Individual Education Plan (Kentucky) [.2315 - 2339]
Last Modified on 09/25/2023 10:52 am CDT
In This Article
Classic View: Student Information > Special Ed > General > Documents
Search Terms: 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, the section(s) of the print format that include the entered information, 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.
Editor Home
Tool Search: Special Ed Documents
This article provides information on the core functionality of Special Ed Plans and Evaluations rewritten in the New Look of Campus. See your state's specific articles for information on the editors within the plan or evaluation.
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 that a user has clicked the Complete button on the editor, making it read-only. This does not lock the editor from further editing but indicates that 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 following articles for your state's eSignature 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, including enrollment, student, parent/guardian, and team member information. It 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 lists 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, it 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.
Complete Pending eSignature only displays for certain editors. This button marks the editor as complete until the parent/guardian electronically signs those plan sections via the Campus Parent Portal. See the Special Ed 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 () 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.
This feature is not available for Delaware users.
Template Bank Side PanelClick the plus (+) icons next to the category to view the available template values.
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. Carriage returns separate template values.
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.
Education Plan Editor
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."
The Enrollment Information editor reports Special Education information from the student's Enrollment record. This editor is read only.
The Refresh button retrieves a fresh copy of data from the student's record. See the General Information section for additional information.
Enrollment Information Editor
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.
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
The Parent/Guardian Information editor populates based on the guardian checkbox on the student's Relationships tool. The editor includes Demographics information for the student's guardian.
The Delete button next to each parent/guardian can be used to remove a parent/guardian from the IEP.
The Refresh button retrieves a new copy of parent/guardians' data. This also returns any accidentally deleted people. Manually entered fields do not change when the refresh button is clicked. The user must Save after clicking Refresh to capture changes.
This editor cannot be placed in a Not Needed status.
Parent/Guardian Information Editor
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.
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.
Present Levels of Academic Achievement and Functional Performance
The Present Levels of Academic Achievement and Functional Performance editor provides a summary of the student's current achievement in school. This editor includes areas for parent and student input and a description of various kinds of assistance the student could receive.
This editor cannot be placed in a Not Needed status.
Present Levels of Academic Achievement and Functional Performance Editor
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.
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.
The Transfer of Rights at Age of Majority editor details that when the child is 17 during the course of his or her IEP, the child and parent(s) have been informed of the transfer of rights when the child reaches the age of 18.Transfer of Rights at Age of Majority Editor
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.
The Special Factors editor identifies additional steps required to address the student's needs.
This editor cannot be placed in a Not Needed status.
Special Factors Editor
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.
The Goals and Objectives editor lists goals designed to measure the student's progress in general education curriculum. Each goal includes how the goal is measured and how success is determined.
This editor cannot be placed in a Not Needed status. At least one record must be saved in order to mark this editor as "Complete."
Goals and Objectives List Screen
Click the plus (+) icon to view any objectives associated with the goal from the list screen, when applicable.
Goals and Objectives List Screen
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.
Goal Detail Screen
Select an existing record or click New to view the Goal detail screen.
Goals Detail Screen
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."
Objective Detail Screen
Select the plus (+) icon or click Add to view the Objectives detail screen.
The Supplementary Aids and Services editor lists additional supports provided to the student that are necessary to measure the academic achievement and functional performance of the student on State, District-wide, and classroom assessments.
This editor cannot be placed in a Not Needed status.
Supplementary Aids and Services Editor
Field
Description
Statement of Supplementary Aids and Services, to be provided to the child or on behalf of the child
A description of the supplementary aids and services to be provided to the student.
The Accommodations for State/Classroom Assessments editor indicates whether the student requires accommodations or alternative assessments to take standardized tests.
This editor cannot be placed in a Not Needed status.
Accommodations for State/Classroom Assessments Editor
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.
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.
The Alternate Assessment Participation Guidelines editor indicates whether the student meets the criteria for receiving alternative assessments to take standardized tests.
Alternate Assessment Participation Guidelines
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.
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 is 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.
The Learner Characteristics Inventory editor details the area(s) of a student's disability and the student's learning characteristics.
When "No. Stop here." is selected from ARC Eligibility Determination Response Answer to Eligibility Determination within the Alternate Assessment Participation Guidelines editor, this editor is NOT available for the user.
When "Yes. All participation..." is selected from ARC Eligibility Determination Response Answer to Eligibility Determination within the Alternate Assessment Participation Guidelines editor, this editor CANNOT be placed in a Not Needed status and must be completed by the user.
Learner Characteristics Inventory Editor
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.
The Least Restrictive Environment editor details the amount of time and the extent to which the student spends with non-disabled same age peers during regular class time, extracurricular, and other nonacademic activities.
This editor cannot be placed in a Not Needed status.
Least Restrictive Environment Editor
Field
Description
Explain the extent, if any, to which the student will not participate in general education
A description of the extent to which the student won't participate in general education.
The Special Ed Services editor lists services provided to the student in a Special Education setting based on the needs of the student.
This editor cannot be placed in a Not Needed status. At least one record must be saved in order to place this editor in a Complete status.
Special Ed Services List Screen
Special Ed Services List Screen
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.
Special Ed Services Detail Screen
Select an existing record or New to view the detail screen.
Special Ed Services Detail Screen
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.
The Related Services editor lists the services the student needs in order to succeed with his/her special education program and the details relevant to the selected service.
Related Services List Screen
Related Services List Screen
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.
Related Services Detail Screen
Select an existing record or New to view the detail screen.
Related Services Detail Screen
Field
Description
Validation
Service Required
The name of the service.
The options available are those services marked as Related set up at System Administration > Special Ed > Services.
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.
The Extended School Year editor indicates the student requires services beyond the standard school time, such as beyond school hours or during breaks, and the factors considered in this determination.
This editor cannot be placed in a Not Needed status.
Extended School Year Editor
Field
Description
Are extended school year services required for this student?
Indicates extended school year services are required. Options include:
Yes
No
More Data Needed
If the ARC determines ESY services are to be provided, describe the service and indicate to which annual goal or goals the service is related. If the ARC determines no ESY services are to be provided, please document the reason(s) for this decision.
A description of the service and to which goals the service is related, OR a description of reasons for the decision.
Editor Home
) 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).
Template Bank Side PanelClick the plus (+) icons next to the category to view the available template values.
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. 
Example Template Bank Selections in the Document
Education Plan Editor
Student Information Editor
Enrollment Information Editor
Parent/Guardian Information Editor
Present Levels of Academic Achievement and Functional Performance Editor
Transition Service Needs (14) Editor
Postsecondary Goals and Services List Screen
Postsecondary Goals and Services Detail Screen
Course of Study Editor
Transfer of Rights at Age of Majority Editor
Special Factors Editor
Goals and Objectives List Screen
Goals Detail Screen
Objectives Detail Screen
Reporting Progress Editor
Supplementary Aids and Services Editor
Accommodations for State/Classroom Assessments Editor
Alternate Assessment Participation Guidelines
Learner Characteristics Inventory Editor
Supports and Modifications for School Personnel Editor
Least Restrictive Environment Editor
Special Ed Services List Screen
Special Ed Services Detail Screen
Related Services List Screen
Related Services Detail Screen
Extended School Year Editor
