Individual Education Plan (Kentucky)

Last Modified on 11/18/2024 10:42 am CST

Tool Search: Special Ed Documents

The Individual Education Plan is used to capture student special education plan information and match the required documentation provided by the state of Kentucky. This document describes each editor, a description of each field on the editor, and any special considerations and instructions.

The current format of this document is the KY IEP 2023. Plan formats are selected in the Special Ed Plan Types tool.

Screenshot of the list of editors in the IEP Editor Home

Editor Home

The Editor Home lists the editors available, their status, and Modification and Completion information.

Header	Description
Name	The name of the editor.
Status	The state of the editor. Statuses can be: In Progress indicates a user has entered and saved data in that editor. Not Started is the default status for all editors. Complete indicates a user has clicked the Complete button on the editor, and the editor is read-only. This does not lock the editor from further editing but indicates the user considers the editor finished. Not Needed indicates a user has clicked the Not Needed button on the editor. This is usually done for editors that do not apply to the student. The following statuses are only available for certain state-specific documents: ESign indicates that the editor has functionality related to the eSignature process. See the Nevada Individual Education Plan eSignature Process or Delaware Special Ed Plan eSignature Process articles for additional information. Complete Pending eSignature indicates the plan has been entered and sent via the Campus Parent portal to the student's guardian for eSignature.
Modified By	The date and the user by whom the editor was last edited.
Completed By	The date and the user who clicked the Complete button for that editor.

General Information

The following table lists the actions available for the editors. When resizing the window, certain buttons are condensed into a single Action button.

Button	Description
Save	Different editors have different save options. Click the arrow next to the Save & Stay button to view all saving options for any given editor. Save captures progress and navigates the user to the Editor Home or to the List Screen for List editors. See the Editor Types section for additional information. Save & Stay captures progress and keeps the user on the current editor. This save button is the default save option and is usually found within the detail screen or list editors, such as Goals and Objectives. Save & Next captures progress and navigates the user to the next editor. Save & New captures progress and creates a new record. This save button is usually found within the detail screen of a list editor, such as Goals and Objectives. See the Editor Type section for additional information.
Refresh	Retrieves a new copy of data from the student's record. This includes enrollment, student, parent/guardian, and team member information. This also returns any accidentally deleted records. Manually entered fields do not change when the refresh button is clicked. The user must Save after clicking Refresh to capture changes. A side panel displays a listing of all the student's applicable enrollment records. See the Enrollments tool documentation for additional information.
Cancel	Navigates the user to the Editor Home screen or the List Screen for List editors.
Status	Changes the status of the editor. Complete indicates the editor is finished. This makes the editor read-only. However, this does not lock the editor from further editing. The user must click In Progress to further edit after an editor is marked Complete. Not Needed indicates the editor does not apply to the student's plan or evaluation. This makes the editor read-only. However, this does not lock the editor from further editing. Click the In Progress button to further edit after an editor is marked Not Needed. In Progress only displays when the editor is in the Complete or Not Needed status and allows additional edits to be made. The following status is only available for the Nevada IEP: Complete Pending eSignature only displays for the Procedural Safeguards, IEP Implementation, and Medicaid Consent editors. This button marks the editor as complete until the parent/guardian electronically signs those sections of the plan via the Campus Parent Portal. See the Nevada Individual Education Plan eSignature Process or Delaware Special Ed Plan eSignature Process articles for additional information.
Print	Prints the entire document.
Editors	Opens a side panel listing all the available editors and their status. Select an editor from this list to navigate to that editor or click Close to collapse the side panel.
Previous	Navigates the user to the previous editor.
Next	Navigates the user to the next editor.

Editor Types

There are two types of editors available: List or Basic editors. When navigating to a Basic editor, the list of fields within the editor is displayed. List editors display a list of all records within that editor. Clicking an existing record or the New button opens the detail view for an individual record.

Editor Lock Out and Release Logic

Only one user at a time can actively work on an editor. A person with a padlock icon ( Screenshot of the Padlock Icon. ) displays in the Editors side panel, Editor Home, and List Screen of list editors indicating which editors currently have users working on them. Hovering over the icon displays the name of the user who has checked out the editor, including the current user (you).

Editors that are currently being edited are read-only for all other users. The name of the person working on the editor displays in the header.

To release an editor, the user must:

navigate to the next editor by clicking Save and Next or the Editors button and selecting the next editor from the side panel.
click the Cancel button to return to the Editor Home screen.
log out of the Campus application.
navigate to a different tool in the Campus application.

Editors are automatically released when the in-application timeout limit has been exceeded. This is a back-end process and is usually around 30-60 minutes.

Template Banks

Certain fields within several editors have an Add Template icon that displays next to their name. Clicking this button displays a side panel with the available library of predetermined text for that field. Template Banks are managed in System Administration.

Screenshot of the Add Template icon highlighted and the Template Bank side panel displayed on the right. Template Bank Side PanelClick the plus (+) icons next to the category to view the available template values.

Screenshot of an expanded Template Bank Category on the left and several template values selected on the right. Expanded Category and Values SelectedTemplate Bank Categories display on the left and the selected text displays on the right. Click the Add button to add the template value. This adds the template to the queue of values on the right. The red X removes selected templates while the sequence field can be used to reorder the templates. Another option is to use the up and down arrows next to the sequence field to reorder values.

Click Cancel to go back to the document. The Clear Selected Template(s) button removes all selected template values from the right selection screen.

Once selections are finalized, click the Insert Selected Template(s) button to add the values to the field within the document in the selected order. Template values are separated by carriage returns.

Screenshot of an example field with several template bank selections added. Example Template Bank Selections in the Document

Text Editors

Images should not be inserted into text fields.

Editors

The following section lists each editor and describes each field on the editor.

Education Plan

The Education Plan editor includes the various dates associated with the plan, why the IEP meeting was held, and how student progress is reported.

This editor must be saved before entering data into other editors. This editor cannot be placed in a Not Needed status.

Screenshot of the Education Plan editor. Education Plan Editor

Click here to expand...

Field	Description	Ad Hoc	Validation
Type Required	The type of plan. Options include: Initial Annual Transferred	N/A	N/A
Meeting Date Required	The day the IEP meeting took place.	N/A	N/A
Start Date Required	The day on which the plan begins for the student.	Learner Planning > Learning Plans > planStartDate	This field auto-populates to the same date as the Meeting Date, but can be modified. This date must be after the Meeting Date.
End Date Required	The day on which the plan ends for the student.	Learner Planning > Learning Plans > planEndDate	This auto-populates to be one year minus one day from the Start Date, but can be modified. This field cannot be longer than one year minus one day from the Start Date.
Date of Eligibility Determination	The date the student was deemed eligible to receive special education services.	N/A	This field auto-populates from the most recent, locked Evaluation. When a new Evaluation is locked after a Plan is created, the new Evaluation date is pulled into the Plan and the following message displays, "The Date of Eligibility Determination has changed since this Plan was last saved. Save this editor to ensure the updated information displays on the printed document."

Field	Description	Database/UI Location (when Refresh is clicked)
Last Name	The student's last name.	Census > People > Demographics > Last Name identity.lastName
First Name	The student's first name.	Census > People > Demographics > First Name identity.firstName
Middle Name	The student's middle name.	Census > People > Demographics > Middle Name identity.middleName
Suffix	The student's suffix.	Census > People > Demographics > Suffix Name identity.suffix
Gender	The student's gender.	Census > People > Demographics > Gender identity.gender
Birthdate	The student's birthdate.	Census > People > Demographics > Birth Date identity.birthDate
Age	The student's age.	Census > People > Demographics > Age
Race, Ethnicity	The student's race/ethnicity.	Census > People > Demographics > Race/Ethnicity identity.raceEthnicity
Home Primary Language	The student's language they speak at home.	Census > People > Demographics > Home Primary Language identity.homePrimaryLanguage
Address	The student's address. This field becomes a dropdown when more than one address exists for the student. The primary household displays by default.	Census > Households > Address Info address.number; address.street; address.tag; address.prefix; address.dir; address.apt; address.city; address.state; address.zip
Student Number	The student's identification number.	Census > People > Demographics > Student Number
State ID	The student's state identification number.	Census > People > Demographics > State ID
Case Manager Information *These fields are read-only.*
Name	The first and last name of the team member.	Student Information > Special Ed > General > Team Members > Case Manager Name
Title	The role of the team member.	Student Information > Special Ed > General > Team Members > Case Manager Title
Phone	The phone number of the team member.	Student Information > Special Ed > General > Team Members > Case Manager Work Phone

Field	Description	Database/UI Location (when Refresh is clicked)	Validation
Primary Disability	The student's primary disability.	Enrollment.disability1	This field is read-only and is pulled from the most recent, locked evaluation. When there is no locked evaluation, this value is pulled from the student's enrollment record. The Primary Disability field must be populated from the locked Evaluation to place this editor in a Complete status.
Special Ed Status Required	The student's special ed status. Options include: A: Active AR: Active/Referred ER: Eligible - Parents refused I: Inactive	Enrollment.specialEdStatus	N/A
Special Ed Setting Required	The student's special ed setting.	Enrollment.specialEdSetting	Preschool Settings (PreK) display when the student is age four (4) or younger any time between the Start Date of the plan, which can include 12/1, until the next 12/1. School Age Settings display when the student is age six (6) or older any time between the Start Date of the plan, which can include 12/1, until the next 12/1. All Settings display when the student is age five (5) any time between the start date of the plan, which can include 12/1, until the next 12/1.
Grade	The student's current grade.	Enrollment > Grade enrollment.grade	This field is pulled from the Enrollment record.
District of Residence	The student's district of residence.	Ad hoc Filter Designer > Student > Learner Planning > Learning Plans > residentDistrictNumber	This field is pulled from the Enrollment record.
School of Attendance	The student's school of attendance.	Ad hoc Filter Designer > Student > Learner Planning > Learning Plans > Enrollments > residentSchool enrollment.residentSchool	This field is pulled from the Enrollment record.
School of Attendance Phone	The student's school of attendance phone number.	Ad hoc Filter Designer > Student > Learner Planning > Learning Plans > School > Phone school.phone	This field is pulled from the Enrollment record.
District Information
District Number	The district number associated with the Enrolled school.	System Administration > Resources > District Information > State District Number	This field is pulled from the Enrollment record.
District Name	The district name associated with the Enrolled school.	System Administration > Resources > District Information > Name	This field is pulled from the Enrollment record.
District Address	The district address associated with the Enrolled school.	System Administration > Resources > District Information > Address	This field is pulled from the Enrollment record.
District Phone	The district phone number associated with the Enrolled school.	System Administration > Resources > District Information > Phone	This field is pulled from the Enrollment record.
District SPED Address	The district special education address associated with the Enrolled school.	System Administration > Resources > District Information > SPED Address	This field is pulled from the Enrollment record.
District SPED Phone	The district special ed phone number associated with the Enrolled school.	System Administration > Resources > District Information > SPED Phone	This field is pulled from the Enrollment record.

Field	Description	Database/UI Location (when Refresh is clicked)	Validation
Last Name	The last name of the parent/guardian.	Census > People > Demographics > Last Name identity.lastName	This field populates from Census. This is part of the header for the parent/guardian.
First Name	The first name of the parent/guardian.	Census > People > Demographics > First Name identity.firstName	This field populates from Census. This is part of the header for the parent/guardian.
Middle Name	The suffix of the parent/guardian.	Census > People > Demographics > Suffix Name identity.suffix	This field populates from Census. This is part of the header for the parent/guardian.
Suffix	The suffix of the parent/guardian.	Census > People > Demographics > Suffix Name identity.suffix	This field populates from Census. This is part of the header for the parent/guardian.
Relationship	The relation of the parent/guardian to the student.	Census > People > Relationships	This field populates from Census. This is part of the header for the parent/guardian.
Print Sequence	The print order of the parent/guardian(s) on the IEP.	N/A	When no Sequence is selected, parent/guardian(s) print in the order displayed in the UI. When any Sequences are selected, only parent/guardian(s) with a sequence number prints in the order defined.
Address	The parent/guardians' address.	Census > Households > Address Info address.number; address.street; address.tag; address.prefix; address.dir; address.apt; address.city; address.state; address.zip	This field populates from Census. When there are multiple addresses for a person, a drop down with an option to select which address displays. When there is only one address, the drop down has one option. The populated address is the one marked Primary.
Home Phone	The home phone number of the parent/guardian.	Census > People > Demographics > Household Phone	This field populates from Census.
Work Phone	The work phone of the parent/guardian.	Census > People > Demographics > Work Phone	This field populates from Census.
Cell Phone	The cell phone of the parent/guardian.	Census > People > Demographics > Cell Phone	This field populates from Census.
E-mail	The primary email address for the parent/guardian.	Census > People > Demographics > Email	This field populates from Census.

Field	Description	Validation
Communication Status	A description of the student's communication status.	N/A
Performance commensurate with similar age peers	Indicates the student's communication performance is commensurate with similar age peers.	Either this checkbox or the above text field are required in order to mark the editor as Complete.
Academic Performance	A description of the student's academic performance.	N/A
Performance commensurate with similar age peers	Indicates the student's academic performance is commensurate with similar age peers.	Either this checkbox or the above text field are required in order to mark the editor as Complete.
Health, Vision, Hearing, Motor Abilities	A description of the student's health, vision, hearing and motor abilities.	N/A
Not an area of concern at this time	Indicates the student's health, vision, hearing and motor abilities are not an area of concern at this time.	Either this checkbox or the above text field are required in order to mark the editor as Complete.
Social and Emotional Status	A description of the student's social and emotional status.	N/A
Performance commensurate with similar age peers	Indicates the student's social and emotional performance is commensurate with similar age peers.	Either this checkbox or the above text field are required in order to mark the editor as Complete.
General Intelligence	A description of the student's general intelligence.	N/A
Performance commensurate with similar age peers	Indicates the student's general intelligence performance is commensurate with similar age peers.	Either this checkbox or the above text field are required in order to mark the editor as Complete.
Functional Vision/Learning Media Assessment	A description of the student's functional vision/learning media assessment.	N/A
Not an area of concern at this time	Indicates the student's functional vision/learning media assessment is not an area of concern at this time.	Either this checkbox or the above text field are required in order to mark the editor as Complete.
Functional Hearing, Listening, & Communication Assessment	A description of the student's functional hearing, listening, and communication assessment.	N/A
Not an area of concern at this time	Indicates the student's functional hearing, listening, and communication assessment are not an area of concern at this time.	Either this checkbox or the above text field are required in order to mark the editor as Complete.
Transition Needs
Not an area of concern at this time	Indicates transition needs are not an area of concern at this time.	When this is marked, the multiple checkboxes below and the Comments text box are grayed out. This checkbox OR at least one of the Check all areas... checkboxes are required in order to mark the editor as Complete.
Check all areas of need as identified by the Admissions and Release Committee	The areas of need identified. Options include: Instruction Related Services Community Experiences Employment Daily Living Skills Post School Adult Living Objectives Functional Vocational Evaluation	When any of these are marked, the "Not an area of concern at this time..." checkbox above is grayed out. Multiple checkboxes can be marked.
Comments	Any additional comments.	N/A

Field	Description	Validation
What transition assessments were used to determine the student's preferences and interests? Required	Which transition assessment were conducted to determine the student's preferences and interests. Options include: Student Interview Student Portfolio Interest Inventory Career Awareness Individual Learning Plan Student Survey Vocational Assessments Parent Interview Career Aptitude Other	N/A
Specify Other *Required	Any other transition assessments.	*This is available and required when Other is selected above.
Needs Related to the Course of Study Required	Indicates the Course of Study is included in this plan. Options include: The Multi Year Course of Study is included with this IEP. The Multi Year Course of Study has been uploaded and attached.	Only one option may be selected.
Do transition service needs focus on the child's course of study and are they addressed in the Present Levels? Required	Indicates transition services need to focus on the student's course of study and whether or not they are addressed in the Present Levels. Options are No or Yes.	N/A

Column Name	Description
Padlock Icon	The user currently editing the Postsecondary Goal and Services record.
Postsecondary Goal Relation	The area of the goal.
Postsecondary Goal	The postsecondary goal.

Field	Description	Validation
Postsecondary Goal(s) related to Education/Training, Employment, and if needed, Independent Living.
Postsecondary Goal Relation Required	The area of the goal. Options include: Education/Training & Employment Independent Living	Options are hard coded.
Postsecondary Goal Timeframe Required	The timeframe for the goal. Options include: After high school After graduation Upon completion of high school	Options are hard coded.
Student's goal is to...	A description of the student's goal.	The helper text changes based on the Postsecondary Goal Relation selection.
to be able to...	A continuation of the student's goal.	This field is only available when Education/Training & Employment is selected from the Postsecondary Goal Relation field.
Student's Postsecondary Goal	The read-only text of the student's goal spelled out.	This field is read-only. It displays as the following: <Timeframe field>, <Student Name's> goal is to <education/training field> to be able to <employment field>. <Timeframe field>, <Student Name's> goal is to <independent living field>.
Transition Services and Agency Responsibility
Transition Service Required	The name of the transition service to be provided to the student.	The Template Bank for this field is called KY IEP: Agency Responsibilities.
Agency Responsible	The agency responsible for the transition service.	The Template Bank for this field is called KY IEP: Agency Responsible.

Field	Description	Validation
If applicable, one year before the student reaches age 18 the student and parent have been informed of the student's rights under Part B of the Individuals with Disabilities Education Act, if any, that will transfer on reaching the age of majority.
Date Student was Informed *Required	The date the student was informed of their transfer rights.	*This field is required when the student is 16 or older during the life of the plan. This field pulls in from the most recent, locked plan when available.

Field	Description	Validation
Considerations of Special Factors for IEP Development The ARC MUST address each question below and consider these issues in the review and revision of the IEP.
Does the child's behavior impede his/her learning or that of others?	Indicates the student's behavior impacts their learning or the learning of others. Options include Yes or No.	N/A
If yes, consider, if appropriate, strategies, including positive behavioral intervention strategies and supports to address that behavior. *Required	A description of strategies for positive behavior intervention and supports to address the behavior.	* This field becomes available and is required in order to Complete the editor when Yes is selected above.
Does the child have limited English proficiency?	Indicates the student has limited English proficiency. Options include Yes or No.	N/A
If yes, what is the relationship of language needs to the IEP? *Required	A description of the language needs.	* This field becomes available and is required in order to Complete the editor when Yes is selected above.
Is the child blind or visually impaired?	Indicates the student is blind or visually impaired. Options include Yes or No.	N/A
If yes, the IEP Team must consider
Is instruction in Braille needed?	Indicates instruction in Braille is needed. Options include Yes or No.	N/A
Is use of Braille needed?	Indicates the use of Braille is needed. Options include Yes or No.	N/A
Will Braille be the student's primary mode of communication?	Indicates Braille is the primary mode of communication. Options include Yes or No.	N/A
For Math & Science, student will need *Required	The student's braille needs for instruction in math and science. Options include: Unified English Braille (UEB) only Unified English Braille (UEB) w/Nemeth Code	*This field is required when any of the above three Braille questions are answered Yes.
Does the child have communication needs?	Indicates the student has communication needs. Options include Yes or No.	N/A
If yes, specify below	The specific communication need of the student. Options include: See Present Levels for Communication Status Other	Only one option can be selected.
Specify Other *Required	A description of the student's other communication needs.	* This field becomes available and is required in order to Complete the editor when Other is selected above.
Is the child deaf or hard of hearing?	Indicates the student is deaf or hard of hearing. Options include Yes or No.	N/A
If yes, the IEP Team must consider
1. The child's language and communication needs; Describe	A description of the student's language communication needs. Options include: See Present Levels for Communication Status and Functional Hearing, Listening and Communication Assessment Other	Only one option can be selected.
Specify Other *Required	A description of the student's other communication needs.	* This field becomes available and is required in order to Complete the editor when Other is selected above.
2. Opportunities for direct communications with peers and professional personnel in the child's language and communication mode, academic level and full range of needs; Describe	A description of any opportunities for direct communications with peers and professional personnel in the child's language and communication mode.	N/A
3. Any necessary opportunities for direct instruction in the child's language and communication mode. Describe	A description of any necessary opportunities for direct instruction in the child's language and communication mode.	N/A
Are assistive technology devices and services necessary in order to implement the child's IEP?	Indicates assistive technology devices and services necessary in order to fulfill the student's IEP. Options include Yes or No.	N/A
If yes, include appropriate devices in the Statement of Devices/Services below	A description of the appropriate devices.	N/A
Statement of Devices/Services If the ARC answers Yes to any of the questions above, include a statement of services and or devices to be provided to address the above special factors. *Required	The statement of devices and services for the student. Options include: See Specially Designed Instruction See Supplemental Aids and Services See Behavior Intervention Plan Other	*When at least one drop down from the following equals Yes from above, these question is required: Does the child's behavior... Does the child have limited English... Is the child blind... Does the child have communication... Is the child deaf... Are assistive technology...
Specify Other *Required	Any other statement of devices/services.	*This field becomes available and is required in order to Complete the editor when Other is selected above.

Column Name	Description
Padlock Icon	The user currently editing the Goal and Objective record.
Sequence	The sequence number of the goal.
Annual Goal	The name of the goal.

Field	Description	Validation
1. Student's primary IDEA disability label	The student's primary disability. Options include: Autism Deaf-Blindness Developmental Delay Emotional-Behavioral Disability Functional Mental Disability Hearing Impairment Mild Mental Disability Multiple Disabilities Orthopedic Impairment Other Health Impairment Specific Learning Disability Speech or Language Impairment Traumatic Brain Injury Visual Impairment	The values available are hard coded.
For students identified as Multiple Disabilities document the underlying disabilities below
Underlying Disability (A)	The student's underlying disability when Multiple Disability is listed as the Primary. Options include: Autism Emotional-Behavioral Disability Functional Mental Disability Hearing Impairment Mild Mental Disability Orthopedic Impairment Other Health Impairment Specific Learning Disability Traumatic Brain Injury Visual Impairment	The values available are hard coded.
Underlying Disability (B)	The student's underlying disability when Multiple Disability is listed as the Primary. Options include: Autism Emotional-Behavioral Disability Functional Mental Disability Hearing Impairment Mild Mental Disability Orthopedic Impairment Other Health Impairment Specific Learning Disability Traumatic Brain Injury Visual Impairment	The values available are hard coded.
Underlying Disability (C)	The student's underlying disability when Multiple Disability is listed as the Primary. Options include: Autism Emotional-Behavioral Disability Functional Mental Disability Hearing Impairment Mild Mental Disability Orthopedic Impairment Other Health Impairment Specific Learning Disability Traumatic Brain Injury Visual Impairment	The values available are hard coded.
Underlying Disability (D)	The student's underlying disability when Multiple Disability is listed as the Primary. Options include: Autism Emotional-Behavioral Disability Functional Mental Disability Hearing Impairment Mild Mental Disability Orthopedic Impairment Other Health Impairment Specific Learning Disability Traumatic Brain Injury Visual Impairment	The values available are hard coded.
2. Is your student's primary language a language other than English?	Indicates the student's primary language is a language other than English. Options are Yes or No.	N/A
3. What is the student's primary classroom setting?	The student's primary classroom setting. Options include: Special School Regular School, self-contained special education classroom, some special inclusion (students go to art, music, PE) but return to their special education class for most of school day. Regular school, primarily self-contained special education classroom, some academic inclusion (students go to some general education academic classes (such as reading, math, science, in addition to specials ) but are in general education classes less than 40% of the school day). Regular school, resources room/general education class, students receive resource room services, but are in general education classes 40% or more of the school day. Regular school, general education class inclusive/collaborative (students based in general education classes) - at least 80% of the school day is spent in general education classes.	Only one option can be selected.
4. Expressive Communication	Indicates how the student performs expressive communication. Options include: Uses symbolic language to communicate: Student uses verbal or written words, signs, Braille, or language-based augmentative systems to request, initiate, and respond to questions, describe things or events, and express refusal. Uses intentional communication, but not as a symbolic language level: Student uses understandable communication through such modes as gestures, pictures, objects/textures, points, etc., to clearly express a variety of intentions. Student communicates primarily through cries, facial expressions, change in muscle tone, etc., but no clear use of objects/textures, regularized gestures, pictures, signs, etc., to communicate.	Only one option can be selected.
5. Does your student use oral speech to communicate?	Indicates the student uses oral speech to communicate. Options are Yes or No.	N/A
6. Does your student use an augmentative communication system in addition to or in place of oral speech?	Indicates the student uses an augmentative communication system in addition to or in place of oral speech. Options include Yes or No.	N/A
7. Receptive Language	Indicates how the student performs receptive communication. Options include: Independently follows 1-2 step directions presented through words (e.g. words may be spoken, signed, printed, or any combination) and does NOT need additional cues. Requires additional cues (e.g., gestures, pictures, objects, or demonstrations/models) to follow 1-2 step directions. Alerts to sensory input from another person (auditory, visual, touch, movement) BUT requires actual physical assistance to follow simple directions. Uncertain response to sensory stimuli (e.g., sound/voice; sigh/gesture; touch; movement; smell.)	Only one option can be selected.
8. Motor	Indicates how the student performs motor functions. Options include: No significant motor dysfunction that requires adaptations. Requires adaptations to support motor functioning (e.g., walker, adapted utensils, and/or keyboard). Uses wheelchair, positioning equipment, and/or assistive devices for most activities. Needs personal assistance for most/all motor activities.	Only one option can be selected.
9. Engagement	Indicates how engaged the student is in their classroom setting. Options include: Initiates and sustains social interactions. Responds with social interaction, but does not initiate or sustain social interactions. Alerts to others. Does not alert to others.	Only one option can be selected.
10. Health Issues / Attendance	Indicates the attendance percentage for the student based on health issues. Options include: Attends at least 90% of school days. Attends approximately 75% of school days; absences primarily due to health issues. Attends approximately 50% or less of school days; absences primarily due to health issues. Receives Homebound Instruction due to health issues. Highly irregular attendance or homebound instruction due to issues other than health.	Only one option can be selected.
11. Reading	Indicates how the student performs in reading. Options include: Reads fluently with critical understanding in print or Braille (e.g., to differentiate fact/opinion, point of view, emotional response, etc.) Reads fluently with basic (literal) understanding from paragraphs/short passages with narrative/informational texts in print or Braille. Reads basic sight words, simple sentences, directions, bullets, and/or lists in print or Braille. Aware of text/Braille, follows directionality, makes letter distinctions, or tells a story from the pictures that is not linked to the text. No observable awareness of print or Braille.	Only one option can be selected.
12. Mathematics	Indicates how the student performs in mathematics. Options include: Applies computational procedures to solve real-life or routine word problems from a variety of contexts. Does computational procedures with or without a calculator. Counts with 1:1 correspondence to at least 10, and/or makes numbered sets of items. Counts by rote to 5. No observable awareness or use of numbers.	Only one option can be selected.

Field Name	Description	Validation
Sequence Required	The sequence number of the goal.	This field cannot be zero. The number is automatically populated based on the next available number and must be unique.
Area	The area of concern addressed by the goal.
Annual Goal Required	The description of the student's academic and/or functional goals.	N/A
Methods of Measurement	The description of the method in which the student is evaluated toward reaching the goal. Options include: Authentic Assessment Curriculum Based Measures Direct Measures Indirect Measures	N/A
Specially Designed Instruction	A description of any specially designed instruction for the student.	The template bank for this field is KY IEP Goal: Specially Designed Instruction.
For the IEP to be in effect by the child's 16th birthday and thereafter
This annual goal will reasonably enable the student to meet the student's postsecondary goal in the area(s) of	The postsecondary area the goal addresses. Options include: Education/Training Employment Independent Living	At least one of these must be marked when the student is 16 or older during the life of the plan. A message displays when the student is not 16, "One or more postsecondary goal area(s) must be marked for students age 16 and over."

Field	Description	Validation
Accommodations for Administration of State Assessments and Assessments in the Classroom
ARC determined no accommodations needed	Indicates no accommodations are needed for the student.	When this is marked, the rest of the fields are not available.
In order to justify appropriateness of accommodations for any state mandated tests, the testing accommodations must be used consistently as part of routine instruction and classroom assessment as well as meet all additional requirements established by the Inclusion of Special Population in the State-Required Assessment and Accountability Programs, 703 KAR 5:070 document. Note: The Kentucky Administrative Regulations regarding accommodations on state testing dictate whether a student may use a particular accommodation during the administration of state tests. Any IEP test accommodation that the regulations determine will invalidate a particular test or type of test shall not be utilized in administration of such test to the student.
Accommodations	The accommodation to be provided to the student. Click the Click to expand link to view options available. Click here to expand... Paraphrasing Scribes Manipulatives Use of Technology Braille Large Print Reinforcement and behavior modification strategies Extended Time (select one) Time and a Half Double Time Readers (select one) Online / Text Reader Human Reader Calculator (select one) Online Calculator Handheld Calculator Special Calculator Interpreters (select one) American Sign Language Other Language Other	When the following are marked, another text field displays and is required: Special Calculator Specify Special Calculator Other Language Specify Other Language Other Specify Other Either the ARC determined no accommodations needed checkbox OR one of these Accommodations checkbox is required.
Specify Special Calculator *Required	A description of the special calendar.	*This field displays and required when Special Calculator is marked above.
Specify Other Language *Required	A description of the other language.	*This field displays and required when Other Language is marked above.
Specify Other *Required	A description of the other accommodation.	*This field displays and required when Other is marked above.

Field	Description	Validation
Kentucky Alternate Assessment Participation Guidelines Documentation Form For further clarification of terms used in this worksheet, please refer to the Guidance for Admissions & Release Committee(ARCs) on Participation Decisions for the KY Alternate Assessment. All answers to Participation Criterion must be answered Yes in order to be eligible to participate in the KY Alternate Assessment.
The parent was provided a copy of the Alternate Assessment Parent Guide with an opportunity to ask questions.	Indicates the parent was provided a copy Alternate Assessment Parent Guide. Options include Yes or No.	N/A
When Guide was Provided to Parents	An indication when the guide was provided to the parent. Options include: Prior to Meeting During Meeting Other	N/A
Date Guide Provided to Parents	The date the guide was provided to the parent.	N/A
The Admissions and Release Committee has explained the difference between an Alternative High School Diploma (704 KAR 3:305) and a Regular High School Diploma to all members of the ARC.	Indicates the committee has explained the difference between an Alternate and Regular High School Diploma. Options include Yes or No.	N/A
Participation in the KY Alternate Assessment is stated in the IEP and based on the annual review.
Participation Criterion #1 Questions to determine eligibility.
1. Has the student been determined to be a student with a disability eligible to receive special education services under the Individuals with Disabilities Education Act (IDEA)?	Indicate the student is determined to have a disability and is eligible to receive services. Options include Yes or No.	N/A
2. Is a current Individual Education Program (IEP) in place or being developed for the student?	Indicates and IEP is in place or is developing for the student. Options include Yes or No.	N/A
Response Answer to Criterion	A response to the above two questions. Options include: If NO to either question. Stop here. The student must meet Special Education Determination for Eligibility criteria in one or more disability categories defined in Kentucky Administrative Regulations (KAR). The student is not eligible to participate in the KY Alternate Assessment. The ARC must determine state approved accommodations (as set forth in 703 KAR 5:070) in the general assessment, if any, refer to the accommodations and modifications form. Document on IEP and conference summary. If YES to both. If the student meets the Special Education Determination for Eligibility criteria in one or more disability categories, continue to Criterion #2.	Only one option can be selected. When No is marked, the ARC Eligibility Determination section displays. When Yes is marked, the Participation Criterion #2 section displays.
Sources of Evidence and Justification Check and complete after sources have been reviewed and documented in the conference summary
Evaluation Data	Indicates an evaluation was used as a source of evidence.	N/A
Date	The date of the evaluation.	This is available when the corresponding checkbox is marked.
Disability Eligibility Determination Form	Indicates a Disability Eligibility Determination Form was used as a source of evidence.	N/A
Date	The date of the form.	This is available when the corresponding checkbox is marked.
Individual Education Program	Indicates a Individual Education Plan was used as a source of evidence.	N/A
Date	The date of the IEP.	Becomes available when corresponding checkbox is selected.
Other	An other source of data was used.	N/A
Specify Other	A description of the other source of data.	This is available when the corresponding checkbox is marked.
Participation Criterion #2
1. The student's demonstrated cognitive functioning and adaptive behavior in the home, school and community environments are significantly below age expectations, even with program modifications and accommodations.	Indicates the student demonstrated cognitive functioning and adaptive behavior in the home, school and community environments are significantly below age expectations. Options include Yes or No.	N/A
2. ARC reviewed current and longitudinal data across settings (age appropriate home, school, and community environments) in all academic areas AND adaptive behavior(s), to inform the ARC decision.	Indicates the committee reviewed data across all settings to inform the decision. Options include Yes or No.	N/A
Response Answer to Criterion	A response to the above two questions. Options include: If NO to either question. Stop here. The student does not have a significant cognitive disability. The student is not eligible to participate in the KY Alternate Assessment. The ARC must determine state approved accommodations (as set forth in 703 KAR 5:070) in the general assessment, if any, refer to the accommodations and modifications form. Document on IEP and conference summary. If YES to both. Continue to Criterion #3.	Only one option can be selected. When No is marked, the ARC Eligibility Determination section displays. When Yes is marked, the Participation Criterion #3 section displays.
Sources of Evidence and Justification
Evaluation Data	Indicates an evaluation was used as a source of evidence.	N/A
Date	The date of the evaluation.	This is available when the corresponding checkbox is marked.
Individual Education Program	Indicates an individual education plan was used as a source of evidence.	N/A
Date	The date of the plan.	This is available when the corresponding checkbox is marked.
Previous IEP	Indicates a previous individual education plan was used as a source of evidence.	N/A
Date	The date of the previous plan.	This is available when the corresponding checkbox is marked.
Progress Monitoring Data	Indicates progress monitoring data was used as a source of evidence.	N/A
Specify Progress Monitoring Data	A description of the progress monitoring data.	This is available when the corresponding checkbox is marked.
Teacher Observations (optional)	Indicates teacher observations were used as a source of evidence.	N/A
Specify Teacher Observations	A description of the teacher observations.	This is available when the corresponding checkbox is marked.
Other	An other source of data was used.	N/A
Specify Other	A description of the other data used.	This is available when the corresponding checkbox is marked.
Supporting Comments (optional)	Any additional comments needed.	N/A
Specify Supporting Comments	A description of the supporting comments.	This is available when the corresponding checkbox is marked.
Participation Criterion #3
1. Does the student require extensive individual direct instruction across multiple settings, utilizing intensive accommodations, modifications and assistive technology to access and make progress on the Kentucky Academic Standards and to maintain and generalize learning.	Indicates the student require extensive individual direct instruction across multiple settings. Options include Yes or No.	N/A
2. ARC reviewed current and longitudinal data across settings (age appropriate home, school, and community environments) to inform the ARC decision.	Indicates the committee reviewed data across setting to inform their decision. Options include Yes or No.	N/A
Response Answer to Criterion	A response to the above two questions. Options include: NO to either question. Stop here. The ARC determines that the student does not require direct instruction across multiple settings and/or accommodations, modifications, and supports that exceed what is allowed on the general assessments for students as described in the "Inclusion Document" and set forth in 703 KAR 5:070. The student is not eligible to participate in the KY Alternate Assessment. The ARC must determine state approved accommodations (as set forth in 703 KAR 5:070) in the general assessment, if any, refer to the accommodations and modifications form. Document on IEP and conference summary. Yes to both. The student requires extensive direct individual instruction in multiple settings and substantial supports to achieve measurable gains in the grade and age appropriate curriculum that do exceed what is allowed on the general assessments for students as described in the "Inclusion Document" and set forth in 703 KAR 5:070, Continue to Criterion #4.	Only one option can be selected. When No is marked, the ARC Eligibility Determination section displays. When Yes is marked, the Participation Criterion #4 section displays.
Sources of Evidence and Justification
Evaluation Data	Indicates an evaluation was used as a source of evidence.	N/A
Date	The date of the evaluation.	This is available when the corresponding checkbox is marked.
Disability Eligibility Determination Form	Indicates a disability eligibility determination form was used as a source of evidence.	N/A
Date	The date of the form.	This is available when the corresponding checkbox is marked.
Individual Education Program	Indicates an individual education program was used as a source of evidence.	N/A
Date	The date of the program.	This is available when the corresponding checkbox is marked.
Assistive Technology Consideration Guide (optional)	Indicates an assistive technology consideration guide was used as a source of evidence.	N/A
Date	The date of the guide.	This is available when the corresponding checkbox is marked.
Documentation of Accommodations Determination	Indicates a document of accommodations and determination was used as a source of evidence.	N/A
Date	The date of the documentation.	This is available when the corresponding checkbox is marked.
Progress Monitoring	Indicates progress monitoring data was used as a source of evidence.	N/A
Specify Progress Monitoring	A description of the progress monitoring data.	This is available when the corresponding checkbox is marked.
Parent Input	Indicates parent input was used as a source of evidence.	N/A
Specify Parent Input	A description of the parent input.	This is available when the corresponding checkbox is marked.
Teacher Observations	Indicates teacher observations was used as a source of evidence.	N/A
Specify Teacher Observations	A description of the teacher observations.	This is available when the corresponding checkbox is marked.
Other	Indicates an other source was used as a source of evidence.	N/A
Specify Other	A description of the other source of data.	This is available when the corresponding checkbox is marked.
Participation Criterion #4
1. Did the ARC carefully consider each of these items	Indicates the committee considered the following. Options include: Excessive or extended absences Disability related to visual or auditory disabilities, emotional-behavioral disabilities, specific learning disabilities, speech and language impairment Native language, social, cultural, and economic differences Those identified as English Language Learners (ELL) Pre-determined poor performance on the grade-level assessment The student displays disruptive behaviors or experiences emotional duress during testing Administrator decision Educational placement or instructional setting	N/A
2. The ARC's decision for the student to participate in the KY Alternate Assessment is not primarily the result of any of the exclusions listed above.	Indicates the committees decision for the student to participate in the KY Alternate Assessment is not primarily the result of any of the exclusions listed above. Options include Yes (Agree) or No.	N/A
Response Answer to Criterion	A response to the above two questions. Options include: If NO to either question. Stop here. Any criterion that is not checked means that the student is not eligible to participate in the KY Alternate Assessment. The student is not eligible to participate in the KY Alternate Assessment. The ARC must determine state approved accommodations (as set forth in 703 KAR 5:070) in the general assessment, if any, refer to the accommodations and modifications form. Document on IEP and conference summary. If YES to both. All necessary exclusions were considered. Continue to ARC Eligibility Determination.	Only one option can be selected. When No is marked, the ARC Eligibility Determination section displays. When Yes is marked, the ARC Eligibility Determination section displays.
Sources of Evidence and Justification
Supporting Comments (optional)	Indicates supporting comments were used as the source of evidence.	N/A
Specify Supporting Comments	A description of the supporting comments.	This is available when the corresponding checkbox is marked.
ARC Eligibility Determination
1. The student meets the participation guidelines for KY Alternate Assessment as a student with a significant cognitive disability and is eligible to receive instruction based upon alternate academic achievement standards and participate in the KY Alternate Assessment as indicated above. All data sources referenced can be verified with supporting documentation.	Indicates the committee has decided the student meeting the criteria for a significant cognitive disability and is eligible to receive instruction based upon alternate academic achievement standards and participate in the KY Alternate Assessment as indicated above. Options include Yes or No.	N/A
Response Answer to Eligibility Determination	A response to the above determination. Options include: NO. Stop here. The student is not eligible to participate in the KY Alternate Assessment. The ARC must determine state approved accommodations (as set forth in 703 KAR 5:070) in the general assessment, if any, refer to the accommodations and modifications form. Document on IEP and conference summary. Yes. All participation Criteria #1 - #4 are answered Yes, the student may be eligible to participate in the KY Alternate Assessment. Continue with documentation form below.	Only one option can be selected. When Yes is marked, the Documentation Questions section displays.
Statement of Eligibility
Supporting Comments	Indicates supporting comments were used as the statement of eligibility.	N/A
Specify Supporting Comments	A description of the supporting comments.	This is available when the corresponding checkbox is marked.
Documentation Questions
1. The ARC reviewed and completed the Learner Characteristic Inventory (LCI) for the individual student?	Indicates the committee used the LCI document for the student. Options include Yes or No.	N/A
2. Is receptive and expressive communication addressed in the IEP?	Indicates receptive and expressive communication is addressed in the IEP. Options include Yes or No.	N/A
Response Answer to Documentation Questions	A response to the above two questions. Options include: If No to either. Stop here if the ARC has not reviewed or completed the LCI. The ARC must complete the LCI before completing this documentation form. If student is found eligible, an ARC must convene to develop a (or review current) communication plan as part of the student's IEP. If Yes to both. Continue with documentation form below.	Only one option can be selected.
Sources of Evidence and Justification
Learner Characteristics Inventory	Indicates a LCI document was used as a source of evidence.	N/A
Date	The date of the documentation.	This is available when the corresponding checkbox is marked.
Individual Education Program	Indicates an individual education plan was used as a source of evidence.	N/A
Date	The date of the plan.	This is available when the corresponding checkbox is marked.
Additional Comments Here	Any additional comments related to the sources of evidence.	N/A

Field	Description	Validation
Program Modifications/Supports for school personnel that will be provided	A description of the supports and program modification for school personnel provided.	N/A
Not needed at this time	Indicates supports or program modifications are not needed.	When marked, the above field is not available.

Column Name	Description
Padlock Icon	The user currently editing the Special Ed Services record.
Service Provided	The name of the service.
Duration/Frequency	The duration and frequency of service.
Start Date	The first day of service.
End Date	The last day of service.

Field	Description	Validation
Service Required	The name of the service.	The options available are those services marked as Normal set up at System Administration > Special Ed > Services. The option Special Education always displays in this dropdown.
Service Position Required	The role of the person providing the service. Options include: Bus Driver Early Childhood Educator (IECE) Hearing Impaired Teacher Occupational Therapist Orientation & Mobility Specialist Physical Therapist School Counselor School Psychologist Special Ed Teacher Speech Language Pathologist Visual Impairment Teacher	The values listed are in a locked attribute provided by the State. Districts can provide their own values under System Administration > Special Ed > Service Position, but those values display at the bottom of this list.
Location Required	The location of the service.	N/A
Duration and Frequency
Start Date Required	The first day of service.	This field auto-populates to the Start Date of the plan.
End Date Required	The last day of service.	This field auto-populates to the End Date of the plan.
Minutes per Service Frequency Required	The number of minutes per service frequency.	Limited to 4 characters. Only whole numbers allowed.
Service Frequency Required	The frequency amount.	Limited to 4 characters. Only whole numbers allowed.
Service Period Required	The service period. Options include: Year Month Week Day

Column Name	Description
Padlock Icon	The user currently editing the Related Services record.
Service Provided	The name of the service.
Duration/Frequency	The duration and frequency of service.
Start Date	The first day of service.
End Date	The last day of service.

Individual Education Plan (Kentucky)

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