Manhattan-Ogden USD 383 is committed to providing a continuum of special education services for eligible students in our district aged 3-21 and to students who qualify for gifted services kindergarten to grade 12. Through Multi-Tier Systems of Support (MTSS), special education teams will provide students with educational benefits in the least restrictive environment, collaborate with related services to coordinate a high-quality plan that meets the needs of the unique student, and increase opportunities for high achievement and post-secondary success.
Individuals with Disabilities Education Act
Reauthorized by Congress and signed into law by President Bush in December 2004, the federal Individuals with Disabilities Act (IDEA-04) guides all special education practices in the United States. IDEA-04 mandates that each student identified as eligible for special education services receive a "free and appropriate public education" in the "least restrictive environment" and be afforded "due process rights" as delineated in the legislation.
Other Student Support Services
Frequently Asked Questions
Who do I contact if I have concerns about my school-aged child’s progress?
- We encourage you to reach out to your child’s school. Your child’s teacher, the school case manager, and the principal are all important team members to look at appropriate supports and interventions.
What resources are available for my child birth-5 years of age?
- Please visit either the link above for Infant Toddler Services or for Early Learning Opportunities to see what programs are available for your child.
We have just moved to the district and my child has an IEP. Who do I contact?
- Contact your building principal and they will collaborate with the school psychologist to secure a copy of the IEP. If you have a copy of your child’s IEP, please let the front office know so they can connect you with the correct people.
- “The Individualized Education Program (IEP) is defined as a written statement for each student with an exceptionality, which describes that child’s educational program and is developed, reviewed, and revised in accordance with special education laws and regulations."
- The IEP must include measurable annual goals related to the special needs of the student. When the goals have been determined, the IEP teams must provide a description of the student’s progress toward meeting the goals will be measured. The progress made toward achieving these goals will be reported within USD 383 at least every 12 weeks for preschool and elementary students. Progress reporting for secondary school students will occur at least every 9 weeks.
According to the Kansas State Department of Education, Kansas Special Education Process Handbook, schools may use customary disciplinary techniques for all children, including those with disabilities.
USD 383 utilizes a Multi-Tier Systems of Support (MTSS) which seeks to provide strategies and interventions focused on positive supports. The intent is to prevent behavior problems and attempt to prevent the reoccurrence of problem behaviors that do occur.
If a student is involved in a disciplinary violation related to weapons, drugs, and serious bodily injury the school district will follow procedures consistent with Kansas State Department of Education regulations.
In cases involving weapons, drugs, and serious bodily injury the school district will adhere to the “PROCEDURES FOR DISCIPLINARY VIOLATIONS FOR CODE OF STUDENT CONDUCTINCLUDING WEAPONS, DRUGS, SERIOUS BODILY INJURY” outlined on page 193 of the Kansas Special Education Process Handbook.
What is a 504 plan?
- A 504 plan is designed to provide supports and remove barriers for a student with a disability, so the student has equal access to the general education curriculum. 504 plans are different than an Individual Education Plan (IEP) but is developed to help students be successful in school.
What is an Emergency Safety Intervention?
- Emergency Safety Interventions (ESI) are seclusion and restraint used when the student presents a reasonable and immediate danger of physical harm to self or others. SOURCE: Kansas State Department of Education.
Web Resources for Parents
- Kansas Special Education Process Handbook
- Kansas State Department of Education
- Kansas Multi-Tier System of Support
- U.S. Department of Education - Office of Special Education Programs
- Kansas Parent Information Resource Center
- Kansas School for the Deaf
- Disability Rights Center of Kansas
- Families Together, Inc.
- Big Lakes Developmental Center
- Ft. Riley Exceptional Family Member Program
- Pawnee Mental Health
- Manhattan Parks and Recreation
- Riley County Health Department