apartment, family home, group
home, supported or independent)?
(3) How does the student want to take part in the community (e.g., transportation, recreation,
community activities, etc.)?
2. Measurable post-secondary goals:
Each IEP for a student with a disability, who will be 14 or older during the time period of the
IEP, will have measurable postsecondary goal(s) that address the areas of: training/education,
employment, and independent living when appropriate. The only goal area that is not
required based on individual student needs is independent living.
a) Descriptions of these categories are:
(1) Training/Education - specific vocational or career held, independent living skill
training vocational training program, apprenticeship, OJT, military, Job Corps, etc.,
or 4 year college or university, technical college, 2 year college, military, etc.
(2) Employment - paid (competitive, supported, sheltered), unpaid, non-employment, etc.
(3) Independent living skills when appropriate - adult living, daily living, independent
living, financial, transportation, etc.
Measurable postsecondary goals are different from measurable annual goals in that they
measure an outcome that occurs after a student leaves high school where a measurable annual
goal measures annual progress of the student while in school. However, it is important to
note that for each post-secondary goal, there will be an annual goal included in the IEP that
will help the student make progress towards the stated post-secondary goal. When
developing annual goals, the team will ask "what post-secondary goal(s) does this annual
goal support?" Due to this difference, how measurability is included in the goal is different.
The requirements for measurable postsecondary goals are specific to the areas of
training/education, employment and independent living, where appropriate, may be written
into a single "combo" goal that addresses both training/education, employment, and
independent living, where appropriate, in a single goal or as two/three separate goals.
Measurable postsecondary goals will be stated in a way that can be measured as yes or no it
was achieved; a process such as how a student will achieve a postsecondary goal is not
measurable or steps/activities to achieve the goal are not appropriate.
The statement needs to indicate what the student "
will
" do after graduating or completing
their secondary program rather than what the student "plans", "hopes", "wishes" or "wants"
to do. Some examples of measurable postsecondary goals are:
b) Examples of Measurable Postsecondary Goals:
(1) Example Individual goals:
After High School,
Sara's training/education goal is to attend college to study
droning
After High School,
Sara's employment goal is to obtain employment as a CAD
operator.
(2) Example Combo goal:

Certified Procedure Handbook
xxvii |
Page
After High School,
Sara's postsecondary goal is to attend college to study drafting to
obtain employment as a CAD operator.
3. Courses of Study - Age 14+:
Each IEP for a student with a disability (who will be 14 or older during the time period of the
IEP) will also contain a description of the courses of study needed to assist the student in
reaching those goals.
a) The IEP team will review the transcript and plan to determine:
b) Courses will focus on improving academic and functional achievement to facilitate
movement from school to post-school.
(1) Does the school transcript of courses for graduation (academic & functional
achievement) facilitate the student's movement from school to post-school?
(2) Do the courses of study align with the student's MPS Goal(s)?
4. Age 16 Transition Services:
Beginning at age 16, or younger, if determined appropriate by the IEP team, each IEP of a
student with a disability will also contain an additional statement of transition services for the
child, including, when appropriate, a statement of the interagency responsibilities or any
needed linkages.
The age 16 transition services will be a coordinated set of activities or strategies that support
the student in achieving their desired postsecondary goals. For each postsecondary goal,
there will be consideration of transition services in the areas of (a) instruction, (b) related
service(s), (c) community experience, (d) development of employment and other post-school
adult living objective, (e) if appropriate, acquisition of daily living skill(s), or (f) if
appropriate, provision of a functional vocational evaluation listed in association with meeting
the postsecondary goal.
a) The age 16 (and over) transition services statement will:
(1) Document activities & transition services for the current IEP year and identify the
responsible agency.
(2) Document who will pay for which services if an agency outside of the school has
responsibility.
The IEP team will determine, to the extent appropriate, any other public agency that will be
invited to the IEP meeting because they are likely to be responsible for providing or paying
for transition services. The parents, or a student who is 18 years of age, will provide consent
for the school to invite any outside agency to the IEP. (
Consent to Invite Non-education
Agency to IEP Meeting WebKIDSS Form
). The consent to invite non-education agency form
should be obtained prior to the IEP meeting. If a signed
Consent to Invite Non-education
Agency Form
cannot be obtained prior to the IEP meeting, the date of verbal educational
advocate authorization to invite and name of agency/contact should be annotated on the 10-
day notice. If an outside agency fails to provide necessary transition services, the Director of
Special Services will be notified.
5. Graduation & Completion of Services:

Certified Procedure Handbook
xxviii |
Page
Students receiving special education services will receive a regular high school diploma at
the completion of their secondary program if they meet Haysville graduation requirements.
IEP teams can alter or modify graduation requirements when the high school principal,
Director of Special Services, and Assistant Superintendent are involved
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 district's obligation to provide special education
services ends (a) 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.
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.
6.
Summary of Performance:
A Summary of Performance (SOP) is required for a child whose eligibility under special
education terminates due to graduation with a regular diploma, or due to exceeding the age of
eligibility. The district provides the child with a summary of the child's academic
achievement and functional performance, which includes recommendations on how to assist
the child in meeting the child's post-secondary goals. A SOP does not need to be completed
for students identified as gifted.
The purpose of the SOP is to transfer critical information that leads to the student's successful
participation in postsecondary settings. It includes a summary of the achievements of the
student with current academic, personal and career/vocational levels of performance
a) The SOP will, at a minimum, address the following:
(1)
Academic achievement
: Information on reading, math, and language grade levels,
standardized scores, or strengths.
(2)
Functional performance
: Information on learning styles, social skills, independent
living skills, self-determination, and career/vocational skills.
(3)
Recommendations
: Team suggestions for accommodations, assistive services,
compensatory strategies for post-secondary education, employment, independent
living, and community participation.
7. Age of Majority:
By the age of 17, the IEP team informs the student and the parents that at the age of majority
under State law, the rights under IDEA will transfer to the student on the student's 18
th
birthday. The Transfer of Rights section of the IEP provides this notice.
M. Meeting to Review, Revise, or Amend the IEP:
1.
Annual Review of the IEP:

Certified Procedure Handbook
xxix |
Page
The IEP will be reviewed at least once every 12 months, to determine whether the annual
goals for the child are being achieved and to revise the IEP as appropriate. The review and
revision of the IEP is to address: (a) any lack of expected progress toward the annual goals
and in the general education curriculum, where appropriate; (b) the results of any
reevaluation conducted; (c) information about the child provided by the parents; (d) the
child's anticipated needs; or (e) other matters. If an IEP team convenes and determines that a
new IEP will be written at any time prior to the 12 month renewal date, the anniversary date
changes to 12 months after adoption of the new IEP
2.
Amending the IEP
Between annual IEP reviews, if the parent and Primary Implementer agree, changes in the
IEP can be made without an IEP team meeting, by amending the IEP rather than by rewriting
the entire IEP. In amending a child's IEP, the parent and the school agree not to convene an
IEP team meeting for the purpose of making those changes, and instead may develop a
written document to amend or modify the child's current IEP. If changes are made to the
child's IEP without a meeting, the school will ensure that the child's IEP team is informed of
those changes.
When using the IEP amendment process, the school provides prior written notice and written
notice of any changes in the IEP by sending the parent the IEP Amendment form.
The case
manager or school psychologist sign the IEP amendment form as the Authorized
District Representative prior to seeking the parent's signature.
The IEP amendment
form is sent to the Special Education Office, with other required paperwork, when the two
required signatures have been secured.
If potential changes in the IEP constitute a change of placement (25% plus rule), the primary
implementer will contact the school psychologist and a new IEP will be developed The IEP
amendment process
may not
be used when a change of placement is necessary. (
IEP
Amendment Form - WebKIDSS Form
).
3.
Request by Parent or School Staff for IEP Meeting
Although the school is responsible for determining when it is necessary to conduct an IEP
meeting, the parents of a child with exceptionality may request an IEP meeting at any time.
The child's teacher or other school staff may also propose an IEP meeting at any time they
feel the IEP has become inappropriate for the child and revision will be considered.
4.
Distribution of the IEP Document
At the conclusion of the IEP meeting, the parents are provided with a copy of the IEP.
The primary implementer sends the following documents to the MIS clerk within 14
days of the IEP:
The completed Notice of Meeting form
The completed IEP with original signatures
List of MIS Errors Form with NO ERRORS
The completed Teacher Information Page
The completed goals and objective sections of the previous IEP
Move-in, Initial, or Reevaluation meetings, the school psychologist sends the following
documents to Dana Collier within 10 working days of the IEP:
The completed Notice of Meeting form

Certified Procedure Handbook
xxx |
Page
The Staffing Summary with original signatures
The Move-in, Evaluation, or Reevaluation Team Report
Applicable Service Provider(s) reports and Psychologist Report
The completed
PRIOR WRITTEN NOTICE FOR IDENTIFICATION, SPECIAL
EDUCATION RELATED SERVICES, EDUCATIONAL PLACEMENT, CHANGE IN
SERVICES, CHANGE IN PLACEMENT AND REQUEST FOR CONSENT
List of MIS Errors Form with NO ERRORS
The completed IEP with original signatures
The completed Teacher Information Page
The completed goals and objective sections (Progress Report) or the previous IEP
On an amendment IEP (without a team meeting), the casemanager sends the following
documents to Dana Collier within 10 working days of the IEP:
The completed IEP Amendment Form
The sections of the amended IEP
The
PRIOR WRITTEN NOTICE FOR IDENTIFICATION, SPECIAL EDUCATION
RELATED SERVICES, EDUCATIONAL PLACEMENT, CHANGE IN SERVICES,
CHANGE IN PLACEMENT AND REQUEST FOR CONSENT
(if needed written
parental consent with material change in services or substantial change in placement
is being completed).
On an amendment IEP (with a team meeting), the casemanager sends the following
documents to Dana Collier within 10 working days of the IEP:
The completed Notice of Meeting form
The Staffing Summary with original signatures
The section of the amended IEP complete with signatures
The
PRIOR WRITTEN NOTICE FOR IDENTIFICATION, SPECIAL EDUCATION
RELATED SERVICES, EDUCATIONAL PLACEMENT, CHANGE IN SERVICES,
CHANGE IN PLACEMENT AND REQUEST FOR CONSENT
(if needed written
parental consent with material change in services or substantial change in placement
is being completed).
a) When an IEP has not been received after 14 days of the anniversary date, the special
education clerk notifies the casemanager.
b) When an IEP has not been received after 21 days of the anniversary date, the Assistant
Director of Special Education notifies the casemanager.
c) When an IEP has not been received after 28 days of the anniversary date, the Director of
Special Education notifies the casemanager and the building principal.
N. Implementing the IEP
Initial special education services will be initiated within 10 school days once written parental
consent is granted, unless reasonable justification for a delay can be shown. The
implementation of initial services will be completed within the 60 school day timeline of
initial evaluation.
The school psychologist will obtain informed consent from the parent of the Chad before the
initial provision of special education and related services to the child. The school will make
reasonable efforts to obtain informed consent from the parent.

Certified Procedure Handbook
xxxi |
Page
The child's IEP will be accessible to each regular education teacher, special education
teacher, related services provider, and any other service provider who is responsible for its
implementation. All individuals who are providing education to the child (regular education
teacher, related service provider and any other service provider who is responsible for
implementation of the IEP) will be informed by the primary implementer of (1) his or her
specific responsibilities related to implementing the child's IEP, and (2) the specific
accommodations, modifications, and supports that will be provided for the child in
accordance with the IEP.
O. Move-In Students
a)
In State:
When a special needs student moves into the district from a Kansas LEA, the school should:
Inform their school psychologist.
Place the student in special education immediately.
Set up a staffing to determine is the special education is appropriate.
Transmit this information to all personnel involved in the education of the student.
In the staffing accept the current IEP or write an interim IEP
b)
Out of State LEA's:
When a student moves in from a school district outside the state of Kansas, the school
should:
Inform the school psychologist.
Place the student in special education immediately.
Refer the student for an immediate evaluation
2. Dismissing Students from Special Education
Dismissal from special education services requires a reevaluation which may be a file review.
The school psychologist should set this meeting and lead the team in this discussion. At the
minimum, the school psychologist will obtain parental consent, complete a
Reevaluation/Eligibility Team Report
, and
PRIOR WRITTEN NOTICE FOR
IDENTIFICATION, SPECIAL EDUCATION RELATED SERVICES, EDUCATIONAL
PLACEMENT, CHANGE IN SERVICES, CHANGE IN PLACEMENT AND REQUEST FOR
CONSENT
.

Certified Procedure Handbook
xxxii |
Page

Back to top


PART III
OTHER DISTRICT
PROCEDURES

Certified Procedure Handbook
xxxiii |
Page
III.
PART III - OTHER DISTRICT PROCEDURES
A. Staffing Students to a Program in another Building
The sending and receiving team shall make the decision for placement in a program located
in another school jointly and school psychologists are expected to provide consultation
regarding considerations such as least restrictive environment and other issues. Considerable
communication and informal meetings between the two school teams may be necessary, and
is encouraged, to determine the appropriate placement for each individual student.
The sending school team shall hold staffings for students who will be transported out of their
home school.
1. The sending team is responsible for:
scheduling a staffing with the parents
reviewing the results of any evaluation
making the recommendation for placement in a program located in another school.
2. The sending psychologist is responsible for:
notifying the appropriate staff of the receiving school
ensuring their participation
3. At least one week prior to the staffing, the sending school psychologist should:
send pertinent evaluation and other information to the receiving school psychologist
send pertinent information to the appropriate receiving staff
B. Student Transportation
Transportation for special education students requiring different transportation than a regular
school bus will be determined by the IEP Team. When it is determined that a student requires
special transportation the casemanager will complete the new
Transportation Request Form
.
After the form is completed the casemanager should fax a copy to the Transportation
Department and to the Special Education Department at the Administration Building.
The Transportation Dept. will contact the parents and advise them of pick.-up and drop-off
times. The Director of Special Education will make decisions regarding unique
transportation needs or transportation outside the district.
If a student requires special transportation with paraeducator assistance, time must be
recorded on the service line with a setting of
T
and also included in the special education
service text.
C. Discipline of Special Education Students

Certified Procedure Handbook
xxxiv |
Page
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, and 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 suspension, 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 and conduct
functional behavioral analysis and develop a behavior intervention plan to address the
problem behaviors. If a behavior intervention plan has already been developed, this 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 goals in their 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 a extended-term suspension or
expulsion is proposed. If a suspension of 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
disability. 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

Certified Procedure Handbook
xxxv |
Page
b.
the direct result
ure
of
to
the
implscehool’s
ment tfhe
ail- child’s IEP. (K.S.A 72
991a(d)(2),(e)(1); 34 C.F.R. 300.530(e)(1)).
A student with a disability (not gifted) may be placed in an interim alternative educational
setting as a result of the student’ug
for up
s
to
poss45
school
ession of a weapon or illegal dr
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 reoccurrence. Please see Appendix for Student Discipline Flow Chart.
Students to be found 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.
D. Functional Behavioral Assessment
The focus of the initial evaluation is to collect relevant functional and developmental
information about the child regardless of the area of the presenting concern (e.g.,
health, vision, hearing, social and emotional status, general intelligence, academic
performance, communicative status, and motor abilities).
As part of the general education intervention or initial evaluation process, if it is learned that
the student's behavior impedes his or her learning or that of others, the team should consider,
if appropriate, strategies including positive behavioral interventions and supports needed to
address that behavior.
Typically, students whose suspected exceptionality is emotional disturbance would have a
functional behavioral assessment (FBA) as part of the initial evaluation process. However,
students whose primary concerns are in other areas may also have behavioral concerns that
should be addressed in this manner. If the child is determined to be eligible and an IEP is
developed, the behavioral intervention plan (BIP) becomes part of the IEP, either addressed
within the IEP or attached to the IEP.
Federal and State provisions require that schools include these new evaluation and IEP
components. These procedures must be followed regardless of any discipline procedures
following weapons or drugs violations. In conducting a functional behavioral assessment
(FBA), the team first identifies and clearly defines the behavior. They must observe the
student in the environment where the behavior occurred, if possible, and talk to the people
involved in the situation. Having the general education teacher as part of the team is
invaluable in this process. The team may brainstorm about what strategies or supports could
be used to address the student's behavior.
Some possible suggestions are:
Teaching new skills
The team decides what skills the student needs to learn, and
how they can best be learned.

Certified Procedure Handbook
xxxvi |
Page
Using positive behavioral supports
In the assessment process, the team identifies
what the student views as a reward, which then would be used when the student’s
behavior is appropriate.
Changing environments
- The team discovers what happens between incidents and
what happens when they occur. The environment should be organized to influence
the student's chances for success.
Changing systems
- The team reviews the system of services to see if it meets the
student's individual needs. Teachers may need time to plan together. Conferences
with the parents may also be needed to ensure continuity.
To be effective, teams must monitor the behavior and check to see that the strategies they
developed are working. If not, they may need to meet again and design a new approach.
E. Assistive Technology Referral Process:
1. SIT Team can refer students for an Assistive Tech Evaluation
2. This referral will be sent to the building school psychologist
3. School Psychologist will mail consent and notify Angie Estell and the AT member in the
building
4. Angie Estell will assign an Assistive Tech Team to do the evaluation
5. Angie Estell will send an evaluation packet to the Assistive Tech Team
F. Tri-City Day School
The Tri-City Day School is a collaborative effort between Haysville U.S.D. #261, Derby
U.S.D. #260, and Mulvane U.S.D, #263. The focus for the day school is to provide services
for severely emotionally disturbed students who cannot be maintained in a self-contained
special education classroom within the regular school building. This program is designed for
emotionally disturbed students only, not students labeled conduct disorder or for juvenile
offenders.
Listed below is the procedure for placement in the Tri-City Day School.
1. Placement in Tri-City Day School:
The special education student must be currently placed in I.R. or self-contained
Emotional Disturbed program at a school in U, S,D. 261, U, S.D, 260, or U,S D, 263.
In spite of the current placement the student still has continuing behavior issues.
2. The following behaviors are not appropriate for placement at Tri-City Day School:
Unpredictable violent behavior towards others,
Suicidal behavior or thoughts that require hospitalization,
Current untreated addiction to chemicals, or
Any other behavior that is not appropriate for a “day school” setting.
There must be documentation all other less restrictive interventions through the local district
have been attempted and were not successful.
Building principal contacts local Special Education Director.
Special Education Director contacts Tri-City Day School Program Administrator.
Student is observed and functional behavioral assessment is completed.

Certified Procedure Handbook
xxxvii |
Page
Program Administrator consults and collaborates with local school IEP team meets
to:
o Revise the Behavior plan
o Consider other options
o Consider including other outside agencies if needed
o New plan implemented for 2-6 weeks.
o If the plan is ineffective then a referral is made to Tri-City Day School
o Referral procedure form completed
o Team meeting set up with Tri-City Day School
o Meeting held with parents to:
o Rewrite the IEP
o Orient them to the Tri-City Day School procedures
o Fill out the Tri-City Day School paperwork
G. Out of District Contracts:
Placing a student in a program out of district should only be considered after exhausting
ALL in district options.
1. IEP Team meets and decides to place a student in out of district school (i.e., Chisholm Life
Skills in U.S.D. #259)
2. School Psychologist notifies Director of Special Education
3. Director of Special Education notifies Gina Latta to write contract
4. Contract is sent to Out of District Agency for signature.
5. Once returned, the contract is submitted to Debbie Coleman for B.O.E.
a)
President’s signature
b) Completed copy of contract is sent to Out of District School
c) Original copy is put in State Book
H. Release of Student Records
Request for special education records should be forwarded to Dana Collier at the
Administration Building. The Special Education Office should have the official special
education file with all necessary information. Before releasing any information, a
Release of
Information/Consent to Communicate (SE-122b)
should be obtained. Information may be
released to another school district without a release.
Student records for students moving from building to building within the district should be
sent through inner-office mail. Be sure to e-mail the receiving personnel in advance asking
them to confirm receipt of the records.
I. Contents of Special Education Student Files
1. Special Education Student files should include the following information:
The most current evaluation
The most current
PRIOR WRITTEN NOTICE FOR IDENTIFICATION, SPECIAL
EDUCATION RELATED SERVICES, EDUCATIONAL PLACEMENT, CHANGE IN
SERVICES, CHANGE IN PLACEMENT AND REQUEST FOR CONSENT
IEP
Staffing summaries from the school year

Certified Procedure Handbook
xxxviii |
Page
10-day IEP Meeting Notice
Outside agency reports
Record of Access Form
Parent Contact Log
Progress Reports
J.
Teacher Generated Student Caseload
1. Special Education teachers will need to print their caseloads and send them to Gina Latta at
the Administration Building per her request. This list needs to be generated even if there are
no changes. This can be done in the WebKIDSS program.
2. Please write in any Move-In students who are not in the WebKIDSS program. Also, if any
students have exited or been dismissed, write the exit date by their names.
K. Working Files of Students Dismissed/Transferred/Moved
1. Working files of students that have been dismissed from special education or moved are to be
maintained by the assigned school psychologist in their files for a period of two years. The
school psychologist should delete duplicate records within the file, keep pertinent
information in their own inactive files, and notify the Special Education Office when the
student has been dismissed or moved out of the district with the Special Education Student
Notification of Dismissal/Transfer/Move (SE-123) form
.
Additionally, SE-123 shall be completed and submitted to Gina Latta at the Administration
Building whenever a student changes to a different service provider's caseload even in the
same building.
When students transfer buildings, it is the responsibility of the
psychologist from the sending building to ensure that all working files are sent to the
psychologist at the receiving building. This is to ensure that important information
communicated to the receiving psychologist as well as to make sure required follow-up
procedures are completed.
L. Confidentiality
The Family Educational Rights and Privacy Act (FERPA) and Individuals with Disabilities
Education Act (IDEA) require that records of exceptional students shall be protected at the
collection, storage, disclosure and destruction stages.
Special Education Files - all special education files are to be kept in a secured
location (locked file cabinets).
Record of Access (SE-100) forms
shall be placed inside the front cover of each
student's file. This form has a space for signatures, reason for access and date of
those reviewing the file,
Authorized Employees - may only access the files if they have a need to know and
review. The list of authorized employees having access to the files must be posted on
the file cabinet.
1. Definitions (that apply to above procedures)
"Authorized employee"
means person working within the Haysville district who has
a legitimate educational interest in the individual child.
"Confidentiality"
means the protection of personally identifiable information at all
stages including

Certified Procedure Handbook
xxxix |
Page
"Directory Information"
means information contained in the educational records of
a student that would not generally be considered harmful or an invasion of privacy if
disclosed. It includes, but is not limited to the student's name, address, telephone
number, date and place of birth, major field of study, participation in officially
recognized activities and sports, weight and height of member's athletic teams, dates
of attendance, degrees and awards received, and the most recent previous education
agency attended.
"Educational records"
means those records, files, documents and other district
materials which contain information directly related to a student.
"Disclosure"
means to permit access to or the release, transfer, or other
communication of educational records, or the personally identifiable information
contained in those records, to any party, by any means, including oral, written, or
electronic means.
"Parent"
means a parent of a student and includes a natural parent, or guardian or an
individual acting as a parent in the absence of a parent or a guardian.
M. Education Advocate
When the child is in SRS custody because the parent is unknown or unavailable or parent
rights have been severed-an Educational Advocate is appointed to make educational
decisions for the child. Please note when the child is in SRS custody and parents are
unknown or unavailable or parent rights have been severed, that the SRS caseworker,
supervisor, contractor, or subcontractor agency/organization does
NOT
have legal authority
to grant consent for educational decisions, unless the person is the appointed Education
Advocate.
The local SRS caseworker determines that the parent is unknown or unavailable or parent
rights have been severed and contacts either Families Together (913) 233-4777 or KSDE to
have an Educational Advocate appointed. The district should work through its local SRS
office to request an Educational Advocate, and should have written documentation for the
child's file (KSDE letter assigning the Educational Advocate).
N. Least Restrictive Environment
Students with disabilities are to receive their education in a chronologically age appropriate,
general education environment to the maximum extent appropriate unless a placement of this
type is determined to be inappropriate even with supplemental aids and services. The
determination of appropriate special education programs and services and the extent to which
the student will participate in the general education programs shall be determined by the
members of the IEP Team and based on the student's individual needs.
O. Reporting of Abuse
The statute, Legal Responsibility to Report (KSA 38-1522), requires that suspected cases of
child abuse and/or neglect must be reported by medical, emergency, and educational
professionals, including paraeducators. Failure to report is a Class B misdemeanor. The law
provides that all records and reports concerning child abuse received by SRS or a law
enforcement agency are confidential. This includes the name of the person making the
report. Reports of suspected child abuse or neglect are made by calling SRS. If SRS is
closed, then reports should be made to the local law enforcement agency.
P.
Medicaid Reimbursement

Certified Procedure Handbook
xl |
Page
Medicaid is an important funding source for school districts. Medicaid reimbursement is
available for students who receive SL, OT, PT, School Psychology, Social Worker, nursing,
and audiology services. As case managers it is important to help gather necessary data to
determine Medicaid eligibility. When a move-in student receives any of the covered services
ask the parents if the student is Medicaid or Healthwave eligible. If the student is eligible or
if the parent is unsure, complete the
Release of Information
and
authorization
to bill for
Medicaid services.
Parents must also sign the Medicaid section on the IEP. When a move-in or initial evaluation
staffing is completed, notify Dana Collier, Medicaid Clerk, as soon as possible by email if
the student will be receiving one or more of the covered services.
1. Student Service Delivery Log Guidelines:
When a student receives S/L, O/T, P/T, Nursing Services, Audiologist Services, School
Psychologist, or Social Worker a "
Student Service Delivery Log
" needs to be completed
monthly.
These forms need to be completed and signed by the providers each month and sent to Dana
Collier at the Administration Building.
MEDICAID LOGS
HAVE to MATCH the TIMES and SERVICES on the IEP
Q. K-Time
K-time applies to students who are ages 3-5 before December 1
st
. If a Kindergarten student will
turn 6 years old before December 1
st
, K-time does not apply to that student. K-time is
considered to be the amount of time a child spends in regular early childhood programs,
excluding time when special education services are delivered. These programs may include, but
is not limited to: Head Start centers; Kindergarten; community based or private preschools,
group development/child care centers, 4-year old at-risk programs, and preschool classes offered
to eligible pre-KG children by the public school system. The time reported in this setting does
not have to be publically funded to qualify as regular early childhood program time. Early
childhood
students’ school day is capped
-tiame
t
ca480
nnot
minutes. Service time plus K
exceed 480 minutes for the building(s) where the student participates in regular early childhood
program(s).
1. What are Early Childhood Programs?
a. A program that contains at least 50% non-disabled children
i.
These programs may include, but is not limited to:
1. Head Start Centers;
2. Kindergarten;
3. Community based or private preschools;
4. Group child care facilities;
5. 4-year old at risk programs;
6. Other district administered preschool classes offered to eligible pre-kindergarten
children by other public school system.
2. What are group childcare facilities?
a. Organized structured daycare program
i.
A child care center means a facility provides care and educational activities for
more than 3 hours and less than 24 hours per day.

Certified Procedure Handbook
xli |
Page
ii.
Licensed or non-licensed
iii.
Set hours of operation (not including weekends)
3. Fee schedule for attendees - $$ per hour, $$ per day, $$ per week, $$ per month
4. Enrollment policy
a. Age parameters (birth to 5) or 3 to 6), etc.
b. Case load limits
occupancy constraint
– “slots for children”
5. Attended by age appropriate peers
a. Open to children in the community
b. Neighborhood children
c. Children of church parishioners
d. Children of company employees
6. Coordinated agenda of daily activities which may include but are not limited to:
a. Lunch
b. Playtime
c. Nap time
d. Learning time
7. Child has standing participation
a. Attends on a regular scheduled basis
8. Do babysitters count as group childcare facilities and count as K-time?
a. No, because:
i.
The service is intermittent
ii.
On an “as needed” basis
iii.
The child is merely watched
iv.
Not a structured program
v.
No age appropriate peers
vi.
Typically only siblings or other relatives are present
9. What does not count as K-time?
a. Time in any special education program that has a ratio of IEP students greater than non-
IEP students.
b.
Including time in integrated special education classrooms (“R” settings)
c.
Time in resource rooms (“G and F” settings)
d. Time in special purpose school
e. Time with stay at home mom, grandparents, or other relatives who watch the child
f. Time with babysitters
You must report time in Regular Early Childhood Programs (K-time) on the Anticipated
Services Chart within the IEP. The setting code would be listed as “K”. The building identified
would depend on if the regular early childhood program time is provided outside of the
elementary building or if the regular childcare program in the community, the attendance
building is listed as
K-Time USD261 Program without Special Education.
If K-time occurs in
the elementary building, the Elementary building is listed as the attendance building.

i |
Page

Back to top


APPENDIX

Certified Procedure Handbook
ii |
Page
Special Education Flow Chart
Student Improvement Team Process
Request for Assistance/Referral
Made to SIT Team
Problem Solving
Student/Family
Involvement
School Involvement
Intervention Plan Developed
and Implemented
School-based Support
Services
Community-based
Support
Follow-up/Monitoring
Evaluation

Certified Procedure Handbook
iii |
Page
Creating Standards-Based
IEP’s
This process can help school personal to: (a) consider
eastrech
ngtsths anuded needs
nt’s
to
develop goals focused on closing the gaps between the student’s levels of academic achievement
and grade-level standards; and (b) use date to make decision, including selecting the most
appropriate assessment option. The goal is to support IEP teams to develop documents that,
when implemented, provide access to the general curriculum and enable student to demonstrate
academic achievement linked to grade-level content.
Prior to developing IEP’s, all I,
neEP
ed to
tbe efaamim
liamr weith
mberthe
s, including parents
general education curriculumc
ontent
including
standards and state
the state’s academic
assessments used for calculating adequate yearly progress (AYP). In order to make informed
decisions about each
neestds, the
udeIEP
tnt’s
eam should
stcorensider nhow
gths
the
and
student is performing in
-leverl contelation
ent standards for
tthe
o
gthe
rade in
state’s grade
which the student is enrolled.
The seven major steps that education can take to develop a standards-based IEP are:
Step 1: Consider the grade-level content standards for the grade in which the student is
enrolled or would be enrolled based on age.
Ask:
What
is the intent of the content standard?
What
is the content standard saying that the student must know and be able to do?
Step 2: Examine classroom and student date to determine where the student is functioning
in relation to the grade-level standards.
Ask:
Has
the student been taught content aligned with grade-level standards?
Has
the student been provided appropriate instructional scaffolding to attain grade-level?
Were
the lessons and teaching materials used to teach the student aligned with stat standards?
Was
the instruction evidence-based?
Step 3: Develop the present level of academic achievement and functional performance.
Describe the individual strengths and needs of the student in relation to accessing and mastering
the general curriculum.
Ask:
What
do we know about the student’s response to academic instruction (e.g., progress
monitoring data?
What
programs, accommodations (i.e., classroom and testing) and/or interventions have been
successful with the student?
Are
the assessment data (i.e., state, district and/or classroom) that can provide useful
information for making decisions about
the student’s strengths and needs (e.g., patterns in the
data)?
Consider the factors related to the student’s disability and how they affect how the student learns
and demonstrates what he or she knows.
Ask:
How
does
the
studentrogr’ess
s
in
dtihe
sagenebral
iculrriicutlum?
y
affect
p
What
supports does the student need to learn the knowledge and attain the skills to progress in
the general curriculum?
Is
the student on track to achieve grade-level proficiency within the year?
Step 4: Develop measurable annual goals aligned with grade-level academic content
standards.
Ask:
What
are the student’s needs as identified in the present level of performance?

Certified Procedure Handbook
iv |
Page
Does
the goal have a specific timeframe?
What
can the student reasonably be expected to accomplish in one school year?
Are
the conditions for meeting the goal addressed?
How
will the outcome of the goal be measured?
Step 5:
Access and report the student’. s progress throughout the year
Ask:
How
does the student demonstrate what he/she knows on classroom, district and state
assessments?
Are
a variety of assessments used to measure progress?
How
will progress be reported to parents?
Step 6: Identify specially designed instruction including accommodations and/or
modifications needed to access and progress in the general education curriculum.
Ask:
What
accommodations are needed to enable the student to access the knowledge in the general
education curriculum?
Has
the complexity of the material been changed in such a way that the content has been
modified?
Step 7: Determine the most appropriate assessment option.
Ask:
What
types of assessments will the student take?
What
are the administrative conditions of the assessment? (i.e., setting, deliver of instructions,
time allotted, etc.)
What
accommodations are allowed on the assessment(s)?
Are
the accommodations approved for the assessment also used in the classroom?
Has
the student received standards-based, grade-level instruction?
Was
the instruction evidence based?
What
is the student’s instructional level?
How
different is the student’s instructional level from the level of typical peers?
Can
the student make progress toward grade-level standards in the same timeframe as typical
peers? (if no, consider modified academic achievement standards)
What
can be learned from the student’s previous state assessment results?
Can
the student demonstrate what he/she knows on the assessment option under consideration?

Certified Procedure Handbook
v |
Page
PLAAFP/PLEP

Back to top


Present Level of Academic Achievement and Functional

Back to top


Performance (PLAAFP/PLEP) Development
The Purpose
of the PLAAFP/PLEP is to identify and prioritize the specific needs of a child and
establish baseline performance in the general education curriculum so that an individualized and
meaningful plan can be developed. Statements of PLAAFP/PLEP include current information about
the student's academic achievement and functional performance. The PLAAFP/PLEPs provide a
description of the degree of match between the student's current skill levels and the expectations of the
student's learning environment.
Component
Characteristics
Describe Current Performance:
The description
of current performance should be in relationship to
where the student currently is and where the
student is headed (next setting, next transition,
post-school outcomes, etc.).
This describes the unique needs of the child,
relevant performance and other non-curricular
issues that help clarify student needs.
Includes information such as learning
strengths, absenteeism, standardized
assessments, etc.
Includes information from a variety of
sources such as parent(s), general and special
education teachers of the child.
Describe Performance in General Education
Curriculum:
This includes an explanation of how
the disability or giftedness affects the child's
participation and progress in the general
curriculum.
Statement of how the exceptionality affects
involvement and progress in the general
education curriculum.
Includes information from a variety of sources
such as classroom quizzes, tests, state and
district assessments, the most recent
evaluation of the child and other assessments
that are linked directly to the curriculum.
Describes the degree of match between the
student's performance and the expectations of
the general curriculum standards.
Provide Baseline Data:
The PLEP needs to
contain baseline data that is in specific, measurable
and objective terms for each identified need
addressed by a measurable annual goal.
Provides the starting point for each goal
written in the IEP and is how progress is
shown.
Sets the measurement method that will be used
in each goal.
Specific
Objective
Measurable
Able to be collected frequently
must be able
to be collected as frequently as progress
reports are sent.

Certified Procedure Handbook
vi |
Page
Measurable Annual Goal Development

Back to top


Measurable Annual Goal Development
The Purpose of a measurable annual goal is to describe the anticipated progress that will result from
specially designed instruction the student will receive.
Component
Characteristics
Based on the PLAAFP/PLEP:
The
PLAAFP/PLEP should contain information that
justifies why a goal is being written
.
Data in PLAAFP/PLEP provides basis for
each identified need addressed by a goal.
The PLAAFP/PLEP contains baseline data
using the same measurement method as used
in the measurable annual goal.
Behavior:
The goal needs to contain information
that identifies the performance (behavior) that will
be monitored.
Identified how the skills will be exhibited.
The behavior should be related to appropriate
general education curriculum, standards or
functional performance.
The same behavior measured when baseline
data was collected in the PLAAFP/PLEP.
Condition:
The goal needs to contain information
that specifies how progress toward the goal will be
measured.
Includes information about what materials will
be used, in what setting and with how much
support or assistance will occur.
Criteria:
The criteria defines the level (e.g. how
much, how often, to what standard) to which the
behavior must occur.
Indicates the anticipated growth to occur
within one year (or less if goal is written for
less than 1 year).
The measurement method must be identical to
the method used for baseline in the PLEP.
Identifies how much, how often, or to what
standards the behavior must occur in order to
demonstrate that the goal has been achieved.
The criteria need to be challenging but
realistic.
Timeframe:
The timeframe indicates how much
time is necessary for the criteria to be met.
The maximum length of a goal is one year.
There is no minimum length for a goal.
Stranger Test:
The goal should be written in such
a manner that it is understandable to a stranger.
The stranger should be able to understand:
o The desired behavior
o Under what conditions the behavior is to
be exhibited
o To what level the behavior needs to be
exhibited for success
o How long until the anticipated progress
will be reached.

Certified Procedure Handbook
vii |
Page
Steps to Developing a Measurable Annual Goal

Back to top


Steps to Developing a Measurable Annual Goal
The Purpose of a measurable annual goal is to describe the anticipated progress that will result from
specially designed instruction the student will receive.
Steps
Key Elements to Consider
Select a need from the PLEP/PLAAFP that will
be addressed by a goal
What are the needs?
Will they be addressed through a goal, related
service, accommodation, other?
Consider the general education standards and
curriculum for the student’s grad level, age or
exceptions for the other performance skills.
What are the local district and/or state
standard or outcomes?
Should extended standards be used?
What skills are required to demonstrate
proficiency on assessed state indicators?
What are the prerequisite skills required
(including job and adult world skills)?
Are there other unique needs such as behavior
or communication?
Identify the performance which will be
monitored. (Behavior)
How will the learned skill be exhibited?
Is the behavior being asked related to
appropriate curriculum or standards?
Specify how progress toward the goal will be
measured. (Condition)
What materials will be used?
What is the setting?
With how much support or assistance?
Determine to what level the behavior must occur.
(Criterion)
Where do you want the student to be a year
from now?
How does the student respond to new material
or instruction?
Is the criterion challenging but realistic?
Have you considered the criterion in
relationship to the grade level outcomes?
Where do the state standards expect the
student to be one year from now?
Specify the amount of time needed to reach the
criterion. (Timeframe)
.
The maximum length of goad is one year.
There is no minimum length.
Goad should be anticipated growth to occur
within one year.

Certified Procedure Handbook
viii |
Page
Short Term Objective and Benchmark Development

Back to top


Short-Term Objective and Benchmark Development
The Purpose of short-term objectives and benchmarks is to gauge at intermediate times throughout
the year progress toward the measurable annual goal.
Component
Characteristics
Not always Required:
Not all students must have
short-term objectives or benchmarks included in
their IEP. They must be written for students taking
alternate assessments aligned to alternate
achievement standards.
Short-term objectives or benchmarks must be written
for students participating in:
1) Dynamic Learning Maps (DLM)
Short-Term Objectives:
Short-Term Objectives are
based on a logical breakdown of the major
components of the goal and measure the progress
toward meeting the goal.
1) Is a sequential, progressive, intermediate
measure of progress toward the annual goal.
2) Is a restatement of the goal with a different
criterion or condition.
3) Like a goal, it must contain:
o Behavior
o Condition
o Criteria
o Timeframe
Benchmarks:
Benchmarks are major milestones
that describe content to be teamed or skills to be
performed in sequential order. These are
commonly used when working with process type
skills, a complex task made up of other smaller
tasks or skills and often have an emphasis on
acquiring new skills not exhibiting or improving
skills already known.
Are milestones that describe skills to be learned.
Are used when progress is not easily quantified
and is based on task analysis.
Are distinct skills that are often independent of
each other but must be combined to meet the
measurable annual goal.
Like a goal, it contains:
o Behavior
o Condition
o Timeframe
but does not contain criteria. The criteria for
benchmarks is inherently "can the student perform the
skill or not" since one skill must be learned before the
next and so on until all skills needed to perform the
goal are acquired.

Certified Procedure Handbook
ix |
Page
Service Definitions

Back to top


Service Definitions
Special Education
Is specially designed instruction to meet the unique needs of a student who is identified as having
a disability. This means adapting, as appropriate, to the needs of each student with a disability,
the content, methodology, or delivery of instruction for the purpose of addressing the unique
needs of the child that results from the student’s exceptionality AND to ensure access of any
student with a disability to the general curriculum, so that the student can meet the educational
standards that apply to all children.
1.
Related Services
These are developmental, corrective, and supportive services that are required to assist a student
identified with a disability to benefit from special education (such as transportation). Related
services are available for students with disabilities, but not all related services apply to students
who are identified as gifted. Related services do not include the provision of medical device that
is surgically implanted or services that require medical intervention.
2.
Supplementary Aids and Services
These are services provided in the general education classroom or other education related
settings that enable the student to be educated with non-disabled students to the maximum extent
appropriate
Accommodations (included in the Supplementary Aids and Services)
These are changes in procedures that DO NOT change what is being taught or measured.
An example of an accommodation is a change in mode of instruction (e.g., visually,
tactually, orally, etc.)
3.
Modifications
In Kansas, modifications have been defined as changes in procedures that DO change what is
being taught or measured. An example of a modification is reducing the number of distractors for
a multiple answer question on a course quiz.
4.
Supports for School Personnel
Include staff development or training for staff members that is beyond what is provided to all
staff members, such as consultation by a special teacher, learning a communication program that
the student uses, materials, and modifications to the environment.

Certified Procedure Handbook
x |
Page
Secondary Transition

Back to top


Secondary Transition
The Purpose
of including transition in the IEP is to identify or plan coursework, education experiences and further
services that are meaningfaute
tl
he
tstuo
dentt to
hce
ompslette
uhis dor ehenr
etdu’cs
atiofn
.
uTthe ure and motiv
long range planning of the transition services ensures the student is moving toward completing educational
requirements while focusing on coursework and experiences that are needed for adult life, further training or
employment (post-school
goals). Transition services should be based on the individual student’s needs, taking into
consideratistoren
ngthts,
hpre
efersentcesu, adnd
einntertes’tss
.
Component
Characteristics
PLAAFP/PLEP information for Transition:
is not
significantly different than information collected for other
needs. The purpose is still to identify and prioritize
needs, however; in this case specific to transition issues
and in the context of post-school outcomes..
Information in the PLAAFP/PLEP needs to be based
on the post school goals and contain a description of
the students’ current performance/functioning in
relation to post-school goals.
Measurable Post-School Goals:
The measurable post-
school goal should be based on age appropriate transition
assessments related to training, education, employment,
and where appropriate independent living skills.
Must be in place when the student turns 14.
The goals need to focus on post-school outcomes, not
graduation.
Reference what the student will achieve after leaving
school.
Based upon the age appropriate transition assessment.
Includes consideration of student’s strengths,
preferences, and interests.
Age 14 Transition Services (including courses of
study):
Transition services should identify the
necessary coursework and/or educational experiences
the student needs to complete during his school career,
and to assist the student in reaching their post-school
goals.
Must be in place when student turns 14.
Based on the general curriculum.
Aligned to meet the students’ needs in achieving
post-school goal.
Must reference the post-school goal.
Must reference the courses and/or educational
experiences related to the post-school goal.
Age 16 Transition Services:
is to design a coordinated
plan to promote the movement from school to achieve
the post-school goals. This ensures the student receives
non-academic experiences, is connected to services and
supports that move the student toward the post-school
goals, and that all services are aligned to those goals.
Must be in place when the student turns 16.
Must document strategies & transition services for
the current IEP year and identify responsible agency.
If an agency outside of the school has responsibility it
must also be documented who will pay for which
services.
When appropriate, includes a statement of
interagency responsibilities or any needed linkages.
Notice of transfer of rights to student.
No later than 1 year before the student reaches age 18,
the student must be informed of rights that will transfer
to the child at age 18.
Must include a statement in the IEP verifying that the
student has been informed.

Certified Procedure Handbook
xi |
Page
Progress Report Development

Back to top


Progress Report Development
The Purpose
of the progress report is to allow you to judge whether the progress made by the child is sufficient to
achieve their annual goal and to inform parents of their child’s progress toward the annual goals
Component
Characteristics
Measurement:
The measurement method is the key to
progress reports. From the progress report, you must be
able to determine:
1. The amount of progress on the annual goal (s).
2. When the data were reported.
Uses the same measurement method as used in the
PLAAFP/PLEP, measureable annual goal and short-
term objective/benchmark (when required).
If the goal is not terminal for the skill, the final
progress report provides the baseline data for the
measureable annual goal..
Documentation on the IEP:
The IEP must contain
specific information in relation to the progress report.
The IEP documents how progress will be measured and
when parent will be informed of their child’s progress
toward meeting annual goals.
A statement of how the child’s progress toward
measureable annual goal will be measured.
o In the IEP it must be clear what method will be
used to measure progress.
Statement of when the child’s parent will be informed
of progress.
o Such as through the use of quarterly or other
periodic reports, concurrent with the issuance
report cards.
Documentation on the Progress Report:
The
progress report must contain specific information about
current performance and amount of progress made.
Reporting the “student is doing well” or “is making
progress” is not adequate.
Must contain the data/score (or whatever baseline
measurement was used) to show current performance
& to show progress from baseline.
After Reporting:
is to design a coordinated plan to
promote the movement from school to achieve the post-
school goals. This ensures the student receives non-
academic experiences, is connected to services and
supports that move the student toward the post-school
goals, and that all services are aligned to those goals.
Services and supports should be reviewed and
considered to determine need for adjustments if:
o There is a lack of expected progress toward the
measurable annual goals.
o There is a lack of progress in the general
education curriculum.

Certified Procedure Handbook
xii |
Page
Pre-School Samples
Preschool Samples (Developed by KITS)
PLEP:
Emily uses single words, signs, and a few two and three-word combinations to communicate her
wants and needs at home and school. She initiates social interactions with her peers and labels objects
in her environment. Her parents report that she has just begun to say, "I love you." Typically, children
Emily's age use four to five word sentences to communicate their wants and needs. During a 20 minute
play period with peers, Emily used 18 single word utterances (5 utterances also included a sign) and 1
two-word combination ("my shoe"). When two-word combinations were modeled for Emily, she
imitated only the last word of the phrase. Emily's parents would like Emily's communication skills to
increase, so that she might better express her wants, needs and thoughts.
Goal 1-
By May 15, 2001, during play activities with peers, Emily will spontaneously use 15 or more
two-word combinations to express her wants and needs during a 20 minute play period.
STO 1-
By November 1 2000, during play activities with peers, Emily will imitate 10 or more two-
word combinations when an adult directly models what Emily should say to express her wants and
needs, during a 20 minute play period.
STO 2 -
By January 15, 2001, during play activities with peers, Emily will use 5 or more two-word
combinations when an adult models possible two-word combinations while Emily plays, during a 20
minute play period.
STO 3-
By March 15, 2001, during play activities with peers, Emily will spontaneously use 5 or more
two-word combinations to express her wants and needs during a 20 minute play period.
PLEP -
During play activities, Emily typically plays alongside her peers and shares materials. She
seems to enjoy "playing house" in the dramatic play center, and will often cook and take care of the
babies. In large and small group activities, Emily will usually take part in the activities, however; she
experiences difficulty stopping one activity and moving to another activity. When requested to move to
the next activity, Emily will often sit down on the floor and refuse to move. Her parents report that at
home and in the community, Emily will sometimes exhibit the same behavior, however; its frequency
has decreased. They believe Emily has the most difficulty transitioning when she enjoys an activity or
when an activity is not part of her routine. Of the eight transitions during the classroom day, Emily will
on average refuse to move to the next activity 6 times a day. She will sit on the floor for 5 to 10 minutes
before deciding to comply. At this point in the semester, the other children in the classroom typically
comply with requests to stop an activity and will move to next activity within 1 to 2 minutes of the
request. The team feels it is important to target this behavior and develop a strategy that can be
successfully transferred when Emily attends kindergarten next fall.
Goal2 -
By May 15, 2001, during transitions between classroom activities, Emily will independently
move into the next activity within 3 minutes of a request, six or more times a day for 2 weeks.
STO 1-
By November 1, 2000, during transitions between classroom activities, Emily will
independently move into the next activity within 3 minutes of a request, three or more times a day for
1 week.
STO
2- By January 15, 2001, during transitions between classroom activities, Emily will
independently move into the next activity within 3 minutes of a request, four or more times a day for 1
week.
STO 3 -
By March 15, 2001, during transitions between classroom activities, Emily will
independently move into the next activity within 3 minutes of a request, five or more times a day for 1
week.
PLEP -
Within daily activities, Emily is beginning to demonstrate an understanding of pre-academic

Certified Procedure Handbook
xiii |
Page
skills. She is able to locate her cubby and chair by finding her written name. She matches and sorts
objects by color in play and is showing a preference for blue when given a choice. She loves to draw
pictures and attempts to make an "E" to write her name. At home, Emily's parents have noticed that she
loves to count. During play, Emily will rote count while manipulating objects. She does not yet
demonstrate an ability to count one while moving or getting (one-to-one correspondence) one object.
When asked to give "one", "one more", "two" or "three" objects, Emily will continue to give items and
does not stop with the number requested. In 10 opportunities, Emily did not count out 1 to 3 objects on
any of her attempts. Children Emily's age are typically able to count out 1 to 5 items on request.
Emily's parents feel that it is important that Emily have the opportunity to develop pre-academic skills.
The team will target counting skills, as Emily appears to be having difficulty with counting.
Goal 3 -
By May 15, 2001, when directed by an adult during classroom and home activities (snack,
dramatic play, setting the table, block play, etc.), Emily will accurately give "one", "one more", "two"
and "three" items, as observed in 8 of 10 opportunities on 3 different days.
STO 1-
By November 1 2000, when directed by an adult during classroom and home activities
(snack, dramatic play, setting the table, block play, etc.), Emily will accurately give "one" item, as
observed in 3/4 opportunities on 3 different days.
STO 2 -
By January 15, 2001, when directed by an adult during classroom and home activities
(snack, dramatic play, setting the table, block play, etc.), Emily will accurately give "one" and "one
more" item, as observed in 3/4 opportunities on 3 different days.
STO 3 -
By March 15, 2001, when directed by an adult during classroom and home activities (snack,
dramatic play, setting the table, block play, etc.), Emily will accurately give "one", "one more", and
"two" items, as observed in 5 of 6 opportunities on 3 different days.
PLEP -
While, Emily will often choose the dramatic play center as her first choice among center
activities, she seldom chooses the art area. According to her parents, Emily is just beginning to color
and use scissors at home. Emily does try to write her "E" on papers when requested and will sometimes
initiate this on her own. When using scissors, Emily often becomes frustrated and needs physical
assistance to successfully snip the edges of paper. Emily has the most success when using adapted
scissors that squeeze together and spring back, however she is not yet cutting paper in half on her own
with the adapted scissors. Cutting simple shapes is a skill that Emily will need as she moves into
kindergarten.
Goal 4 -
By May 15, 2002, when making pictures or art projects, Emily will cut out simple shapes with
curved lines (circle and ovals) within ¼ inch of the lines in 2 of 3 opportunities.
Benchmarks:
By the end of the first quarter, 2001, Emily will use scissors to snip the edges of a sheet of typing
paper.
By the end of the second quarter 2001, Emily will use scissors to cut a piece of construction paper in
two.
By the end of the third quarter, 2002, Emily will use scissors to cut construction paper into shapes with
straight lines (squares, rectangles, triangles).

Certified Procedure Handbook
xiv |
Page
Math Calculation
Elementary/Middle School
Math Calculation - Elementary/Middle
PLEP:
Given a mixed 4th grade level math calculation probe, Jeff currently is able to correctly solve
55% of all problems presented. Jeff s difficulty with math calculation is impacting his progress in math
and science problem solving activities. While Jeff has good ideas about how to solve math and science
problems, he has to rely on a calculator or cooperative learning partner to complete necessary
calculations.
STO #1:
-By the end of October, 2002, given a mixed 4th grade level math calculation probe, Jeff will
correctly solve 65% of all problems presented.
STO #2:-
By the end of December, 2002, given a mixed 4th grade level math calculation probe,
Jeff will correctly solve 75% of all problems presented.
STO #3:-
By the end of March, 2003, given a mixed 4th grade level math calculation probe, Jeff will
correctly solve 85% of all problems presented.
Annual Goal:
In 36 instructional weeks, given a mixed 4th grade level math calculation probe, Jeff will
correctly solve 95% of all problems presented .

Certified Procedure Handbook
xv |
Page
Written Language
Elementary/Middle School
Written Language - Elementary/Middle
PLEP:
Jake's written language lacks punctuation and is characterized by sentence fragments and weak
organization skills. When Jake's writing is graded for accuracy of capitalization, ending punctuation, and
commas, he scores 45% correct. Jake's difficulty with written expression makes it hard to understand his
written work in the regular education classroom and is affecting his performance in Social Studies and
English.
B #1:
Given a topic, Jake will write a single complete sentence about that topic, beginning with a capital
letter and ending with correct punctuation by the end of the 3rd quarter, 2002.
B #2
: Given a topic, Jake will write 3 complete sentences about that topic in an order that makes sense to
the reader, beginning each with a capital letter and ending with correct punctuation by the end of the 4th
quarter, 2002.
B #3:
Given a topic, Jake will write a 4 sentence paragraph, beginning with a topic sentence, followed
by 3 detail sentences, beginning each with a capital letter, ending with correct punctuation and using
commas by the end of the 1st quarter, 2003.
Annual Goal:
By December 20th, 2003, given a topic, Jake will write a 5 sentence paragraph consisting
of a topic sentence, 3 detail sentences, and a concluding sentence, maintaining a single topic, with 85%
accuracy on capitalization, ending punctuation, and commas.

Certified Procedure Handbook
xvi |
Page
KS Curricular Standards for Math Number Sense
4
th
Grade
Kansas Curricular Standards for Mathematics, 4th Grade
Assessed Indicators from Standard 1, Benchmark 1, Indicator 2
Goal:
By the end of the 4th quarter, 2003, given a 4th grade level mixed math calculation probe using
whole numbers and decimals (addition, subtraction, multiplication, division), Jeff will correctly
solve 85% of all problems presented.
STO3:
By the end of the 3rd quarter, 2003, given a 4th grade level mixed math calculation probe using
whole numbers and decimals (addition, subtraction, multiplication, division), Jeff will correctly
solve 75% of all problems presented.
STO2:
By the end of the 2nd quarter, 2002, given a 4th grade level mixed math calculation probe using
whole numbers and decimals (addition, subtraction, multiplication, division), Jeff will correctly
solve 65% of all problems presented.
STO1:
By the end of the 1st quarter, 2002, given a 4th grade level mixed math calculation probe using
whole numbers and decimals (addition, subtraction, multiplication, division), Jeff will correctly
solve 55% of all problems presented.
PLEP:
Jeff is a 4th grade student. When given a 4th grade level mixed math calculation probe using
whole numbers and decimals to solve addition, subtraction, multiplication, and division
problems, Jeff is able to correctly solve approximately 43% of problems presented. Jeff has
difficulty deciding where decimals go in his answer and makes frequent careless errors on basic
facts. He does not recheck his work, even when the answer he gets does not make sense. In the
general education classroom during math, Jeff needs extra adult assistance to complete
assignments that are completed independently by his peers. Jeff s weak calculation skills make
solving story problems difficult and frustrating.
Accommodation:
When solving math story problems in the general education classroom, Jeff will be allowed to
use a calculator.
When taking untimed math tests in the general education classroom, Jeff will be given extra
time to work.

Certified Procedure Handbook
xvii |
Page
Ks Curricular Standards for Reading and Writing Comprehension - 5
th
Grade
Kansas Curricular Standards for Reading and Writing, 5th Grade Assessed
Indicators from Benchmark 1, Indicators 1, 2, 7, 8, and Benchmark 4, Indicator 1
Goal:
By the end of the first quarter of school, 2003, after independently reading two 3
rd
grade level
stories from the same literary genre (historical fiction, fairy tales, folktales, etc.), for each story,
Todd will state the main idea, recall 5 details, provide one example of cause and effect, and use this
information to compare and contrast the two stories.
BM#3:
By the end of the school year, 2003, after independently reading a 2nd grade level story, Todd
will state the main idea, recall 5 details, and provide an example of cause and effect from the
story.
BM#2:
By the end of the 3rd quarter of the school year, 2003, after independently reading a 2nd grade
level story, Todd will state the main idea and recall 5 details from the story.
BM#1:
By the end of the second quarter, 2002, after independently reading a 2nd grade level story, Todd
will state the main idea of the story and recall 2 details from the story.
PLEP:
Todd is a 5th grade student who is able to read independently at the 2nd grade level and is
instructional at the 3rd grade level. He has a limited sight word vocabulary, but is able to decode
most words by using context clues and "sounding them out". This makes reading slow and
laborious for Todd and impairs his ability to comprehend what he reads. After reading 2nd grade
level stories, Todd cannot state the main idea of the story or recall more than one detail about
what he has read. In general education classes, Todd cannot independently read the textbooks or
complete assignments that require reading. When presented with assignments that require 5th
grade level reading skills in the general education classroom, Todd becomes frustrated and will
often disrupt the class by making inappropriate noises, talking to peers, or leaving his seat.
Accommodations:
Todd will have preferential seating at the front of the class so that general education teachers are
able to monitor his participation in classroom activities and level of frustration.
Textbook assignments in general education classes will be read out-loud to Todd by a peer or
adult helper.
General education teachers will assure that Todd understands classroom tasks by verbally stating
directions.
Is Todd receiving SLP services for language?
If so, could this goal be implemented jointly by the SLP and Interrelated Teachers?
How could collaboration with related service providers help Todd achieve this goal?

Certified Procedure Handbook
xviii |
Page
Ks Curricular Standards for Reading and Writing Study - 5
th
Grade
Kansas Curricular Standards for Reading and Writing, 5th Grade Assessed
Indicators from Benchmark 2, Indicators 1 and 2
Goal:
By the end of the 1
st
quarter, 2003, given photocopied 3rd grade level teacher selected text
containing unfamiliar vocabulary words, Todd will use a highlighter to mark unknown words,
then utilize context clues, such as definition, restatement, and example to determine meaning for
the words with 90% accuracy.
BM3:
By the end of the 4th quarter, 2003, given photocopied 3rd grade level teacher selected text
containing unfamiliar vocabulary words, Todd will use a highlighter to mark unknown words,
then utilize context clues, such as definition, restatement, and example to determine meaning for
the words with 70% accuracy.
BM2:
By the end of the 3rd quarter, 2003, given photocopied 2nd grade level teacher selected text
containing unfamiliar vocabulary words, Todd will use a highlighter to mark unknown words,
then utilize context clues, such as definition, restatement, and example to determine meaning for
the words with 50% accuracy.
BM1:
By the end of the 2nd quarter, 2002, Todd will independently verbally define the terms
synonym, antonym, homograph, and homophone, and provide and provide three examples of
each one with 100% accuracy.
PLEP:
Todd is a 5th grade student who is able to read independently at the 2nd grade level and is
instructional at the 3rd grade level. When Todd encounters unfamiliar vocabulary words while
reading, he typically skips the word and continues on without utilizing any strategies, including
contextual clues, to determine meaning for these words (baseline 0%). Todd has not been
introduced to synonyms, antonyms, homographs, and homophones and their use in literature
(baseline 0%). These missing skills interfere with his ability to comprehend some text and cause
him to miss important concepts in assigned reading for the Interrelated Classroom and general
education classes.

Certified Procedure Handbook
xix |
Page
KS Curricular for Reading and Writing Comp. Narrative
5
th
Grade
Kansas Curricular Standards for Reading and Writing, 5th Grade Assessed
Indicators from Benchmark 1, Indicators 11 and 12, Benchmark 2, Indicator 3
Goal:
By the end of the 1st quarter, 2003, given 5rd grade level books, Todd will locate and identify the
parts of the books, (table of contents, appendix, glossary) and text organizers within the books
(headings, topic and summary sentences, graphic features), and describe what information can be
found in each part on 4 of 5 opportunities.
BM3:
By the end of the 4th quarter, 2003, given 5th grade level books, Todd will identify the parts of the
books, (table of contents, appendix, glossary) and text organizers within the books (headings, topic
and summary sentences, graphic features).
BM2:
By the end of the 3rd quarter, 2003, given 3rd grade level text books, Todd will locate the glossary,
then look through a chapter and locate and read only headings, the first and last sentences of
paragraphs, and graphic captions/features, and list what he would learn from reading the entire
chapter.
BM1:
By the end of the 2nd quarter, 2002, given 3rd grade level books, Todd will locate the glossary and
use it to find the meanings for new vocabulary words with 90% accuracy.
PLEP:
Todd is a 5th grade student who is able to read independently at the 2nd grade level and is
instructional at the 3rd grade level. When given a glossary or dictionary, Todd is able to look up
meanings for vocabulary words with 40% accuracy. He is not aware of the parts of books or text
organizers or how they can be utilized to help him locate information he needs. In the general
education classroom, when asked to locate information in text books, Todd must have assistance
from a peer or adult to find the information. When conducting research in the library, Todd is unable
to determine whether books contain the information he needs.

Certified Procedure Handbook
xx |
Page
KS Curricular for Reading and Writing Vocabulary
5
th
Grade
Kansas
Curricular
Standards
for
Reading
and
Writing,
5th
Grade
Assessed
Indicators
from Benchmark 4, Indicator 2, and Benchmark 5, Indicator 2
Goal:
By the end of the 1st quarter, 2003, given the beginning (or first chapter) of a 3
rd
grade level
narrative text, Todd will silently read the text provided, then correctly describe the setting, identify
the main characters and summarize the beginning of the plot on 4 of 5 opportunities, and use this
information to draw conclusions from the text by making a prediction of what will happen next in
the story or how the story will end.
BM3:
By the end of the 4th quarter, 2003, given 2"d grade level narrative text, Todd will silently read the
text, then correctly describe the setting, identify the main characters and summarize the beginning
of the plot.
BM2:
By the end of the 3rd quarter, 2003, given 2"d grade level narrative text, Todd will silently read the
text, then correctly identify the main characters and their relationships to each other and describe
the setting and its relevance to the story.
BM1:
By the end of the 2"d quarter, 2002, given 2"d grade level narrative text, Todd will silently read the
text and correctly identify the main characters and their relationships to each other.
PLEP:
Todd is a 5th grade student who is able to read independently at the 2nd grade level and is
instructional at the 3rd grade level. During literature time in the general education classroom, Todd
participates in a literature circle and is provided narrative stories to read at his instructional level
with other children at the same instructional level. After reading, Todd's literature circle meets for
small group discussion and activities to check comprehension of what they have read. Todd has
difficulty completing these comprehension activities. He can usually name only one character from
the story and cannot describe the setting or summarize the plot of the story. When asked to make
predictions about stories he is reading, Todd's conclusions are often unrelated or contradictory to
information already presented in the story. (Baseline for goal 0 of 5 opportunities.)

Certified Procedure Handbook
xxi |
Page
Assignment Completion Sample
High School
Assignment Completion Sample - High School
PLEP:
In Ronnie's vocational class last semester, he returned 60% of assigned homework. Homework
that was turned in averaged 50% accuracy. As a result, Ronnie's grade in his vocational class fell
to the falling level. Typically, Ronnie does not complete or return his homework because he
either forgets to write down the assignment take home necessary materials, gets distracted at
home, or forgets to return or loses completed work. Ronnie seems interested in his vocational
class and willing to complete homework assignments, but lacks the organizational skills to
accurately complete these tasks on a consistent basis.
STO#1:
By the end of the first quarter of the 2002-2003 school year, Ronnie will turn in assigned
homework in vocational class completed with an average of 60% or greater accuracy.
STO#2:
By the end of the first semester of the 2002-2003 school year, Ronnie will turn in assigned
homework in vocational class completed with an average of 70% or greater accuracy.
STO#3:
By the end of the 3rd quarter of the 2002-2003 school year, Ronnie will turn in assigned
homework in vocational class completed with an average of 80% or greater accuracy.
Annual Goal:
By the end of the 2002-2003 school year, Ronnie will turn in assigned homework in
vocational class with an average of 90% or greater accuracy.
Accommodations:
Each day Ronnie will copy vocational class assignments from the board and show his completed notebook
plus any materials necessary to complete his homework to the classroom teacher before leaving vocational
class. (Implementer: Vocational Classroom Teacher)
15 minutes before dismissal each day, Ronnie will check in with the Learning Center teacher and show
them that he has his completed assignment notebook and any materials he needs to complete his
homework in his backpack. The Learning Center teacher will briefly review the assignment with Ronnie
to assure that he understands what needs to be done. (Implementer: Learning Center Teacher)
Ronnie will be provided an assignment notebook to keep track of homework assignments. One of Ronnie's
parents will sign the notebook each night after Ronnie shows them his completed homework. The Vocational
Classroom Teacher will check for the parent signature each day during class.
Positive Behavior Strategy: During Learning Center Class, the following strategies for improving the accuracy
of completed homework will be discussed with Ronnie:
1. complete homework as soon as he gets home in the afternoon so that he has the rest of his evening
free;
2. choose a low distraction environment to complete his homework (such as the dining room table with
the television turned off);
3. double check work when completed to make sure he did not forget to answer any questions;
4. ask for assistance from an adult if he doesn't understand what to do;
5. show his completed work to one of his parents and ask them to sign his assignment notebook;
6. place his completed work in his backpack and put his backpack by the front door.
Each day that Ronnie returns his homework completed with at least the level of accuracy specified in his
short.-term objective for the current quarter, the Vocational Classroom Teacher will give him a token. When
Ronnie accumulates 5 tokens he can cash them in for 15 minutes of free time on the computer or a soda to be
consumed during his regularly scheduled Learning Center Class.

Certified Procedure Handbook
xxii |
Page
Will the accommodations and positive interventions above still work if:
Ronnie is not completing his homework because he is oppositional defiant and refuses to do homework?
He is not completing his homework because it is too difficult and takes him 3 hours as opposed to the 30
minutes it takes everyone else?

Certified Procedure Handbook
xxiii |
Page
Reading Sample
High School
Reading Sample - High School
PLEP:
Diana reads independently at the 5th grade level and is instructional in 6th grade level text
(70% accuracy), but her comprehension exceeds her word attack and decoding skills. When
material is read aloud to her, Diana is able to comprehend at the 9th grade level. Diana
answers factual comprehension questions with 90% accuracy which is a relative strength.
Inferential questions are more difficult for her, and she answers them with 60% accuracy
without prompts from the teacher.
STO1:
By the end of the first quarter 2002, given a 6th grade level passage, Diana will read it with
75% accuracy and will answer inferential type questions about the passage with 70% accuracy.
STO2:
By the end of the second quarter 2002, given a 6th grade level passage, Diana will read it
with 80% accuracy and will answer inferential type questions about the passage with 75%
accuracy.
STO3:
By the end of the third quarter 2003, given a 6th grade level passage, Diana will read it with
85% accuracy and will answer inferential type questions about the passage with 85%
accuracy.
Annual Goal:
Given a 6th grade level passage, Diana will read the passage with 90% accuracy.
When asked inferential type questions about the passage she just read, Diana will answer them
with 95% accuracy.
Accommodations:
When taking tests that do not assess reading ability, questions will be read out loud to Diana.
Text book reading assignments in History and Earth Science will be read out loud to Diana by a peer or
paraeducator or the text will be provided on audio cassette.

Certified Procedure Handbook
xxiv |
Page
Written Language Sample
High School
Written
Language
Sample-High
School
PLEP:
In written language, Jeff has difficulty organizing his written work so that it makes sense to the reader
and conveys the information he intends. When Jeff s written work is graded for punctuation and
spelling, he averages 50% accuracy. He tends to write short simple sentences and avoids writing
when possible. This limits his ability to express his thoughts, ideas, and knowledge of subject matter
in his general education classes.
Example #1
STO#1:
By October 11th, 2002, when given grade level writing assignments, Jeff will plan his papers
using a pre-writing strategy and compose and edit his papers to 60% accuracy for punctuation
and spelling.
STO#2:
By December 20th, 2002, when given grade level writing assignments, Jeff will plan his papers
using a pre-writing strategy and compose and edit his papers to 70% accuracy for punctuation
and spelling.
STO#3:
By March l5th, 2003, when given grade level writing assignments, Jeff will plan his papers using a
pre-writing strategy and compose and edit his papers to 80% accuracy for punctuation and
spelling.
Annual Goal:
By May 30th, 2003, when given grade level writing assignments, Jeff will plan his papers
using a pre-writing strategy and compose and edit his papers to 90% accuracy for
punctuation and spelling.
ANOTHER EXAMPLE USING THE STATE CURRICULUM (8
th
Grade):
BM#1:
By October 11th, 2002, when given grade level writing assignments, Jeff will begin by writing an
introduction that draws the reader in and tells the reader about the subject of the paper, editing his
final product for spelling to 60% accuracy.
BM#2:
By December 20th, 2002, when given grade level writing assignments, Jeff will begin by writing an
introduction that draws the reader in and tells the reader about the subject of the paper and write
supporting details presented in a logical order, editing his final product for spelling and ending
punctuation to 70% accuracy.
BM#3:
By March l5th, 2003, when given grade level writing assignments, Jeff will begin by writing an
introduction that draws the reader in and tells the reader about the subject of the paper, write
supporting details presented in a logical order, and use transitions to allow ideas to flow
smoothly within and between paragraphs, editing his final product for spelling and punctuation
to 80% accuracy.
Annual Goal:
By May 30th, 2003, when given grade level writing assignments, Jeff will begin by
writing an introduction that draws the reader in and tells the reader about the subject of
the paper, write supporting details presented in a logical order, use transitions to allow
ideas to flow smoothly within and between paragraphs, and write a conclusion that
provides a sense of resolution, editing his final product for spelling and punctuation to
90% accuracy.
Accommodations:
Jeff will be given extended time to complete writing assignments assigned by his general education
classroom teachers.
Jeff s writing assignments will be modified to be no longer than five pages in length.

Certified Procedure Handbook
xxv |
Page
On all classroom essay tests which do not test written language skills, Jeff will be allowed to answer
test questions orally.
Transition Instruction:
PLEP:
Jeff would like to be a mechanic after graduation and is enrolled in vocational training. This
summer Jeff wants to find a job repairing small engines or working in a mechanic's shop. He
has identified the personal ads in the newspaper as a source for finding employment, but isn't
sure how to contact a potential employer. Jeff s difficulty with written language impacts his
ability to write effective business letters. When writing letters, Jeff is unfamiliar with the
proper form for business style letters and has difficulty expressing himself. (We have already
stated earlier in the PLEPs that Jeff has 50% accuracy for punctuation and spelling in his
written language.)
Annual Goal:
By March l5th, 2003, in response to student selected help-wanted advertisements; Jeff
will independently write letters responding to the advertisements in appropriate business
style using a word processor with 90% accuracy in spelling and punctuation after
editing.

Certified Procedure Handbook
xxvi |
Page
Learning Readiness
Secondary
Learning Readiness-Secondary
PLEP:
When Ronnie enters class, he typically wanders around the room looking at objects until directed to take
his seat by the teachers. It takes approximately 3 teacher prompts after the bell rings before Ronnie is
seated at his desk. Peers in Ronnie's classes are generally seated by the time the bell rings with no
teacher prompts. Ronnie arrives at class without necessary items (textbook, pencil, note paper, etc.) on
4 of 5 school days. While peers may occasionally forget these items throughout the school year (3-5
occasions on average), on the days Ronnie's class was observed, all students had all necessary items
with them except for Ronnie. Ronnie uses this as an opportunity to leave class and get any item he
needs from his locker. This is affecting Ronnie in the general education class because he often misses
important instructions while he is gone to his locker. He fails to complete classroom assignments
because he doesn't know what to do and his in-class work time is shortened due to the length of time it
takes him to be seated and ready to learn.
STO #1:
By the end of the 3rd quarter, 2003, upon entering class, Ronnie will be seated in his desk and ready
to learn with no more than 2 teacher prompts on 4 of 5 school days.
STO #2:
By the end of the 4th quarter, 2003, upon entering class, Ronnie will be seated in his desk and ready
to learn with no more than one teacher prompt on 4 of 5 school days.
STO #3:
By the end of the 1st quarter, 2003, upon entering class, Ronnie will be seated in his desk and ready
to learn by the time the tardy bell rings with no more than 2 teacher prompts on 4 of 5 school days.
Annual Goal:
By the end of the 2nd semester, 2003, upon entering class, Ronnie will be seated in his desk
and ready to learn by the time the tardy bell rings on 4 of 5 school days with no more than
one teacher prompt.
(Data to be collected by the general education classroom teacher.)
Accommodation:
Ronnie will have two copies of his textbook for class.
One will remain in the classroom and one will be available to take home for homework assignments. He will
also have note paper and pencils available in the classroom.
Ronnie will not be permitted to leave the classroom to get forgotten items, but will be provided with
those items kept for his use in class. If Ronnie forgets to bring homework to class, he will not leave the
room until class is dismissed and will tum it in before he leaves at the end of the school day.
Transition Instruction (in support of the annual goal):
Ronnie will receive instruction regarding the characteristics of successful employees and supervisor
expectations for employment. This instruction will include, but not be limited to arriving at work
prepared and on time, reliable attendance, completing work within designated time limits, and quality
(completeness and accuracy) of work completed.

Certified Procedure Handbook
xxvii |
Page
Dynamic Learning Maps
Eligibility Criteria for
Students with Significant Cognitive Disabilities
To participate in the
Dynamic Learning Maps
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 learning objecaticadevemic s
area
and
under ceonsixdeperaticon
ted outcomes in the
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

Certified Procedure Handbook
xxv |
Page
Statewide Assessments IEP Team Decision Flowchart
Is the student’s instruction and IEP goals
and objectives based primarily on the
Extended Standards, benchmarks and
indicators?
Yes
No
Is the student multiple
years behind grade
level expectations?
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?
Does the student need supports to
significantly reduce the complexity or breadth
of assessment items?
Dynamic Learning
Maps
The IEP team should
review the detailed
eligibility criteria for
Dynamic Learning Maps
to finalize the decision
before documenting on
the IEP.
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.
Yes
Yes
Yes
No
No
No
No

Certified Procedure Handbook
xxv |
Page

Back to top


Discipline Flowchart

Certified Procedure Handbook
xxv |
Page

Certified Procedure Handbook
xxvi |
Page

Certified Procedure Handbook
xxvii |
Page

Certified Procedure Handbook
xxviii |
Page

Back to top