Individualized Education Program (IEP)

An Individual Education Program (IEP) must be developed for every student who attends KSD in order to receive an appropriate education. The purpose of the IEP meeting is for KSD, the Local Education Agency (LEA) and the parents to jointly determine the needs of the particular child, and to develop an educational plan that is appropriate to meet the child's needs.

The IEP office schedules and notifies parents and the LEA of IEP meetings, gathers evaluation information and reports on students, and conducts all Comprehensive/IEP meetings. The IEP is an important part of the special education process for everyone: students, parents, teachers, related service personnel, general education teachers and administrators.

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IEP Basics

The IEP is both a process and a document, and is required for students ages 3-21 with exceptionalities who need special education services. As a process, the IEP meeting brings together people who work with a student. The meeting is for the parents, the student when appropriate, the school staff and outside agencies if appropriate and approved by parents. The team discusses the student's strengths, areas of need, sets goals, resolves challenges and develops a plan for the student's education. As a document, the IEP serves as a blueprint that guides the student's day-to-day instruction, support and related services. The IEP must be reviewed every year, or more often if needed. Parents or staff can ask for an IEP meeting any time during the school year. Progress Monitoring of a students' IEP goals is required by law to occur annually but parents will receive a progress report on goals at a minimum of once a quarter along with their students' report card.

The IEP Meeting

IEP meetings are at a time and place the parents and the school agree on. Usually, meetings are in the student's school of attendance (KSD).

  • 
Who attends: parents, student (if 7th grade or older), teachers and related service providers such as speech/language, OT, PT, counselors, nurse, dorm staff if appropriate, a representative from the home school district, and the KSD IEP Coordinator. 
  • Additional staff members from KSD may attend; for example: Principal, Transition Coordinator, School Psychologist, Parent Liaison, Audiologist, Spanish translator and ASL interpreter.

  • Meeting length: The length of an IEP meeting, on average, is one-two hours. The length will increase depending on the needs of the student, purpose of the meeting and the need for additional language translation.

KSD's Role in the IEP process

Initial placement at KSD is determined at an IEP meeting conducted in the student's local district; with representation from KSD. Subsequent IEP meetings are conducted at KSD on behalf of the Local Educational Agency (LEA). Students attending KSD continue to "belong" to their local school district.

What goes into an IEP document?

  • Parent/staff/student concerns/feedback
  • Present Levels of Academic Achievement and Functional Performance (contains academic, communication, social, health, general intelligence and audiological information)
  • Measureable annual goals identifying the priority skills needed to progress within the general or extended education curriculum. These may also be broken down into short-term objectives or benchmarks to further identify the skills and levels of accuracy needed to attain the overall goal. Goals also state the methods under which they will be monitored.
  • Special education and related services needed for a Free and Appropriate Public Education (FAPE)
  • For those students age of 14 or older, a plan for Transition from High School to work and/or continued education will be discussed. The Transition section contains long range goals for education, work and independent living. Transition services will also discuss courses of study, appropriate school and community activities and the possible connection to outside agencies.
  • Program Modifications and Accommodations: may include direct instruction in ASL, repeat key vocabulary and concepts, adjust science or social studies reading material to the reading level of the student, etc.
  • Participation within the general education curriculum.
  • Participation in state and local assessments and if accommodations are necessary.
  • Extended School Year Term (ESY) or summer school.
  • Transportation
  • Progress Report frequency discussed.

Teachers' Role

One teacher will attend your child's IEP meeting. We call this teacher the Primary Provider.  Before the meeting teachers may contact you to review their reports with you but this is not required. If you would like a copy of their reports and recommended priority goals please contact the teachers or the KSD IEP Coordinator upon receiving your Notice of Meeting.

Parent/Caregiver Role

  • Attend meetings in person or by phone or video phone
  • Ask clarifying questions/add insight
  • Parents can agree or disagree with the education team recommendations
  • Express concerns and hopes
  • Be an active part of the team; student success increases when both school and home are working toward a common goal
  • Request a meeting at any time if the team needs to meet to discuss a concern, program adjustments or services
  • Communicate often with teachers and related service providers via email or phone
  • Prepare for the meeting by reviewing the previous IEP and progress reports, talking to staff and requesting the Draft IEP prior to the meeting.

Resources and Contact Information

Contact the IEP office anytime you have questions at:
Jon Senzer
IEP Coordinator
(913) 210-8127 (V)
(913) 324-5852 (VP)

Kansas State Department of Education: http://www.ksde.org
The Parents Guide to Special Education: In English and Spanish


Contact Information

Jon Senzer
IEP Coordinator
(913) 210-8127 (V)
(913) 324-5852 (VP)
jsenzer@kssdb.org