We encourage you to reach out to your child’s school. Your child’s teacher, the school case manager, and the principal are all important team members to look at appropriate supports and interventions.

Please visit either the link above for Infant Toddler Services or for Early Learning Opportunities to see what programs are available for your child.

Contact your building principal and they will collaborate with the school psychologist to secure a copy of the IEP. If you have a copy of your child’s IEP, please let the front office know so they can connect you with the correct people.

According to the Kansas State Department of Education, Kansas Special Education Process Handbook, an IEP is described as follows:

“The Individualized Education Program (IEP) is defined as a written statement for each student with an exceptionality, which describes that child’s educational program and is developed, reviewed, and revised in accordance with special education laws and regulations. The team that develops the IEP includes parents, school professionals, the student (when appropriate), and personnel from other agencies as appropriate (when addressing transition). Each IEP must be developed with careful consideration of the individual child’s capabilities, strengths, needs, and interests. The IEP should direct the child toward high expectations and toward becoming a member of his or her community and the workforce. It should function as the tool that directs and guides the development of meaningful educational experiences, thereby helping the child learn skills that will help them achieve his or her goals. In short, it should assist the child in meeting the goals and challenging standards of our educational system as well as identified postsecondary goals.

The IEP describes services for each child on an individual basis. The IEP also assists teachers and other staff to have very specific, well-defined measurable annual goals for each eligible child. All persons involved should have high expectations for children and work from a strengths perspective in developing educational programs. The IDEA includes numerous IEP requirements. Kansas has statutes and regulations regarding IEPs, which also include children identified as gifted. Additionally, for children ages 3-5, an Individualized Family Service Plan (IFSP) may be used, with parent consent.”

If a student is determined to be eligible for an IEP, it is the responsibility of the school to meet with the parent and update the student’s IEP at least annually. However, a meeting to review and potentially revise the IEP may occur at any time the school or parent believe it necessary to do so.

The IEP must include measurable annual goals related to the special needs of the student. When the goals have been determined, the IEP teams must provide a description of the student’s progress toward meeting the goals will be measured. The progress made toward achieving these goals will be reported within USD 383 at least every 12 weeks for preschool and elementary students. Progress reporting for secondary school students will occur at least every 9 weeks.

If at any time school staff or the parent believes that progress is not being made, or is inadequate, either the school or parent should request a meeting to review and determine if the goals are appropriate and/or if instructional changes need to occur.

According to the Kansas State Department of Education, Kansas Special Education Process Handbook, schools may use customary disciplinary techniques for all children, including those with disabilities.

USD 383 utilizes a Multi-Tier Systems of Support (MTSS) which seeks to provide strategies and interventions focused on positive supports.  The intent is to prevent behavior problems and attempt to prevent the reoccurrence of problem behaviors that do occur.

If a student is involved in a disciplinary violation related to weapons, drugs, and serious bodily injury the school district will follow procedures consistent with Kansas State Department of Education regulations.

In cases involving weapons, drugs, and serious bodily injury the school district will adhere to the “PROCEDURES FOR DISCIPLINARY VIOLATIONS FOR CODE OF STUDENT CONDUCTINCLUDING WEAPONS, DRUGS, SERIOUS BODILY INJURY” outlined on page 193 of the Kansas Special Education Process Handbook.

How are students with an IEP who experience disciplinary violations handled?

Emergency Safety Interventions (ESI) are seclusion and restraint used when the student presents a reasonable and immediate danger of physical harm to self or others. SOURCE: Kansas State Department of Education.

Special Education records are maintained by the school district for all students receiving services from USD 383. This notice is to inform the parent, legal guardian, and/or student that special education records may be destroyed for a student after 5 years following program completion or graduation from high school unless the parent, legal guardian, and/or student have taken possession of the records prior to that time. If the parent, legal guardian, and/or student wishes to make arrangements to acquire the records after the student’s program completion or graduation, please contact the Special Education Department located at 901 Poyntz Ave, Manhattan, KS 66502. Phone: 785-587-2000.

• Kansas Special Education Process Handbook
• Kansas State Department of Education
• Kansas Multi-Tier System of Support
• U.S. Department of Education - Office of Special Education Programs
• Kansas Parent Information Resource Center
• Kansas School for the Deaf
• Disability Rights Center of Kansas
• Infinitec
• Families Together, Inc.
• Big Lakes Developmental Center
• Ft. Riley Exceptional Family Member Program
• Pawnee Mental Health
• Manhattan Parks and Recreation
• Riley County Health Department