IEP Resources
Most IEP related documents are located on the Kansas Technical Assistance System Network (TASN) website.
The purpose of this document is to provide guidance regarding Present Levels of Academic Achievement & Functional Performance (PLAAFPs). PLAAFPs summarize all aspects of a child’s present levels of performance and provide the foundation upon which all other decisions in the IEP will be made.
Considerations for Accessible Educational Materials (PDF).
The purpose of this document is to ensure teachers consider the need for accessible educational materials.
Reflective Framework for IEP Development (PDF).
The “Reflective Framework for IEP Development” is designed to engage teams in a process that uses strengths-based data and observations to create Individualized Education Programs (IEP) for students that support access and progress with grade-level content standards. The intentional design of this document promotes the alignment between compliance and best practices. Each member of the IEP team is encouraged to use this document to ensure adherence to the Individuals with Disabilities Education Act (IDEA) and the Kansas Special Education Process Handbook, while designing educational programs to meet individual student needs.
Frequency, Location, and Duration
This section provides guidance and examples to help IEP teams clearly document the frequency, location, and duration of accommodations and modifications. Clear documentation supports consistent implementation, shared understanding among staff, and compliance with special education requirements. The resources below offer practical examples and guidance to support accurate and effective IEP development.
Examples of Frequency, Location, and Duration for Accommodations and Modifications
This document provides examples of how to describe frequency, location, and duration for accommodations and modifications. It is intended to support local education agencies (LEAs) and school staff when making clear and consistent decisions for student supports.
Assuring the Documentation of Frequency, Location, and Duration of Accommodations on the IEP
This guidance explains the requirement to document all special education and related services, supplementary aids and services (including accommodations), program modifications, and supports for school personnel on a student’s Individualized Education Program (IEP). Clear documentation helps ensure that everyone involved in developing and implementing the IEP understands what services and supports will be provided.
Documenting Frequency, Location, and Duration of Accommodations and Modifications on the IEP for Virtual Schools
This resource provides examples of how to document frequency, location, and duration of accommodations and modifications ion the IEP for virtual schools. It supports consistent implementation and ongoing clarity for IEP teams and service providers.
