Special Education Handbook

SPECIAL EDUCATION
Handbook
TOPEKA PUBLIC SCHOOLS

Topeka Public Schools
Mission
Engage students in the highest quality learning.
Prepare students for responsible, productive citizenship.
Inspire excellence for a lifetime.
Handbook Page 2

Contents
Mission......................................................................................................................................................2
2013-14 Updates......................................................................................................................... 6
Accessing the Web IEP................................................................................................................. 8
How to LOGON when using A DISTRICT BUILDING COMPUTER............................................. 8
LOGON THROUGH THE Topeka Public Schools WEBSITE.........................................................8
WebKIDSS Checklist...................................................................................................................................9
WebKIDSS Checklist Cont....................................................................................................................... 10
Steps to Start IEP.................................................................................................................................... 11
Add Annual IEP....................................................................................................................................... 12
..................................................................................................................................................12
Add Annual IEP....................................................................................................................................... 13
Demographics-Providers........................................................................................................................ 14
Demographics-Providers, cont............................................................................................................... 15
Notice of Meeting................................................................................................................................... 16
Notice of Meeting Cont….. .......................................................................................................17
Notice of Meeting Cont……......................................................................................................18
..................................................................................................................................................19
Notice of Meeting Cont……......................................................................................................19
Notice of Meeting Cont…….....................................................................................................20
Dates....................................................................................................................................................... 21
Signature Page........................................................................................................................................ 22
Signature Page, cont.................................................................................................................. 22
IEP Planning Page ................................................................................................................................... 24
IEP Planning Page, cont.............................................................................................................25
Transportation........................................................................................................................................ 29
Parent Input............................................................................................................................................ 29
Student Strengths................................................................................................................................... 31
Health/Physical Status............................................................................................................................ 32
Health/Physical Status Cont… ................................................................................................... 33
Cognitive Abilities................................................................................................................................... 34
PLAFP...................................................................................................................................................... 35
Handbook Page 3

Additional Questions.............................................................................................................................. 35
Goals....................................................................................................................................................... 37
Goals cont….............................................................................................................................38
Benchmarks............................................................................................................................................ 39
District Assessment................................................................................................................................ 40
State Assessments.................................................................................................................................. 41
..................................................................................................................................................41
Accommodations.................................................................................................................................... 42
Accommodations cont…........................................................................................................... 43
Accommodations, cont. ............................................................................................................ 44
................................................................................................................................................. 45
General Education/Least Restrictive Environment ................................................................................ 45
General Education/Least Restrictive Environment, cont. ............................................................ 46
................................................................................................................................................. 46
Special Education Service....................................................................................................................... 47
................................................................................................................................................. 47
................................................................................................................................................. 48
Related Services ..................................................................................................................................... 48
Related Services, cont. ........................................................................................................................... 49
Supplementary Aids and Services .......................................................................................................... 50
Assistive Technology .............................................................................................................................. 51
Additional Comments............................................................................................................................. 55
Anticipated Services Chart ..................................................................................................................... 56
Anticipated Services Chart.........................................................................................................57
Prior Written Notice for Annual IEP ....................................................................................................... 58
Prior Written Notice for Annual IEP.......................................................................................... 59
Prior Written Notice for Annual IEP..........................................................................................60
Prior Written Notice for Annual IEP cont…................................................................................61
Prior Written Notice for Annual IEP cont…............................................................................... 62
Prior Written Notice for Annual IEP cont…............................................................................... 63
PWN for Annual IEP with Reevaluation.................................................................................................. 64
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PWN for Annual IEP with Reevaluation cont….........................................................................65
Student’s 14 or over..................................................................................................................70
IEP............................................................................................................................................70
Instructional Services/Employment....................................................................................................... 71
Related Services ........................................................................................................................ 73
Independent Living Skills........................................................................................................... 75
Instructional Services/Employment............................................................................................ 76
................................................................................................................................................. 85
................................................................................................................................................120
................................................................................................................................................120
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2013-14 Updates
Look for Updates and Key Points in these types of boxes.
Changes to the 2013-14 WebKIDSS IEP
 WebKIDSS Checklist added
 Assistive Technology Pages added
 Draft IEP feature added
2013-14 Changes to Specific Forms
FORM 01 DEMOGRAPHICS PROVIDERS
No changes
FORM 01 NOTICE OF MEETING
No changes
FORM 04 IEP ATTENDANCE/SIGNATURE PAGE
Added option to select the number of signature lines needed
FORM 05 IEP PLANNING PAGE
Added option to indicate the need/existence of Case Notes
FORM 04 GOALS
No changes.
FORM 06 STATE ASSESSMENTS
State assessment information from the 12-13 IEP will automatically print with the IEP.
New state assessment information for the 13-14 school year will be entered.
FORM 07 GENERAL EDUCATION/LEAST RESTRICTIVE ENVIRONMENT
No changes
FORM 08 STATEMENT OF NEEDED TRANSITION
When it is time to write a new IEP, you may copy and paste any relevant information to
the new form. This change was made to help our district meet the Indicator 13
checklist/review by KSDE.
FORM 10 SERVICES
No changes
FORM 12 PWN
No changes
FORM 12 TRANSPORTATION CHECKLIST
Added checklist to document special transportation needs.
FORM 13 AMENDMENTS
No changes.
FORM 14 EVALUATION/REEVALUATION
No changes.
FORM 15 EVALUATION/REEVALUATION REPORT
Added/corrected language to reflect changes in state and federal regulation.
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Remember when attending a meeting for ANY reason on a student
 bring the Student folder
 the IEP with Goals Updated
 Any other information such as current attendance and grade
Using the Special Education Handbook ONLINE
Click on Special Ed handbook on the IEP Checklist page to take you to the Special Education
Handbook Online.
This will take you to the wiki page.
Handbook Page 7

How to LOGON when using A DISTRICT
BUILDING COMPUTER
First time users of WebKIDSS, you will need to email Paula Swartzman-Waters
pswartzm@topeka.k12.ks.us or Mary Pridey, mpridey@topeka.k12.ks.us in order to receive a
login. In your email you will need to provide a desired password and your social security
number (needed for state reporting purposes).
Open an Google Chrome or Mozilla Firefox browser. The Topeka Public Schools website will be showing
in the address bar.
SUGGESTION
Using the Google Chrome or Mozilla Firefox browser will cause fewer problems
when printing the IEP.
Click within the address bar.
The first time you access on a computer, next to the blue box, type
http://kidss.keystonelearning.org:8009.
When using that computer in the future, type “iep” and press enter.
a. This will take you to the WebKIDSS login page.
Enter your user name and password.
LOGON THROUGH THE Topeka Public Schools
WEBSITE
NOTE
Access of WebKIDSS through PORTAL is subject to the availability of PORTAL and
may be interrupted by timing out of PORTAL due to security issues.
In the past, data loss has occurred during data entry into the WebKIDSS
application. Be cautious and save frequently when using the Portal access.
DO NOT use the PORTAL method if you are at a 501 building.
Open an Internet Explorer Browser.
Type www.topekapublicschools.net in your internet browser’s search bar.
Within left sidebar, under POPULAR TOOLS, click PORTAL.
Login to the PORTAL using your district computer username and password.
At the top left, you will see a tab marked Web Apps. Hover over this link. WEB IEP will appear in a list of
choices. Click this link and you will be taken to the WebKIDSS login page.
Accessing the Web IEP
Handbook Page 8

This page is not part of the IEP and will not print with the document. This page is for
Primary Provider and Lundgren/Lundgren Student Center purposes only.
1
WebKIDSS Checklist
2
3
4
5
Handbook Page 9
1 Enter the date you sent 10-day notice to parents.
2 Enter the date you created a New IEP Record.
3 Enter the date(s) you made changes/corrections to the IEP.
4 Enter the date you gave the IEP to participants (parents, general ed staff, etc).
5 Enter the date you sent the paperwork to your Consulting Teacher and/or Lundgren.

6
7
WebKIDSS Checklist Cont.
Handbook Page 10
6 Check each box as you complete the IEP process
7 Add notes as needed

Steps to Start IEP
To Create a New Student see Appendix
Start IEP with date before completing Notice of Meeting. Date of IEP can be changed if needed.
Add Annual IEP Record: How to correctly use this button
Use this button ONLY if you have one of the following reasons:
 To start an Annual Rewrite, if you have not already started one during
current IEP cycle. Please check the IEP records box before starting a new
IEP.
 A Transfer-In student, who has never been enrolled in USD 501, with an IEP written
by a different school district.
 A Transfer-In student, who has been enrolled in USD 501, with an IEP written by a
different school district.
 If a student has a current IEP and is moving to a more restrictive environment.
 If you are writing the first IEP of a General Education student who has completed the
Evaluation process.
DRAFT IEP:
 Any new Initial IEP, Annual IEP, or Amendment IEP will be
indicated as “DRAFT IEP” with a banner at the top of the entry
pages.
 The DRAFT IEP date will have a lowercase “d” at the end (i.e. 8-29-2013d).
 An IEP will be considered Finalized and the “d” removed when it has been processed
by the MIS department at Lundgren.
 Students in the initial evaluation process will have a
lowercase “d” beside their No IEP date (i.e.
00/00/0000d)
Handbook Page 11

1 Click on Add New/Amendment IEP Record
2 Click on Add new IEP
Add Annual IEP
1
2
Handbook Page 12

1
2
3
Add Annual IEP
Handbook Page 13
3 Type in IEP date.
4 Type in Initiation date. (This should be the same date as the IEP.)
5 Click Add IEP

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2
3
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6
7
8
9
Demographics-Providers
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6 First name: Enter the first name of the parent(s) or guardian(s). Example: John, if
you plan to use Mr. and Mrs. for the title and John and Mary if you do not plan to use
a title.
7 Last Name: Enter the last name of the parent(s) or guardian(s).
8 Relationship to Child: Enter the person’s relationship to the child. Examples
include: parents,
mother, father, and educational advocate.
1 Legal First Name
2 Legal Middle Initial (do not leave blank, if there is none, enter - )
3 Legal Last Name
4 Legal Generation Code (i.e. Jr. II, III, IV)
5 Review date of Birth

1
2
Demographics-Providers, cont.
Handbook Page 15
1 School Contact Person: Primary Implementer
2 School Contact Person: If needed, i.e. SW, Psych, Consulting Teacher etc…..

DO NOT WRITE OVER A NOTICE FROM A PRIOR DATE. Use the File option.
CREATE A NEW NOTICE FOR EACH CONTACT.
1
2
3
4
Notice of Meeting
Handbook Page 16
1 Go to Function
2 Pull down to ENTER FORMS DATA
3 Go to Form
4 Pull down to NOTICE OF MEETING

1
2
3
Notice of Meeting Cont…..
Handbook Page 17
1 Enter date Notice is given/sent.
2 Enter proposed meeting date, time and place. (Example: September 19, 2013,
Conference Room 1, State Street Elementary School).
3 If the meeting is to discuss eligibility/evaluation, you will need to check this box.

4
5
Notice of Meeting Cont……
Handbook Page 18
4 Check this box if you are holding the meeting to develop an IEP.
Check the applicable boxes for the type of meeting to be held.
 The first and second boxes are usually checked.
 The third box is checked beginning with the IEP, in which a child will turn 14.
It is the responsibility of the Primary Service Provider to notify
ALL IEP participants at least 10 (ten) calendar days prior to the meeting.
5 Mark those individuals which are being invited to the IEP/Eligibility meeting. .
At a minimum, you should invite the following:
 Student (at age 14 you must document if the student did not attend on the
attendance page)
 Parent/Legal Guardian (unless student is 18 and does not have court-appointed
guardian)
 General Education Teacher
 Special Education Teacher
 LEA/Administrative Representative
 See Appendix for definitions of possible attendees

For Transition Agencies for students where a need is anticipated, see the following
regulations.
(3)To the extent appropriate, with the consent of the parents or a child who has reached the age
of majority, in implementing the requirements of paragraph (b)(1) of this section, the public
agency must invite a representative of any participating agency that is likely to be responsible
for providing or paying for transition services.
(b) Transition services participants.
(1)In accordance with paragraph (a)(7) of this section, the public agency must invite a
child with a disability to attend the child’s IEP Team meeting if a purpose of this meeting
will be the consideration of the postsecondary goals for the child and the transition
services needed to assist the child in reaching those goals under §300.320(b).
6 Enter Primary Provider Name and contact information.
6
Handbook Page 19

7
Handbook Page 20
7 Add or Delete rows as necessary.
Document notice provided to parents, guardians, student, etc., here.
Add as many rows necessary to document every attempt of contact.

1
2
3
4
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6
78
Dates
Handbook Page 21
1 Consent for Initial Evaluation: The date the paperwork was signed for the initial
evaluation that qualified them for Special Education services.
2 Comp Eval Comp: The date the last comprehensive evaluation was completed (might
be the initial evaluation or re-evaluation)
3 Initiation: When the services started in Topeka Public school. For an Annual IEP
review the date is the same as the IEP date. For a Transfer in IEP it is the date they
started in 501 schools.
4 Vision Screen: date of last vision screening (must be within 2 years)
5 Hearing screen: date of last hearing screen (must be within 3 years)
6 Amendment date: Date when last amendment was completed, if applicable
7 Ed Status: C- continuing student, was served in USD 501 last school year.
8 Exit/Evidence: Will be completed by Lundgren Staff

Signature Page
1
2
Signature Page, cont.Handbook Page 22
1 Please check one box for each signature line desired, then hit SAVE.
2 Type in names and position of individuals invited to IEP meeting.
All attendees must sign this form.
The mandatory members of this team are:
 Student (at age 14 you must document if the student did not attend on the
attendance page)
 Parent/Legal Guardian (unless student is 18 and does not have court-
appointed guardian)
 General Education Teacher
 Special Education Teacher
 LEA/Administrative Representative
 If the student turns 14 during the upcoming IEP year, they must be
documented on the attendance page. If students choose not to attend for
any reason, type their name and indicate that they did not to attend.
See Appendix, for a list of possible attendees.
Remember to enter “LEA” next to the name of the person serving in
that capacity.
3 Add or Delete rows as necessary.

In order to prevent Compliancy Alerts
You must contact parent/guardian on TWO separate occasions using TWO
different methods, one of which must be in written form.
The date(s) entered here for written notice should match the date(s) on the
Notice of Meeting (Form 01), which is the date Notice was sent.
Mark those individuals who are being invited to the IEP/Eligibility meeting.
5
6
7
8
Handbook Page 23
5 Document notice provided to parents, guardians, student, etc., here.
Click New and add as many rows necessary to document every attempt of contact. This
information should pull over from the Notice of Meeting, but always check to be sure it is
accurate.
6 Check box noting that you provided the parent/guardian or student (if 18 or older) a copy of
their rights.
Copies of Parental Rights may be obtained from the Document Library, and must be provided
at least once per year, or on request.
7 Check this box noting that Parents must be provided rights in their primary language and such
documents were provided.
Parent Rights in Spanish are available in the Document Library also. If you have a parent whose
native language is not English or Spanish please contact your consulting teacher immediately.

1. Go to dropdown menu under Page - select IEP Planning Page
IEP Planning Page
1
Handbook Page 24

Health
Language Arts and Math
For ALL STUDENTS WITH IEP’S--- click on NEED. This will open the language arts and
math IEP pages to be completed. A statement of needs or no needs is required to be written for
all students in these two areas.
2
3
4
5
6
7
IEP Planning Page, cont.
Handbook Page 25
2. Vision screening date will automatically fill in from Dates/ Ed status page.
Vision date should be within the last 2 years. Click yes, no, or pending.
3. Hearing screening date will automatically fill in from Dates/ Ed status page. .
Hearing Screening date should be within the last 3 years. Click yes, no, or pending.
4. Is the student deaf or hard of hearing? Click yes or no.
5. Medicaid permission signed? Click yes or no.
6. Does the child’s health/physical condition affect the child’s involvement and
progress in the general curriculum, general education classroom and other
education-related settings? Click yes or no. If the student has and exceptionality of
OHI or OI, then yes should be clicked. An explanation of the medical/ health
condition related to the student’s disability should be given on the Health/ Physical
status page.
7. Does this student have a Health Care plan? If so, click yes and make sure to
attach.

Social Emotional
Motor
1 2
3
4
5
Handbook Page 26
1 Click on not a concern, addressed in the classroom or Need
Click NEED if:
· a student has a label of ED
· is placed in a more restrictive setting due to behavior issues.
· If a student receives social work services/ social skills groups
2 Does behavior impede his or her learning or that of others? Click yes or no.
3 Does the student have a BIP? Click yes or no.
4 Click on not a concern, addressed in the classroom, or Need.
Mark NEED if:
· a student receives OT or PT (Discuss with OT or PT if initial screening)
5 Click if student will participate in Modified PE or Regular PE or N/A
(Modified must be cleared through Adaptive PE) You MUST choose one of these
choices. If a student is not enrolled in a PE class, click N/A.

Communication
Assistive Technology
3 Click on not needed or need.
2
3
Handbook Page 27
1 Click on not a concern, addressed in the classroom or Need.
Click NEED if a student receives Speech Language Services (Discuss with SLP if initial
evaluation/placement)
2 Enter another Present Levels area to trigger a place to type in this information, if needed

ESY
4
Click on Eligible or Not eligible. If you click eligible an Anticipated Extended School Term
screen will appear later in the IEP. If an IEP is written before documentation/data is available
for the June-September data or the May-October data, without this data you MUST mark NO
on the IEP. If in October you have collected the qualifying data to support ESY then at that
time you will need to amend the IEP to reflect this need.
Transportation
Click Not Needed, School Year, Extended School Year, or Both. If the student is eligible for
5 transportation a Transportation Form will appear on the next IEP Page to document
eligibility.
Case Notes
6 Click on not needed or Yes.
4
5
6
Handbook Page 28

This page will only appear if transportation for school year, ESY, or Both are
marked on the IEP planning page. This includes transportation for gifted
education students.
3 Complete all medical information if applicable
4 Sign and date by parent
1
2
3
4
Parent Input
Transportation
Handbook Page 29
1 Answer all questions
2 Complete all boxes that pertain to your student

1
Handbook Page 30
1 Include a statement of the parents’ educational concerns for their student during the
current school year.
If the parent does not attend the IEP and you have made at least two contacts
by two different methods, then you can make the following statement:
“Repeated attempts to arrange a mutually agreed on time and place to secure
the parent’s participation in this IEP meeting have been made and the required
detailed record of these attempts has been documented. Therefore, no parent
concerns were provided.”

1 Include a statement of the student’s strengths. This might include non-academic strengths
such as effort, attitude, behavior, social skills, etc.
1
Student Strengths
Handbook Page 31

Health/Physical Status
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5
Handbook Page 32
Vision must be screened at least once every two (2) years.
1 Choose the appropriate results. If scheduled at a later date, indicate “pending.”
2 Is the Student Blind? Answer YES or NO.
Hearing must be screened at least once every three (3) years.
3 Choose the appropriate results. If scheduled at a later date, indicate “pending.”
4 Is the deaf or hard of hearing? Answer YES or NO.
5 Does student of physical condition……
Answer YES or NO.
If YES, then please explain in box below.
If the student has a diagnosis and has medication administered at school, then information
concerning this can be stated here.
DO NOT LIST THE NAMES OF THE MEDICATIONS.

Health/Physical Status Cont…
Handbook Page 33
Side effects of the medications that could affect the student during the school day should
also be listed.
Example1:
Student has a diagnosis of ADHD and is presently taking medication at school.
Example 2:
Student has a diagnosis of certain allergies and the family doctor has prescribed medication
which the student takes during the school day. This medication may cause the student to
become drowsy.
Does this student have a Health Care Plan?
Select YES or NO.
A Plan for Medication Administration is not considered a Health Care Plan.
If a child takes medication at school, documentation of medication can be
written in box 5.
A copy of the Health Care Plan should be attached to the IEP. A Health Care Plan is a
written plan of care for a student with health needs in the school setting. Components of
the plan include performing a nursing assessment, making nursing diagnoses, planning,
writing outcome/goal statements, determining appropriate nursing interventions,
implementing care, and evaluating the nursing care that has been given. Presently the
Coordinator of Nursing Services is responsible for drafting Health Care Plans upon request
from nursing services staff. These care plans are kept in the school clinic.
A Health Care Plan includes many components about the disease process such as:
 Incidence
 Etiology
 Path physiology
 Signs and symptoms
 Diagnosis
 Treatment (meds could be identified as a treatment option but no detailed
information)
 Nursing diagnosis/interventions
Attach a Copy of the Health Care Plan to the written copy of the IEP before
sending to the IEP Desk.

1
Consider the student’s Intelligence, potential, learning process, etc…. Include a
description of abilities. State ONLY classifications: (i.e. Very Superior, Superior, High
Average, Average, Low Average, Borderline, Intellectually Deficient.
DO NOT INCLUDE IQ SCORES
1
Cognitive Abilities
Handbook Page 34

Present Level of Academic and Functional Performance for
Language Arts and Math will be completed for every student.
1 Compare student to peers. Use assessment information obtained from Scantron, Dibels etc….
2 List Student’s strength in this area.
3 List Student’s needs in this area.
4
Provide baseline data for each goal that will be addressing a need. This data may be derived
from the last progress update of the previous IEP. The methods used to establish baseline data
must also be used to update benchmarks/objectives. This means that standardized test scores
should not be used to establish baseline data. It is important that the statement of a child’s
present levels of academic achievement be based on current, relevant information about the
child that is obtained from a variety of sources.
5
Choose method that will be used to measure the goal(s). This list should match what is listed on
the goal page. You can select one or more items you want to list by holding down the crtl key
and clicking on each method.
6 Baseline and measurement/method used need only to be
completed if a goal will be written in the area.
1
2 3
4
5
PLAFP
Additional Questions
Handbook Page 35

These boxes will automatically be checked as required by IDEA and Kansas Regulations.
Handbook Page 36

Reminder: ALWAYS complete Form 3 PLAAFP prior to writing goals.
1 For each goal click New to bring up another goal box
Goals
1
Handbook Page 37

NOTE:
As a Primary Implementer, there must be at least one goal that you are monitoring.
4
2
3
Goals cont…..
Handbook Page 38
2 Goals should be written in the following format:
A. Timeframe:
Specified by the end of the goal period.
(By September 18, 2013….)
B. 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. (e.g., given a
fourth grade level passage..). Do not make the condition curriculum specific (e.g. given a Level H
reading passage…)
C. Behavior:
Clearly identifies the performance which is being monitored; usually reflects an action
or something that can be directly observed, and is measurable.
(e.g., Student will read)
D. Criterion:
Identifies how much, how often, or by what standards the behavior must occur in order
to demonstrate mastery by the end of the goal period.
3 Baseline information will need to be written in this box.
You can add or remove information from this field as needed.
You must complete the PLAAFP prior to completing this form.
Baseline data used to update the goal on a quarterly basis should be placed here.
4 You can add another Goal by clicking ADD NEW GOAL. You can put the goals in
another order by clicking RENUM (renumber).

Benchmarks
2
1
3
4
Handbook Page 39
1 It is the policy of USD 501 that benchmarks are completed for each goal. The
purpose of a benchmark and/or objective is to enable the child’s teacher(s),
parents, and others involved in developing and implementing the child’s IEP to
gauge, at intermediate times during the year, how well the child is progressing
toward achievement of the annual goal.
2 You can add another benchmark/objective to the goal by clicking ADD NEW
BENCHMARK. You can put the benchmarks in another order by clicking RENUM
(renumber).
3 How will progress be measured? Click on Lookup Eval Proc. for suggestions.
List method that will be used to measure the goal(s). This should include the
evaluation procedure on the Present Levels page and be the same as the
method used to obtain the baseline data.
4 Make sure to complete the box for person responsible.

1 Select the applicable statement.
Second Grade Teachers
please be sure to plan for the entire duration of the IEP year.
Example
Writing an IEP in March for a 2nd grade student would need to have the State
Assessment boxes marked for their 3rd grade year.
1
District Assessment
Handbook Page 40

"Data Insights http://www.datainsights.us/ will be the vehicle for ordering state assessments for
all students. All state assessment test types and accommodations need to be documented on Data
Insights by February 1st. It is up to building leaders to determine who will be responsible for entering
test types and accommodations on Data Insights. Check with the building principal to determine who is
responsible for Data Insights test types and accommodations. It is the Primary Implementer's
responsibility to make sure the correct information is provided in Data Insights.
2 Enter the multiple data points and the Eligibility Criteria, as indicated in the Appendix, that the
student meets to qualify for the KAMM or Alternate.
1
2
State Assessments
Handbook Page 41
1 During the 2013-14 school year decisions about KAMM, Alternate, and
Accommodations will be made up until the test window opens. Please watch for
updated information from the Measurement and Evaluation office and from your
Consulting Teacher. Using the State Assessment Eligibility Criteria in the Appendix, select the
appropriate test type tested during the IEP year. Students may qualify for test types and/or
accommodations based on data available on or before January 1. Data received after January
1 or during the test window should not be used to qualify a student for a change in test type or
accommodations.
If KAMM or Alternate is selected, click Save and a text box will appear.

All accommodations used for state assessments must be used by the student during
instruction, on a regular basis, and on classroom assessments.
Please review the accommodations allowed on the state assessments (listed below)
before completing the IEP.
During the 2013-14 school year decisions about KAMM, Alternate, and
Accommodations will be made up until the test window opens. Please watch for
updated information from the Measurement and Evaluation office and from y our
Consulting Teacher.
Accommodations will be provided on state assessments unless use of that
accommodation results in an invalid score.
Separate, quiet, or individual setting is provided.
Frequent breaks
Braille edition of the assessment
large print edition of the assessment
Read –aloud accommodation using KCA audio voice (David voice).
Student dictated his/her answers to a scribe
Student received read-aloud accommodation individually
Student used a communication device.
Student received read-aloud accommodation in a group
Directions were signed to the student
Student signed responses.
Student used a Braille writer or slate and stylus.
Student used paper / pencil copy of the assessment.
Student reads the assessment aloud to self, a listener, or a recording device with or
without the option to playback.
Student used a translation dictionary.
Student used a Spanish translation of the assessment
Accommodations
Handbook Page 42

Accommodations cont…..
1
2;
3
Handbook Page 43
1 Accommodation Please click on new for an accommodation that the IEP team has
decided is appropriate for the student.
 If you need to select more than one accommodation, use the NEW BUTTON.
 The maximum number of accommodations is ten.
More than one accommodation can be listed in each
record.
In order for an accommodation to be used on a State Assessment,
the accommodation MUST be used in the classroom on a consistent basis.
After entering the ACCOMMODATION you must fill in the following boxes for
EACH accommodation.
2 Frequency
You may not use “AS NEEDED”
or “AS APPROPRIATE”. Type in a specific measureable frequency, such
as daily, during classroom tests, etc.
3 Duration
Type in the time span of the Accommodation.
Example
IEP year, 36 weeks
You may not use “AS NEEDED” or “AS APPROPRIATE”.

Accommodations, cont.
7
5
6
Handbook Page 44
5 Location
Please indicate if the accommodation is for the Classroom, for State Assessments, or
Other.
If you check the STATE ASSESSMENT box, you MUST also check the
CLASSROOM box.
6 If you select OTHER, type a location into the box.
7 Curricular Area R M S SS W
    
R stands for Reading
M stands for Math
S stands for Science
SS stands for Social Studies
W stands for Writing
Select the appropriate curricular area(s) for the accommodation.

General Education/Least Restrictive Environment
1
2
3
Handbook Page 45
1 This statement should take into consideration the areas of need indicated on the
PLAAFP that will affect the student’s ability to participate and maintain progress in
the general curriculum. You can copy and paste statements from the PLAAFP.
2 Example:
Student has a very poor understanding of phonics, which affects work recognition
and spelling skills
Student fine motor delays in handwriting affect the speed at which he/she can
complete written assignments and their legibility.
Student has a traumatic brain injury which affects his/her ability to focus on
classroom lectures, remember verbal directions, and manage class time effectively.
Student has a high level of intelligence affects the speed at which he/she can learn
the curriculum resulting in the need for access to a more advanced level reading
curriculum.
3 Example:
Student will attend a special education seminar class for support in writing, but will
participate in all other general education classes.
Student will not be in the general classroom for math, science, or social studies.
Student will attend general education classes with support from special education
staff in tracking and completing assignments.
Student will miss some general class time so he/she can receive specific therapy.

4
Explain what activities the student plans to participate in. Do not include non-school
sponsored after- school programs even if held in school buildings.
Example:
a) Student plans to participate in music-related programs including chorus
and orchestra, based on school guidelines.
b) Student has expressed an interest in theater and plans to try out for class
plays, based on school guidelines
c) Student will be identified as a student with special needs; he/she will
spend
time away from the general curriculum and/or general education
classroom. The team feels he/she needs these services and the benefits of
special education outweigh any possible negative effects.
General Education/Least Restrictive
Environment, cont.
4
Handbook Page 46

1
Special Education Service
2
Handbook Page 47
1 Indicate the service, setting, subject/class, and amount of time the special education
services will be provided. Click “New” and “Save” to add more services.
2
Describe the proposed placement - this should pass the stranger test. Explain how
services will assist the student in addressing annual goals. You should not use "CSS,"
"C" or "G" in reference to support type. Don't say "Student gets 40 minutes G math
per day," Instead you should say, "Student is receiving support for math in the
resource classroom for 40 minutes a day to assist in improving math skills and
assignment completion."
THIS SECTION SHOULD MATCH ANITICIPATED SERVICES CHART AND #1
ON THE PRIOR WRITTEN NOTICE IEP PAGE.

Related Services
1
2
Handbook Page 48
1 If there are no related serviced needed type “No related services are need at this time”
2 If related services are needed Click the “New” and “Save” buttons
FYI – The most common related services are Speech (SS), Social Work (SW), and
Occupational Therapy (OT).

Related Services, cont.
2
1
3
Handbook Page 49
1 Indicate the service, setting, subject/class, and amount of time the special education
related services will be provided.
2 Click “New” to add more related services.
3
The section below should be a narrative of the proposed placement and should pass
the stranger test. Explain how services will assist the student in addressing annual al
goals. You should not use "CSS," "C" or "G" in reference to support type. Don't say
"Student gets 20 minutes G Speech/Language services twice weekly," Instead you
should say, "Student is receiving direct speech/langue services outside the gener
education classroom for 20 minutes twice each week to assist in improving
articulation and vocabulary skills needed to progress in the general education
language arts curriculum."
THIS SECTION SHOULD MATCH ANITICIPATED SERVICES CHART AND #1
ON THE PRIOR WRITTEN NOTICE IEP PAGE.

Supplementary Aids and Services
1
2
Handbook Page 50
1 Include supports that are provided in general education classes or other education related
settings to enable children with disabilities to be educated with children without disabilities
to the maximum extent appropriate. These may include, but are not limited to the following:
 AT devices and services (do not list specific brand names, use general terms,
"portable word processor" not Alphasmart)
 Autism services
 Note-taking assistance (i.e. smart pen, peer note taker, notes from teacher
etc..)
 Para educator access (make sure form is completed for request)
 Interpreter services
 Other Instructional Aids
2 Please push the Email Me button if this student has a diagnosis of an
Autism Spectrum Disorder.

Handbook Page 51
1 Indicate area of concern addressed by IEP
2 Mark yes if current interventions, WITHOUT ASSISTIVE
TECHNOLOGY, are meeting the student’s needs
3 Explain how student needs are met without the use of Assistive Technology.
Example: “Student’s needs are currently being met within the classroom through the
use of accommodations, modifications, and classroom strategies put in place by his
instructors.”
4 If this section is complete continue on with the IEP. You are done with this page.
You may indicate N/A on the remainder of this page, but it is not required.

Handbook Page 52
1 Mark yes if the student is currently RECEIVING ASSISTIVE
TECHNOLOGY services and they are working to meet the needs.
2 List the features and category of device that is being used by the student.
Example: “Student’s needs are currently being met within the use of a portable word
processing device, which allows for spell check and less handwriting.” Do not list a
specific tool.
3 Mark yes if trials are being conducted to help determine which Assistive Technology
Tool will best meet the student’s needs.
4 List the features and category of device that is being used on a trial basis. Example:
“Student is currently using a portable word processing device on a trial basis to see if
the use of spell check and typing rather than handwriting result in progress toward
IEP goals.” Do not list a specific tool.
5 Mark checkbox if student is not currently using any Assistive Technology devices,
and if no assistive tech devices have been introduced on a trial basis.

Handbook Page 53
1 If Assistive Technology is not being used or the student's needs aren't being met
with the current interventions list the IEP goal(s) you hope to address with assistive
technology. Example: The IEP team hopes to address Goal #3 “Student will produce
a five sentence paragraph on a single topic with not more than 3 errors on written
language conventions (spelling, capitalization, punctuation, grammar). “
2 Example: “Interventions tried are: *list of frequently misspelled words, *dictate
written work to a scribe, and *word wall. Please see attached data sheet and
quarterly progress report that indicates no improvement on writing conventions
over the past 18 weeks.”
3 Mark the box or boxes for the area(s) of concern related to Assistive Technology.
Each box marked will prompt a checklist on additional pages. Remember you must
have tried at least 3 things from the checklist and provide the AT staff with at least 6
data points before making a referral. See instructions at the end of this form.

IMPORTANT: Assistive Technology services and devices should be included on the
Supplementary Aids and Services page of the IEP. Do not specify a certain brand
name of assistive software or device on the IEP. Instead, list what features are
needed in a device that meets the student’s needs.
Example: “Student needs a portable word processor to help complete lengthy
writing assignments”
5 Mark the box and Indicate the date the team will reconvene to discuss the results of
the AT consultation.
Handbook Page 54
1 Mark the box if the team has the necessary knowledge and skills to
implement trials of assistive technology devices.
2 Example: “As indicated in the accommodations section of the IEP, the team plans to
provide a portable word processing device (with spell check) to the student during
all writing assignments of one or more paragraphs over the next 4 weeks. The
special education teacher will arrange for a device to be available in all classes. Data
will be taken by the general education and special education teachers over a 4 week
period to document the effectiveness of the device. Data will be analyzed at the end
of the trial period by the IEP team. Documentation will be recorded on an Assistive
Technology Consultation Plan to be included as part of the student’s IEP.”
3 Mark the box if the team does not have the knowledge or skills to implement trials of
assistive technology devices.
4 Mark the box if the team needs to gather additional information or data before
taking further action. Indicate the date the team will reconvene to review this
information /data.

1 This area will contain information about amendments and other important information not
found in other parts of the IEP.
Additional Comments
Handbook Page 55

1 Services
a. From the drop-down box, choose Service to be provided. For Service Code definitions
click the Display Service/Setting Code Descriptions button.
b. From the drop-down box, choose appropriate Setting in which service will be provided.
For Service Setting definitions click the Display Service/Setting Code Descriptions
button.
Example:
C – Gen Ed Class in Gen Ed Building (Inclusion)
G – Special Ed Class in Gen Ed Building (Pull-out/Resource)
J – Special Day School (CCS and HSEP)
X – Indirect Service – Student not present for service (Consult, Brailing, etc.)
c. Click on the B, to choose the school where the student will receive their services.
d. Enter Number of Minutes service will be provided.
(Indirect cannot be for more than 25 minutes per instance).
e. Enter number of days per week the student will receive services (1-5).
f. Enter first date services are to be provided.
The date cannot be before the IEP meeting or before Consent is given on
the PWN.
If parent signs at the IEP meeting,
use the date of the meeting even if the IEP is held after school.
If parent signs Consent on the PWN on a date after IEP meeting,
then services start the day the parent signs the PWN.
g. Enter the last date services will be provided in this IEP.
 Please write All IEPs for one calendar year (All Seniors included, even if you think
they are graduating).
Anticipated Services Chart
‘
This chart does not print as part of the final IEP document. It will print only as part of the Teacher Information Page
(TIP).
f &
g
a and b
c
d e
Handbook Page 56

h. Choose the frequency of the service.
i. Click on the P, choose the provider responsible for this service.
The chosen Provider will import into the student’s Demographic page. However,
the printed Services page will show the drop-down box as a blank.
j. If you are the Primary Implementer, then check the box for Primary Service Provider.
j
h
i
Anticipated Services Chart
Handbook Page 57

Create a New Prior Written Notice EVERY TIME you send one
Do not write over a Prior Written Notice Consent from a prior date.
Create a new notice, if needed.
In general, this notice is a requirement through federal regulations, modified by
Kansas statute and regulation, to provide notice to parents of certain special
education actions (Federal Regulation Section 300.503. prior written notice by the public
agency, content of notice).
Prior Written Notice for Annual IEP
1
2
4
3
Handbook Page 58
1 Parent/legal guardian name will self populate from demographics.
2 Address will self populate from demographics.
3 Enter date consent is being requested.
4 Enter date meeting took place in which proposed actions were discussed.

5 Mark FOURTH CHOICE.
5
Handbook Page 59

Handbook Page 60
6 In marking C, D, and E you must adhere to the following:
If you mark C or D you cannot mark E.
If you mark C, you may also mark D.
If you mark D, you may also mark E.
Mark C, D, OR E, DEPENDING ON WHICH SITUATION APPLIES.
If a change in Services is made, you will need to MARK C
and choose whether it is a material change or not.
You must then explain what changes are to be made.
a) Example
Student’s time in special education classroom will be increased from 45
minutes each day to 52 minutes each day.
b) Example
Student will not receive OT services 20 min twice weekly. Instead Student will
receive OT on a consult basis 10 minutes two times a month.
7 This statement is used on rare occasions.
Examples might be if the team refuses to add a service/label or change the LRE (least
restrictive environment) per parent request.

Prior Written Notice for Annual IEP cont…
8
9
10
11
Handbook Page 61
8 DESCRIPTION OF THE ACTION, PLACEMENT, OR SERVICES: PROPOSED OR REFUSED:
Concisely summarize WHAT action is being proposed or refused. This
should match the Anticipated Services Chart and the Special Education and
Related Services Pages.
If section D or E is marked, this should be the same information as
Proposed or Refused.
9 EXPLANATION OF WHY THE ACTION IS PROPOSED OR REFUSED:
10 OPTIONS CONSIDERED AND WHY THE OPTIONS WERE REJECTED:
No Special Education Services Required. Rejected because it does not meet student’s
needs.
11 DESCRIPTION OF DATA USED AS BASIS:
Fill in the sources of data you used as the basis for proposing or refusing the action.
Record where the documentation of this data can be found.
Examples might be in teacher folder, cumulative records, psycho-educational file, case
notes, PLAAFP, or evaluation/reevaluation report.
Do NOT leave “As documented…” blank.

12
13
Handbook Page 62
12 OTHER FACTORS RELEVANT TO THE PROPOSAL OR REFUSAL:
This allows you to explain other factors that are relevant but may not have been
addressed in the areas above.
If a student requires special education services, make sure to write
“Student will be identified as an exceptional student.”
13 Please note that the dates are correct for ” Notice of meeting”.

Handbook Page 63
14 If the Parent/Legal Education Decision Maker(s)Gives Consent, have them mark the
box and sign.
If the Parent/Legal Education Decision Maker(s) DO NOT GIVE CONSENT, have them
mark the box, sign, and give an explanation.
If a parent does not give consent, you should contact your School
Psychologist or Consulting Teacher immediately.
15 ALWAYS make sure documents are signed.
16 ALWAYS make sure date is filled in.
17 Provide explanation here if the Parent/Legal Education Decision Maker(s) DO NOT GIVE
CONSENT.

PWN for Annual IEP with Reevaluation
Handbook Page 64

PWN for Annual IEP with Reevaluation
cont…
5
6
Handbook Page 65
5 If a child continues to be a child with an exceptionality and a “need” for special
education is present, then check the first four boxes.
6 IDENTIFICATION/ELIGIBILITY
District Policy requires that the PWN – Annual IEP with Reevaluation form be
completed and parental consent secured when possible.
It should be noted that parental consent is not required by law when determining
Identification/Eligibility.
a. Your child is eligible for Special Education
b. When a student is found to be a child with an exceptionality, but no
longer demonstrates “need”, check the “Your Child IS NOT Eligible for
Special
Education. Special Education services are not necessary to enable your child
to receive educational benefits in accordance with his/her abilities or
capabilities” box.

PWN for Annual IEP with Reevaluation cont…
7
8
Handbook Page 66
7 In marking C, D, and E you must adhere to the following:
If you mark C or D, you cannot mark E.
If you mark D, you may also mark E.
If you mark E, you may also mark D.
Mark C, D or E, depending on which situation applies.
If a change in Services is made you will need to mark C and choose whether it is a
material change or not.
You must then explain what changes are to be made.
a. Example:
Student’s time in special education classroom will be increased from 45
minutes each day to 52 minutes each day.
b. Example:
Student will not receive OT services 20 min twice weekly. Instead Student will
receive OT on a consult basis 10 minutes two times a month.
8 This statement is used on rare occasions.
Example:
If the team refuses to add a service/label or change the Least Restrictive Environment (LRE)
per parent request.

Handbook Page 67
9 DESCRIPTION OF THE ACTION, PLACEMENT, OR SERVICES: PROPOSED OR REFUSED:
Concisely summarize WHAT action is being proposed or refused. If
section D or E is marked, this should be the same information as
Proposed or Refused.
needs.

Handbook Page 68
14 Please note that the dates are correct for ” Notice of meeting”.

Handbook Page 69
box and sign.
If a parent does not give consent, you should contact your Consulting
Teacher immediately.
CONSENT.

Student’s 14 or over
IEP
Handbook Page 70

IMPORTANT: Use for ALL students beginning at age 14, or younger if appropriate. If
the student is turning 14 during this IEP, transition services must be in place by the
student’s 14th birthday. Complete the following questions using the student’s
input. This should be updated annually keeping in mind the student’s interests after
graduating from high school.
***********If a student is unsure of a goal you may NOT say "job of their
choice". The student MUST pick something!!!.*********
1
Student will pursue training:
a. so he/she can be independently employed in .
b. so he/she can be independently employed but does not know in what field.
c. so he/she can be employed in a job and the IEP team anticipates the need for
time-limited supports (job coach).
d. so he/she can participate in an organizational employment through an adult
service provider.
e. so he/she can receive sheltered employment through an adult service
provider.
Student will pursue education:
a. at a four-year college or university to gain a degree in .
b. at a four-year college or university but is unsure of what field he/she will
pursue.
c. at a community college prior to continuing in a four-year program.
d. at a community college.
e. Student is uncertain about post-school goals at this time. Courses
and/or educational experiences will be selected to assist student in
meeting
graduation requirements and exploring potential career and training interests
according to student’s preferences.
Instructional Services/Employment
1
Handbook Page 71

IMPORTANT: Use for ALL students beginning at age 14, or younger if appropriate. If
the student is turning 14 during this IEP, transition services must be in place by the
student’s 14th birthday. Complete the following questions using the student’s
input. This should be updated annually keeping in mind the student’s interests after
graduating from high school.
If a student is unsure of a goal you may NOT say "job of their
choice". The student MUST pick something!!!.
1
After High School I will pursue (type of training/education) in (field) to become employed
as (job goal). Examples:
* After High School I will pursue (on the job training with a job coach) in (a sheltered
workshop) to become employed as (a sheltered workshop participant).
*After High School I will pursue (on the job training) in (retail sales) to become
employed as (a retail cashier).
*After High School I will pursue (training at technical school) in (electronics) to become
employed as (a journeyman electrician).
1
Handbook Page 72

1 Document the student’s current experiences as related to post secondary outcomes.
2
Our Plan for Services This Year:
Examples:
*collect information regarding the student’s desired postsecondary educational
involvement
*consider enrollment in a tech-prep program
*explore admission requirements for part-time enrollment at a Vocational/Technical
School
*obtain information on continuing and/or adult education opportunities
3
Person/agency responsible
Examples:
*TARC case manager
*Vocational Rehabilitation
*Primary Implementer
*Guidance counselor
Etc.
Related Services
1
2
3
Handbook Page 73

1
2
3 4
Handbook Page 74
1 I will need these related services after high school:
* recreation therapy, occupational therapy, speech therapy, physical therapy, mental
health
Services, etc.
2 Choose the current related services. To select more than one service hold down the control
key while clicking all applicable services. Other services not listed may be typed in the box.
3 Check box, or indicate which related services will be provided.
4 Person/agency responsible
Examples:
*TARC case manager
*Guidance counselor
Etc.

Independent Living Skills
1
2
Handbook Page 75
1 I will be living in the following manner after High School:
Examples:
*independently without support
* in a supervised living arrangement
* with a friend
* in a dorm while attending post-secondary education
* with a support staff roommate
* in a group home
* in a family home with support.
* in a specialized care facility
2 Document the student’s current experiences as related to independent living skills.
Consider self-care skills, personal hygiene, etc.

3
Our Plan for Services This Year:
Examples:
*practice managing personal schedule
*practice managing money and paying bills
*plan and prepare meals
*explore arranging own transportation
*identify specific recreation/leisure activities of choice
*identify specific community facilities to join for recreation/leisure activities
*identify activities of choice to be able to participate with family members or friends
*visit community agencies that provide daily living skills training
*visit/tour a variety of adult housing options with supports
*develop a network of informal supports (i.e. friends, neighbors, etc.)
*explore possible technology and adaptive assistance
*take courses in food, family life, child development, life management, etc.
*learn to operate a washer and dryer
*prepare an initial housing budget
*manage daily time schedule
4
Person/agency responsible
Examples:
*TARC case manager
*Guidance counselor
Etc.
Community Involvement
3 4
Handbook Page 76

1
State the student's plan for being involved in the community after High School.
*to be independently mobile in the community and access services of choice
*to be independent in the community using transportation to access services of choice
*to be able to access the community with the support of family, friends, or providers
*to be able to advocate for him/herself
2 List current community experiences
3
If no services are needed in this area after High School, check the box for "No services
needed in this area. Student has adequate skills."
4
Our Plan for Services This Year: Examples:
*Practice appropriate behavior during Community Based Instruction
*Attend at least one evening or weekend school activity each semester
*Volunteer for community service project in Advisor Base
5
Person/agency responsible Examples:
*parents
V*PoricmaartyiImopnleamelntEervaluation
Etc.
1
4
2
3
5
Handbook Page 77

Course of Study/Outside Agency
1
2
3
4
Handbook Page 79
1 Students usually need to have obtained 26 credits to graduate. Thus, you should enter 26
into the first box.
2 Number of HS credits the student has earned. For MS students this will usually be 0.
Please do not put anything else in these boxes such as “core credits” or “functional
curriculum.”
3 List specific electives and courses the student enrolls in each year.
Examples:
*Freshman year electives: Choir, Art Exploration, Metal Shop, Acting I, International
Foods, etc.
4 Explain how the course of study is focused on the student's coursework, activities, and/or
educational experiences that are related to post school goals
Example: Student is enrolled in International Foods, which focuses on their post school
outcome of becoming a chef.

"Agency for Transitioning" box on the Notice of Meeting form MUST be checked for all
students beginning with the IEP held during the year they turn 16.
1
2
Course of Study/Outside Agency
Handbook Page 80
1 Please ask parents to sign and date
2 Type the date parent signed in the box.

1
Choose the appropriate results for both Reading and Math.
a. If NO is chosen a text box will appear. Use the “Insert” button to
choose the
appropriate response.
b. If EXCUSED is chosen a text box will appear. See Appendix for
guidelines on how students may be excused from Work Keys
requirements.
c. If the student has taken the Work Keys assessment and the
results are pending, choose the RESULT PENDING option.
TPS Work Keys
1
Handbook Page 81

1
If the student is turning 17 within the IEP year, at the IEP meeting explain to the
student and parent the transfer of rights process. Parent and student must sign.
Interagency Coordination/Transfer of Rights
1
2
1
Handbook Page 82
1 If the student is 16 years old or will be 16 years old within the IEP year, check and
type in the IEP date.
2 Select the other agencies that will participate in post-high school services
(control/click to select more than one). Type in the name of agencies not listed.

Evaluation and
Revaluation
Handbook Page 84

Reevaluations must be completed every 3 years and should be complete by
the time of the IEP. Best practice is to complete the reevaluation and then
to write a NEW IEP.
If a parent requests an evaluation or a reevaluation, consult with your
school psychologist.
School psychologist will ensure that the Notice for Evaluation and Prior
Written Notice are forwarded to the IEP Desk at Lundgren Education
Center. See Policy, Procedure, and Practices (PPP Manual) for paperwork
responsibilities.
1 Page down and click “Edit Students”.
Prior Written Notice for Evaluation or
Reevaluation and Request for Consent
1
Handbook Page 85
2 Page Down and click button on “Active Students”.
3 Page Down to “Students”. Click on box and type in last name quickly and the student’s name will
come up. Highlight the student’s name by clicking name.
4 Click on “Select Individual Student”.

5
Handbook Page 86
5 Go to “Function” on the drop down menu choose “Enter Forms Data”.
6 Go to “Forms” on the drop down menu select Notice for Evaluation or reevaluation

School Psychologist or high school Primary Implementer will ensure that Prior Written
Notice for Evaluation or Reevaluation and Request for Consent are forwarded to the IEP
Desk at Lundgren Center.
1
2
3
4
Handbook Page 87
1 Enter date notice is being mailed/delivered.
2 Parent/legal educational decision maker’s name(s) will self populate.
3 Parent’s/student’s address will self populate.
4 “Child’s name will self populate.

Instructions for Form 14 Notice for Eval and Request for Consent (2 of 7)
5
6
a
b
e
c
d
Handbook Page 88
A. SPECIAL EDUCATION ACTION PROPOSED:
Choose appropriate selection if you are completing an Evaluation (5) or a reevaluation
(6).
When conducting a reevaluation the reevaluation team must review “existing data” to identify
what additional data, if any, is needed to determine whether the child continues to be a child
with an exceptionality, and to determine the child’s educational needs.
Existing data (as sited in K.A.R. 91-40-8(c)(d)(e) (f)(g)) includes, but is not limited to:
Evaluations and information provided by the parents of the child;
Current classroom-based, local, and state assessments and classroom-based observations; and
Observations by teachers and related services providers.
Scantron
LPMs
Benchmark Assessments
Work Keys
Read 180
a If you are conducting an initial evaluation and “no additional data” is needed and
existing data will be used, check box a.
Reevaluation (DUE EVERY THREE YEARS)
If you are conducting a Reevaluation, fill in the contact information on the right side of the
page. DO NOT LEAVE BLANK.
b If you are conducting a Reevaluation and “no additional data is needed” and
existing data will be used, check Box b.
c The LEA refuses to conduct an initial evaluation. (Parental Consent not Required)
d The LEA refuses to conduct an reevaluation. (Parental Consent not Required)
e Enter School Contact and Phone Number.

7 Select either NEW or EXISTING data under each area
If a parent requests an evaluation or a reevaluation, consult with your
School Psychologist.
7
Handbook Page 89

8
9
10
11
Handbook Page 90
Select applicable explanation. Examples: Results of screening indicate a possible delay
in development; Student Improvement Team referral; High academic performance and
achievement in regular education; It has been three years since the last evaluation and
additional data is needed at this time; Existing data will be used for the three year
reevaluation etc.
Select applicable explanation. Examples: No evaluation considered, but rejected
because data review indicates a need for an evaluation; No reevaluation considered, but
rejected because data review indicates a need for a reevaluation; Return case to SIT for
further action considered, but rejected because data indicates possible presence of an
exceptionality or possible need for special education; Collect additional information
considered, but rejected because data review indicates no additional data is needed;
etc.
10 DESCRIPTION OF THE DATA USED AS BASIS FOR THE PROPOSED OR REFUSED ACTION:
Examples: classroom observations; curriculum based measures, parent referral; parent
interview; teacher interview; student interview; report from outside agency; review of
records; student improvement team interventions and data collection (for initial
evaluation); review of IEP progress monitoring data and general education information
(reevaluation); data charts; cognitive assessments; behavior rating scales; etc.
11 Explain other factors such as “The student will be identified as an exceptional student
(required if student will receive services), Some services will be provided outside of the
general education classroom, Student will not attend home school, etc.”

12
13
Handbook Page 91
12 Notice of Meeting will self populate.
13 CONSENT FOR SPECIAL EDUCATION ACTION:
Enter school contact information. DO NOT LEAVE BLANK.

14
Handbook Page 92
14 CONSENT
Mark if parent gives consent or does not give consent. Should the parent not give consent,
please contact a special education administrator, school psychologist, special education
consulting teacher, or your building administrator on how to proceed.
If the child’s parent has failed to respond,
follow the procedure as outlined below:
K.a.r. 91-40-17(e):
(2) if an agency conducts an iep meeting without parental participation,
the agency shall have a record of the attempts that the agency made to
contact the parents to provide them notice of the meeting and to secure
the parents’ participation. The record shall include at least two of the
following:
(a)detailed records of telephone calls made or attempted, including the
date, time, and person making the calls and the results of the calls;
(b)detailed records of visits made to the parents’ home or homes,
including the date, time, and person making the visit and the results of
the visit;
(c) copies of correspondence sent to the
parents and any responses received; and
(d) detailed records of any other method attempted to
contact the parents and the results of that attempt.
If the parent GIVES CONSENT, have them mark the box and sign.

1
Enter date meeting was held.
Ideally, this should be the same date as the IEP for reevaluations.
2
Check Initial Evaluation or Reevaluation.
If student qualifies for special education services and is returning, after
h4aving been appropriately signed out of special education or completel3y
dismissed previously, mark this as “Initial.”
3 Enter the number of absences.
4
Enter the number of school moves.
The other inform5ation is generated from the Demographics page.
Check who was contacted and by whom
Input dates and methods.
5
Dates should match notice of meeting date .
1
2
Evaluation or Reevaluation Report
Handbook Page 93

6
7
8
9
Evaluation or Reevaluation Report Cont..
Handbook Page 95
6 Briefly summarize recommendations made and who will carry them out.
This should NOT be a detailed list like the Prior Written Notice action proposed.
Example:
 Student continues to qualify for and needs special education services;
 Qualifies for and demonstrates a need for special education services;
 Discontinue speech/assistive technology
services. Click ADD a ROW, if you need further
lines.
7 Click the checkbox.
Choose the exceptionality, from the drop-down box, for which the student is eligible.
NOTE:
If child qualifies for Developmental Delay (DD), they may NOT have a
Secondary Exceptionality.
8 The checked boxes will, generally, be the same as those on the original or last reevaluation
report.
If a new eligibility category is being considered, a School Psychologist should be in attendance
at the meeting. They can assist you in completing this section.
Do not mark a new category or category that was previously not marked
without this assistance.
NOTE:
If child qualifies for Developmental Delay (DD), they may NOT have a
Secondary exceptionality.

9 Click Yes or No.
10
11
Handbook Page 96
10 Check this box if a student is found to be not eligible.
Based on:
May be based on information presented at the initial eligibility meeting or upon decision for
dismissal. Discuss why the student did not meet criteria as a student with an exceptionality.

11
For LD evaluations and reevaluations ONLY.
The team must consider the effects of environmental, cultural or economic disadvantage.
You can use the previous evaluation or reevaluation as a guide. The effects item will most
likely indicate that they are minimal or none.
If you need assistance in completing these statements, consult your building School
Psychologist prior to the meeting.
12
13
14
15
Handbook Page 97
12 Click Yes or No.
13 Click Yes or No, does the student meet the criteria.
14 Click Yes or No, does the student need special education to receive a Free Appropriate
Public Education?
15 List medical information relevant to the student’s FAPE only.

16
16a
17
Handbook Page 99
16 Describe relevant behavior(s).
Do NOT include the phrase “refer to the PLAAFP.”
a Enter name & position of person completing observation.
17 Please document testing information including Test Name, Date Administered and
Scores.

19
18
20
21
Handbook Page 100
18 Check here and attach state assessment information (see next page for instructions).
19 Check here after team discusses student exit criteria.
20 Please check one box for each signature line desired, then hit SAVE.
21 All team members need sign.
Please provide all lines with signature, position of team member and Agree or Dissent.
Should a team member dissent they must file a separate report.
Before submitting the Evaluation/Reevaluation Report, make sure the
names/signatures match those entered on WebKIDSS.
Attendees must include:
 General education teacher
 Special education teacher
 LEA representative/someone who can interpret the evaluation results.
Attendees should also include:
 Parent
 Student
 If applicable, school psychologist, and related service providers as needed.

PWN Initial Eval
Handbook Page 101

PWN for Initial Evaluation Cont….
5
6
7
Handbook Page 102
5 Mark the 3 boxes as shown.
6 Mark ALL FOUR if the student qualifies for services.
7 Mark B.

7 Nothing should be marked in this area.
PWN for Initial Evaluation
Handbook Page 103

PWN for Initial Evaluation Cont….
8
9
10
11
Handbook Page 104
8 A DESCRIPTION OF THE ACTION, PLACEMENT, OR SERVICES: PROPOSED OR REFUSED:
Concisely, summarize WHAT action is being proposed or refused. Be sure
to include ALL services (i.e. Speech, OT, Social Work, etc.)
needs.

PWN for Initial Evaluation Cont…
Handbook Page 105
13 Please note that the dates are correct for” Notice of meeting”.

PWN for Initial Evaluation Cont…
Handbook Page 106
box and sign.
If a parent does not give consent, you should contact your Consulting
Teacher immediately.
CONSENT.

Why Create a NEW Amendment?
There will be situations when an IEP needs to be changed.
The change is MINOR, or represents a single issue, so that a new IEP and meeting of the entire IEP
team are unnecessary.
Such situations include:
 Time changes ( a reduction, redistribution, or increase in minutes of service which are less than
25%). Ask your Consulting Teacher for guidance regarding how much time is 25%.
 Transportation changes
 Accommodations changes
 Adding graduation statement
 Work Keys statement changes
 Changes in Assessments given
 ESY changes
 Temporary placement changes (e.g. expulsion, incarceration)
Given the right circumstances, there could be more than one amendment per year.
Situations requiring a NEW IEP
 Reduction, redistribution, or increase in minutes of service which is more than 25%.
 Adding or dropping a service.
 Adding or dropping a goal.
 Any change to the FORM 03 PLAAFP.
 Change of placement. (more restrictive to less restrictive, less restrictive to more restrictive)
Amendments
Handbook Page 108

 Check with related service providers to see if they would like to propose changes
on the same amendment. Throughout the IEP year you may create a NEW
Amendment for each and every instance when multiple amendments are needed.
1. Consulting Teacher will send a Reply email to teacher when the amendment is approved, or
provide further guidance if other actions are needed.
2. Teacher prints the following forms-
AMENDMENT AND PRIOR WRITTEN NOTICE.
3. Teacher meets with Parent/Legal Decision Maker and involved IEP team members to discuss
proposed action(s).
4. Obtain parent signature(s) on both AMENDMENT and PWN.
5. Primary service provider (PI) signs AMENDMENT.
6. Check and date the lower section of the WebKIDSS Checklist page.
7. The signed Amendment paperwork is sent to Consulting Teacher
8. Changes will then be made by the IEP Consulting Teacher to the appropriate pages.
Notify your CT by email that you would like to make an amendment for a student.
As the Primary Implementer (PSP) you will need to provide the following :
Handbook Page 109
1 The student’s first and last name.
2 The student’s ID number.
3 The student’s DOB.
4 The student attends School.
5 Reason for Amendment in detail.
6 The date you plan to hold the Amendment. Within 10 days of request.

1
PSP after Consulting Teacher as notified it has been approved you have only TEN
days to complete.
Amendments cont….
Handbook Page 110
1 Go to page drop down
Select 501 IEP Amendment

2
Enter in Description box the Proposed IEP change. In narrative form, be specific and
precise, include examples such as:
Frequency, Location, And Duration information, and describe what specifically will
change on the IEP. Examples include:
*Occupational Therapy will change from direct service 2 times a week for 20
minutes to indirect service 1 time a month for the duration of the IEP.
*Student will attend ESY program during summer 2009-10 for Reading. Data
shows: May – goal at 80%, October– goal at 20%. Regression of at least 25%.
*Add to Program Accommodations- Use of highlighter on wide-lined notebook paper
and all daily class work, color-overlay to all reading materials.
Amendments cont….
2
Handbook Page 111

3
4
5
Amendments cont….
Handbook Page 113
3 Select Agree or disagree based on whether the parent/lawful guardian agrees
or disagrees to the proposed change(s). While unlikely, should the parent disagree to the
proposed change, an IEP review/meeting would then have to be called. Select appropriate box
for if parent wishes to convene an IEP meeting.
4 Parent/Legal Decision Maker signature required here in order to document that the parent
agrees to amend the IEP.
5 The Primary Implementer must sign this form, although other staff may create or assist in
writing the amendment
Click save.
Go to PWN

PWN for Amendments
1
2
Handbook Page 114
2 Enter date discussion took place in which the amendment was proposed.

3 Mark the FOURTH choice.
4
Mark C
If a change in services and/or placement is made you will need to MARK and choose it is not
a material change.
a) Change (less than 25%) Example: Student’s time in special education classroom will be
increased from 45 minutes each day to 52 minutes each day.
3
4
PWN for Amendments cont….
Handbook Page 115

1
2
3
4
PWN for Amendments cont…
Handbook Page 116
1. Concisely, summarize WHAT action is being proposed or refused. “Initiate special education
services as the student qualifies for and demonstrates a need for special education services. For
the duration of this IEP these services will consist of …”i.e. specialized instruction in the special
education classroom for 30 minutes daily and special education support in the general
education classroom for 30 minutes daily. Sally will also receive speech/language services twice
weekly in the general education classroom, 30 minutes each session during this IEP year. THIS
SECTION SHOULD MATCH WHAT IS STATED ON THE AMENDMENT FORM.
2 The IEP team has determined that these services and this placement are necessary to meet the
student’s needs.
3 Type: No special education services. Rejected because it does not meet the student’s needs OR
Identify student as eligible for special education services. Rejected because student does not
have both an exceptionality and a need for special education.
4 Type in all that apply. May include: classroom observations (required for initial evaluation),
curriculum-based measures, results of academic interventions, parent interview, teacher
interview, student interview, report from outside agency, review of records, functional behavior
assessments, results of behavior interventions, data charts, cognitive assessments, behavior
rating scale, etc.

5
6
7
Handbook Page 117
5 Explain other factors such as “The student will be identified as an exceptional student (required
if student will receive services), Some services will be provided outside of the general education
classroom, Student will not attend home school, etc.”
6 Under” Notice of meeting provided” enter Parent/Guardian and/or their names, the date,
and then click on “Contact” type. Continue to click "New" every time a contact is made
regarding obtaining consent for the IEP services.
7 Enter School Contact and Phone Number

1
2
Handbook Page 118
1 If the parent GIVES CONSENT, have them mark the box and sign.
2 If the parent DO NOT GIVE CONSENT, have them mark the box, sign, and give an
explanation.
If the parent does not give consent, contact your Consulting Teacher immediately.
Click SAVE. Click Display Form before printing.

Extended School Year
Handbook Page 119

Anticipated Extended School Year
1
2
4
3
Handbook Page 120
1 Document the reason for ESY by checking at least one of the first two boxes.
2 Indicate whether you are using May/October data or June/September data.
3 Click the box of each goal you suspect will show regression
4 Save to cause the regression chart to appear.

6
7
8
Handbook Page 121
6 Enter data gathered on each goal,. (June to September or May to October)
7 Save and the program will indicate the percent of regression

8 Click NEW for each goal that indicated at least 25% regression
1
2
Handbook Page 122
1 Enter the Goal number and type in the goal. Indicate which school break showed the
regression.
2 If regression criteria are not met, and you would like to apply for an exception based on the
nature and severity of the child’s disability, type your explanation here. Exceptions are subject
to approval by the Director of Special Services.

3
5
4
Handbook Page 123
3 List Assistive Tech Equipment/Software, HealthCare Plans, PBS Plans, visual schedules,
motivation systems, data collection charts/tools the student/team will need to address the ESY
goal(s):
4 List all Anticipated Services for ESY on the chart. Students will not necessarily receive the same
related services during ESY as during the school year. They must show regression to qualify for
each service individually.
5 Click Email Me to send this information to the ESY Coordinators. This information must be
entered and emailed before November 15.

Interim IEPs
Explanation:
When the IEP team determines that it is necessary to temporarily provide special education, support
and/or related services to an eligible individual, an interim IEP may be developed.
Interim IEPs must meet the same requirements as all IEPs. IEP teams cannot use interim IEPs to
circumvent standard IEP requirements.
Interim IEPs may only be used for students who have already been determined to be eligible for
special education services.
When can an interim IEP be used?
Interim IEPs may be used to temporarily provide special education and support and/or related services
in the following situations:
When an eligible individual has moved from one LEA to another:
o and a copy of the current IEP is not available; or
o either the LEA or the parent believes that the current IEP is not appropriate; or
o additional information is needed before a final decision can be made regarding the specific special
education and related services that are needed.
During the Interim IEP meeting:
IEP teams must follow the same process as they would for the development of any IEP when developing
an Interim IEP.
o Set out the specific conditions and timelines for the temporary service. An interim IEP shall not be
in place for more than 30 school days.
o Ensure that the parents agree to the services provided through the interim IEP before it is carried
out and that they are involved throughout the process of developing, reviewing, and revising the
individual’s IEP.
o Set a specific timeline for completing the evaluation and making evidence based decisions about
the appropriate services for the individual.
o Conduct a new IEP meeting at the end of the Interim IEP in order to finalize the individual’s IEP.
Procedure:
1) Complete Form 2- Notice of Meeting on Webkidss
2) Ensure family receives copy of Parent Rights
3) Complete the Anticipated Service Form with a 30 day timeline
4) Complete Form 14-Notice for Evaluation or Reevaluation (if necessary)
5) Complete IEP. To avoid confusion and exceptions…..Complete it online as we would in any other
IEP.
Interim IEP
Handbook Page 125

a. If student is transferringwith an unusable IEP (i.e. Occupational Therapy as only service),
the district may use the information from the existing IEP as the interim IEP while
conducting a reevaluation to determine if student continues to qualify and what additional
services the student may qualify to receive.
6) Complete PWN Form(Must include statements of how the team plans to gather the necessary
additional information during the 30 day interim…further evaluation, observation, etc)
7) If, after the interim IEP expires, the team determines that the student continues to be eligible for
special education and determines what services are necessary, a ‘traditional’ IEP will be written
following federal and state guidelines.
An Interim IEP is intended to be a method to get the child who has moved into our district into
programming until we receive the sending district’s IEP. We have determined the child has an
exceptionality (usually through a phone call or from the parent), but we haven’t determined the
exact placement. The reevaluation process will be used for this.
Step 1
Complete the Notice of Evaluation or Reevaluation/Consent form.
In completing it, select reevaluation and complete as per the example attached.
Remember, we either need to end services, write a new IEP, or accept the one we receive within 30
calendar days.
The following pages include detailed examples of how to fill out FORM 14 NOTICE OF EVALUATION
OR REEVALUATION for an Interim IEP.
Handbook Page 126

1 Mark the SECOND BOX “THE [LEA] PROPOSES TO CONDUCT A REEVALUATION”
1
Handbook Page 127

1
2
3
Handbook Page 128
1 Enter the School Contact Person and Phone number.
2 Mark Existing for ALL categories.
3 In the OTHER box, write what the temporary services will be until an evaluation is completed. Example:
“Mattimao will attend 6 hours of special education classes per day as part of the Reevaluation process.”

5
4
6
7
Handbook Page 129
4 Under SECTION B, explain what the proposed action is.
Example: We have confirmed with Houston and his parents that Mattimao has an exceptionality and we
are doing an evaluation to determine the appropriate placement for Mattimao until we receive his IEP
from Houston. Mattimao will attend special education classes for 6 hours per day as part of the
reevaluation to determine the appropriate placement for a maximum of 30 calendar days or until we
receive an IEP, at which time we will either accept that one or write a new one.
5 Under SECTION C, indicate what options were rejected.
Example: Enrolling Mattimao in general education classes without an evaluation was considered.
However, Mattimao has been in special education in Houston so we felt it inappropriate to place him in
general education classes.
6 Under SECTION D, indicate what data was used. May include: classroom observations, curriculum
based measures, parent interview, student interview, teacher interview, report from outside agency,
review of records, etc.
7 Under SECTION E, indicate any other relevant factors.

4 Have parent mark that they give consent and sign.
2
1
3
4
Handbook Page 130
1 Under Record 1 enter Parent/Guardian and/or their names, the date, and then click on
“Method” of contact.
2 Continue to click "New" every time a contact is made regarding the interim IEP meeting.
3 Enter the School Contact Person and Phone Number.

Transfer-In IEPs
With an Active IEP from Another District
 Elementary and middle school staff should notify the district transfer-in school personnel at
Lundgren Student Center. The Transfer-in Desk will obtain the IEP from the sending district and
forward to appropriate personnel once completed.
 High school staff should notify the building psychologist. The transfer-in personnel or the
school psychologist at the high school will verify the existence of an active IEP. The school
psychologist will complete the transfer-in information form and forward it to the appropriate
Consulting Teacher. The Consulting Teacher will make or locate a special education folder for the
student and send it to the special education teacher. Upon receipt of the student’s special education
folder containing the transfer-in information and the IEP from a previous district, complete the
following steps:
1. Transfer-In desk will complete FORM 06 (PLAAFP) and FORM 10 SERVICES on
WebKIDSS.Within the Comment Section, staff should write a statement that says, “Student
is transferring to 501 from USD with an active IEP (date) which has been accepted by
the team and will be implemented within USD 501. The most recent
evaluation/reevaluation date is .”
The IEP date is the date of the IEP written by the previous district. If the IEP team
meets and determines that the IEP cannot be implemented as written and significant
changes are needed, then a new IEP should be written.
The pages need to be completed exactly as the services appear on the Transfer-In IEP. If
changes are proposed, then the amendment process MUST BE COMPLETED after filling
out the FORM 10 SERVICES page to send in with appropriate signatures to the IEP Desk. If
the student transferring in is a Senior, make certain that Work Keys is addressed (this may
require an amendment).
If the IEP has additional services listed, it is the responsibility of the Primary Service
Provider to notify other service providers of the Transfer-In IEP.
A copy of the previous district’s IEP must be sent along with a copy of the FORM 06 (PLAAFP) and
FORM 10 SERVICES pages to the IEP Desk at Lundgren Student Center. A copy of the previous IEP is
needed so we can have a complete IEP on file. The student cannot be counted as an active special
education student until the paperwork has been received and processed. It is at this time the IEP will
be approved by the IEP Desk. With a Prior 501 IEP
Page 2 of 146

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